Postcards 2 Student s Book

---

-

-SECOND EDITION

Brian Abbs • Chris Barker. Ingrid Freebairn

with

JJ

Wi son

an

d

Stella Re

illy

••

.

.

,

.

j

"

II

..

[

.

..

..

I I: " " " ~

P

EA RSO N

L

onzrnan

_{~ .~}

i

Postca rds 2, Second Edition

Authoriz ed adaptation from the United Kingdom edition, entitled Snapshot. firstedition, published by Pea rso n Education.Lim ited publishing under its Longman imprint. Copyrig ht © 1998.

America n English adaptation, published by Pea rson Educati on, Inc. Copyrig ht © 2008.

Co py right©2008 byPearson Education,Inc.

Allrigh tsreserved.No partofthis pub lication maybe reproduced, stored ina re tr ievalsyste m,or tra nsm itted in any form or by any means, electro nic, mechanical, pho tocopying, recordin g,orotherw ise, witho uttheprior permiss ion of the publish er.

Pea rson Educati on,10 Bank Stree t,WhitePlains.NY10606 Staffcred its: Thepeoplewho made up the Postcards2,

Second Edition tea m, representing editorial, prod uction, design, and manu factu ring ,are Aerin Csigay,Dave Dickey, Nancy Flagg man, Ann France, Geraldine Ceniusas, Charles Green, Mike Kemper, Dana Klinek, EdLarnpr ich,Meliss a Leyv a,Liza Ple va, andStella Reilly. Coverand text design :An nFran ce

Text composition:TSI Grap hics Text font: 1'1 / 14 pal at ine ISBl -13: 978-0-13-8150 45-7 ISBN-"IO: 0-13-815045-1

12 345 6 7891O-QWD- 131 2111009 Illustrationcredits

Ma rkColl ins: p.2 (top);Francois Escalmel,p.23;Tim Haggerty: pp.18,74,86, 111; Peter Gunther:p.69;Brian Hug hes: pp.5,12;Alan Neid er:p.78;Ch risReed :pp.19, 40,54,101;BartRivers, pp . 50, 81, 121; Robert Roper : p.65; And rew Shiff: pp.44, 70, 85;JimSta r r:pp.22,106;Anna Vc1tfort: p. 28.

Text credits

P: 2Source for Harry Potter's family tree: wikipedia.org: p. 20 "Becoming a Fat Nation," adapted from USA TO DAY, February19, 2002; p. 40 Sourceofch a rt:U.S.Bureau of the Census: p.68"A Mode rn-dayMozart,"ad apted from 60 Minutes' "Prod ig y 12, Compared to Mozart,"November 28,2004; P: 76"ALaught era DayKeepsthe Doctor Away," adapted from "Commun ity Hero: Dr. Madan Kataria" by Wendy Jewel l, which appeared on www..laug hte ryoga.org; p. '103 Rulesofbehavio r, adaptedfrom 'T each ingMan ne rs in a Manner-less World"by Ellen R.Delisi o,which appe ared on educa tion-world.com.

Photo credits

All ang in al photographyby Stephen Ogilvey;cover (city) David Notan/ Getty Images, (bu tto n) Da rling Kindcrsley:borders(globe)Larry Wil1iams/Corbis, (clo uds) Royal ty-Frec/Corb is: p.2 (friends) Le la nd Bobb c/Corbis, (classmates) WizData, Inc./Shutter sto ck. com;p.9 And res Rod riguez/Shutt erstock.com;p.11 (top) And rew Redingto n/Getty im ages, (bottom) Fabrice Coffrini /Cetty Images:p.14Shutterstock.com:p.15 Shuttersto ck.corn : P:20 (top) Bananabtock/age fo tostock, (bottom) Mark Rich ard s/Photolidit: p. 26 Pea rson Educat ion/Peter Lake:p. 30 Bava ria/ Ge tt y Images; P: 32 (top) David Young-wolf f/Photolidit, (middle left) Darling

Kindersley.(m iddle right)Dorling Kinders lcy,(bottom left)Cra ig}. Bro wn/IndexStockImagery;p.33 (top) Dorling Kindersley, (bo tto m) Dorling Kind ers lcy: p. 36 (biking)mylifephotos/agefotostock,(hockey) Dennis Macfronald/ag c fotos tock, (skateboarding) Hemera/age fotostoc k,(sw imming) Joh n Cumm ing/ age fotostock, (table te nnis) ImageOJ/ agefotostock, (bowling) jose Maria Riola/age foto stock, (camp ing) imagelOO/agc fo tostock,(ru nn ing) SuperStock/agefotostock, (rock

climbing) Cate Frosc/Shut tcrstock.co m, (wa ll climbing) S. Pala zov/Shutterstock.com;p. 51Royalty-Frce / Corbis, (lamp) Steve Horrell/ Photo Researchers, Inc.; p. 52 (left) Kaz Ch iba/Cett yImages, (right) Thomas Northcut/ Getty Images; p.53Contogra pher/Corbis; p.57 (1) Lon don Feat uresInternati onal,(2)Idols Licensi ng and Publicity

ua

,

(3) RexFeatures,(4) Big Pictures; p.58 (left) Bobby Deill/RealDea IPhoto/ Shuttcrstock.com, (right) Jupiterirnages Corp oratio n: p. 60 (a) Royalty-Free/Corbis, (b) Christophe Lovi ny/Corbis:p. 61 (c) Tom & Dee Ann McCarthy / Co rbis,(d )Chri stine Osborne/ Corbis, (e ) National Gallery Collection by kind permiss ion of the Trustees of the National Callery, Londori/Corbis.

(f) Frans Lanting /Corhis;p.66 (left) Ma ry Evans Pict ure Library/Alarny, (right) Victoria & Albert Museu m, Londo n/Ar t Resource, NY; P: 75Dyn amicGraphics Croup/Crcat as/Alam y:p.76 (left)Dr. Madan Kataria, (righ t) AP Im ages;p. 79(top) VicBidder /PhotoEd it, (midd le left) RobertBrenncr/Photolidit, (m id dle right) Jam es Leyn sc/Corbis, (bottom right) James Connelly/ Co rbis,(bo t tom left) FoodPix/GettyImages; P: 80(S<1 0 Paulo)AngeloCavall i/age fotostock,(New York) Sa nd ra Baker/Getty Images, (Chicago) Color Day Production/ Gettyimages,(Vancouver)Rob Atkins/CottyImages, (Sydney) MartinMischkulnig /Cctty Images; p. 84 Mediolmages/SuperStock;p.88(top) Christie's Images/ Corbis, (middle) Christophe Bolsvieu x/Corbis. (bottom) Royalty-Frce/Co rbis:p.89Jack Fields /Corbis:p.93(left) GregoryPacc/Corbis. (m iddle) Evan Agostini/Getty Images,(right) Pun it Paranjpe/Reuters /Corbis, (bottom) Busin essWire/Ge tty lmages;p.94(top) ©2005 Ma rvel/ Corbis,(bo ttom) Warn er Bros/DC Comics/TheKa bul Collection; p.96 (top) Sebastia n D'Souza/Getty Images, (bo ttom) Sherwin Crasto/ Rcute rs/Corbis:p.99 Images; p. 100 Pearson Ed ucation/PeterLake; P:102 (lop to boncm) Grace/ zefa/ Corb is,Michelle D.Milliman/ Shu tterstock.corn, Pearson Ed ucation/Pe ter La ke. Pea rso n Ed ucation /Peter Lake; p. 107 (top) Ro n Wa tts/Cnrbis, (m iddle)Tom Stewar t/Co rbis. (botto m) Galen Rowell/ Corbis: p.113 (top ) Bananafltock/ age Iotostock.(bo ttom) Bo b Pa rduc /Ala my:p.116 (to p) Etienne George/Corbis Sygma.(middle) Kaz uyosh iNomachi/Corbls,(bottom) Royalt y-Free/ orbis:p.117(top)Royalty-Frcc /Corbis, (bo ttom )Royalty-Free/Corbis: p.'ll8(left to right) Suzan/ All Action,Rex Fea tures,SuziGibbons/Redfern s, Rex Features,Dav id Redfern/Redferns,J 1internatio nal / Redferns, Corbis, Peter Aitchison!All Action,Rex Fea tu res; P: 119 Corbis: P:120 Aga &MikoMate rnc/ Shutterstock.com ; p. 122(top) licki Pardo/ Cetty Images. (middle) Getty Images. (bo tto m) Arabian Eye/ Get ty Images:p.123(to p) Kaz Chiba/Getty Images,(bottom) Royalty-Frec/Corb is;p. 124 Kenneth Garrett/Getty Images;P: 125(top) Anne- larie Weber !GettyImages, (bottom)Reuter./Co rbis: P: 126(top left) JeffGreenberg/ age fotostock, (top right ) Royalry-Free/Corbis, (bottom left) Anders Ryman/Corbis, (bo ttom right) Macduff Everton/Corbis;p. 127 arga re t Courtncy-Clarkc/Corbis: p. 128 (top) AI-Nakheelldpa/Corbi s, (middle) Dynami Earth Imagin g /Photo Researchers, lnc.: p. 129 (bottom) Stephanie Kuy end aI/C rbis.

