English_Book_2-Teacher_300913

Level 2English

PRESIDENTE DE LA REPÚBLICARafael Correa DelgadoMINISTRO DE EDUCACIÓNAugusto Espinosa AndradeViceministro de EducaciónPablo Cevallos EstarellasViceministro de Gestión EducativaDarío Rodríguez RodríguezSubsecretaria de Fundamentos EducativosMiriam Chacón CalderónSubsecretario de Administración EscolarRoberto Pazmiño AlvearTEACHER'S BOOK - LEVEL 2Postcards 1B, Teacher's BookSecond EditionAuthorized adaptation from the United Kingdom edition, entitledSnapshot, first edition, published by Pearson Education Limitedpublishing under its Longman imprint.Copyright © 1998.American English adaptation, published by Pearson Education,Inc. Copyright © 2008.Copyright © 2008 by Pearson Education, Inc.All rights reserved. No part of this publication may bereproduced, stored in a retrieval system, or transmitted in anyform or by any means, electronic, mechanical, photocopying,recording, or otherwise, without the prior permission of thepublisher.Pearson Education, 10 Bank Street, White Plains, NY 10606ISBN-13: 978-0-13-324794-7ISBN-10: 0-13-324794-5Directora Nacional de Comunicación SocialMaría Lorena Portalanza ZambranoEquipo técnicoProyecto de Fortalecimiento de Enseñanza de Inglés© Ministerio de Educación del Ecuador, 2013Av. Amazonas N34-451 y AtahualpaQuito, Ecuadorwww.educacion.gob.ecLa reproducción parcial o total de esta publicación, en cualquier forma y porcualquier medio mecánico o electrónico, está permitida siempre y cuandosea autorizada por los editores y se cite correctamente la fuente.Impreso por El TelégrafoDISTRIBUCIÓN GRATUITA - PROHIBIDA SU VENTA

Postcards

ContentsTeacher’s EditionScope and SequenceivIntroductionviCharactersxviLet’s get started.UNIT 1 Can you count? T6UNIT 2 I always get up at six-thirty. T14Progress checkT21Game 1T22Project 1T23UNIT 3 Miami—A great place to be! T24Wide Angle 1T32UNIT 4 What’s Brian doing? T34Progress checkT41T2UNIT 5 Did he call her again today? T42Game 2T50Project 2T51UNIT 6 I really had a great time. T52Progress checkT59Wide Angle 2T60Fun with songs 1– 2T62Focus on culture 1– 2T64Fun with grammarT68Word list 70Language Booster answer key 71Unit tests 79Quarterly tests 86Tests answer key 94Grammar reference 97Peer editing checklist 104Student self-evaluation 105Certificate of achievement 107Postcards_splitB_TE1_FM.indd iii3/22/07 3:32:46 PM

Scope and SequenceUnit Title Communication GrammarPages 2–5Let’s get started.Can you count?Ask for permissionTalk about abilities(Can I?)ImperativesCan to talk about abilitiesPages 6–13Pages 14–20I always get up atsix-thirty.Talk about daily routinesSequence words: first, then, after that, next,finallyAdverbs of frequency: always, usually, often,sometimes, rarely/seldom, neverHow often?Positions of frequency adverbsPage 21Page 22Page 23Pages 24–31Pages 32–33Pages 34–40Progress check Units 1 and 2 Test-taking tip: Do easier test items first.Game 1: RacetrackProject 1: A snapshot of a classmateMiami—A great placeto be!Make suggestionsAsk and say where places areTalk about leisure activitiesWide Angle 1: Teens in Iceland: Hot pots and midnight sunWhat’s Brian doing?Ask what someone’s doingnowDescribe what’s happeningright nowTalk about a housePrepositions of location: across from, in frontof, behind, between, next to, on the cornerof, in, onThere is/There areSome and anyPresent continuous: be (am/is/are) + verb -ing– Affirmative and negative statements– Yes/No questions– Information questionsPage 41Progress check Units 3 and 4 Test-taking tip: Work carefully.Did he call her againtoday?Talk about past eventsExpress approval anddisapprovalSimple past of regular verbs– Affirmative and negative statements– Yes/No questions– Information questionsPages 42–49Page 50Page 51Pages 52–58Game 2: Add up the questionsProject 2: A snapshot of a field tripI really had a great time.Talk about the pastGreet people and say good-byeTalk about occupationsSimple past of be (was/were)– Affirmative and negative statements– Yes/No questions– Information questionsSimple past of irregular verbs– Affirmative and negative statements– Yes/No questions– Information questionsPage 59Pages 60–61Progress check Units 5 and 6 Test-taking tip: Review your answers.Wide Angle 2: Working teensivScope and SequencePostcards_splitB_TE1_FM.indd iv2/27/07 10:23:12 AMPostcards

Vocabulary Skills Learn to learn PronunciationClock timesReading: Predict missing linesListening: Listen for specific informationSpeaking: Talk about abilities and talents; Askpermission to borrow somethingWriting: Write commandsHave a can-do attitudeThe /æ/ sound in can andcan’tDaily routinesReading: Read for specific information; Studya graphListening: Listen for specific information andcomplete a chartSpeaking: Talk about routines and activitiesWriting: Write about your typical day or weekPlan your weekly anddaily activitiesThe pronunciation of -sand -es (simple present,third person)Places in a town or cityLeisure activitiesReading: Read for specific information; Read a mapListening: Listen for specific informationSpeaking: Talk about favorite places; MakesuggestionsWriting: Organize information in a chartPrepare before apresentationIntonation in Yes/Noquestions and shortanswersRooms and parts of ahouseReading: Preview and predict an articleListening: Listen to an interview for specificinformationSpeaking: Talk about favorite places in a house;Ask Yes/No questions about a picture; Askwhat someone’s doing nowWriting: Write messages about weekend plansKnow how to scan anarticleStress on importantwordsPast time expressionsEmoticons andacronymsReading: Interpret emoticons and acronymsListening: Listen for specific informationSpeaking: Talk about jealousy; Ask and answerYes/No questions; Talk about past eventsWriting: Write a summary using the simplepast; Write information questionsTake notes in classThe pronunciation of -dand -ed (simple past)Some occupationsReading: Look up the meaning of words in anarticleListening: Listen for specific informationSpeaking: Talk about past activities; Talkabout favorite occupationsWriting: Write a story using the simple pastKeep a list of words andexpressionsThe pronunciation ofwas and wereScope and Sequencev:23:12 AMPostcards_splitB_TE1_FM.indd v2/27/07 10:23:13 AM

INTRODUCTIONDear Teacher,Welcome to the second edition of Postcards, afour-level language course designed specifically foryoung teenagers who are studying English.Introduction• Offering extensive pair and group work with afocus on cooperative learning and peer feedback• Allowing opportunities for students to regularlymonitor their progress through Progress checks,Student self-evaluation checklists, and unit andquarterly testsPrinciples behind the course1. Postcards immediately captures students’attention by:• Introducing teenage characters with whomstudents readily identify• Presenting the real-life language that youngspeakers of American English use• Focusing on up-to-date situations, topics, andthemes that teenagers inherently recognize andrespond to• Providing stimulating sensory input throughengaging photos, illustrations, and realia chosenespecially for the teen learner2. Postcards holds teenagers’ attention by:• Offering a great variety of lesson formats,exercises, and activities• Personalizing learning through activities thatallow students to talk about themselves, theirworld, and their ideas• Providing activities that challenge students’ mindsas well as their linguistic skills• Offering extensive communicative practice,cross-cultural exploration, group and individualprojects, song activities, games, and competitions3. Postcards gives all students the opportunity toachieve success and a sense of achievement by:• Giving clear, concise, and easy-to-understandlanguage presentations• Providing carefully sequenced exercises that allowstudents to easily master English grammar andvocabulary• Offering level-appropriate communicativeactivities that enable students to expressthemselves with the English they’ve learned• Providing extensive recycling as well as followupreinforcement and practice in the LanguageBooster Workbook and Grammar Builder4. Postcards helps students set goals, developlearner independence, and monitor progressby:• Setting clear goals for each unit and section• Presenting an inductive approach to grammar• Providing explicit instruction and practice inlearning strategiesviCourse componentsStudent BookEach Student Book consists of six units divided intosections of two units. Each unit is followed eitherby Putting it together (a photostory activity) or aProgress check. The pattern is as follows:Unit 1Unit 2Unit PagesUnit PagesPhotoStoryProgressCheckEach Student Book also contains optional materialsthat can be done with or after each of the units.Suggestions as to when to complete each activityare listed in this Teacher’s Edition. The optionalactivities are: Games, Projects, Wide Angle on theworld, Fun with songs, Focus on culture, and Funwith grammar.Language BoosterThe Language Booster is divided into two parts:• A Workbook, and• A Grammar Builder containing grammarreference pages and extra grammar practiceexercises.The Workbook section is divided into unitsthat correspond to those in the Student Book.It gives practice in Grammar, Vocabulary, andCommunication. It also provides additional practicein reading and writing.The Workbook includes three levels of exercises foreach Grammar, Vocabulary, and Communicationsection: Get started (easy), Move on (medium),and Reach for the top (challenging). Designedfor mixed-level and mixed-ability classes, theLanguage Booster recognizes that all students willbe motivated if they are given tasks that allow themto succeed as well as to achieve higher goals.Most students will benefit from completing the firsttwo levels of the Workbook exercises, and some maywish to attempt all three. Students who already havea basic knowledge of English may find they need tocomplete only the second and third levels.Postcards_splitB_TE1_FM.indd vi2/27/07 10:23:13 AMPostcards

The Skills development section includes additionalreadings and skills practice.The Grammar Builder section provides additionalgrammar exercises as well as grammar referencepages called Grammar highlights. This sectionreviews and clarifies structures presented in eachunit of the Student Book.The Grammar Builder can be used alongsidethe Workbook units or at a later stage for extrareinforcement or review.The Language Booster is a flexible resource thatoffers self-access material for students in a widerange of teaching situations. It is not necessary forstudents to work through all the material, althoughthey can do so if they wish.Teacher’s EditionThe Teacher’s Edition contains unit-by-unit lessonnotes interleaved with the relevant Student Bookpages. The notes include suggestions on how toteach the material, ideas for extension activities, aswell as all answer keys and listening audioscripts.Photocopiable unit and quarterly tests are providedat the end of the Teacher’s Edition, as well as anextensive Grammar reference section.All answer keys to the Language Booster and thetests are found at the end of the Teacher’s Edition.Class Audio CDsThe Class Audio CDs contain all the recordedmaterial from the Student Book: the Dialogues, thePronunciation, Useful expressions, the Vocabularysections, the Listening exercises, the models for theCommunication activities, the Readings, and thePutting it together photostories.PostersEach level has six colorful Posters presenting keygrammatical structures, functions, and vocabularylearned in the Student Books. They come withteaching and review activities, and can be displayedtemporarily or permanently in the classroom.DVDsThe DVD program is a stimulating accompanimentto the Postcards series. The interesting, dramaticaction portrayed in the DVD program motivatesstudents and allows them to listen to naturalspoken language used by native speakers ofAmerican English. A DVD Guidebook contains thevideoscripts and teacher’s notes, with suggestionsfor activities that can be used to further enrich theuse of the DVD in the classroom.Placement TestThe Placement Test allows you to know exactlywhich level of Postcards is most appropriate for astudent.ExamView® Test GeneratorThe Test Generator CD-ROM contains a testgenerator engine which allows you to create testsfrom Postcards question banks, customize tests tomeet your classroom needs, and create your owntests for in-class or Internet use.Teaching tipsClassroom managementSetting up an environment where students feelencouraged, motivated, challenged, and valued isthe key to a successful class. Some helpful practicesinclude:• Maintain class structure. Plan each lesson well.Maintain a regular routine when beginning andending class, when doing exercises and practices,when assigning pairs and groups, and whenchecking work; in this way students will have aclear understanding of the structure of the classand what is expected of them.• Personalize. Learn student names at the start ofthe term. Learn about your students’ personalitiesand interests; use this to tailor exercises andcontent to a particular class. Maintain eye contactwith your students as you teach. Let each studentknow you are interested in his or her progress.• Keep students involved. Limit the amount oftime you spend explaining information—instead,elicit information from students by asking simplequestions in English. Alternate asking questionsof the entire class and calling on individualstudents to answer; this will ensure all studentsare listening, involved, and have an opportunity toparticipate• Maintain a fun, challenging pace. Set a time limitfor activities so students will know they have alimited amount of time to complete the activity;when most students have finished an activity,move on to the next stage—this will motivatestudents to work hard and maintain studentinterest in the lesson.• Give clear instructions. Always elicit one ormore answers at the start of a written exerciseor provide a model (teacher-student, studentstudent,etc.) for pair and group work so that allstudents understand what to do. If you discoverat the start of an exercise that many students havemisunderstood the instructions, immediately stopthe activity to clarify instructions and provideanother model.• Monitor and reward students. Walk around theroom as individuals, pairs, or groups are workingon an activity. Keep an eye on all students so thatyou know which ones need your help or guidance.Reward students both verbally and nonverballyfor their effort and achievement as they work.When students have finished an activity, alwaysperform a check for the class and give feedback.INTRODUCTIONvii:23:13 AMPostcards_splitB_TE1_FM.indd vii2/27/07 10:23:13 AM