Contents

Scope and Sequence iv UN IT

8

I

used

to

dream of ...

70

Characters viii Progress check 77

Game 3 78

Lets

get started.

2 Project 3 79

UNIT

1

Meet Alex and his friends.

6 UNIT

9

We

were walking

home ...

80

UNIT

2

Do yo

u

haue any piua dough?

14 Wide Angle 3 88

Progress check 21 UNIT

1

0

You

're

the

best in

the

group.

90

Game 1

Project 1

22

23 Progress check 97

UN IT

3

#I

re

there

anIJ

chips left?

24

UNIT

11

Vou

shouldn't

be upset.

Game 4

98 106

Wide Angle 1 32

Project 4 107

UNIT

4

How

often do

!IOU

go

rode

climbing?

34 UNIT

12

_{to learn.}

I'll

teach

VOU

if

!IOU

want

108

Progress check 41

Progress check 115

UNIT

5

Ellerybodvs

waiting

tor us.

42 Wide Angle 4 116

Game 2 50 Fun with songs 1-4 118

roject 2 51 Focus on culture 1-4 122

UNIT

6

What are

!IOU

going to wear?

52 Fun with grammar 130

Pro gress check Peer editing checklist 134

id e Angle 2

Scope and Sequence

Unit

let!get

starte

d

.

Meet

Rl

exand

h

is

fri

ends.

Pages 6-13

00

you haue any

piua

dough?

Pages 14-20

Communication

De~cribe someone's personality

Give-and follow instructions

Grammar

Review of the simple prese nt

Possessive.pronouns: mine , yours (sinq.), hers, his,

ours, yours (pl .), theirs Whose?

Count and non co unt nouns Imperatives (Command s)

Page~l Progress check Units 1 and 2 Test -taking tip: Be prepared. Page 22 _{Game 1: Stomp, spin, and spell}

Page 23 _{Project 1: A snapshot of a great snack}

Make an offer THere is I There are wit h some a nd any

lire there any chips

left?

Quest io ns with How much and How many Expressions of quant ity: a little, a few, a lot of,

not much, not many '

Pages 24-31

•

Pages 32-33 Wide Angle 1: International treats

Pages 34--40

How

often do you go

rock climbing?

Express prefe re nces: would rather

Adverbs of fre q ue ncy Ex pressio ns of frequency How often

Gerunds

Page 41 Progress check Units 3 and 4 Test-t aking tip: Stay positive and relaxed. Talk about what's going on The present con tinuous Elferybody's

waiting

now The simplepresent contraste d wit h the

for

u

s

.

_{present cont inuous}

Pages 42-49

Page 50 Game 2: Sentence charades

Page 51 Project 2: A snapshot of a special interest

'Talk about clo thes too + adjective; not + adjective + enough

What are

!IOU

going to

omment and complime nt Present continuous for future arrangeme nts

wear?

_{Be going to + verb fo r future plans,}

int e nti o ns, and predictio ns

Pages 52-58

Pag e 59 Pro gress check Units 5and6 Test-taking tip: Keep your eyes on you r own paper. Pages 60-61 Wide Angle 2: What is beauty?

Vocabulary Learn to learn

Personality traits Reading: Identify people from descriptions Expand your vocabulary Linking words in Listening: LIsten fo r speci fic information to connected speech

complete a chart

Speaking: Describe people's personalit ies; Talk

about yourself

Writing: Write about your ideal person

~s for various meals Reading: Read for specif ic informatio n Learn words that are Using stress and Listening: Listen to determine true and false often used toget her intonation to expres~

information (collocations) strong feelings Speaking : Give and follow instructions

Writing: Make a poster on healthful eating

tips

Reading: Read to discrimi nate information Listening: Listen to identify true information

Spe~king: Discuss your reactions to errands;

Talk about a place described in a reading Writing: Write about a shopping place

Reading: Read a bar graph

Listening: Listen for specific information Speaking: Talk about w hat you like and don't

like doing w hen you don't have school Writing: Write about what you like and don't

like doing duringyour free time

Reading: Readablog for specif ic information Listening : Listen to discriminat e information Speaking : Talk about reasons for running late Writing: Write about what usually happens at

school

Learn collocat ions with Woufdyou

food

Learncollocationsin The sound 101in soccer

context

Role-play to pract ice Words beginning with

English s + another consonant

Reading: Read for specific in formatio n Change nouns to The pronunciat ion of

Listening: Listen to discriminat e information adjectives going to Speaking : Talk about th e kind of clot hes you

like; Discuss your opinion

Writing: Write a list of fashion do's and don'ts

Pages 70-76 Pages 62- 69

Stope a

The simple past of be

The simple past of regular and irreg ula r verbs

Conjunctions: and, but. so Used to for pa st ha bits Express agreement or disagreement Express opinion Communication Title

Jused todream of...

Vou

w

ereawesome,

Jllex!

nd Sequente

Page 77 Progress check Units 7 and 8 Test-taking tip: Wr it e neat ly. Page 78

Page 79

The past continuous

The past continuous wit h when and while Talk about the weat he r

Talk about past activities Game 3: Q & A baseball

Project 3: A snapshot of my childhood

We were

walking

home ...

Pag es 80-87

Pa ges 88-89 Wide Angle 3: A traditional st ory

The simp le past and the past continuous

Talk about prefere nces The comparative and superlat ive forms of

Vou're the

best in

the

adjectives

group.

_{Ma king comparisons with}

as + adjective + as

Pages 90-96

Page 97 Progress check Units 9 and 10 Test-taking tip: tookout for keyword s.

Express decisions Will for predictio ns and decisions

Vou

shouldn

't

be upset.

Should/Shou ld n't for advice

Must/Must no t fo r rules and obligations

Pages 98-105

Page 106 Game 4: Say and do the opposite Page 107 Project 4: A snapshot of a trip

Talk ab out summer plans May/Might for possibility

ru

teach

you if

vou

First conditional: If clause + w;/Ilmight

want

to

learn.

Pages 108-114

Page 115 Prog ress check Units 11 and 12 Test-takingtip:Stayfocusedon your work.

Pages 116-117 Wide Angle 4: Summer camps

Vocabulary SkU s Learn to learn Pronunciation

Positive and negative adjectives

Basic emotions

Reading: Read for specif ic information Listening: Listen to discriminate inf ormat ion Sp eaki ng: Talk about a party; Int erview a

classmat e about a reading

Writing : Write a summary for a teen magazine

Reading : Read for specificinformat ion Listening: Listen to discriminat e informat io n Sp eaki ng : Talk about what makes you happy and sad or angry; Express personal opinions Writ ing : Write a paragraph about what your

classmat e used to do

Learn irregular past Intonat ion in YeslNo and fo rmsin groups information questions

Personalize what you The pro nunciatio n of learn in school used to

Adjectives for describing Reading : Read for specific information Make pred ict ions The pro nunciat io n of hi the weather Listening: Listen to discriminate information in walk

Sp eaking : Talk about stories you like; Discuss similarities and differences

Writing: Put sentences in order to write a story

Adject ives of quality Reading : Read for specific information Listen carefully to the The pronunciation of lce/ (positive and negative) Listening: List en to determine true and fa lse sounds of English as in mad

informatio n

Speaking: Express personal opinions; Express pref erences

Writing: Write a paragraph about the advantages and disadvantages of being very qood -lookinq

Parts of the body Reading: Read a questionnaire Learn from your mistakes The short sound of lui as Listenin g: Listen to discrimi nate information; in should

List en for specif ic inf ormation

Speaking : Give your opinion on manners Writ ing : Make an etiquette.list

Summer activities Reading: Read a website for specific information

Listening: List en to a radio show to determine true and false information

Speaking : Talk about your summer plans Writ ing: Write an e-mail about your summer

plans

-Use the publisher'S Stress in verb + noun websit e for additional combinations information and

practice

Vo

ul

ry

1

Personal Information

Read the information.Then complete the form with yourown inf o rmat ion.

Last name First name Age Address Tel. no. --E-mai.lld~t~'

Hudson Kathleen 13 61 Park Avenue (212) 555-3586 [email protected] New York, NY

10303 U.S.A.

2

Relationships

Mr. atld Mrs. Pursley Mr. atld Mrs

.

Evatls Mr: a"d Mrs

.

Po

tter

The

fam

ily

i

i A. Read the family words.

_Marjorie

VerMO"

I t Jalltes

"

.

'

.

.

_{• grandfather and}

_Pursley

_Porsley

_Potter

• ,_, 1

p;randmother

=

grandparents • father and mother

=

parents

,,

.

" ,

..

' . • son and daughter =children

• brother • uncle

Pudley Porsley

Kar

ry

P

otter

• sister • cousin Qnlychild

• aunt • onl y ch ild

I

I

B. PAIRS. Wr it e some of the words from Exercise A in

Harry Potter's family tree.

Frien

ds

A. Read the words and look at the pictures.

B. Write names below the pictures where approp ri ate.

+

.

Repeat ,. ~eseribe .

2. falce turns, 1. Cover.

A. Loo k at the pictures and read the commands.

3

Classroom commands

6. Ihlnk, 7. Circle.

9. Vraw. 10. list. t 2.Ull derlille.

B. PAIRS. Take turns. Student A. act out a command from Exercise A. Student B, guess the command. Act out at least three commands each.

4

Everyday activities

A. Read the phrases and look at the pictures.

1.walceup 2.getup g. take a shower +.brush my teeth 5. have brealcfast 6. leave the house ~

t.

goto school 8. have luneh 9. gethOlMe frollt school 1O.have. dlllller t 1. do ltly homeworlc 12.gotobed B. PAIRS. Ask each other questions using some of the phrases in Exercise A.

Grammar

7

Adjectives

look at the adjectives. Match them with at

5

Nouns

least two nouns from the box.

.

"

~ :~

I I I I , (I I. ~

A. Write two more examples for each category.

Category

I

Example

months _January.

days of the week Sunday, classroom ob jects board,

red, Spain, kitchen, colors countries rooms of a house

places in a town park, teacher. occupations

B. What words begin with capital letters in Exercise A7 Give one more example for each.

1. places: India 2. things: Apple computer ,

3. people: Mr. Sand ler

6

Pronouns

A. Fill in the missing object pronouns. SUbject

I

Object I me You He She It it We You you They

B. Write the subject pronouns from Exercise A in the correct column.

First person Second person Third person

I

game girl hair house magazine mall man movie park test

beaut ifu l girl 1. beautiful: 2. big: 3. boring: 4. easy: 5. expensive: 6. interesting: 7. long: 8. short: 9. tall : 10. young:

8

Verbs

Fill in the past form.

Base form

I

Simple past form be bring come dance do eat get up go have/ has put sing take tell walk write

9

Prepositions of location

A. Read the sentences and

look at the pictures. Where's the balloon? It's under the table. It's behind the computer. Where are the CDs? They're in the bag. They're on the bag. Where's the balloon? It's above the table. It's in front of the TV.

B. PAIRS. Take turns. Ask where four classroom objects are. Use prepositions of location in your answers.

A: Where are your books?

B: They're in my bag. Where's the teacher's bag?

A: It's ...

10

This/These; That/Those

A. Read the sentences and look at the

pictures.

This is

my

book. These are my books.

That's an apple. Those are apples. B. PAIRS. Point to two things that are near you and two things that are far from you. Ask your classmate what the objects are. Switch roles.

FOT example: A: What's this'? B: It's a ruler.

A: What are those on the teacher's table? B: Those are dictionaries. Your tum.

Communication

11

Ask and answer questions

-A. A2 Listen to the questions and the answers.

A: What's today's date? B: It's February 13th. A: What time is it? B: It's twelve o'clock. A: What day is it? 8: It's Wednesday. A: What year is it? B: It's 2010.

A: When's your birthday? B: It's on November 8th.

B. Take turns. Ask and answer the questions in Exercise A. Give true answers.

12

Say goodbye

A. Read the expressions

below.

1. Good luck. Thanks. 2. Goodbye. 3. Keep in touch.

4. Have a great weekend/day/trip.

5. Take care.

B. Write the appropriate response below each expression in Exercise A. A response can be used to respond to several expressions in Exercise A.

• Sure. • Bye./See you,

• Thanks./Thank you. • You, too .

Affi rmat ive statements I'm 15.

Diane is outgoing. Lori and Diane are friends. We're in Green Fire. Yes/No questions

Are you in TeenScene?

Is Diane outgoing?

Are Alex and Joe best friends? Information questions Who is she?

Howald are you? Where are they?

Discovering grammar

look at the grammar chart. Answer the questions.

1. What are the simple affirmative present forms of the verb be? ,

2. What words do Yes/No questions with be begin with?

3. What are some examples of question words used in information questions?

Negative statements

I'm not in Teen Scene.

Diane's notshy. / Dianeisn'tshy. They're notsisters. / Theyaren 'tsisters.

We're not in Green Fire. / We aren't in Green Fire. Affirmative answers

Yes, Iam.

Yes, she is.