INTRODUCTIONTeaching techniquesThe choice of teaching techniques obviouslydepends on the individual classroom situationand your preferred teaching style. Below are somesuggested techniques:➤ Pair and group workMany of the exercises in Postcards are designed sothat students can work in pairs simultaneously.In pair work, students’ talking time is increaseddramatically, and students engage in extensivepractice in a short period of time. It’s importantto vary pairings in class so each student gets anopportunity to work with a variety of others. Varypairs by having students work with the student onthe left, on the right, in front of, or behind them.To assign pairs efficiently, give explicit verbalinstructions and examples, such as Work with thepartner on your right. (pointing to the student at theend of the row) You’re A. (pointing to the student onhis or her right) You’re B. (pointing at the next pair)You’re A; you’re B. (pointing at the next row) You’re A;you’re B. Etc.You can also form random pairs. This worksespecially well when you have pairs stand toperform the exercise. Say, for example: Stand and finda partner you haven’t worked with before. You have fifteenseconds to find a partner. Everybody, stand and find apartner!Students can work in groups when they dodiscussions, task-based activities, role-plays,questionnaires, and projects. Group work is aneffective vehicle for encouraging cooperation andindependent learning. It also provides shy studentsthe opportunity to open up and participate. Youcan form groups with students of similar ability sothat each student is performing at his or her level.Alternatively, you can form groups of students withmixed ability so that the more capable students canhelp others. As with pairs, vary group members sostudents are exposed to a variety of others. To assigngroups efficiently, give explicit instructions andexamples of how students are to form their groups.Setting up: modeling and time limitsWhen students will be working independently inpairs or groups, follow written or verbal instructionswith a model to ensure all students understand howto proceed. Depending on student level and thecomplexity of the task, you may wish to model inmore than one of the following ways to make surestudents know what to do:• Teacher to self (T-T):T: What’s your name? (Pause) I’m Mr. Mori.• Teacher to student (T-S):T: (Pointing to student) What’s your name? S: I’m Taro.• Student to teacher (S-T):T: (Pointing to student) Ask me. S: What’s yourname? T: I’m Mr. Mori.• Student to student (S-S):T: (Pointing to student) Ask Taro. S1: What’s yourname? S2: I’m Taro.• Student 1 to Student 2 to Student 3, etc., in a chain(S1-S2-S3):T: (Pointing to student) Taro, ask Miki. Miki, answerand ask Tomo. Tomo, answer and ask the next student,and so on. S1: What’s your name? S2: I’m Miki.What’s your name? S3: I’m Tomo. What’s your name?S4: I’m . . .To make sure students are focused and work quickly,set a time limit for the task. Warn students halfwaythrough the task how many minutes they have left.Warn them again one minute or so before the timeis up.Monitoring and correctionAfter modeling, it’s important to move aroundthe classroom and unobtrusively monitor pairs orgroups. While monitoring:• Make sure students are demonstrating thatthey understand how to do the exercise; if moststudents have not understood, you may need todo another model.• Make sure that students are using the main targetlanguage (the grammatical or lexical focus ofthe practice) correctly; if most students are not,you may want to stop to do a quick review andencourage students to pay attention to languageusage.• Don’t correct minor errors. Just take note of anyimportant ones or ones which would be helpfulfor the whole class to give feedback on later.• Move unobtrusively from group to group to help,encourage, and praise students as needed. Listenfor pairs or groups with typical or interestingconversations—you may wish to call on these toshare their work during the check.Following through: checkingAfter pairs or groups have finished an exercise, itis important to check by calling on a few pairs orgroups to present their exchanges, ideas, summaries,etc., to the class. This will allow the class to seetypical or interesting examples of pair and groupwork, and provide feedback and closure. Fordialogues and exchanges, call on pairs or groupsto stand and perform for the class. For discussions,you may wish to call on one person from the pair orgroup to summarize the conversation.➤ Repetition and choral practiceRepetition and choral practice helps studentsreproduce and remember sounds, words, andstructural patterns. Repeating chorally can also helpstudents gain confidence before they are asked toperform individually. Repetition and choral practicecan be used with Dialogues, Putting it togetherphotostories, Grammar focus charts, Pronunciationexercises, Vocabulary lists, Useful expressions, andCommunication and Speaking exchanges.viiiPostcards_splitB_TE1_FM.indd viii2/27/07 10:23:14 AMPostcards

INTRODUCTION➤ Dialogues and Comprehension exercisesThe dialogues in Postcards develop the storyline andpresent new structures and functions in context.The following guidelines are for handling dialoguesin general. Specific suggestions for teaching thedialogues are given in the lesson notes.Suggested proceduresBefore you play the dialogue:• Ask questions about the large photograph toset the scene for the dialogue and help studentspredict what it will be about.• Have students cover the dialogue with a notebook,a piece of paper, or their hand.• Tell them to look at the Comprehensionquestions. Read or call on students to read theComprehension questions aloud. Alternatively,have students read the questions silently. Preteachany new vocabulary students will need tounderstand to answer the questions.Depending on your students’ abilities, play theaudio once, twice, or three times. After eachlistening, give your students a moment to completetheir answers to the Comprehension questions. Youmay want to ask students to raise their hands ifthey would like to listen again. When students havecompleted the questions:• Have students uncover the dialogue. Play theaudio and have students read along to check theiranswers to the Comprehension questions.• Elicit the answers, writing them on the board ifneeded. If students have difficulty with any of theitems, elicit the line(s) of the dialogue where theanswer is given.• Play the audio again, stopping at intervals toexplain or elicit the meanings of new vocabularyor expressions, to elicit the unit’s grammaticalstructures, or to give background information(see dialogue Background notes in this Teacher’sEdition). Some techniques for teaching newvocabulary are:• using real objects in the classroom environment• showing flashcards or magazine pictures• using sketches and diagrams on the board oroverhead projector• miming and acting• explaining meanings in simple English• having students use dictionariesDepending on your students’ needs and yoursituation, you may want to either move on to thenext exercise at this point, or you may instead wantto have students practice the dialogue to furtherfamiliarize them with it. Procedures for furtherpractice are:• Read or play the dialogue again, pausing aftereach sentence or line for students to listen andrepeat chorally and individually. Work onstudents’ pronunciation, intonation, and stress.Vary the choral repetition pattern for differentdialogues (see Options, page ix) and use avariety of techniques (backchaining, overlapping,exaggeration and body language; see Techniques,page ix).• Assign students to pairs or groups, depending onthe number of characters in the dialogue, and havethem practice reading aloud. Make sure studentsswitch roles so that each student has the chance toread each role at least once.• Time permitting, after the initial pair or groupreadings, you may want to do one of the followingactitities to increase students’ fluency and grasp ofthe language:• Have students change partners or groups andpractice each role again; encourage students toread as quickly and as naturally as they can.• Have students silently read each line, then lookup and say it, making eye contact with theirpartner(s) as they speak.• Have students stand and act out the partsdramatically, using facial expressions andgestures.• After pair or group practice, call on one or twopairs or groups to stand and perform the dialoguein front of the class.➤ Useful expressionsThe Useful expressions are a selected list of phrasesand expressions from the dialogue that are eithercommon collocations or colloquial expressions. Thestudents should learn these as fixed items. Do notattempt to explain the grammar behind the phrasesunless the students ask specifically for informationof this kind. Useful expressions are recycled inappropriate contexts in the rest of the unit and in thesubsequent units.Suggested procedures• Check that the students understand the meaningsof the expressions by eliciting the meaning orhaving them give examples of situations when theexpressions are used.• Play the audio and ask the students to repeat thephrases chorally. Work on pronunciation, stress,and intonation as needed. Then have studentscomplete the exercises.• You may want to keep a list of the Usefulexpressions presented during the course so thatyou can use them yourself when interacting withstudents and review them at regular intervals.➤ VocabularyVocabulary is presented in lexical groups andpracticed through exercises and tasks linked to thegrammatical or communicative focus of the unit.The illustrations in Postcards have been carefullychosen to help you teach new vocabulary.xPostcards_splitB_TE1_FM.indd x2/27/07 10:23:14 AMPostcards

INTRODUCTION➤ Learn to learnThe Learn to learn sections are designed to helpstudents become better language learners. Thissection presents general learning strategies as wellas specific strategies for reading, listening, speaking,writing, and vocabulary acquisition. Students arethen given a task with which they can practiceapplying the learning strategy.Suggested procedures• Read the strategy aloud or call on a studentto read it. Elicit or explain how the strategy ishelpful.• Tell students that they will now practice using thestrategy. Read or call on students to read the taskinstructions. Model or elicit one or more answers ifneeded. Then have students complete the task.• After checking the task, ask students if they foundthe strategy helpful. Elicit when and where theycould apply this strategy.• Recycle the strategy whenever applicable: recyclea reading strategy in the next reading exercise,recycle a listening strategy in the next listeningexercise, etc. Recycle by reminding students of thestrategy, eliciting how to perform it, and askingstudents to practice applying it. By repeatedlyapplying the strategy, students will internalize it.➤ Teen talkThe Teen talk sections are designed to let studentstalk about topics of interest in a casual, relaxingmanner with little or no teacher intervention.While many of the activities in Postcards focus onaccuracy, Teen talk focuses primarily on teen-to-teencommunication. It gives students a chance to payless attention to form and more attention to gettingtheir ideas across in English.Suggested procedures• Read or have students read the instructions, thenquickly chorus the Useful language. Follow witha teacher-student or student-student model of thebeginning of the discussion.• Assign groups and let students discuss. Walkaround and monitor as students work. You mayoccasionally need to mediate—for example, toencourage shy students to give their opinions—but avoid correcting or offering language helpunless asked.• When students have finished, call on severalstudents to share their thoughts and ideas on thetopic with the class.➤ Your turnThe Your turn section personalizes a topic andallows students to apply recently learned language.The activity may be oral (see Unit 1, for example) orwritten (as in the Focus on culture sections). Followstandard procedures for pair, group, or writingactivities.➤ ListeningThere are a variety of types of Listening exercises inPostcards. All include the structures, functions, andvocabulary in focus. Audioscripts may highlighta telephone conversation, an extract from a radioprogram, an interview, or a recorded continuationof the storyline featuring the main characters. Eachlistening is accompanied by a simple task such ascompleting a chart or answering comprehensionquestions. Some tasks ask students to listen forspecific information, while others encourage them tolisten for gist rather than at word level.Suggested procedures• Set the context of the Listening. Ask warm-upquestions to generate interest.• Make sure that students understand theinstructions and task.• Always have students read over the questions,chart, etc., before they begin. Elicit or explain anynew words in the task.• Play the audio once for students to grasp thegeneral idea. Ask a few simple comprehensionquestions. Play the audio again once or twiceand have students complete the answers to thetask as they listen. If students still have difficultycompleting the task after a third listening, playthe audio once more and stop at key points wherestudents need to record information.• Check the answers to the task. Replay the audio ifhelpful.➤ ReadingThe importance of reading cannot be overestimated.It gives confidence and motivates learning. Itprovides context for new language and serves asa model for writing. Most important of all, it isa stimulus for ideas and discussion. The readingtexts in Postcards are varied in type and length andare often adapted from authentic sources such asbrochures, newspapers, and magazines.Suggested procedures• Ask a few general warm-up questions to set thecontext of the reading. Elicit the title and askquestions about the photographs. Ask students topredict what the reading will cover.• Have students read the instructions and questionsor task, explaining any new vocabulary wordstherein. Make sure students understand what theyare to do.• Have the students read the text silently onceor twice to themselves. Alternatively, play theaudio or read the text aloud the first time withthe students following along in their books, thenlet them read the text again silently. Encouragestudents to guess the meaning of new words andexpressions as they read.• Have the class do the comprehension task, eitherindividually or in pairs.xiiPostcards_splitB_TE1_FM.indd xii2/27/07 10:23:14 AMPostcards

• Check the answers. Elicit or explain the meaningsof any key vocabulary items. If helpful, have thestudents do a final confirmation reading of the text.➤ WritingWriting tasks have a twofold purpose: to consolidatethe language in focus and to help students producespecific text types. The detailed lesson notes giveguidance for handling specific writing tasks.Suggested procedures• There is often a model reading or set of questionsthat will help guide students through theWriting exercise. Encourage them to consider themodel as they think about and then write theirparagraph(s).• Help students brainstorm about what kind ofcontent they might include in their writing. Youmay wish to do this as a class, in groups, or inpairs.• Encourage students to make notes or an outlinebefore they begin writing. If helpful, review therelevant paragraph structure with your students;for example:• topic sentence• examples or support• conclusion• If students are performing the Writing exercisein class, circulate to monitor and help them.Encourage them to check a dictionary for thespellings of new words.• After students have finished their writing, havethem exchange papers with a partner and marktheir partner’s work using the Peer editingchecklist on page 138. Then have students takeback and correct their writing before turning itin to you. You may wish to have students use thefollowing correction symbols when marking eachothers’ work:sp = spelling gr = grammar wo = word orderv = vocabulary p = punctuation➤ Putting it togetherPutting it together is a photostory activity thatoccurs at the end of odd-numbered units (Units1, 3, and 5). It features the main characters andconsolidates previously learned language with apredicting and listening activity. Follow standardlistening activity procedures.You may want to extend this section by treatingthe photostory text as a dialogue with chorusingand pronunciation work, pair or group practice,and dramatic reenactment. The photographs anddialogue can also be used to discuss American lifeand culture and compare it with students’ own.➤ Progress checksThe Progress checks are found after every twounits (Units 2, 4, and 6). They give students achance to measure their progress on a regular basis.Each begins with a Test-taking tip to help studentslearn strategies for doing their best on tests. TheProgress check tasks are divided into three sections:Grammar, Vocabulary, and Communication. Thereis also a Now I Can . . . checklist for students toreflect on what they have learned in the previoustwo units.To calculate student scores on the Progress checks,simply total the number of possible points persection (the number of items minus the examples).Then divide the number of correct responses by thetotal number of points. For example, on a test with63 possible points, a student answered 46 correctly.Divide 46, the number of correct responses, by 63,the number of possible points. The calculation(46 ÷ 63 = .73) results in a score of 73%.Optional SectionsThe following are optional sections that can bedone with or after units. Suggestions as to teachingprocedure and when to complete each activity arelisted at the optional point of use. You may wish touse all of these activities or just a few, depending onyour situation and student needs.➤ GamesGames are found after Units 1 and 2 of the StudentBook. The Games are designed to practice relevantgrammar and vocabulary in a relaxed and fun format.They provide students with the opportunity toconsolidate language while having fun.➤ ProjectsProjects are found after each game. These Projectsprovide students with the opportunity to produce apiece of work based on their own input and ideas,while at the same time consolidating and expandingon the language they have learned. Project workfosters creativity, learner independence, andcooperation with other students.Make sure that you and the students can givesufficient time to each Project. Some may becompleted in one or two class hours, while arelonger-term assignments.➤ Wide Angle on the worldWide Angle readings come after every third unit.Each expands on a theme from previous units.Wide Angle offers additional integrated practice inreading, speaking, listening, writing, vocabularydevelopment, and learning strategies.➤ Fun with grammarThroughout the units, students are referred tothe Fun with grammar activities located in theback of the Student Book. These grammar-basedcompetitions are designed to be fun while at thesame time allow for review and reinforcement ofunit content.INTRODUCTIONxiii:23:14 AMPostcards_splitB_TE1_FM.indd xiii2/27/07 10:23:15 AM