Yes, they are. Short answers My teacher. Fifteen. At school. Negative answers No, I'm not.

No, she's not./ No, she isn't.

No, they're not./No, they aren't, Long answers She'smy teacher. I'm 15. They'reat school. 3. Paul: (+)- - - -- - ­ (-) - - - -­

4. Karen and Diane:

(+)- - - ­ (-) -

-

-

-

-

-

-

­

5. Joe: (+)- - - -- ­ (-)- - - ­ 6. Diane: (+) - -- - -- - - - ­ (-)- - - ­ ~ ::: .. " ," 'I t ;~::: It "',

I

I

'

:

t l . ~: ~ : II lH ~ :: ,II .', I, ,,, I, I' _I ,_II, I, I, "! " '" II :',: " '. ld " p'. ~I • I, H ::: 1 III III

Practicing grammar

4

Pradice

A. Write affirmative (+) and negative (-) statements, describing each person. Use the verb be and the adjectives you have learned.

1. Alex:

(+) Alex i6 popular with girl6. (_) He'6 not 6hy.

2. tori:

(+) - - - ­

(-)

­

-

-

-

- ­

-

-B. GROUPS. Imagine you are one of the characters. Describe yourself to your classmates. They will try to guess which character you are.

5

Practice

PAIRS. Ask and answer Yes/No questions about people in your class. Use the cues and any of your classmates' names.

1. shy

A: /5 Ann 6hy?

B: No. 6he'5 not,/Ye5, 5he ie;. 2. outgoing

3. talkative 4. competitive

5. seriou s

6

Practice

8

Communication

Playa game. Go to page 130.

Describe someone

's

personality

7

Practice

A. Write information questions about the self-introductions on pages 6-7. Use the cues.

1. (Who) Paul

Who's Paul?

Q:

2. (What) Teen Scene Q:

3. (How old) Paul Q:

4. (What) Green Fire Q:

5. (Who) the Creen Fire members

Q

:

6. (What) Lori's last name Q:

7. (Who) from Los Angeles

Q:

B. PAIRS. Take turns asking and answering the questions in Exercise A. Don't look at the reading.

A. AS List en to the conversation.

A: Who's that?

B: He's

m

y

classmate.

A: Wh at's his name?

B: Ada m.

A: He looks really cool. B: He is, but he's prettyshy.

B. PAIRS. Role-play the conversation with a partner.

C. PAIRS. With a classmate. write your own conversation about a new person at your school. Use Exercise A as your model. Then role-play your conversation.

GROUPS. Talk about yourself. Tell your classmates the following information about yourself:

• your name

• your nickname if you have one • your age

• other interesting information about yourself and your personality

Useful language:

• My name's ...

• My nickname is . .. • I'm _ _ years old.

• I'm friendly/shy/scrious/etc.

• r enjoy ...

9

Dialogue

A6 Cover the dialogue and listen.

Mom: So, how's Teen Scene, kids? What are you up to these days?

Joe: A lot. We're busy with practice. We have a show in November.

Mom: That's great! What kind is it? Diane: It's a musical. It's a mixture of hip

hop, pop, and Broadway.

Dad: Really? Sounds interesting. Whose

idea was it?

Diane: I'd like to say mine, but .. .

Joe: Yours? Ours, Diane. Not just yours. Dad: That's enough, you two. So, how's

your new director?

Diane: Paul? He's OK He's friendly, but I think he's a perfectionist.

Joe: Yeah, he makes us practice a lot. He's really serious.

Mom: That's not so bad.

Diane: It is. He's not exactly easygoing. Mom: I bet he keeps you busy.

10

Comprehension

A. Answer the questions.

1. When is the Teen Scene show this year?

2. What kind of show is it?

3. What adjectives does Diane use to describe Paul?

B. A7 Read along as you listen again. Check

your answers.

11

Useful expressions

A.

~

Listen and repeat.

• What are you up to these days?

• That's enough.

• That's not so bad.

• I bet . ..

• Sounds [interesting],

B. Match each expression in Exercise A with

an expression below.

1. Seems nice. Sounds interesting.

2. What's new? _

3. I'm sure ... _

4. Stop it. _

1

Readi

g

A3 Read along as you listen to Alex and his friends.

Hi. My name's Alex Romero.

I'm 15 years old. I'm a member

of Teen Scene. a drama and

music group. Iplay the guitar.

I'm easygoing. and I'm not shy!

Communication

Describe so me o ne' s personality Grammar

Review of the simple present Possessive pronouns: mine,

yours (sinq .), hers, his, ours, yours (pl.), theirs

Whose? Vocabulary

Personality tra its

Hi. I'm Joseph Sanders, but my nickname's Joe. I'm also 15. Diane, my sister, says I'm a

bookworm beca useI enj oy read ing.I love books.

Alex and I are best friends. but we're opposit es.

He's easygoing. but I'm a little serious. Alex is

2

ompreh sion

A. Write the names of the characters. 1. He's the director of Teen Scen e. Paul Cha n 2. Alex is his best friend. 3. She's fro m Los Angeles. 4. She's Joe's sister.

5. He plays the guitar.

6. She's in Green Fire with Diane and Karen.

B. A4 Read along as you listen again. Check your answers.

3

Vocabulary

Personality traits

A. Match each personality trait with the correct definition.

1. pop u lar _ b_ a. makes a Jot of rules to be follow ed

2. ea sygoing _ _ b. liked by a lot of people

3. qu ie t _ _ _{c. noteasily upset;usuallynotwo rried}

4. studious _ _ d. enjoyable or entertaining

5. smart _ _ _{e. spends a lot of time studying} 6. serious_ _ f. intelligent

7. outgoing _ _ g. very calm ; not noisy or loud

8. shy _ _

h.

very sens ible; usuall y works hard

9. comp e titive _ _ l. enjoys meeting new people

10. fu n_ _ j. determined to be better than other people

11. str ict _ _ _{k. uncomfortable around other people}

B. PAIRS. Which of the adjectives in Exercise A describe you? Talk with a classm at e.

For ex a m p le:

A: I'm pretty easygoing, but I'm also shy . What about you? B: I'm not shy at all. I'm very ou tgoing.

C. GROUPS. form groups of four. Choose adjectives from

Exercise A that describe one of your classmates. Describe that person to the members of your group and have them guess the person's name.

I'm Paul Chan, t he direct or' of Teen

Scene. I'm 26. I

enj oy working with

_{Expand your vocabulary}

_.

teenagers. They're

When you learn a new adjective, try to learn its fun, but they're also

cfla llenging. I'm serious, but I'm

not st rict . I'mjust a perfect ionist l

opposite, too. This will double your vocabulary.

Match the adj ectives with their opposites. Use a

dictionary if you need to.

1. studious a. shy 2. friendly b. lazy 3. fun c. strict 4. outgoing d. unpopular 5. popular e. talkalive 6. quiet f. unfriendly 7. easygoing g. boring

GRAMMAR

Focus

Review of the simple present: be Affirmative statements

I'm 15.

Diane isoutgoing. Lori and Diane are friends. We'rein Green Fire. Yes/No questions

Are you in Teen Scene?

Is Diane outgoing?

Are Alex and Joe best friends? Information questions Who isshe?

Howald are you? Where are they?

Negative statements I'm not in Teen Scene.

Diane's notshy. / Dianeisn't shy. They're notsisters./ They aren'tsisters.

We're notinGreenFire./ Wearen'tin Green Fire. Affirmative answers

Yes, I am. Yes, she is. Yes, they are. Short answers My teacher. Fifteen. At school. Negative answers No, I'm not.

No,she's not.lNo, she isn't. No, they're not.l No, they ar!!n't.

Long answers She'smy teacher,

I'm 15.

They'reat school.

Discovering grammar

Look at the grammar chart. Answer the questions.

1. What are the simple affirmative present forms of the verb be? - - - f

2. What words do Yes/No questions with be begin with?- -- - - f _

3. What ilr~ some examples of question words used in information questions?

Practicing grammar

4

Practice

A. Write affirmative (+) and negative (-) statements, describing each person. Use the verb be and the adjectives you have learned.

1. Alex:

(+) Alex i5 pop ular with girl5.

(_) He'5 not 5hy. 2. Lori: (+)- -- -- - - - ­ (-)- - - ­ 3. Paul: (+)- - - ­ (-)

-

-

-

-

-

-

-

­

4. Karen and Diane:

(+)- - -- - - ­ (- )- - - ­ 5. Joe: (+)- -- - - ­ (-)

-

-

-

-

-

-

-

­

6. Diane: (+)- - - ­ (-)

-

-

-

-

-

-

-

­

B. GROUPS. Imagine you are one of the characters. Describe yourself to your classmates. They will try to guess which character you are.

5

Practice

PAIRS. Ask and answer Yes/No questions about people in your class. Use the cues and any of your classmates' names.

1. shy

A: I~ Ann 5hy?

B: No. ~he '5 not.lYe5, 5he ;5. 2. outgoing

3. talkative 4. competitive S. serious 8 Unit 1

ay a game. Go to page 130.

7

Practice

A. Write information questions about the self-introductions on pages 6-7. Use the cues.

1. (Who) Paul Who's Paul?

Q:

2. (What) Teen Scene Q:

3. (How old) Paul

Q:

4. (What) Green Fire

Q:

5. (W ho) the Green Fire members

Q:

6. (What) Lori's last name

Q:

7. (Who) from Los Angeles

Q:

B.

PAIRS. Take turns asking and answering

the questions in Exercise A. Don't look at the reading.

Describe someone's personality

A. AS List e n to the conversation.

A: Who's that?

B: He's my classmate.

A: WhClt' s his name?

B: Adam.

A: He looks reall y cool. B: He is, but he's pretty shy.

B. PAIRS. Role-play the conversation with

a partner.

C. PAIRS. With a classmate, write your own

conversation about a new person at your school. Use Exercise A as your model. Then role-play your conversation.

GROUPS. Talk about yourself.

Tell your classmates the following information about yourself:

• your name

• your nickname if you have one • your age

• other interesting information about yourself

and your persona lily

Useful language:

• My name's .. . • My nickname is . ..

• I'm _ _ years old.

• I'm friendly/shy/serious/etc.

• I enjoy . ..

9

Dialogue

A6 Cover the dialogue and listen.

Mom: So, how's Teen Scene, kids? \J\That are you up to these days'?

Joe: A lot. We're busy with practice. We have a show in November.

Mom: That's great! "\That kind is it? Diane: It's a musical. It' s a mixture of

hip­

hop, pop, and Broadway,

Dad: Really? Sounds interesting. Whose idea was it?

Diane: I'd like to say mine, but , . ,

Joe: Yours? Ours, Diane. Not just yours. Dad: That's enough, you two. So, how's

your new director'?

Diane: Paul? He's OK He's friendly, but I think he's a perfectionist.

Joe: Yeah, he makes us practice a lot. He's really se rious.

Mom: That's not so bad.

Diane: It is. He's not exactly easygoing. Mom: I bet he keeps you busy.

10

Comprehension

A. Answer the questions.

1. When is the Teen Scene show this year? II : 2. What kind of show is it?

III ,

,

.

_{3. What adjectives does Diane use to}

'"

I,

describe Paul?

B. \~ Read along as you listen again. Check your answers.

11

Useful expressions

A. ' AS Listen and repeat.

• What are you up to these days? • That's enough,

• That's not so bad. • I bet .. .

• Sounds [interesting].

B. Match each expression in Exercise A with an expression below.

1. Seems nice. SoundB interesting. 2. What's new?

3. I'm SUfe .. . 4. Stop it. 5. That's OK.

GRAMMAR

Focus

Review of the simple present: other verbs

Affirmative statement Negative statement

Joe practices every day. He doesn't practice on weekend s.

Joe and Dia ne have busy schedules. They don't have much free time.

Yes/No questions Affirmat ive answers Negative answers Does Joe practice on weeken ds? Yes, he does. No, he doesn't.

Do Joe and Dia ne have busy schedules? Yes, theydo. No, they don't .

Info rma t io n questions Short answers long answers

When does Joe practice? After school. Hepractices after school.

Where do Joe and Diane practice? At school. They practice at school.

Discovering grammar

PAIRS. Look at the grammar chart. Complete the rules with do or does.

1. In question s with he, she. and it, use

form of a verb.

+ th e base

2. In questions with /, you, we, and they, use base form of a ve rb .

+ t h e

Practicing grammar

12

Practice

Complete the paragraphs with the simple present.

1. MlcheJle Wie(bd onlya teenage r but she (play ) world-class golf.

Michelle (not/spend) all her

time playing golf.Slw also (love) _ readlng and drawing.

1. Bract Pitt and 1\ngelino Jolic (be) _ Hollywood actor s.They (live) _

inCaliforn ia.They (do) alot.of chnrity work.Angcline (t ravel) _

eround the world to help the poor. Brad (use) _ _ _ __ _ his fame to help xave the

envi ronmcnt,

13

Practice

PAIRS. Ask and answertw o Yes/No questions about each article in Exercise 12.

For ex ample:

Q: 00e5 Michelle Wie play

tennier

A: No, vhe doe5n't. She play5 qolf.

14

Practice

PAIRS. Ask and answer two inf o rmat io n questions about each article in Exercise 12.

For examp le:

Q: Where do Angelina Jolie and Brad Pitt live?

A: They live In Ca lifo rn ia.

15

Writing

A. In your notebook, write a magazine article about a person you admire .

B. PAIRS. Read your

classmat e's paragrap h.

Circle any errors. Us

Peer editing che page 1 3~/t

Possessive Possessive adjectives pronouns my mine your yours her hers his his our ours your yours their theirs Questi o n with Whose? Whose is that? Whose idea is it?

GRAMMAR

Focus

Possessive pronouns Possessive adjectives It's my book. It's your book. It' s her book. It' s his book. It' s our book.

Those are your books. Those are their books.

Short answer Mine. Ours. Possessive pronouns It's mine. It's yours. It's hers. It's his. It's ours. Thoseare yours. Those are theirs. Long answer It 's mine. It's ours.

Discovering grammar

Look at the grammar chart. Circle the correct answ e rs.

1. A possessive pronoun replaces a possessive adjective and a

.

..

_" (pronoun! noun).

:: ,.

. . ;:n, 2. A noun (always! never) follows a possessive prono u n .

~: :l .~ .

Ii

" II i ;~: I II II j , I: " _'" '., .. ..

Practicing grammar

..

;i; " _{" "~ ..}

16

Practice

jd ~: '" , II ',.

'" ... Rewrite the sentences. Use posse ss ive pronou ns. I

ii

i

:

;

Itf I _{1. Those are their CDs. Tho5e C05 are the;rf;.} ....

nl

2. This is heJ:...packp ilc~ .

I

I

3. That'soursoccer ba ll.

i,

I

I\~

1 1 0" " 4. That's mycomic book.