INTRODUCTION➤ Fun with songsThe Fun with songs section is found at the end ofthe Student Book. These song projects provide anopportunity for students to take a break and relax,listen to and discuss music and musicians, and gaina greater appreciation and understanding of Englishsongs.➤ Focus on cultureFocus on culture pages are found at the end of theStudent Book. These readings allow students to gaincross-cultural understanding through the study ofother cultures and comparisons with their own. EachFocus on culture spread includes discussion andwriting practice.Special Features in the Teacher’s Edition➤ Background notesBackground notes in this Teacher’s Edition presentin-depth information on U.S. and world culture astouched on in the dialogues, exercises, and readingspresented in the Student Book. Relevant informationfrom the notes can be shared with students toincrease their cross-cultural understanding.➤ Focus on multiple intelligencesRecognizing that students have a variety of learningstyles and abilities, teaching suggestions in thisTeacher’s Edition include notes on activities witha strong focus on multiple intelligences. Theseactivities will benefit students with natural affinitiesto specific intelligences and related learning styles.At the same time, focusing on different intelligencescan help all students explore and further developa wider range of learning modes. The intelligenceshighlighted in the teaching notes are:Kinesthetic: Students with a strong kinesthetic, orbodily, intelligence will learn well when engagingin activities involving motor skills. Activities suchas hands-on projects, games, total physical responseexercises (TPR), and the acting out of dialoguesand scripts with movement and gestures stimulatekinesthetic intelligence.Visual: A student with visual/spacial intelligenceresponds to visual representations and is good atcreating mental images. Making or using pictures,diagrams, graphic organizers, maps, symbols,photos or videos, etc., will be helpful for this type oflearner, as will activities involving visualizing.Auditory: A student with strong auditory/musicalintelligence is sensitive to sounds and patterns ofrhythm, intonation, and pitch. Students with thistype of intelligence will be stimulated by activitiesinvolving sound—pronunciation and intonationwork, listening exercises, songs, jazz chants, etc.Logical: A student with developed logical/mathematical intelligence is good at thinkinglogically, recognizing patterns, and doingxivcalculations. A logical learner will benefit fromactivities involving deductive and inductivethinking, classification, rules, and processes.Linguistic: Students with a high degree of linguisticintelligence are talented at extracting meaning fromtext and using language to express meaning. Theytend to be good at learning languages and generallyhave an affinity for writing, reading, summarizing,giving speeches, and other language-based activities.Interpersonal: Students with a high degree ofinterpersonal intelligence have a developedsensitivity to others and learn well through socialinteractions. Pair and group work, collaborativelearning, interviewing, writing dialogues, andreflecting on social situations presented in dialoguesare examples of activities helpful to an interpersonallearner.Intrapersonal: A student who is self-reflectiveand sensitive to his or her own feelings tends tohave a high degree of intrapersonal intelligence.Independent work, self-assessment, self-reflection,personalizing, journal-writing, and thinking aboutone’s personal reaction to situations and topics willbe of benefit to the intrapersonal learner.➤ Focus on valuesAs the classroom is one of the best places to helpyoung people develop values and character, eachunit of the Teacher’s Edition includes notes focusingon values. The characters and situations presentedin the dialogues and photostories are modeled afterreal teens and thus present numerous opportunitiesfor reflection on appropriate and inappropriatebehavior. Focus on values notes provide suggestionson how to help students recognize and react toimplicit and explicit values, attitudes, and behaviorin dialogues and photostories.➤ Cross-curricular activitiesThe Teacher’s Edition includes Cross-curricularactivity suggestions for each unit of the StudentBook. These activities encourage students touse—and sometimes expand—their knowledge ofsocial studies, science, literature, and the arts whilepracticing English.➤ Home/School connectionParents play a fundamental role in the educationof their children. The more they get involved andencourage their children, the better results studentsachieve. For this reason the Teacher’s Editionprovides Home/School connection suggestionson increasing parental involvement in students’English education.➤ Grammar referenceThe Grammar reference section found at the end ofthe Teacher’s Edition provides in-depth grammaticalbackground about the structures and elements inPostcards_splitB_TE1_FM.indd xiv2/27/07 10:23:15 AMPostcards

each of the grammar charts in the Student Book. TheGrammar reference section provides any necessarygrammatical information the teacher needs tosuccessfully teach the unit grammar. Dependingon the level and prior knowledge of students, theteacher may wish to share or elicit some or all of thisextra grammatical information in class.➤ Unit and Quarterly testsPhotocopiable Unit and Quarterly tests (everythree units), as well as their answer keys, are foundat the end of the Teacher’s Edition. The answerkeys specify the total number of possible points foreach test: 50 points for Unit tests and 150 points forQuarterly tests. To calculate student scores, simplydivide the number of correct responses by the totalnumber of possible points. For example, on a testwith 50 possible points, a student answered 45correctly. Divide 45, the number of correct responses,by 50, the number of possible points. The calculation(45 ÷ 50 = .90) results in a score of 90%.INTRODUCTION➤ Student self-evaluation checklistsA photocopiable Student self-evaluation checklist isfound at the end of the Teacher’s Edition. You maycopy and give this to students after each unit so thatthey may reflect on and assess their own progress.➤ Certificate of completionThe Certificate of completion at the back of thisTeacher’s Edition may be photocopied and given tostudents at the successful completion of this course.The certificate serves as a concrete symbol of theeffort and progress the student has made in his orher English study.xv:23:15 AMPostcards_splitB_TE1_FM.indd xv2/27/07 10:23:15 AM

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Vocabulary1 Numbers 1–20A. 2 Listen and repeat the numbers.1 one 8 eight 15 fifteen2 two 9 nine 16 sixteen3 three 10 ten 17 seventeen4 four 11 eleven 18 eighteen5 five 12 twelve 19 nineteen6 six 13 thirteen 20 twenty7 seven 14 fourteenB. PAIRS. Close your book. Take turnscounting up to 20.A: One.B: Two.A: Three.2 The English alphabetB. Write the month of each holiday or event.1. Halloween October2. Valentine’s Day3. Christmas4. New Year’s Day5. Your birthday4 Days of the weekA. 5 Listen and repeat the days of the week.Sunday Monday Tuesday WednesdayThursday Friday SaturdayB. A week has five weekdays and a two-dayweekend. Look at the calendar and circlethe days that make up a weekend. A. 3 Listen and repeat the alphabet. Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq RrSs Tt Uu VvWw Xx Yy Zz B. PAIRS. The English alphabet has fivevowels. Write the vowels in the blanks.5 ColorsA. Look at the colors.C. How many consonants are there?3 Months of the yeargreenblackredorangeA. 4 Listen and repeat the twelve monthsthat make up a year.yellowbluebrownwhiteJanuary February March AprilMay June July AugustSeptember October November December2 Let’s get started.B. PAIRS. What colors do you like? Tell yourclassmate.A: I like yellow and blue. B: I like red.vi-5_SB1B_LGS_14106.indd 21/17/07 7:20:26 PMPostcards

TEACHER’S NOTES6 A classroom (10 min.)A.• Have students look at the pictures and repeat asyou point to and read each word aloud.• Say each word again and point to or touch itsequivalent in your classroom. Have studentsrepeat the word after you. Then point to an item inthe classroom and elicit the word from the class.B.• PAIRS. Read the instructions aloud and have theclass repeat the example after you. Then modelthe activity with a student, demonstrating takingturns. Next, call on a pair to stand and model thisactivity for the class.• Assign pairs. Walk around to monitor as studentspractice.• To check, call on a student to come to the front andask about the colors of objects in the classroom.Have the class answer together.7 Classroom objects (15 min.)A.• If possible, gather the actual items in the listand have them ready on your table beforehand.Introduce this activity by eliciting or teaching thenames of each item on the table; for example, pickup a book and ask What is this in English? Write theanswers on the board.• 6 Have students open their books. Read theinstructions, then play the audio one or moretimes as students listen and repeat.B.• Read the instructions aloud. Model the activityby holding up an item you have, saying itsname, then checking the appropriate box in yourtextbook.• To conclude this activity, call on a student to tellyou what boxes he or she checked. Then say eachitem aloud and have students hold up the item ifthey have it.8 Classroom commands (10 min.)A.Focus on multiple intelligences: this activityfocuses on kinesthetic intelligence.• Call on a strong student to read the instructionsaloud. Then hold up your book. Point to eachcommand, read it aloud, and have the class repeatafter you.• Say each command again, have students repeat,then model performing the command. Havestudents perform the command after you. (ForCome in, you may want to act out knocking on andthen stepping through an imaginary doorway.)Then say each command again in random orderand have students act it out with you. Continueuntil you feel students have learned the actionsthat go with each command.B.• PAIRS. Assign pairs, indicating which studentin each pair is Student A and which is Student B.(Pointing, say You’re a pair. You’re Student A. You’reStudent B.) Model performing the activity with astudent. Then call on a pair to stand and model itfor the class.• When students have finished, tell them to switchroles. If helpful, demonstrate this for the class withthe student you modeled with previously.• To check, have the class close their books. Say thecommands in random order and have the class actthem out. To make this more fun and challenging,pick up the speed of your commands as youproceed.T3Postcards_splitB_TE1_FM.indd T32/27/07 10:23:17 AMvi-5_SB1

6 A classroomboardteacherdoorwallwindowA. Look at the picture and read the labels.B. PAIRS. Take turns. Ask for the colors of these things inyour classroom.studentboard door wall deskFor example:A: What color is the board? B: Black.floor7 Classroom objectsdeskA. 6 Look at the pictures as you listen and repeat the words.❑ book❑ crayons❑ eraser❑ pen❑ folders❑ markers❑ notebook❑ notepad❑ pair of scissors ❑ pencil❑ poster board❑ rulerB. Look at the words in Exercise A. Check (✔) the items you have.8 Classroom commandsA. Look at the pictures and read the commands.1Come in.2Stand up.3Sit down.4 Open your book.5 Close your book.6 Write.7Listen.8Raise your hand.9Exchange workwith a classmate.B. PAIRS. Student A, give a command. Student B, do Student A’s command. Switch roles.Let’s get started.3:23:17 AMvi-5_SB1B_LGS_14106.indd 31/17/07 7:20:31 PM

9 Words for peopleA. 7 Look at the pictures asyou listen and repeat thewords.B. Write the name of amember from your familynext to each word.babyboygirl1. baby2. boy3. girl4. teenager5. man6. womanteenagermanwoman10 Common adjectivesA. 8 Look at the pictures as you listen and repeat the words.beautifulyounghandsomeoldsmallbigB. Think of a famous person. Write three adjectives that describe that person.Name:Adjectives:shorttall11 U.S. moneyA. 9 Listen and repeat the words.• a penny or one cent = 1¢ • fifty cents = 50¢• a nickel or five cents = 5¢ • a dollar or one dollar = $1.00• a dime or ten cents = 10¢ • five dollars = $5.00• a quarter or twenty-five cents = 25¢ • twenty dollars = $20.00B. Write the answers.1. five pennies = 5¢ 4. two nickels =2. two dimes and a nickel = 5. four quarters =3. two quarters = 6. two ten dollars =4 Let’s get started.vi-5_SB1B_LGS_14106.indd 41/17/07 7:20:37 PMPostcards

9 Words for people (10 min.)A.• 7 Read the instructions, then play the audioone or more times as students listen and repeat.• To extend the activity, bring pictures frommagazines showing people of different ages andboth genders. Hold up the pictures and ask theclass What does the picture show?B.• Read the instructions. Elicit or explain the meaningof member from your family. Then write baby and boyon the board. Say the names of two of your ownfamily members and model writing them next tothe appropriate family word on the board; say, forexample, Juan is a baby. He is six months old.• Have students work individually to fill in theblanks. Check by calling on several differentstudents to say the names they wrote next to eachword.10 Common adjectives (10 min.)A.• Read the heading aloud. Elicit or explain themeaning of adjective (a word that describes or tellssomething about a person, place, or thing).• 8 Read the instructions, then play the audioone or more times and have students repeat. Youmay want to pause the audio after each adjectiveand elicit the L1 equivalent to help students betterunderstand.• To extend the activity, point to the first pictureand ask What’s this? Elicit a beautiful woman. Writethe model phrase on the board to guide students.Elicit descriptions for the other pictures.B.• Write the name of a famous person on the board.Then elicit adjectives that describe this personand write them on the board; for example, BradPitt—handsome, short, young (or old).• Tell students to think of their own famous person.Elicit names from several different students.• Have students complete the exercise and thenshare their answers with a partner.• Check by calling on several different students tosay the name of the celebrity they chose and whichadjectives they used to describe him or her.11 U.S. money (5 min.)A.• Write a few amounts of money on the board; forexample, $23.49, 75¢, $8.00.• Go over the list of vocabulary items with the class.Use L1 if helpful. Point out the symbols for dollars($) and cents (¢). Tell students that these symbolsare never used together. Point out that you use aperiod between the dollars and the cents amounts,for example, $23.49. The cent sign is used only foramounts less than a dollar (75¢).• Explain that in the United States, there are a fewspecial words for coins. These words are generallynot used to give prices; for example, $5.05 is fiveoh-fiveor five dollars and five cents, not five and anickel. These special words for coins are often usedto talk about small amounts of money, especiallyin conversations about coin-operated machines:The parking meter takes quarters. I only have two dimesand a nickel.• If possible, bring real examples of U.S. bills andcoins to show to the class.• 9 Play the audio one or more times as studentslisten and repeat.B.• Read the instructions aloud and elicit the answersto the first one or two items. Then have studentswork individually to write the amounts of moneyusing numbers and symbols.• Check answers by calling on students to write theanswers on the board.Answer key1. 5¢ 2. 25¢ 3. 50¢ 4. 10¢ 5 $1.00 6. $20.00TEACHER’S NOTEST4:20:37 PMPostcards_splitB_TE1_FM.indd T42/27/07 10:23:18 AM

TEACHER’S NOTESGrammar12 Some parts of speech (5 min.)A.• Have students look at the chart. Read the headingof each column aloud and have students repeat.• Elicit or explain the meaning of each part ofspeech: noun (name of a place, person, or thing),pronoun (word that can stand for a noun), adjective(word that describes a noun), verb (an actionword), preposition (word that shows direction/location or where a noun is in relation to anothernoun or nouns). Use L1 if helpful.• Explain that there are only three articles: a andan are indefinite articles and the is definite. Write aboy on the board. Point out that articles go beforenouns.• Point out Australia in the Nouns column. Elicit orexplain why it is capitalized. (It is a proper noun.)Elicit or explain the difference between a propernoun and a common noun. Give examples; forexample, Fred/boy, Postcards/book.B.• PAIRS. Depending on your students’ backgroundknowledge, you may want to have them workwith a partner to add two or more examplesin each column (except Articles). Check byeliciting answers and writing them on the board.Alternately, do this exercise as a class. Elicitexamples, write them on the board, and havestudents write them in their charts.B.• Read the instructions and have students workindividually to punctuate the items.• To check answers, call on two students to write theanswers on the board.Answer keyA: What’s your name?B: My name’s Lucia.A: That’s funny. My name’s Lucia, too.Communication14 Greetings (5 min.)• 10 Read the instructions aloud and play theaudio one or more times for students to repeat.Then elicit the answer for the first item. (Goodevening.)• Have students work individually to write in theresponses. Elicit the answers orally.Answer key1. Good evening. 2. Good morning.3. Good afernoon.Have students complete Workbook Exercises 1–14.13 Punctuation (5 min. or less)A.• Read the names of the punctuation marks aloudand have students repeat.• Elicit or explain when each punctuation is used:period (end of a declarative statement/sentence),question mark (end of a question), exclamation point(end of an exclamatory statement/sentence),comma (most commonly used to separate a seriesof words or to show a pause in a person’s thoughtsor speech). Use L1 if helpful.• Give an example for each and write it on theboard. Some examples:I am a teacher.Are you a student?Wow! She’s so beautiful!I can speak, read, and write in English.T5Postcards_splitB_TE1_FM.indd T52/27/07 10:23:19 AMvi-5_SB1

Grammar12 Some parts of speechA. Look at the examples of the parts of speech in the chart.Nouns Pronouns Adjectives Verbs Prepositions Articlesboy, girl,Australia, bookI, he, it, we,theybeautiful,small, tallwrite, listen,readfrom, ata, an, theB. PAIRS. Add two more examples in each column, except under “Articles.” (Note: There areonly three articles in English.)13 PunctuationA. Look at the punctuation.• . (period) • ! (exclamation point)• ? (question mark) • , (comma)Communication14 Greetings10 Listen and repeat the greetings. Write thecorrect greeting in each balloon.• Good morning.• Good afternoon.• Good evening.B. Add the correct punctuation.A: What’s your nameB: My name’s LuciaA: That’s funny My name’s Lucia too1.2.3.Let’s get started.5:23:19 AMvi-5_SB1B_LGS_14106.indd 51/17/07 7:22:32 PM

1 Dialogue11 Cover the dialogue and listen.Andy: Look who’s here! Hi, Joey.Joey: Is this a bad time to come?Andy: No, no. It’s OK. What time is it?Joey: One o’clock. Are you guys going out?Liza: Well, yeah.Andy: Be quiet, Liza! Don’t be rude.Brian: Joey! It’s good to see you!Joey: Thanks.Brian: Hey, why’s your name Joey?Joey: It’s short for Josephine.Brian: Oh, cool. Andy, what time does themovie start?Joey: What movie? Can I come, too?Liza: Joey, we can’t all fit in the car!Andy: Don’t listen to her, Joey.Liza: Oh, all right. Hurry up.2 ComprehensionLearning goalsCommunicationTalk about abilitiesAsk for permissionGrammarImperativesCan to talk about abilitiesVocabularyClock timesA. Circle the correct answers.1. Liza is (happy / not happy) to see Joey.2. Brian (likes / hates) the name Joey.3. Joey (wants / doesn’t want) to go to themovies.4. Andy (is nice / isn’t nice) to Joey.5. Liza (is nice / isn’t nice) to Joey.B. 12 Read along as you listen again. Checkyour answers.6 Unit 1006-013_SB1B_U01_14106.indd 61/17/07 7:25:31 PMPostcards

Learning goalsLearning strategy• Have a can-do attitudePronunciation• The /æ/ sound in can and can’tThe following are additional learning goals in this unit:Skills• Predict missing lines• Listen for specific information• Talk about abilities and talents• Ask permission to borrow something• Write commandsTEACHER’S NOTESBackground notes (5 min.)A nickname is a shortened form, or a pet name, for aperson. For many English names, the shortened form istaken from the first syllable—for example, Tim for Timothy.This is the case for the characters Andy (for Andrew) andRobbie (for Robert). Liza is a common nickname that comesfrom the middle of the name Elizabeth. The name Briandoes not have a common nickname.Warm-up (5 min.)• Have students review cardinal numbers by skipcounting by 5s. Write 5, 10 on the board. Elicitfrom the class the numbers in the pattern, through55, and write them on the board. Practice skipcounting together as a whole class.• Pair students. Tell them to alternate turns andpractice counting by 5s to 100. When they’vefinished, have them switch roles so thatStudent B begins.• Tell students that they will practice more withnumbers today—they will practice telling time.Have students open their books. Introduce theunit title.Using the large photo (5 min.)• Have students look at the picture. Ask Who do youknow in the picture? (Andy, Liza, Brian, and Joey)Where are they? (in front of their house) Do Andyand Brian look happy? (yes) Who looks unhappy?(Liza)1 Dialogue and 2 Comprehension (15 min.)• Tell students to cover the dialogue.A.• Tell students to silently read the directions andComprehension items for Exercise A. Ask themto raise their hands if they need help with thedirections or items.• 11 Play the audio two or more times.B.• 12 Tell students to uncover the dialogue. Playthe audio while students review their answers. Asyou check the answers, ask students How do youknow that Brian likes Joey? (He says Joey! It’s good tosee you! He also says Joey’s name is cool.) How isAndy nice to Joey? (He tells Liza Be quiet! Don’t berude. He tells Joey Don’t listen to her, Joey.)Answer key1. not happy2. likes3. wants4. is nice5. isn’t nice• To extend work with the dialogue, select keyvocabulary, structures, and communicativephrases to discuss more fully, such as Look who’shere, a bad time to come, going out, Well, Be quiet,Don’t be rude, short for, and Hurry up.• Have the class repeat the dialogue, then havestudents practice in groups of four, changingroles after each reading. Finally, select a group toperform for the class. For further extension ideas,see the Dialogues and Comprehension notes in theIntroduction, page x.Focus on valuesDiscuss friends and friendship with the class. Hereare some ideas to start.• Refer to the dialogue. Ask Is Liza happy to seeJoey? (no) Why not? (maybe she is jealous or doesnot like her) Write jealous on the board. Say Whenyou’re jealous, you’re unhappy because someone hassomething you want, or you think someone will takesomething away from you—for example, love.• Ask How does Liza sound when she says, Well,yeah? (unfriendly) Ask Does Andy like the wayLiza talked to Joey? (No, he tells Liza to stop it.)• Ask Who would you choose as a friend, Liza or Joey?Why? What do you do when someone is not friendlyto you? Elicit positive strategies for responding torudeness; for example, be friendly in return, askthe person if he or she is angry.T6:25:31 PMPostcards_splitB_TE1_U01.indd T62/27/07 10:23:37 AM

TEACHER’S NOTES3 Useful expressions (15 min.)A.• Elicit the meaning of each expression or thesituation in which it is used.• 13 Play the audio, pausing for studentsto repeat. Encourage students to mimic theintonation.B.• Read the directions aloud and elicit the answersfor the first two blanks. Then have students workindividually or in pairs to complete the dialogue.• Check by calling on two students to read thedialogue aloud.Answer keyA: Look who’s here! Hi, [Joey].B: Hi, [Brian]. Are you busy? Is this a bad timeto come?A: No, no. It’s OK. It’s good to see you.B: Nice to see you, too. Are you going out?A: Yeah, to the mall. Would you like to come?B: All right.A: Come on. Hurry up.C.• PAIRS. Pair students. Have them practicethe conversation in Exercise B several times,substituting their own names for Joey and Brian.Tell them to switch roles after the first round.• To extend the activity, have pairs practice lookingup and making eye contact while speaking, thenpractice again with books closed.4 Vocabulary (15 min.)A.• On the board, draw the face of a clock with theminute hand pointing at twelve and the hour handpointing at three. Write the word o’clock on theboard. Ask What time is it? (three o’clock) Redrawthe hour hand to several different hours and elicitthe time.• Draw the hour hand to point at two and theminute hand to point at the ten-minute mark. Tellstudents that this can be read as ten after two. Writethis on the board. Then redraw the minute handso that it points at the fifteen-minute mark. Tellstudents that this can be read as a quarter after two;write this on the board.• 14 Tell students to look at the clock illustration.Play the audio as students read along and repeat.B.• PAIRS. Read the instructions aloud, then callon a pair to model the first two items. Tell themto tell the time as they did in Exercise A, with toand after.• Assign pairs and have students begin. Walkaround to monitor and help as students practice.• Elicit the answers orally from individualstudents. Write them on the board, if helpful. Thenerase them and elicit the answers again from thewhole class.Answer key1. a quarter after eleven2. twenty to ten3. ten to eight4. a quarter to nine5. five-thirty / half past five6. seven o’clock7. twenty-five after five8. five after one9. twenty-five to four10. ten after threeHave students complete Workbook Exercises 1–2.T7Postcards_splitB_TE1_U01.indd T72/27/07 10:23:39 AM

3 Useful expressionsA. 13 Listen and repeat.• Look who’s here! • All right.• Hurry up. • Is this a bad time to• It’s good to see come?you.• No. It’s OK.B. PAIRS. Look at the clocks. Take turns askingeach other for the time.For example:A: What time is it?B: It’s a quarter after eleven.B. Complete the dialogues with expressionsfrom Exercise A.A: Look who’s here ! Hi, [Joey].B: Hi, [Brian]. Are you busy?A: No, no. It’s OK.B: Nice to see you, too. Are you going out?A: Yeah, to the mall. Would you like tocome?B: All right.A: Come on.C. PAIRS. Role-play the conversation inExercise B. Replace the names with yourclassmates’ names.4 VocabularyClock timesA. 14 Look at the clock as you listen andrepeat.ten o’clock ten-thirty/half past tenfive after ten twenty-five to eleventen after ten twenty to elevena quarter after ten a quarter to eleventwenty after ten ten to eleventwenty-five after ten five to elevenafterfive toten toa quarter totwenty totwenty-five too’clockthirtyfive afterten aftera quarter aftertwenty aftertwenty-five aftertoUnit 17:23:39 AM

AffirmativeLook who’s here!GRAMMAR FOCUSImperativesNegativeDon’t look!Uses of the imperativeLook out! (for exclamations and warnings)Be quiet! (for orders)Please help me. (for polite requests)Pull the door, then lock it. (for instructions)Discovering grammarLook at the grammar chart. Circle thecorrect answers.1. An affirmative imperative starts with a(verb / noun).2. (Do / Don’t) comes first in a negativeimperative.3. Use the (past tense / base form) of a verbin an imperative.Practicing grammar5 PracticeA. Write five affirmative classroom commands.Use a period or an exclamation point (!).1. Open your books!2.3.4.5.6.B. Underline the verbs in Exercise A.C. Rewrite the commands in Exercise A asnegative commands.1. Don’t open your books!2.3.4.5.6.D. PAIRS. Student A, give a commandfrom Exercise A. Student B, act out thecommand. Take turns giving and acting outcommands.6 PracticeGROUPS. Have a competition! Go to page 68.A. GROUPS. Talk about school.Discuss these questions: Is yourschool a friendly place? Do you likebeing at school? Explain your answer.Useful language:• Umm, not really./Maybe.• Well, it’s OK.• I like/don’t like school.• Because of the homework.• Because I see my friends at school.• Because some students aren’t nice.• Yeah.B. GROUPS. Make a list of ten Dos andDon’ts for students and teachers tomake your school a better and moreenjoyable place. Share your list withthe class.1. Be nice to everybody.2. Don’t be rude.3.4.5.6.7.8.9.10.8 Unit 1006-013_SB1B_U01_14106.indd 81/17/07 7:25:47 PMPostcards

Grammar Focusand Discovering grammar (15 min.)Imperatives☞ See Grammar reference, page 98.• Explain the uses of imperatives by modeling. Tellstudents Listen and do what I say. Open your book topage 48. (give instructions) Stand up. (give orders)Tell a student Please give me your pencil. (make apolite request) Point behind the class and say Lookout! (give a warning) For each ask What did I askyou to do? How did I say it? Write the phrases onthe board. State the function (for example, giveinstructions) of each phrase.• Have students look at the grammar chart as youread each example aloud.• Have students work individually to complete theexercise. Check answers orally.Answer key1. verb2. Don’t3. base form• Use the board to elicit other key points aboutthe grammar chart, such as the fact that mostimperatives begin with the base form of the verband that negative imperatives usually begin withDon’t. (See the Grammar reference.)Practicing grammar5 Practice (15 min.)A.• Have students read the directions and example.Elicit several examples of affirmative commands;for example, Read the dialogue, Raise your hand,Please listen. Write them on the board.• Have students work individually or in pairs tocomplete the exercise. Walk around, helpingstudents as needed.• Check by calling on several volunteers to tell theclass one of their imperatives.Answer key: A, B, CAnswers will vary.B.• Read the instructions aloud, and then ask studentsWhat’s the verb in number one?• Have students underline the verbs in thecommands they made for Exercise A.C.• Read the instructions aloud, and then ask studentsWhat’s the negative command in number one? How doyou make it negative? (begin with Don’t)• Have students work individually to write outnegative commands.• Ask several volunteers to share their negativecommands.D.• PAIRS. Read the instructions and call on a pair tomodel giving and following a few commands forthe class.• To conclude this exercise, call on a pair to givecommands to the whole class.6 Practice• GROUPS. Turn to page 68 and let students have acompetition.Have students complete Workbook Exercises 3–8and Grammar Builder Exercises 1–4.(10 min.)A.• GROUPS. Read the instructions aloud and writethe two questions on the board. Chorus the Usefullanguage with the class. Then model the beginningof a discussion with one or more students.• Assign groups and have students discuss.B.• GROUPS. Read the instructions. Write on theboard Dos and Don’ts. Tell students that they willwrite rules to make the school a better place. Tellthem that Dos are rules in the affirmative, whileDon’ts are in the negative.• Read the first example aloud. Ask Is this a Do ora Don’t? (a Do) Write this under Do on the board.Elicit another example of a Do rule from studentsto write on the board. Then elicit two Don’texamples to list under Don’t.• Assign groups of three or four students.As students are working, circulate to helpwith vocabulary.• Call on several groups to share their lists with theclass. Discuss the lists by asking the class WhatDos and Don’ts are on many lists? What are the mostimportant? What are the most interesting?TEACHER’S NOTEST8:25:47 PMPostcards_splitB_TE1_U01.indd T82/27/07 10:23:40 AM

TEACHER’S NOTESUsing the large photo (5 min. or less)• Tell students to look at the picture. Ask Who do youknow in the large photo? (Joey, Robbie, Liza, Brian,and Andy) Where are Joey and Robbie? (in front ofa movie theater) What are they holding? (money;U.S. dollars) Who else do you see in the large photo? (awoman) What does she sell? (movie tickets)7 Dialogue and 8 Comprehension (15 min.)• Have students cover the dialogue.A.• Have students read the instructions and questionssilently.• 15 Play the audio two or more times andhave students work independently to completethe exercise.B.• 16 Have students uncover the dialogue. Playthe audio again and have students read along andcheck their answers. Check orally.Answer key1. Fifty dollars2. Spider-Man, The Final Chapter3. 2:304. Five• To extend work with the dialogue, select keyvocabulary, structures, and communicativephrases to discuss more fully, such as I’ll buy, first,right?, and Enjoy the movie.• Have the class repeat the dialogue, then havestudents practice in pairs, changing roles aftereach reading. Finally, select a pair to performfor the class. For further extension ideas, seethe Dialogues and Comprehension notes in theIntroduction, page x.T9Postcards_splitB_TE1_U01.indd T92/27/07 10:23:41 AM006-013_

7 Dialogue15 Cover the dialogue and listen.Joey: I’ll buy our tickets.Robbie: Can I go with you, Joey? Please?Joey: Sure. But first, let’s count the money.You can count money, right?Robbie: Yeah, I can.Joey: OK. Count this for me.Robbie: OK. One . . . two . . . twenty . . . thirty. . . forty. Fifty dollars.Joey: Good. Now, which movie do wewant?Robbie: Spider-Man, The Final Chapter!Joey: Right. So look up there at the movieschedules. Can you find our movieon the list?Robbie: Yeah. It’s at . . . 2:30.Joey: Good job, Robbie. Now tell the ladywhat you want.Robbie: Hello. Five tickets for Spider-Man at2:30, please.Woman: Here you go. Enjoy the movie.Robbie: Thanks.8 ComprehensionA. Write the answers.1. How much money do they have forthe tickets? Fifty dollars.2. What movie does the group want tosee?3. What time does the movie start?4. How many tickets does Robbie buy?B. 16 Read along as you listen again. Checkyour answers.Unit 19:23:41 AM006-013_SB1B_U01_14106.indd 91/17/07 7:25:48 PM