5. Those arebis sneakers. 6. This is yourcellphone.

17

Practice

GROUPS. Form groups of four.

1. Every person in you r group

pu ts three items ina bag.

Don't look at the items.

2. hoose th ree items from

the bag. Don't tak e you rs! 3. Find out to whom each item

belongs. Whoever finds the

owners of all three items

firs t wins. For example:

A: Daniel, is this yours?

B: No, it's not mine. It's his/ hers.

18

Pronunciation

linking words in

conne

cted

spee

ch

A.

~

Listen and repeat.

A: Whose are these? B: Those '--' are mine.

'--'

A: Whose idea was it?

'----' v B: It was his. A: Whose is it? "---' ... B: It's ours. '-'

B. PAIRS. Practice the

quest ions and answers.

19

Listening

A10 List e n to the conversation. Put a check (II) below the name of the perso n who owns each object .

-

----!

I.

-Sh ir ts _{_ - j - - -_ - - - l - _ --<} I Snea kers

±=

Magazines _ _ _ _ _....L.- _ . _ _ Basketball _

12

Un

i

t

1

Th

new

director

A.

e

Read along as you listen to the conversation. What activity are Diane and Karen atte nding tod ay?

5

J

-l

J

B. GROUPS. Discuss: Which do you think is bet t e r, a strict teacher or an easygoing one? Explain your answer.

• • • • • rice • bread • • A. A12

1

Y,

:::'1 ", " , ::. ~ , I "

.

" " : " " 'I_,

_..

" _..: For example: A- This is rice .

B: These are pancakes.

C. PAIRS. What do you usually eat for breakfast? for lunch or dinner? for snacks?

ca ulary

Foods for various meals

I _I I _If

" ,

..

listen and repeat.

Breakfast

• juice • bacon • coffee

• maple • eggs

syrup

butter • ham

cereal • jelly/jam • milk

lunch and dinner

• sandwid1es fruit: apples, pears,

• seafood: fish, bananas, oran ges

shrim p meat: chicke n,

steak, pork chop • soda • soup pasta • vege tab les pizza • water • omelet • pancakes • sausages • tea Communication

Give and follow instructions

Grammar

Count and noncount nouns Imperatives (Commands)

Vocabulary

Foods for various meals

Snacks and desserts

• ice cream • cake

• chips • pie

B. PAIRS. Which of the food items in Exercise A are in the pictures? Take turns identifying them.

2

Listening

~

Listen to the report. Then write True or False. Circle the wrong information in the false statements.

Accordingto the report, ...

1. Fifty-one percent of teenagers try to eat something healthful every day.

True

2. Eighteen percent of teenagers eat lunch at

school. _

3. Judy skips lunch at school because she has

no time for it. _

4. Carlos always has something for lunch at

school. _

5. Carlos eats a nutritious lunch at school.

GROUPS. Talk about your eating habits.

Useful language:

• Do you always eat breakfast/lunch/ dinner?

• What's your favorite snack? • Of course.lNot always.

• I (don't) always eat . . . • I don't have time to eat .. .

Count and noncount nouns

Count nouns (can be counted) Singular Plural

an apple

a tomato two _{a few} ) app_tomato les _es a sandwich _{several sandwiches}

many An apple a dayisgood for you.

Apples ar my favorite snack. Apples have a lot of vitamins.

Noncount nouns (cannot be counted)

milk juice cereal rice coffee cheese

Ice creamismy favorite dessert.

Discovering grammar

look at the grammar chart. Circle the correct answers.

1. Use a or an before singular (count / noncount) nouns.

2. Add -s or -es to (count I noncount) nouns

to make them plural.

3. With noncount nouns, use a (singular / plural) verb.

Practicing grammar

Unit 2

_ _J my favorite food.

not that good for you.

rich in vitamins and mineral~~ a lot of suga r.

good for you.

A. Connect the three parts to make sentences. Write the sentences in your notebook.

3

Practice

B. PAIRS. Compare your sentences. Correct any errors.. Ice cream Cookies

I

v

eget

~

Fish I have

~

2

15

4

Dialogue

A14 Cover the dialogue and listen. Joe: I'm starving,

Alex: Me, too. I'm in the mood for pizza.

Joe: But we don't have any money. Alex: No problem. Do you have any pizza

dough? And som e chocolate chips and walnuts?

Joe: What for?

Alex: A chocolate chip pizza. Joe: Eww. That sounds terrible.

Alex: Just get over here and help me.Tum on the oven, please.

Joe: Done.

Alex: Now Jet's prepare the dough. First, flatten the dough and form it into a circle, .. like this.

Joe: OK ,

" Alex: Next,sp read som e peanut butter!and

"

" _{add some ch ocola te chips .}

:' _"' " , _",

I

I

I

'''' m~ "

i

l I

~

1

1\

I, ... "

Ii

16 Unit 2

5

Comprehension

A. Ust the pizza ingredients Alex and Joe use.

B, Read the steps for making chocolate chip pizza. Put the steps in order,

_ _ Then sprin k le som e walnuts on top.

_ 1_ First, flatten the dough and form it in to a circle.

_ _ Finally, bake the pizza in the oven.

_ _ Next, spread some peanut butter, and add som e chocolate ch ips.

e.

~

Read along as you listen again. Check your answers. " "

I

"

i

II I: " I,

:,

II " II " " " " II I ' 1\ -" ,,' ". " '" : '" '" " '"

"I

'" ' II '.... :~ . , Joe: :~ _Alex: Joe: '" ~. Alex: .... '" ..." _. Diane:

.

Alex: ",

..

.,

.

_Diane: And then?

Sprinkle some waln u ts on top.

Are yo u sure ab ou t this?

Relax. Finally, bake the pizza in the

oven.

WHAT in the world are you making?

A chocolate ch ip pizza!

6

Useful expressions

A. ~ Listen and repeat.

• I'm starving . • Me, too.

• I'm in the mood for .. .

• No problem. • What for? • And then?

• Are you sure about this? • Gross!

B. Match each expression in Exercise A with an expression below.

1. I'm very hungry. I'm starvinq.

2. Are you doing the right th ing?

3. I feel the same way.

4. Why? 5. Yuck!

6. I feel like having some . .. 7. Don't worry.

8. What's next?

7

Pronunciation

Using stress and intonation to express

strong feelings

A.

§

listen and repeat.

• Are you sure about this? [doubt]

• What in the world are you making?

ld

isbelief]

• A chocolate-chip pizza! [excitc:ment]

• Whatfor? [doubt]

• No problem. [encouraging/reassuring]

B. PAIRS. Practice the conversations. Use appropriate stress and intonation. 1. A: But we don't have any money.

B: No problem.

2. A: What for?

B: I'm making a chocolate chip pizza.

3. A: Are you sure about this? B: Relax.

4. A: What in the world are you making? B: Avocado ice cream!

I

GRAMMAR

Focus

Imperat ives (Commands) Affirmative

Turn left. (Give directions.)

Sprinkle some walnuts. (Give instructions.) Stop!(Giveorders.)

Please turn on the oven. (Make polite requests.)

Negat ive Don't worry.

Discovering grammar

Look at the grammar chart. Circle the correct answers.

1. Use (the base form I the past form) of the verb in imperatives.

2. Use (don't I doesn't) before the base form

in negative imperatives.

Practicing grammar

8

Practice

• Sprinkle. • Open your mouth.