Affirmative statementsI can speak English.Yes/No questionsCan you speak English?Can he speak German?GRAMMAR FOCUSInformation questionsWhat languages can you speak?Who can speak English?Contractioncan’t ➔ cannotCan to talk about abilitiesNegative statementsThey can’t speak English.Short answersYes, I can./No, I can’t.Yes, he can./No, he can’t.AnswersWe can speak Portugueseand English.I can speak English.Discovering grammarLook at the grammar chart.Complete the rules.1. Use + the baseform of a verb to talk aboutabilities.2. The full form of can’t is.Practicing grammar9 PracticePAIRS. Look at the picture. Take turns. Ask who can do each activity below.• speak English • ride a bike • swim • sing• drive • draw • dance • play the guitar• act • play soccer • Rollerblade • skateboardFor example:A: Who can speak English?B: Jim can speak English. Who can sing?10 Unit 1006-013_SB1B_U01_14106.indd 101/17/07 7:26:02 PMPostcards

Grammar Focusand Discovering grammar (10–15 min.)Can to talk about abilities☞ See Grammar reference, page 98.• Read the grammar chart head. Tell students Youuse can for requests. You also use can to talk aboutabilities—things you can do. Tell students andwrite on the board I can swim. Demonstratingswim if needed, ask the class Who can swim? Raiseyour hands.• Read the grammar chart aloud and havestudents repeat the example questions andstatements after you.• Have students work individually to complete theexercise. Check orally.Practicing grammar9 Practice (10 min.)• PAIRS. Read the directions aloud. Then read theactivity verbs aloud and have students pronounceeach after you. Depending on students’ abilitiesand level, you may want to teach some of the newvocabulary at this point, or you may want to waitand let students guess the meanings of the termsas they complete the exercise.• Read the first names on the pictures aloud andhelp students pronounce them. Then read theexample aloud and have students say it after you.• Call on a pair to model taking turns asking andanswering about the first two or three activities.Then have students form pairs and begin. Walkaround to monitor as students practice.• To check, ask individual students a Who questionfor each activity.TEACHER’S NOTESAnswer key1. can2. cannot• Use the board to elicit other key points about thegrammar chart, such as the sentence structuresfor statements, Yes/No questions, and informationquestions.Answer keyJim can speak English. Jon can ride a bike. Carl can swim.Sue can sing. Ann can drive. Liz can draw. Phil can dance.Tom can play the guitar. Bob can act. Mia can play soccer.Lynn can Rollerblade. Pam can skateboard.• To extend this exercise, have pairs take turnsasking and answering What questions about thepictures—for example, What can Jim do? (He canspeak English.) Tell students to ask about thepictures at random.T10:26:02 PMPostcards_splitB_TE1_U01.indd T102/27/07 10:23:42 AM

TEACHER’S NOTES10 Practice (5 min.)A.• GROUPS. Read the instructions aloud and thencall on three students to role-play the example. Asa model, have the same group play the game withtheir own information. Tell them to keep going,adding an ability to the list, until all three studentshave reported an ability. Then have each membersay their own and the other two classmates’abilities.• Assign groups of four. As student practice, walkaround to monitor and encourage students.B.• Have students choose a group representative. Callon the representative for each group to tell theclass what the group members can do.Have students complete Workbook Exercises 9–14and Grammar Builder Exercises 5–7.11 Pronunciation (5 min.)A.• Write can and can’t on the board, underlining thea. Tell students that these words have the /æ/sound. Tell students that to pronounce the /æ/sound they need to open their mouth, spread theirlips, and push their tongue down and to the front.Model this for the class, and then say the soundand have students repeat it.• 17 Play the audio, pausing for students torepeat.B.• 18 Play the audio again. Have students listenand repeat once more, then take turns practicingthe questions and answers.12 Your turn (15 min.)A.• Have students read the directions. Read number1 and elicit the question Can you play the piano?Then read the other items and have studentsrepeat. Elicit or explain the meaning of newvocabulary such as whistle and cook.• Tell students to stand and interview classmates tofind a student who can do each activity. Tell themthey need to write one name in the blank next tothe activity. Model with several students if helpful.B.• Ask the class Who can play the piano? Elicitresponses from several volunteers. Do the samefor the other activities.Learn to learn (15 min.)• Read the strategy line and explain or elicit themeaning. If helpful, discuss the ideas presented inthis section in L1.A.• Read the instructions and the first item. Ask Whocan speak some English? Raise your hands. Make sureall students have raised their hands, then say Checkthe box.• Have students work individually to check theboxes. Walk around to monitor and encourage acan-do attitude as students work.B.• PAIRS. Read the instructions and example. Elicitsome other ideas for how students can help eachother improve their speaking ability, using L1 ifneeded. Use this as a platform to teach the classsome English terms that will be helpful in theirdiscussion.• Have students form pairs and discuss. Walkaround to monitor, help, and offer suggestions.• To conclude this exercise, go through the list ofEnglish skills and elicit ways students can helpeach other improve their abilities.Cross-curricular activity: science• Write on the board octopus, parrot, cat, and owl.Using pictures, have students identify eachanimal. Say the animal names and have studentsrepeat them.• Tell students Take a piece of paper. On the left, writeTrue, and on the right, write False. Model this onthe board. Say I will say a sentence about one of theanimals. If it’s true, write the animal name underTrue. If it’s false, write the name under False.• Read each of the following sentences aloudtwice, pausing for students to mark their papers.1. An octopus can change color. [True. It canturn blue when angry or white when scared.]2. A parrot can learn 20 words. [True. It canmimic the human voice.]3. A cat can taste sweet things. [False. Catsdon’t like candy because they can’t tastesweet things.]4. An owl can’t hear well. [False. It can hear amouse from a kilometer away.]• Pair students and have them compare answers.Then go over the answers with the class. AskWho thinks it’s true? Raise your hand. Who thinksit’s false? Raise your hand.T11Postcards_splitB_TE1_U01.indd T112/27/07 10:23:42 AM006-013_

10 PracticeA. GROUPS. Play a memory game with fourclassmates.For example:A: I can play the drums.B: Maria can play the drums. I can ride abike.C: Maria can play the drums. Trish can ridea bike. I can dance the samba.B. Have a representative tell the class whateach of your group members can do.11 PronunciationThe /æ/ sound in can and can’tA. 17 Listen and repeat.can can’t actrap dance addA: Can you rap? B: Yes, I can.A: Can you dance? B: No, I can’t.A: Can you act? B: Yes, I can.A: Can you add 1 / 2 and 1 / 4 ? B: No, I can’t.B. 18 Listen again. Then practice theconversations.12 Your turnA. Find someone who can do these activitiesby asking, “Can you . . . ?” Write thestudent’s name next to the ability.1. play the piano2. break-dance3. whistle a tune4. skate5. cook6. sing a song in a foreign languageLearn to learnHave a can-do attitude.Think positively. Say “I can,” not “I can’t.”A. Think about your English skills. What canyou do in English? Check (✔) the boxes.❑ I can speak some English.❑ I can understand audiotapes in English.❑ I can pronounce English words well.❑ I can understand simple readings inEnglish.❑ I can speak in front of the class.❑ I can write simple sentences in English.B. PAIRS. Compare your results. Chooseone skill you didn’t check. What can youdo to help each other improve that skill?For example:We can practice speaking English together.7. rap8. do the moonwalk9. swim10. do a belly danceB. Share your findings with the class.Unit 111:23:42 AM006-013_SB1B_U01_14106.indd 111/17/07 7:26:05 PM

13 CommunicationAsk for permission• You can also use can to ask for permission.A. 19 Listen to the conversation.Robbie:Liza:Robbie:Liza:Can I come in, Liza?Sure.[After 5 minutes] Can I play agame on your computer?Not right now, Robbie. I’m busy.B. PAIRS. Student A, ask if you can borrow oruse one of your classmate’s things. StudentB, say No because you’re using it. Switchroles. This time, Student A, say Yes.14 PracticeA. PAIRS. Compete with another pair. Make alist of questions asking for permission thatare commonly used in class.For example:Can I erase the board?B. Compare your list with that of another pair.Who wrote the most questions?12Unit 1006-013_SB1B_U01_14106.indd 121/17/07 7:26:07 PMPostcards

13 Communication (10 min.)• Tell students that can is also used to ask forpermission. Give some a few examples and writethem on the board—for example, Can I go to therestroom? Can I sharpen my pencil?A.• Have students look at the illustration. Askquestions to set the context, such as Where is Liza?(in her room) Who is knocking on the door? (Robbie)• 19 Tell students to read along as they listen tothe conversation. Play the audio, and then askstudents How does Liza say yes to Robbie’s firstrequest? (Sure.) How does she say no to Robbie’ssecond request? (Not right now, Robbie. I’m busy.)Point out that Liza gives a reason and that this isthe polite thing to do.• 19 To prepare students for Exercise B, play theaudio again and have students repeat.B.• PAIRS. Call on a student to read the directionsaloud. Elicit the question and write it on theboard: Can I borrow/use your ___? Then elicit waysto respond and write them on the board—forexample, Sure, Here you go, OK and No, I’m sorry,I need it or Not right now, I’m using it. Call on avolunteer to model the exercise with you.• Pair students. Have them practice and switch rolesseveral times. Walk around to help as needed. Toconclude the exercise, call on a pair to stand andperform the conversation for the class.14 Practice (5 min.)A.• PAIRS. Read the instructions and example aloudand then elicit several other examples of requestsfor permission. Tell students they have a timelimit of three minutes. Assign competing pairs(sets of two pairs who will compete against eachother) and then tell students to begin. To keep thecompetition exciting, notify students when theirtime is half finished, then when they have thirtyseconds left.B.• Have pairs compare their lists to see who wrotethe most requests. Then ask the “winning” pairsto raise their hands. Elicit classroom requests fromseveral of these pairs. Encourage your students tomake their future classroom requests in English.Have students complete WorkbookExercises 15–16.TEACHER’S NOTEST12:26:07 PMPostcards_splitB_TE1_U01.indd T122/27/07 10:23:43 AM

5TEACHER’S NOTESPutting it togetherAt the amusement park (15 min.)Background notesAmusement parks are large, commercial parks withattractions, such as roller coasters, that are designed togive riders a thrill. Well-known amusement parks in theUnited States are Disneyland in California and DisneyWorld in Florida. There are many amusement parks inFlorida, including Universal Studios and SeaWorld.Driver’s licenses in the United States are issued by eachstate, and the age at which a teen can obtain one varies.Though a few states permit students to start learning todrive at age fourteen, most allow students to start at agefifteen and get their license at age sixteen.• You may also want to have students practice thedialogue. Work on students’ pronunciation as youplay the audio or read the dialogue aloud. Thenassign groups of four and have students practice,changing roles after each reading so that allstudents read each role once. If time allows, havestudents practice the dialogue again, substitutingtheir own names. Then call on one or more groupsto perform for the class. For further extensionideas, see the Dialogues and Comprehension notesin the Introduction, page xii.ActivitiesFun with songs 1, page 62Focus on culture 1, pages 64–65A.• Read the title and instructions aloud. Elicit whatstudents know about amusement parks. Thenhave students look at the photos. Help studentspredict by asking questions such as Who do youknow in the first picture? (Joey, Brian, Andy, andLiza) Where are they? (at home) Does Liza lookhappy? (no) Where are they on Sunday afternoon?(at an amusement park) What is Brian looking at inpicture 4? (his watch; the time)• Have students work individually to read thedialogue and fill in the blanks. Then elicitstudents’ guesses.B.• 20 Play the audio and have students check theiranswers. Pause after each of the answers is spokenand elicit it from the class. Ask students to raisetheir hands if they got the correct answer.Answer key1. No, I can’t2. No, you can’t3. Sure• To extend work with the photostory, go overvocabulary such as I can’t wait, I’ll be right back,quick, closed, and instead.✎ Have students complete the Unit 1 test, page 80.T13Postcards_splitB_TE1_U01.indd T132/27/07 10:23:44 AM006-013_

A. Before you listen, read the dialogue. Fill in the missing responses.At the amusement parkThat was a funmovie! Hey, Brian,can you drive?Would you like me to ask Dad?Really? Great! Uh,can I come in for afew minutes?(2) , Joey.It’s late, and we’re tired.(1) .Sorry. Why?It’d be fun to go to theamusement park tomorrow.1 2Oh, OK. Andy, call metomorrow, OK?(3) .Sunday afternoonGuys, wait! Let’s waitfor Dad and Robbie.OK. Wait here. I’ll goget the tickets.It’s already oneo’clock. Better hurry.Me, too.I can’t wait to go inside!34I’ll be right back.Well, can we go tothe zoo instead?That was quick.There’s a problem, guys.The park’s closed.5 6Good idea. Let’s tell Dad.I’m really sorry.B. 20 Listen to the conversation. Check your answers.Unit 113:23:44 AM006-013_SB1B_U01_14106.indd 131/17/07 7:26:12 PM

1 Reading21Read along as you listen to Brian’s description ofhis typical day.Brian’s Typical DayEvery morning, on a school day, my alarm goes off at 6:30. But I usuallyturn it off and close my eyes again. Of course, it’s never easy to go backLearning goalsCommunicationTalk about daily routinesGrammarSequence words: first, then,after that, next, finallyAdverbs of frequencyHow often?VocabularyDaily routinesto sleep after the alarm goes off, so I get up.I do the same things every day. First, I take a shower and get dressed for school. Then I eat breakfast.After that, I brush my teeth. I sometimes have cereal. But I usually just grab a banana and eat it at thebus stop. My bus leaves at exactly 7:30.School starts at 8:00. I’m never late for school. Lunch break is at 12:00. On nice days, my friends and Isometimes sit outside. Classes end at 3:00, but I never get home until after 6:00. I am on the track andfield team, and I practice after school. After practice, I usually go to the gym.On Saturdays, my school team often competes with teams from other schools. My dad always watches me whenI compete. I’m always tired after a competition, but I don’t mind it. I love running.Sunday is my favorite day. It’s usually my lazy day, and I love it.14 Unit 2014-023_SB1B_U02_14106.indd 141/17/07 7:27:36 PMPostcards

Learning goalsLearning strategy• Plan your weekly and daily activitiesPronunciation• The pronunciation of -s and -esendingsThe following are additional learning goals in this unit:Skills• Read for specific information• Study a graph• Listen for specific information andcomplete a chart• Talk about routines and activities• Write about your typical day or weekTEACHER’S NOTESWarm-up (5 min.)• Bring in some pictures of people doing typicaleveryday activities, such as brushing their teeth,eating breakfast, getting on a bus to go to school,doing homework, and so on. Tape them on theboard in random order.• Call on several individual volunteers to come tothe front and rearrange the pictures in an orderreflecting their own day. For each arrangement,ask for a show of hands of students who performthe activities in the same order.• Tell students that they will learn how to tell abouttheir typical (usual) everyday activities today.Have students open their books. Introduce theunit title.Using the large photo (5 min. or less)• Have students look at the picture. Ask questionsto help students create a context for the readingpassage: Who do you see in the picture? (Brian) Whereis Brian? (in his room, at home) What time is it?(six-thirty) Is it morning or evening? (morning) Whatis Brian doing? (waking up; stretching)1 Reading (10 min.)• 21 Play the audio. Tell students to read alongas they listen. Then let them read the articleagain silently. Tell them that there will be somevocabulary that they don’t understand but thatthey may be able to guess the meanings of thesewords and phrases.T14:27:36 PMPostcards_splitB_TE1_U02.indd T142/27/07 10:22:05 AM

TEACHER’S NOTES2 Comprehension (10 min.)A.• Have students read the directions and then workindividually to complete the exercise. Check theanswers orally.Answer key1. 52. 13. 24. 45. 3B.• Tell students to write short answers to thequestions. You may want to ask students tochallenge themselves by answering the questionsin this exercise without looking back at the text.• Check answers as a class. Ask volunteers toread aloud the passage in the text that answersthe question.Answer key1. At 6:302. Cereal or a banana3. Practices track and field and goes to the gym.4. Track and field / running• Ask students if they could guess the meaningsof some of the new vocabulary. Ask whichwords were new to them. Elicit guesses as to themeanings of words like alarm, goes off, turn it off,take a shower, get dressed, brush my teeth, sometimes,usually, grab (get something quickly), exactly, late,get home, track and field, competition, don’t mind,and lazy. Teach the meanings of any terms thatstudents were not able to guess.3 Pronunciation (15 min.)A.• Explain that there are three differentpronunciations for the -s endings for simplepresent, third person. The pronunciation dependson the last sound of the word the -s is added to.• In one column on the board, write several verbsthat end in sibilant sounds—/s/, /ʃ/, //, /z/—such as practice (/s/), brush (/ʃ/), watch (//), andclose (/z /). These endings have a hissing sound.Write and say the third person present forms ofthe verbs. Point out that the -s ending in thesekinds of words is pronounced /iz /.• Model the pronunciation of each verb with the/iz/ ending, then ask students to repeat. Askstudents to pronounce the words with their fingerstouching the front of their throats. Point out thatthere is a buzzing feeling in the throat when the/iz/ sound is made.• Next, in another column, write several verbsending in voiceless consonant sounds—/p/, /t/,/k/, /f/—such as sleep (/p/), get (/t/), compete(/t/), think (/k/), like (/k/), and laugh (/f/).When we pronounce voiceless consonants, ourvocal chords do not move or vibrate. Ask studentsto put their fingers on the front of their throats asthey say the last sounds of the words. Point outthat there is no buzzing feeling in the throat whenthese sounds are made. Tell students that the -sending is pronounced /s/ in words like these. Onthe board, add an -s to each of these verbs.Model the pronunciation of each, then askstudents to repeat.• Do the same with verbs ending in voiced sounds:grab / b/, run /n/, ring /ŋ/, call /l/, imagine/n/, end /d/, love /v/, stay /ei/. Point out thatthere is a buzzing feeling in the throat when wepronounce the last sounds of these words. Tellstudents that the -s ending is pronounced /z/ inwords like these. Model the pronunciation of eachverb with the /z/ ending, then ask students torepeat with their fingers touching the front of theirthroats to feel the vibration.• 22 Play the audio a couple of times, pausingfor students to repeat the words. Help withpronunciation as needed.B.• 23 Call on a student to read the directions aloud.Then play the audio, pausing for students to circlethe verbs with the /z/ or /iz/ sound.• Check answers by calling on individual students;elicit the ending sound and write it on the board.Answer key1. leaves /z/2. goes /z/3. watches /iz/C.• 24 Play the audio again and have studentsrepeat the sentences. Then have students formpairs. Tell pairs to take turns. If students needmore practice, have them change roles severaltimes. Check by calling on individuals to read thesentences aloud.T15Postcards_splitB_TE1_U02.indd T152/27/07 10:22:07 AM

4 VocabularyDaily routinesA. Number the activities 1 to 12 according toyour routine on school days.B. PAIRS. Compare your routines.GRAMMAR FOCUSSequence wordsFirst, the alarm rings. Then I turn it off. After that,I get up.First, she takes a shower. Next, she gets dressed.Then she has breakfast. After that, she brushes herteeth. Finally, she leaves the house.Discovering grammarLook at the grammar chart. Answer thequestions.take a shower go to school1. What are some common sequence words?, , ,,2. What punctuation can you use after somesequence words?1 get up eat or have breakfastPracticing grammar5 Practiceeat or have dinner do homeworkWrite three more things Brian does after hewakes up on a school day.1. First, Brian takes a shower.2.3.4.brush my teeth get home from school6 Your turnPAIRS. Tell your classmate three things you doafter you wake up on a school day.For example: First, I take a shower.16 Unit 2watch TV comb/brush my hairgo to bed get dressed7 CommunicationTalk about your routinesA. 25 Listen and read.A: What do you do on Sundays?B: Nothing much. First, I check my e-mail.Then I text my friends. After that, I callup my best friend. How about you?B. PAIRS. Talk about what you do on Sundays.014-023_SB1B_U02_14106.indd 161/17/07 7:27:51 PMPostcards

4 Vocabulary (10 min.)A.• Read the instructions aloud. Then read the labelson the pictures and have students say them afteryou. Point out that either eat or have can be used totalk about meals and snacks.• As a model, call on a student to tell the classwhat he or she does first, second, and third. Thenhave students work individually to number theactivities. Number the pictures to match your ownroutine in preparation for Exercise B.B.• PAIRS. Read the instructions aloud and modelthis activity with a student. Put your book next tothe student’s book. Model talking about how yourroutines are the same and different.• Have students form pairs. Walk around to monitoras students talk.• To conclude this activity, call on severaldifferent students to tell the class ways in whichways their routine was the same or different fromtheir partner’s.Extension• Have students play a memory game in small orlarge groups. Tell them that they are to build upa string of sentences about daily routines fromthe beginning of the day to the end. Student Asays, I wake up. Student B says, I wake up. I getup. Student C says, I wake up. I get up. I take ashower. Students continue adding sentences untila student makes a mistake or can’t remembera sentence. Then the group must begin again.Model this for the class before assigning groups.Have students complete Workbook Exercises 1–3.Grammar Focusand Discovering grammar (10 min.)Sequence words☞ See Grammar reference, page 99.• Direct students’ attention to the grammar chart.Call on students to read the sequences aloud.Make sure students understand that first andfinally come at the beginning and end of thesequence, but that then, after that, and next areinterchangeable.• Read the instructions and questions aloud;explain common and punctuation if needed. Thenhave students work individually to complete theexercise. Check answers orally.Answer key1. first, then, after that, next, finally 2. , (a comma)• Use the board to elicit other key points aboutthe grammar chart, such as when to use thesimple present and which sequence words can befollowed by a comma.Practicing grammar5 Practice (5 min.)• Read the instructions and first sentence aloud. Tellstudents that they need to write any three thingsBrian does in the morning and that they need to bein order. Tell them not to look back at the reading.• When students have finished writing, let themlook back at the reading to check their answers.Ask students to raise their hands if their answerswere correct. Elicit answers from several students.Have students complete Workbook Exercises 4–8and Grammar Builder Exercises 1–2.6 Your turn (5 min.)• PAIRS. Read the instructions and example aloud.Model the activity with a student. Then assignpairs and tell students to begin.• To check, ask a few volunteers to share what theydo with the class. Ask for a show of hands of otherstudents who do the same sequence of events.7 Communication (10 min.)A.• 25 Play the audio as students read along. Checkthat students understand Nothing much, check mye-mail, text my friends, and call up. Play the audioagain, pausing for students to repeat.B.• PAIRS. Read the instructions aloud. Call on apair to model. Then have students form pairsto discuss their routines. Circulate and monitor,helping with vocabulary as needed. Check bycalling on several students to tell you what theydo on Sundays.Cross-curricular activity: science• Select a simple natural process that studentsare very familiar with, such as the life cycle of afrog, butterfly, or plant. Elicit from the class thedifferent steps in this process. Let students useL1 if needed, and help them translate the stepsinto English. Alternately, have them work ingroups with a dictionary before elicitingthe steps.• Write the steps on the board.• Have students form groups and make a posterof the process by drawing each step and labelingit, using sequence words in their sentences.Have students complete Workbook Exercises 15–17.TEACHER’S NOTEST16:27:51 PMPostcards_splitB_TE1_U02.indd T162/27/07 10:22:08 AM

TEACHER’S NOTESGrammar Focusand Discovering grammar (10–15 min.)Adverbs of frequency; How often?☞ See Grammar reference, page 99.• Have students look at the graph in the grammarchart. Tell them that the words on the left areadverbs of frequency; that is, words that tell us howoften something is done or how often somethinghappens. Read each adverb aloud and have theclass repeat.• Say Look at the word always and the line next toit. The line shows 100%. That means that when youalways do something, you do it 100% of the time, orevery time.• Direct students’ attention to the word never. Ask Isthere a line for never? (no) Say That means that whenyou never do something, you do it 0% of the time, ornot at all.• Ask students to take a look at usually and often.Ask Which do you use to say you do somethingmore often? (usually) Elicit comparisons for often,sometimes, and rarely/seldom.• Ask a strong student a number of questions toelicit the frequency of certain activities in his orher day: Do you get up before six every morning? Doyou eat cereal for breakfast? Are you late for schoolevery day? Do you read the newspaper? Do youwatch TV every afternoon? Are you tired on Mondaymornings? Help with frequency adverbs as needed.• Call on a student to read the grammar chart aloud.Have the class say each sentence after the student.• Have students work individually to circle thecorrect answers. Check answers orally.Answer key1. how often2. adverbs3. after4. beforePracticing grammar8 Practice (5 min.)• Read the instructions aloud and elicit the answersto the first two items. Depending on yourstudents’ abilities, have them rewrite the sentencesindividually or in pairs. Elicit answers orally. Thenhave students work in pairs to take turns readingtheir sentences aloud.Answer key1. My teacher is always early.2. I often check my e-mail.3. Brian is never late.4. We sometimes study together.5. They usually have lunch together.6. My friends are always at my house.7. I am sometimes late for school.9 Practice (15 min.)A.• Call on a student to read the instructions. Thenread the items aloud and have students say themafter you. Check that students understand shower(noun), hungry, and falls asleep.• Read the examples aloud and then elicit questionsfor the other items orally.• Point out that when students answer, they shoulduse an adverb of frequency. Elicit from studentsthe possible answers to the first question: Ialways/usually/often/sometimes/rarely/never sing inthe shower.• Model the activity by asking one or more studentsthe first question. Write the name of the firststudent who satisfies the description.• Have students stand. Set a time limit of fiveminutes. Tell students to continue asking theirclassmates until they complete their chart or timeis up.B.• Elicit one or more names from the class foreach item.• Use the board to elicit other key points aboutthe grammar chart, such as which adverbs areused for something that is done frequently, andwhich are used for infrequent events.T17Postcards_splitB_TE1_U02.indd T172/27/07 10:22:10 AM014-023_

alwaysusuallyoftensometimesrarely/seldomneverDiscovering grammarLook at the grammar chart. Circle the correct answers.1. Adverbs of frequency tell (how well / how often) an activityis done.2. Never and often are examples of (adverbs / adjectives).3. Adverbs of frequency come (before / after) a form of theverb be.4. They come (before / after) all other verbs.Practicing grammar8 PracticeInsert the adverbs of frequency in the sentences. Then rewritethe sentences.always1. My teacher is early. (always) My teacher is always early.^2. I check my e-mail. (often)3. Brian is late. (never)GRAMMAR FOCUS4. We study together. (sometimes)Adverbs of frequency; How often?0% 100%How often do you arrive late to school?I’m always late for school.I’m sometimes late for school.I’m usually late for school.I’m rarely/seldom late for school.I’m often late for school.I’m never late for school.With beI’m sometimes late for school.Dana is never late for school.Positions of frequency adverbs5. They have lunch together. (usually)6. My friends are at my house. (always)7. I am late for school. (sometimes)With other verbsI sometimes wake up late.Carlos never wakes up late.9 PracticeA. Find one student whodoes each of the activitiesbelow. Write his or hername on the line.For example:Q: How often do you singin the shower? OR Howoften do you arrive lateto school?1. usually sings in theshower.2. never arrives lateto school3. always does homework4. often gets hungryduring class5. usually falls alseepin class6. rarely plays sportsB. Share your findings withthe class.Unit 217:22:10 AM014-023_SB1B_U02_14106.indd 171/17/07 7:27:55 PM

Postcards10 PracticePlay a game! Go to page 68.GROUPS. Talk about how often you do things.Choose from the activities below or use your ownideas.• dance• sing in the shower• call your grandparents• go to bed early• help in the kitchen• walk to school• go to parties• speak English outside class• go to the library• go shopping on weekends• go to the moviesUseful language:• How often do you . . . ? • Why not?• Really? • Because . . .• That’s interesting! • No way! / Seriously?11 PracticePAIRS. Complete thequestionnaire for yourclassmate by asking questions.Put a check (✔) in theappropriate column.For example:A: What do you have forbreakfast?B: I always have cereal andmilk. I sometimes havebread and butter.A: Do you have coffee forbreakfast?B: No. I never have coffee.Your Daily Routine18 Unit 21. What do you havefor breakfast?• coffee• juice• milk• cereal• bread and butter• other:2. What do you doafter school?• see friends• play sports• do homework• other:3. What do you doin the evening?• use the computer• do homework• watch TV• other:4. What do you doon weekends?• sleep all morning• clean my room• help around thehouse• other:

10 Practice (10 min.)• Turn to page 68 and let students play a game.Have students complete Workbook Exercises 9–14and Grammar Builder Exercises 3–6.(10 min.)• To extend the exercise, have students changepartners and share the information on theirquestionnaires. Remind them to use the correctform of the verb after he or she. You may alsowant to have students write a short paragraphabout their partner’s daily routine. Have studentsexchange paragraphs with their original partnerfor peer correction.TEACHER’S NOTES• GROUPS. Read the instructions aloud and thenchorus the list of activities. Check that studentsunderstand new vocabulary such as early, help,outside class, and library. Elicit a few other activitiesthat students might want to talk about and writethem on the board.• Preview the Useful language. Point out thatNo way! and Seriously? are different ways ofsaying Really? but show more surprise. Saythese aloud and have students mimic yourstress and intonation.• Model a conversation for this activity by takingturns asking and answering a few How oftenquestions with a student. Ask follow-upquestions and use the Useful language to respondwhen appropriate.• After students have finished their conversations,ask several groups to tell you somethinginteresting that they discovered about each other.Extension• Have students form pairs. Tell each pair to thinkof a famous person they’d like to interview.Elicit some examples of celebrities from theclass, then give pairs a few moments to decideon a celebrity.• On a separate piece of paper, have pairs writefive How often questions to ask the celebrity,leaving space for an answer underneath eachquestion. Circulate and help with vocabulary asstudents write.• Have pairs exchange their questions withanother pair. Tell pairs to answer the questionsas if they were the celebrity being asked.Circulate as students work.• Have students return the interview questionsand answers. After students have read these,call on volunteer pairs to role-play some of thefunnier interviews for the class.11 Practice (15 min.)• PAIRS. Read the instructions and then call on apair to role-play the example for the class. Call onstudents to tell you, based on the example, whatthey would check off on the questionnaire. (alwaysnext to milk and cereal; sometimes next to bread andbutter; never next to coffee.)• Tell students to answer in full sentences. Modelthe activity with a student.• Have students work in pairs. Walk around tomonitor and help.T18Postcards_splitB_TE1_U02.indd T182/27/07 10:22:10 AM