• Turn right. • .Qe&-t erase the

Look at the pictures and the commands. Write

• Don't turn it off. -OOaffi-:­

each command below the correct picture.

• Stop complaining. "', ." ,

...

.

•.: II '1111

.

.

' ,.:' " I' '::::

...

:Hl I I "" •• 1 ;i

::

" "

:i;

1

f1 \ .,' " _{1. Don't eraf5e the board. 2. _ 3. _}

11 11 11 ·111 I i '1'• ~ I • 11'1 , I' ••." 1, _ 5. _ .. _ _6. 4.

Playa game. Go to page 130.

learn words that are often used together (collocations)

.

Learning some words that go together helps you avoid mistakes. 'Turn on" + "the oven" are examples of words that go together.

Write each noun next to the verb it goes with. Some nouns can be used more than once.

I

bread cake butter salt oven eggiJ

1. Turn on the 2. Toast the

3. Spread the 4. Bake the

oven _{5. Sprinkle some}

6. Fry the 7. Melt the 8. Preheat the on the meat . in a pan. in a pan.

10

Practice

A. Look at the underlined nouns in the recipe below. Write C above each count noun and NC above each noncount noun.

B. Complete the procedure for the recipe. Use the verbs in the box. You will use put twice.

I

spread sprinkle put

~ut-

I

1 slice of br

ralslns

2 tablespoons peanyt b!,J.tmr

brown iYW

l / S banana, sliced

Some round chocolate candy . such as M&Ms

I. Cut the slice of bread into the shape of

a circle.

2. the peanut butter on the bread.

3. some sugar on the

peanut butter.

4. two banana slices on

top to make the eyes and a raisin in the middle for the nose.

5. the pieces of

chocolate at the bottom 01 the sandwich to make the mouth.

Eat and enjoy your happy face sandwich!

©

11

Communication

Give and follow

instructions

A. A18 Listen to the instructions.

1. First, draw a big circle.

2. Next, draw a triangle below the circle. Make sure the tip touches the circle.

3. Then draw two straight lines starting from the bottom of the tria ngle.

4. Finally, draw two straight lines from each side of the triangle.

B. PAIRS. Student A, read the instructions out loud. Don't look at Student 8's

paper. Student B, listen to and follow the instructions.

---~

C. PAIRS. Switch roles. Student A, listen to

Student B's instructions and follow them. D. Compare your drawings. Are your results

the same?

::...­

.

..

.

' " "]

·

·

:::'; ~ ...

·

·

.:; c

•

0."

12

Reading

A. Look at the title and the pictures. What do you think the reading is about? Put a check (...) before the sentence that expresses the main idea.

_ _ 1. Food in the United States is delicious.

_ _ 2. There are too many people in the United States. _ _ 3. People in the United States are getting fatter. B.

e

Read along as you listen.

According to surveys, 61 percent of Americans,

or

127

million people, are obese. The U.S.

government is worried because too much weight

contrib

'utes

10

diabetes, heart disease, and other

illnesses.

Some people blame the food industry and

advertisers for the nation's weight problem. They

say food makers wont people to eat when they're

not hungry and keep eating when they're full

.

But food manufacturers say it's not their fault

that many Americans are overweight. People can

choose what they want to eat. They point out that

supermarkets in the United States offer a lot of choices, including low-calorie, fat­

free, and sugar

.free

foods. Advertisers say it's not Iheir fault either. More money

is spent on marketing low-calorie and fat-free foods than any other foods.

No matter who's right, it is true: People in the United States are geffing fatter.

They simply eat

100

much. As a result, health departments in the United States are

laking action

.

For example, New York's health department has asked restaurants

to use healthful ingredients in foods. Many

schools in the United States no longer have soda

or candy vending machines, and school cafeterias

are offering more healthful menus.

Health experts agree thaI being a healthy

nation is everybody's responsibility, that the best

way to solve ihe problem is through education.

Apublic education campaign on food and health

would help educate people about whallhey

e

a

t, forcing food manufacturers to offer more

wh

ole

s

ome

and healthful food choices

.

13

Comprehension

Discuss and answer these questions.

1. What health problem do people in the

u.s.

have? 2. Why is the US. government

worried about it? 3. Who do some people

blame for America's weight

problem?

4. Why do advertisers say that America's problem is not their fault?

5. What <Ire some schools in the U.S. doing to help the country's weight problem? 6. What do experts say is

the best solution to the problem?

14

Wrting

GROUPS. Make a poster

on healthful eating and maintaining good health habits for teenagers. Include a list of do's and don'ts.

1. Eat at leaet three healthful meale a day.

2. _ 3. _ 4. _ 5. _ 6. _ 20 Unit 2

Units

1

and

2

T

est-tak

ing

t

ip

:

Be prepared.

Bring at least twopens or pencils with gooderasersand any other resources that your teacher

I

\.... allows yo u to have at the test . Bring a watch so that you can pace yourself. ~

Grammar

A. Write questions for the underlined answers. (3 points each)

1. Matt is 13 years old.

(How) How old ;6 Matt?

2. He goes to Kennedy Middle School.

(VVhatschool) __

3. His sister's name is Tracy.

(What) _

4. They live in Arizona.

(Where) _

5. Matt isn't sporty. He likes reading.

(What) _

6. He plays video games on weekends.

(When) _

B. Answer the questions using the

information in Exercise A. If the answer is

no,

correct the information. (3 points each)

1. Q: Is Matt 12 years old?

A: No. he'6 not. He'6 13year6 old.

2. Q: Does Matt go to high school?

A: _

3. Q: Is his sister's name Tracy?

A: _

4. Q: Do they live in Texas?

A: _

5. Q: Does Matt like sports?

A: _

C. Replace the underlined words with possessive pronouns. (2 points each)

1. A: Whose book is this?

mine

B: It's

-m

y

book.

2. A: Whose house is that? B: That's our house. 3. A: Is this your pen?

B: No, it's not. It's his pen.

4. A: Are these your sneakers?

B: No, they're not. They're her sneakers.

5. A: Whose project is this? B: It's their project.

Vocabulary

D. Write a or an before the count nouns. Write an X before the noncount nouns. (1 point each)

1. _ X_ peanut butter 6. _ _ cheese

2. _ _ apple 7. _ _ avocado

3. _ _ banana 8. _ _ tomato

4. _ _orange 9. _ _bread

5. _ _ juice 10. _ _ mango

Communication

E. Read the instructions. Number them 1-5 to show the correct sequence. (1 point each)

_ _ Then sprinkle the oranges with 1112 tablespoons of cereal.

_ 1_ First. put 2 tablespoons of yogurt in a

glass.

_ _ After that, add 2 more tablespoons of yogurt to the glass.

_ _ Next. put 4 orange slices on the yogurt.

_ _ Finally, top with the pineapple.

ow lea

.•.

describe people's personalities. talk about food and eating habits.

o

give and foll ow instructions.

1. Playthisgame stand ing in sma ll groups. 2. One studentis the "spell master" andcan

keep hisor her book open. The other students close their books .

3. The spellmaster says a word from the list and then asks a student to spell it.The student spells the word aloud, but uses actions instead of letters for 5,

t,

e, and i.

If the student spells and "acts" the word correctly, he or she gets a point.

s=

STOMP

E=

CLAP

,

slttart

cheese

If the student does not spell it and act it out correctly, the spellmaster spe lls it and acts it out. The spellmaster then gives the next student a word.