TEACHER’S NOTES12 Practice (1 hour)A.• GROUPS. Read the instructions and havestudents fill in the name of their country. Elicit afew breakfast foods in English. Have students formgroups and write the breakfast foods they usuallyeat. (If your class is multinational, arrange studentsin groups according to country.) Have studentsuse a dictionary to find English equivalents orhelp students translate from L1 yourself. Check byeliciting the names of breakfast foods from the classand writing them on the board.B.• This activity requires students to have Internetaccess at school or at home. It can either be done inclass or assigned as homework.• Tell students to use the Internet to get informationabout the kinds of food people from othercountries have for breakfast. You may also wantto have students download and print picturesof these foods. Ask them to write down theURLs of the websites they got the information orpictures from. You may want to suggest websitesthat all students can use for their basic research;Wikipedia, for example, has a helpful entry onbreakfasts around the world.C.• Have students work in groups to share theirresearch and complete their charts.• To check, elicit the names of several breakfastfoods for each country. Elicit or explain what thefoods are, using L1 as needed.D.• GROUPS. Model asking and answering several ofthe questions in this exercise with a student. Thenhave students get together in groups to discuss.• When groups have finished, discuss thesequestions as a class.Focus on values• Explain to students that, in general, printingout information or pictures from the Internet isallowed for school or personal use. However,when they use a source for a class assignment,they should cite it. Explain that when we cite asource, we say where we got the information.We have to cite our sources when we takeand use information, ideas, or pictures fromsomeone’s website, book, speech, song, poem,play, or artwork. Citing sources is beingrespectful and honest.13 Reading (15 min.)Cross-curricular activity: math and social studies• If your students are unaccustomed to workingwith averages and bar graphs, ask a student howmany hours of sleep he or she got on differentweeknights—for example, How many hours didyou sleep on Monday night? On Tuesday night?Write these times on the board. Then average thetime. Show students how you total the hours anddivide the total hours by the number of days.Draw a vertical y axis on the board and labelit with Hours, and a horizontal x axis with thelabel Sleep (as in the Student Book). Complete thegraph by drawing a bar to indicate the averagenumber of hours of sleep. Ask How many hoursdoes this bar graph show?A.• Have students look at the graph. Tell students thatthis shows the average amount of time a studentspends doing things on weekdays. Give studentsa few moments to study the chart. Then ask Onthe graph, what does Other mean? (other activitiesthat a student does on a weekday) Ask studentsto give examples of activities that might be in thiscategory. (doing sports or hobbies, going out withfriends, listening to music)B.• Have students read the instructions aloud andcomplete the exercise individually. Check orally.Answer key1. 8 hours2. 7 hours3. 2 hours4. 4 hoursC.• Read the instructions aloud and have studentslook at the unfinished graph. Ask several studentsHow many hours a day do you sleep? Have studentscomplete this bar on the graph.• Have students work individually to completetheir graphs.14 Speaking (10 min.)• PAIRS. Read the instructions and examplesentences aloud. Then call on a pair to modelthe activity.• Have students form pairs and discuss their graphs.Check by calling on several pairs to tell you thesimilarities and differences in their daily routines.T19Postcards_splitB_TE1_U02.indd T192/27/07 10:22:10 AM014-023_

12 PracticeA. GROUPS. First, write your country in thechart. Then write the foods you usuallyhave for breakfast.Your countryB. Use the Internet to find out what kinds offood people from other countries have forbreakfast.C. Complete the chart with the informationfrom Exercise B.D. GROUPS. Discuss the questions.1. Which countries have similar breakfastfoods?2. Which breakfast foods do you findunique or interesting?3. Which breakfast foods from othercountries have you tried? Which oneswould you like to try?13 ReadingC. Create a bar graph of your typical school day.A. Study the graph of a teenager’s typical day.B. Answer the questions.1. How many hours a day does the studentsleep? 8 hours2. How many hours a day does the studentspend in school?3. How many hours of homework a daydoes the student do?4. How many hours of television a day does14 SpeakingPAIRS. Compare your bar graph with that ofyour classmate.For example:I sleep eight hours a day. You . . .I do two hours of homework a day. You . . .I watch three hours of TV a day. You . . .the student watch?Unit 219:22:10 AM014-023_SB1B_U02_14106.indd 191/17/07 7:28:02 PM

15 ListeningA.26Listen to Doris describe her typical day.Then complete the chart.ActivityGets upBus picks her upSchool startsSchool endsGets homeEats dinnerGoes to bed6 A.M.TimeB. 27 Listen again and complete the sentences.When Doris gets home, she always does thefollowing:1. First, she looks for something to eat .2. Then she .3. After that, she .4. Next, she .5. Finally, she .I am always busy on a school day.I usually get up at six. First,16 WritingWhat’s your typical day or week like? Writeabout it on the paper on the right.Learn to learnPlan your weekly and daily activities.Planning your activities can help you become more effi cient.Create a personal calendar for next week. Write down all deadlines for homework, quizzesand tests, projects, birthday parties, and other activities you usually do.20 Unit 2014-023_SB1B_U02_14106.indd 201/17/07 7:28:04 PMPostcards

15 Listening (15 min.)A.• Read the instructions and items on the chart aloud.Check that students understand picks her up, starts,and ends.• 26 Play the audio two or more times and havestudents fill in the chart. After students havefilled in the chart, elicit answers and write themon the board.Answer keyActivityGets upBus picks her upSchool startsSchool endsGets homeEats dinnerGoes to bedTime6 A.M.7 A.M.7:35 A.M.3:15 P.M.3:45 P.M.7 P.M.10 P.M.B.• 27 Read the instructions and example. Makesure students understand that they are only towrite about what Doris does when she gets home.Point out that students will need to change theverbs from first person to third person.• Play the audio two or more times, pausing aftereach answer is given so that students have timeto write.• To check, call on four students to write theanswers to items 2–5 on the board.16 Writing (10 min.)• Read the instructions and example aloud.Then model writing the first few sentences of aparagraph about your day or week.• As students write, walk around to monitor andhelp.• When students are finished, you may want to havethem exchange papers with a partner and, usingthe Peer editing checklist on page 138, edit eachother’s work. They can then rewrite their passagesbefore turning them in.Learn to learn (15 min)• Read the strategy line and explain or elicit themeaning.• Read the instructions aloud, making sure studentsunderstand deadlines.• Tell students that, as much as possible, theyshould arrange the activities in the order thatthey are supposed to happen. If helpful, modelby helping a student write his or her calendar forMonday on the board.• To conclude this exercise, elicit some deadlinesand activities for different days of the week. Askfor a call of hands from other students with similardeadlines or activities. Point out to students thata personal calendar can help them to think aheadand use their time wisely.TEACHER’S NOTESAnswer key1. First, she looks for something to eat.2. Then she talks to her friends on the phone.3. After that, she does her homework.4. Next, she eats dinner.5. Finally, she watches TV.AudioscriptThere goes my alarm clock—that awful ring that tells meit’s time to get up. It’s 6:00 A.M. I always get up at 6:00.The school bus always picks me up at 7:00. It’s never late.School starts at 7:35 and ends at 3:15.I get home at 3:45. I do the same things when I get homeevery day. First, I look for something to eat. Then I talk tomy friends on the phone. After that, I do my homework.Yeah, honest. I really do my homework every day. Next, Ieat dinner at 7:00. Finally, I watch TV. I usually go to bedat 10:00.T20:28:04 PMPostcards_splitB_TE1_U02.indd T202/27/07 10:22:10 AM

TEACHER’S NOTESProgress check Units 1 and 2Test-taking tip• Read the Test-taking tip aloud. Ask students Whyis it good to do the easier items first? (so you havemore time for the harder items) Tell students towrite the answers to section A of the test. Tell themto answer the easiest items first, then go backto answer the harder ones. When students havefinished the first section of the test, make the samesuggestion for the second section.VocabularyD.1. It’s a quarter to ten.2. It’s ten to nine.3. It’s four-thirty / half past four.4. It’s twenty-five after twelve.5. It’s five o’clock.E.Answers will vary.Answer keyGrammarA.1. c2. e3. d4. a5. bB.Answers will vary.C.1. I always visit my grandparents.2. We are usually home on Saturdays.3. My dad rarely goes out on Friday evenings.4. I never watch TV on a school day.5. I am sometimes busy on weekends.CommunicationF.Answers will vary.Now I can . . .• Have students check the functions they can nowperform.✎ Have students complete the Unit 2 test, page 81.T21Postcards_splitB_TE1_U02.indd T212/27/07 10:22:11 AM014-023_

Units 1 and 2Test-taking tip: Do easier test items first.Do the easier test items first so you have more time for the harder items.GrammarA. Match the responses with the situations.(1 point each)1. It’s sunny, but the lights are on. c2. Your friend is at your door.3. Your sister is locking the door, but youneed to go back in.4. It’s raining outside. Your brother’sopening the windows.5. Your classmate is talking loudly duringclass.a. Don’t open the windows.b. Be quiet.c. Please turn off the lights.d. Don’t lock the door.e. Please come in.B. Write sentences about what you can andcan’t do. (3 points each)1. A language you can or can’t speakI can speak English.2. An instrument you can or can’t playVocabularyD. Write the times in words. (3 points each)1. 9:45 It’s a quarter to ten.2. 8:503. 4:304. 12:255. 5:00E. Write three more things you do when youwake up on a school day. (3 points each)I brush my teeth.CommunicationF. Answer the question about your routine.Write four more sentences using sequencewords. (3 points per sentence)A: What do you usually do when you gethome from school?B: First, I have a snack.3. An activity you can or can’t do4. A sport you can or can’t playC. Insert the frequency adverbs. (1 point each)always1. I visit my grandparents onSundays.^(always)2. We are home on Saturdays. (usually)3. My dad goes out on Fridayevenings. (rarely)4. I watch TV on a school day. (never)5. I am busy on weekends. (sometimes)Now I can . . .❏ talk about abilities.❏ ask for permission.❏ talk about daily routines.Progress check21:22:11 AM014-023_SB1B_U02_14106.indd 211/17/07 7:28:10 PM

Race trackYou need:• a coin• a game piece foryourself (an eraser, etc.)Steps:Useful language• Your turn. / My turn!• That’s a good one.• That’s not right. It’s . . .• You win. / I win!1. Begin at “Start” and flip the coin. For heads,move one space. For tails, move two spaces.2. Follow the rules in the key: Ask questions,say sentences, go back, or go forward. If youmake a mistake, go back one space.3. Then it’s the next person’s turn.4. The first person to cross thefinish line wins.sometimesyour familydo homeworkusuallyour teachergo back 1go to schoolget uphavego to bedgo forward 1danceswimhasalwaysAsk a question.Say a sentence.Go back 1 space.Go forward 1 space.nevergo back 1on weekendscan’t standgo forward 1after schoollove22 Game 1014-023_SB1B_U02_14106.indd 221/17/07 7:28:12 PMPostcards

Game 1 Race track• Read or call on a student to read the You needsection. Have each student choose a game piece,then a coin. You may want to bring extra coins tolend students.• Read the Useful language aloud and have the classsay it after you.• Read or have a student read aloud each of the fournumbered steps, modeling the game as you goalong. For example:1. Show your coin and ask which side is headsand which is tails. Have all students flip theircoins. Ask students who have gotten heads toraise their hands. Ask students who have tailsto raise their hands. Tell them that when theyplay the game, heads start first. Elicit how manyspaces their game piece can move if they getheads (one) and how many spaces for tails (two).2. Choose an able student to model this withyou. Tell the student that you will go first,then flip your coin. Tell the class whether yougot heads or tails and move your game piece.Elicit the cue on that space. As Player 1, thereare only two possible spaces for you to landon: sometimes or your family. Point out the Keyon the page and elicit whether you shouldask a question, make a sentence, or go back orforward one space. For example, a blue spacewith the word sometimes means you have tomake a sentence using sometimes and a yellowspace with the words your family means youhave to ask a question about your partner’sfamily. Elicit or give several possible statementsfor the cue sometimes; for example, I sometimeshave eggs for breakfast or I sometimes go bowlingon weekends. Elicit or give several possiblequestions for the cue your family; for example,Where does your family live? or Is your family intosports? Tell students that they can form eitherWh- or Yes/No questions. Point out that if aplayer makes a grammatical mistake, or, forexample, says a sentence instead of asking aquestion, he or she should go back one space.3. Have the student you are modeling the gamewith take his or her turn, eliciting the stepsthe student should take. After the student hasmade a question or sentence, elicit several otherpossible questions or sentences from the restof the class. Model the Useful language whenappropriate.4. Point out the finish line. If your class hasstudents of widely varying abilities, youmay want to tell those who finish early tostart again.• Tell students to form pairs and begin the game.Have students flip their coins to see who startsfirst. Remind them that they can continueflipping until there is a winner. As students play,go around the class, helping, monitoring, andencouraging students.TEACHER’S NOTEST22:28:12 PMPostcards_splitB_TE1_U02.indd T222/27/07 10:22:11 AM

TEACHER’S NOTESProject 1 A snapshot of a classmate• Tell students that for this project they will beworking with a partner. Partners will intervieweach other about their leisure activities, take notes,and then make an oral presentation. For thisactivity, they will practice their listening, writing,and speaking skills.• Read the first step aloud. Have a volunteer pairtake turns reading aloud interview questions fromthe list of sample questions in the book. Elicitother questions students might ask and write themon the board. Remind students to use a balanceof information and Yes/No questions when theyinterview each other.• Read the second step and the example notes. Tellstudents to use these as a guide when they makenotes themselves.• Read the third step aloud. Have students lookat the picture of the student doing an oralpresentation on Victor. Call on a student to readthe text in the speech bubble.• Assign pairs. Have students interview each otherabout their favorite leisure activities using thequestions in the first step and other questions theymay have added to the list. Tell them to write theirnotes on note cards.• Give students time to study their notes. Explainthat their notes should guide them in theirpresentation but that they should try not to readdirectly from their notes from start to finish.Making eye contact with their audience andusing gestures can make their presentation moreinteresting.• To help them gain confidence and be familiar withtheir presentation, tell students to first practicepresenting to a partner.This is a Home/School connection activity.• You may want to ask students to practicemaking their presentations at home to theirfamily members before giving them in class.• After students have had enough practice, askthem to take turns standing and making their oralpresentations to the class. If the class is very large,you may want to have students present to groupsof five or six.T23Postcards_splitB_TE1_U02.indd T232/27/07 10:22:12 AM014-023_