5. The student with the most points at the end of the game wins.

Useful language • You got it!

• You didn't quite get it.

• Was that one sto mp or two stom ps?

T=

SPIN

1=

HOP

juice

butter

frimds

Olttelet

.

sattdwiches

easygOlttg

differettt

vegetables

colttpelitive

desserts

teena

gers

itl rediettt

ittterestitlg

perfectionist

A

snapshot

if

a great snack

Think ofagreat snack that you can make.Write inst ructionson ow to make it.

Use the recipe below as a guide. T en pretend you're on a cooking show. Explain

and demonstrate to your group or class how to make the snack.

1. Write the ingredients you need.

To makea hicagohot dog.youneeda hot dog, a hot dog bun,anonion, atomat o, ahot pepper,and a dillpickle.Youalso need some mustard, relish, and celery salt .

2. Write the steps in the recipe.

First. boil t he hot dog for about three minutes, unt il it's nice and fat.

Next. chop the onion and slice the tomato. Then slice the hot pepper and pickle.

When t he hot dog is ready. put it in the bun. Then add t he other ingredient s in this order: First, put somemust ard ont he hot dog. I like to usea lot of mustard.Then put some relish on. After t hat . put about a teaspoon of chopped onion on t op.

Finally, add a slice of pickle. t hree slices of

t omato, t he hot pepper, and sprinkle the whole t hing with celery salt. Mmm, it tastes good!

3. Demonstrate how to make the snack.

Di logue

e

Cover the dialogue and listen.

Mom: Joe, could you go to the supermarket for me?

Joe: Why me? Ask Diane, Mom.

Alex: Let's do it, Joe, so we can get some ice cream. Are there any chips left, by the way?

Joe: No. You ate them all.

Alex: Then we should get chips, too, and some soda.

Mom: Oh no, Alex. You can't have any junk food at my house.

Joe: OK, Mom. I'll go. Is there a shopping list?

Mom: No, but I'll tell you what we need. We need bread, eggs, milk, juice, cheese . ..

Joe: Whoa, Mom! Please, slow down.-=.

II

: :~~ : • How much bread do you want,

: : )." , ,I

and how many eggs?

.. . ;' ..

Mom: One loaf of wheat bread, two .

"

.

.

'I ~ ::.. . : dOZE>..n eggs, onegallon of

::

:::: : _{milk, ... what else?} u ;:~:. :

tJ •••

'10M " Joe: Juice and cheese. How much;

. . dch ?

Jluce an eese:

Mom: 1""0 quarts of juice and a pound and a half of cheese. Joe: And how much money are

you giving me? Mom: Here's $100.

Joe: Cool. Let's go, Alex.

Equivalents

1 po und = abo ut 1/2 kilogram 1 quart

=

abo ut 1 liter 1 gallon = about 4 liters

.~ ... .n.

'=l~:.ll " " " n I[l Cl1I t

n

Communication

Make an offer

Grammar

There is/There are with some

and any

Questions with How much

and How many

Expressions of quantity:

a little, a few, a lot of, not much, not many Vocabulary

..

_{Foods at the superma rket}

-al' _

rite True or Fa se after each sentence.

1. Mom asks Joe to go with

her to th e super m arket.

2. Alex wants to go to the

superm arke t. _

3. Morn says Alex can buy

chips and soda. _

4. Joe eats a lot of junk food at home. _

5. Joe goes to the supermarket w ith Alex. _

B. 21 Re ad along as you listen again. Check your answers.

3

Useful expressions

A.

22

:

listen and repeat. • Whyme?

• ...by the way.

• Whoa! • What else? • Let's go.

on e sa ·0 . Use t e ex ressio ns from

Exe rcise A.

Dad: John, could yo u

get

some ee for me?

John: Why me? Ask Ethan. He never does anything. He's alway s . . .

Dad: ,John!Slow down! Ethan's at practi ce. Yo u can go with Tim.

John: Oh, OK. Why do we need eggs ?

Dad: I'm making som e omelets. John: So, a dozen eggs. _

Dad: That' it. Wh a t woul d you like in yo ur omelet,

. 7

John: Just some cheese. Come on, Tim.

4

Pronunciation

Would you

I

w u dj-al

A. 23 Listen and repeat.

Would you Like some sod a? Wha t wou ld you like to eat?

'-J \...J

Would you like an omelet? What wou ld you like to do?

\...J \...J

B. PAIRS. Practice the conversation. A: I'm sta rving.

B: Wha t woul d you like to eat ?

A: How abo u ta san dwich?

B: OK. Wou ld you like a ham sandw ich ? A: Sure. Thanks.

GROUP. Joe doesn't want to go to the store for his

~~~~.. mom. Talk about the things your mom or dad asks

• you to do and what your reactions are. Useful language:

• Does your mom or dad ask you to do a lot of errands?

• Do you always obey your mom or dad?

• Oh yeah.lOf course.

• Sometimes.lAlways.lNot always.

• What kinds of things do your parents ask you to do?

• Go to the store.lT row out the garbage.lBabys it.

5

Vocabulary

Foods at the supermarket

A.

e

Listen and repeat. • beans ~ • carrots _ _ • cheese _ _ • cookie _ _ • cucumber_ _ • doughnut _ _ • lemon _ _ • lettuce _ _ • melon _ _ • muffin _ _ • mushroom _ _ • nuts _ _ • olive oil _ _ • onion _ _ • peach _ _ • peas _ _ ::: :~ ::: :, ' , • potato _ _ ::: II:' 1 , _{• tomato _ _} :: : :I ~~ ! , "I :;::: :, I, • yogurt _ _

ii

:~;j!

:

:

;

:

_{B. Match the words in} ~~ t.::::: :: : I

I. • ~ III 01r I Exercise A with the food ; : ~ q :~~ :~ I'

items in the picture. ' I •, I " "

::

: ~.:,: :

:

:

~ ::~;, ;~ :: C. PAIRS. Work together to ~:~ ::~: :~ : : identify the other food

llf

t;

::

:

,I , ,

items in the picture.

'Ii ",,, '' .' I ::~: ~ :I 111111 :, ; ~ ,III ~! '; III I _I t ·

learn collocations with food

Learning expressions that usually go with certain food items is useful.

Write the food items that go with the expressions. Use a dictionary if

necessary. Some food items can go with more than one expression. eggs beef mil k ice cream juice onions cheese rice brea d lettuce 1. a gallon of 2. a head of 3. a pound of 4. a loaf of

milk/ ice crea m _{5. a quart of} 6. a bag of 7. a pint of 8. a dozen

D. Write some food items from Exercise A in the word web.

6

Practice

GROUP. Play the shopping game with five classmates. Decide who'I start first. Student' says one food item he or she wants to buy. Each student who follows adds a new food item, repeating all of the items previously mentioned.

For example :

51: I'm going to the supermarket to buy some apples.

82: I'm going to the supermarket to buy some apples and a pound of cheese.

83: I'm going to the supermarket to buy some apples, a pound of cheese, and a melon.

7

Listening

2S Listen to the conversation. Put a check (V')

before all the true statements. According to the conuersaiion, . ..

~ 1. Many teenagers do the food shopping for their families.

_ _ 2. They do this because their parents hate food shopping.

_ _ 3. Most teenagers usc shopping lists when they shop.

_ _ 4. Ryan shops for brand-name products. 5. Nicholas thinks about his dad's health

when he does the shopping.

6. Olivia always looks for the best quality when she does the shopping.