A snapshot of a classmateMake an oral presentation about a classmate. Interview a classmate about his or her leisure time.Take notes. Then make a presentation. Use the steps below as a guide.1. Ask a classmate about his or her leisure time. Thenfind out about his or her favorite leisure activity. Askinformation and Yes/No questions to find out as manydetails as possible.What do you do in your leisure time?What’s your favorite leisure activity?When do you usually . . . ?Who do you usually . . . with?Where do you usually . . . ?Do you have a favorite (team, TV show, etc)?Who’s your favorite (player, actor, etc.)?Why do you like (him or her)?Do you like . . . ?2. As you interview your classmate, take shortnotes on note cards.• listens to music, watches TV, plays soccer• loves soccer• usually plays after school, on weekends• usually with friends in his neighborhood3. Study your notes and try to remember theinformation. Then stand and make an oralpresentation to your group or class. Try not tolook at your notes. Make eye contact and usegestures to make your presentation interesting.Victor listens tomusic, watches TV, and playssoccer in his leisure time. He really lovessoccer. He usually plays after school and onweekends. He usually plays with friends inhis neighborhood. They always play in apark near his house. His favoritesoccer team is . . .Project 123:22:12 AM014-023_SB1B_U02_14106.indd 231/17/07 7:28:25 PM

1 Reading28 Read along silently as you listen. Underlinesome of the interesting places and activities inMiami.Miami, Florida, is atourist’s paradise. Ithas a tropical climate andsandy white beaches. Miamiis home to many Spanishspeakingimmigrants. Englishand Spanish are the majorlanguages spoken there. It isoften called the “Gateway toLatin America.”There are many interestingplaces to visit in Miami.There’s the Metrozoo, theSeaquarium, the Planetarium,the Venetian Pool, andthe Vizcaya Museum andGardens. There are beautifulparks there, too.South of Miami there’s aplace called Coconut Grove.If you love shopping or ifyou enjoy the theater andthe arts, Coconut Grove isthe place for you. You cango to shows, visit museums,shop at expensive stores,go to dance clubs, or eat atfabulous restaurants.And, of course, there aresome great beaches in Miami,where you can hang out andpeople-watch, relax in thesun, or go for a swim in theocean or bay.Learning goalsCommunicationMake suggestionsAsk and say where places areTalk about leisure activitiesGrammarPrepositions of location:across from, in front of,behind, between, next to,on the corner of, in, onThere is/There areSome and anyVocabularyPlaces in a town or cityLeisure activities24 Unit 3024-033_SB1B_U03_14106.indd 241/17/07 7:30:06 PMPostcards

Learning goalsLearning strategy• Prepare before a presentationPronunciation• Intonation in Yes/No questionsand short answersThe following are additional learning goals in this unit:Skills• Read for specific information• Read a map• Listen for specific information• Talk about favorite places• Make suggestions• Organize information in a chartTEACHER’S NOTESBackground notesMiami is a city located on Biscayne Bay on the AtlanticCoast. This warm and sunny metropolis is very popularwith tourists and retirees. There are several universitiesand many museums. Miami’s tropical climate gives itgreen parks, avenues lined with palm trees, andbeautiful gardens.Coconut Grove is one of the oldest parts of Miami, withelegant shops and restaurants.Warm-up (5 min.)• Bring in some pictures of evening or weekendactivities and tape them on the board. Above thepictures, write What do you usually do on weekends?Have students choose a picture and elicit or givethe vocabulary; for example, go shopping, ride mybike, go to movies. Write the verb phrase undereach picture.• On the board, write Where do you ? ElicitWhere questions using the leisure activityvocabulary on the board—for example, Where doyou go shopping?• Model asking and answering What and Wherequestions about weekend activities with a student.Then have students get in small groups to talkabout their weekends.• Tell students that they will learn how to giveinformation about weekend activities in this unit.Have students open their books. Introduce theunit title.Using the large map (less than 5 min.)• Have students look at the map. Ask previewingand predicting questions such as What do you knowabout Miami? Besides English, what other language domany people speak in Miami? (Spanish) Which oceanis Miami on? What bay is Miami on? What are thenames of some areas in Miami?1 Reading (10 min.)• Read the instructions aloud. Emphasize thatstudents are to underline places (nouns) andactivities (verb phrases).• 28 Play the audio while students read along.Then let them read the article again silently andfinish underlining the places and activities. Tellthem that there will be some vocabulary that theydon’t understand but that they may be able toguess the meanings of some words and phrases.• Ask students if they could guess the meanings ofsome of the new vocabulary. Elicit guesses as tothe meanings of terms such as tourist’s paradise,tropical climate, sandy, immigrants, gateway, thetheater, the arts, fabulous (very good), hang out (tostay somewhere for a while), and people-watch.Teach the meanings of words students were notable to guess.• Elicit the places and activities students underlined.Answer keysandy white beachesthe Metrozoothe Seaquariumthe Planetariumthe Venetian Poolthe Vizcaya Museum and Gardensbeautiful parksCoconut Groveshoppingthe theater and the artsgo to showsvisit museumsshop at expensive storesgo to dance clubseat at fabulous restaurantsgreat beacheshang out and people-watchrelax in the sungo for a swim in the ocean or bayT24:30:06 PMPostcards_splitB_TE1_U03.indd T242/27/07 10:22:29 AM

TEACHER’S NOTES2 Comprehension (5 min.)• Read the instructions aloud. Ask students tochallenge themselves by answering the questionsin this exercise without looking back at the text.• Check answers orally. Ask volunteers to readaloud the passage in the text that proves thestatement is true or false. Then ask them to makeany false sentences true.Answer key1. True2. False (English and Spanish)3. False (warm/tropical)4. True5. True6. False (some great beaches)3 Vocabulary (10 min.)A.• Have students look at the Vocabulary words.Ask them which words they already know or canguess. Ask which words students don’t know.Give a brief definition of these.• 29 Play the audio and have students listenand repeat.B.• Read or call on different students to read thedescriptions on the right. Elicit or explain any newvocabulary, such as save, borrow, medicine, artwork,exhibits, mail, and packages.• Have students work individually or in pairs tocomplete the exercise.• Check as a class by asking volunteers to read thename of the place and its description aloud.Answer key1. b2. f3. l4. h5. j6. e7. i8. d9. k10. c11. a12. g• To extend this activity, help students connect theirconcrete knowledge of places in their city or townwith the vocabulary in this section. Tell studentsI’ll say a place—for example, park. If you can think ofthe name of a park in our town, raise your hand. Whocan think of the name of a park in our town? Call onone or more students to tell you the name of thepark they are thinking of. Do the same with othervocabulary items. Go quickly to make this activityfun and fast-paced.4 Practice (10 min.)• Turn to page 68 and have students play a game.Have students complete Workbook Exercises 1–3.T25Postcards_splitB_TE1_U03.indd T252/27/07 10:22:30 AM024-033_

2 ComprehensionWrite True or False before each statement.1. Miami is in Florida, U.S.A.2. Spanish and Portuguese are the two majorlanguages in Miami.3. It is usually cold in Miami.4. You can visit a planetarium in Miami.5. Tourists can go to Coconut Grove to shop.6. Miami doesn’t have any beaches.3 VocabularyPlaces in a town or cityA. 29 Listen and repeat.• bank • bookstore • bus stop • drugstore• mall • movie theater • museum • post office• restaurant • supermarket • zoo • parkB. Match the places with their descriptions.1. bank b a. a place with lots of stores andrestaurants2. drugstore b. a place where you save or borrowmoney3. supermarket c. a place where you buy and eat food4. museum d. a place where you buy books5. post office e. a place where you watch movies6. movie theater f. a place where you buy medicine7. zoo g. a place where you wait for buses8. bookstore h. a place where you see artwork andother exhibits9. park i. a place where you see differentkinds of animals10. restaurant j. a place where you mail letters andpackages11. mall k. a place with grass and trees whereyou can play and relax12. bus stop l. a place where you shop for foodand things for the house4 PracticePlay a word guessing game! Go to page 68.Unit 325:22:30 AM024-033_SB1B_U03_14106.indd 251/17/07 7:30:18 PM

5 Dialogue30 Cover the dialogue and listen.Andy: So where would you like to go today,Brian?Brian: I’m not sure. Can I look at the map?Venetian Pool . . . Is this just a pool?Andy: Not really. There are also waterfallsand restaurants there.Brian: Let’s go there! Where is it?Andy: It’s in Coral Gables, between Coral Wayand 40th Street.Liza: And there’s also the Seaquarium.Andy: Oh, yeah. You can see sharks there.Brian: Awesome! Can we go there today?Andy: Sure. You can see dolphins there, too.And then we can go to the Planetarium.Brian: Great! And what about CoconutGrove? What’s that?Andy: It’s Liza’s favorite place. It’s across fromCoral Gables.Liza: It’s a shopping place. There are reallygreat restaurants there, too.Brian: Umm, I think I’ll skip Coconut Grove. Ihate malls.6 ComprehensionA. Look at the chart. Write two things thatyou can find in each place.Venetian Pool Coconut Grove SeaquariumwaterfallsB. Write the places Brian wants to visit., ,C. 31 Read along as you listen again. Checkyour answers.7 Useful expressionsA. 32 Listen and repeat.• I’m not sure. • Great!• Not really. • Oh, yeah.B. Write the appropriate responses. Use theexpressions in Exercise A.1. A: Let’s go to the movies.B: Great!2. A: Do you like Tom Cruise?B: . I prefer Brad Pitt.3. A: It’s Mom’s birthday today, remember?B:4. A: What would you like to do today?B:26 Unit 3024-033_SB1B_U03_14106.indd 261/17/07 7:30:20 PMPostcards

Using the large photo (5 min. or less)• Tell the class to look at the picture. Ask Who do yousee in the picture? (Andy, Liza, and Brian)What are they looking at? (a map) What city is themap of? (Miami)• Tell students that the kids are talking aboutthings they can do in Miami. Have students scanthe dialogue and pick out the tourist sites thatare mentioned. (Venetian Pool, Coral Gables,Seaquarium, Planetarium, Coconut Grove) Askstudents to guess what people do in these places.• Take advantage of the discussion of the possiblefeatures of the tourist sites to introduce somevocabulary in the dialogue that students will needto know for Exercise A—for example, waterfalls,sharks, and dolphins. Write these words on theboard. It would be a good idea to bring pictures ofthese to show students.Focus on values• Ask students, using L1 as needed, What is Liza’sfavorite place to go to? (Coconut Grove). Brian said,I think I’ll skip Coconut Grove. I hate malls. Howdo you think that makes Liza feel? (disappointed,sad, hurt, embarrassed)• Explain to students that while honesty betweenfriends is a good thing, being polite and sensitiveto others’ feelings is just as important. WhenBrian says he hates malls in front of Liza, hemay just be being honest and sincere. However,he may also have hurt Liza’s feelings orembarrassed her.• Have the class repeat the dialogue, then havestudents practice in groups of three, changingroles after each reading. Finally, select a group toperform for the class. For further extension ideas,see the Dialogues and Comprehension notes in theIntroduction, page x.TEACHER’S NOTES5 Dialogue and 6 Comprehension (15 min.)• Have students cover the dialogue.A.• Read the instructions aloud. Ask What’s one thingyou can find at the Venetian Pool? (waterfalls)• 30 Play the audio two or more times and havestudents work independently to fill in the chart.B.• 30 Play the audio again and have students fillin the blanks with the places that Brian would liketo go.C.• 31 Have students uncover the dialogue. Play theaudio again as students read along and check theiranswers. Then check students’ answers orally.Answer keyA.Venetian Pool: waterfalls, restaurantsCoconut Grove: shops, restaurantsSeaquarium: sharks, dolphinsB.Venetian Pool, Seaquarium, Planetarium• To extend work with the dialogue, select keyvocabulary, structures, and communicativephrases to discuss more fully, such as wouldyou like to, I’m not sure, Not really, There is/are,between, and You can see sharks/dolphins there(can for possibility), Oh, yeah (that’s right; now Iremember), Great!, across from, and skip (miss; notgo to).Extension• Have students form pairs or small groups todiscuss which places in Miami they would liketo visit and why. On the board, write Wherewould you like to go in Miami? I would like to goto . I like . Briefly model asking andanswering with a student.7 Useful expressions (5 min.)A.• Elicit the meaning of each expression or thesituation in which it is used.• 32 Play the audio, pausing for studentsto repeat. Encourage students to mimic theintonation.B.• Before students begin, check that they understandprefer and remember. Have students workindividually to fill in the blanks. Check orally.Answer key1. Great!2. Not really.3. Oh, yeah.4. I’m not sure.• To extend the exercise, have students practicethe exchanges. Tell them to switch roles after thefirst round. You may then want to have pairspractice looking up and making eye contact whilespeaking, then practice again with books closed.T26:30:20 PMPostcards_splitB_TE1_U03.indd T262/27/07 10:22:31 AM

TEACHER’S NOTESGrammar Focusand Discovering grammar (10 min.)Prepositions of location☞ See Grammar Reference, page 100.• Beforehand, survey the area near your school andmake a rough map of the streets and buildings.Pick out buildings that students are most likely torecognize by name.• In class, draw a rough map of the area near yourschool on the board. Draw boxes to representthe buildings.• Point to a building located on a corner and askWhat place is this? After students have identified it,ask Where is it? Write on the corner of on the boardand provide or elicit the sentence (Place A) is on thecorner of (names of two streets).• Ask the same questions about one of two adjacentbuildings. Write next to on the board and elicit(Place B) is next to (place C). Follow the sameprocedure until you have introduced all sixprepositions of location.• Give students a few moments to study thegrammar chart. Then have students workindividually to complete the Discovering grammarsection. Check answers orally.Practicing grammar8 Practice (5 min.)• Read the instructions and elicit the answer for thefirst item. Then have students work individuallyto complete the sentences.• Check answers by asking volunteers to read thesentences with the correct prepositions.Answer key1. on the corner of2. between3. on4. in front of5. next to6. behind / next to9 Practice (5 min.)• PAIRS. Read the instructions aloud and havestudents say the example exchange after you.Model asking and answering about two placeswith a student, then assign pairs.• After students have finished, check by askingWhere questions and calling on random studentsto answer.• To extend this exercise, have students changepartners, cover the prepositions in the grammarchart, and ask and answer looking only at themap.Answer key1. Across from2. Behind3. Between4. On the corner of5. on6. inHave students complete Workbook Exercises 6–8and Grammar Builder Exercises 1–3.T27Postcards_splitB_TE1_U03.indd T272/27/07 10:22:33 AM024-033_

GRAMMAR FOCUSPrepositions of locationacross fromThe prepositions in and onThe Venetian Pool is in Coral Gables.I live in New York City.My house is on Fifth Street.Discovering grammarin front of behind between . . . and . . . next to on the corner ofLook at the pictures in the grammar chart. Circle the correct answers.1. (Across from / In front of) means “on theother side.”2. (Between / Behind) means “at the back ofsomething.”3. (Between / Next to) means “in the middleof two things.”4. (On the corner of / In front of) is the pointwhere two streets meet.5. Use (in / on) with the name of a street.6. Use (in / on) with the name of a place.Practicing grammar8 PracticeLook at the map. Complete the sentences withprepositions of location from the grammar chart.1. The post office is on the corner of Main Streetand Third Avenue.2. The park is the mall and thehotel.3. The zoo is Main Street.4. The bus stop is thesupermarket.5. The bookstore is to thedrugstore.6. The bank is the supermarket.9 PracticePAIRS. Look at the map again. Take turns. Askwhere each place on the map is.For example:A: Where’s the pool?B: It’s behind the zoo.Unit 327:22:33 AM024-033_SB1B_U03_14106.indd 271/17/07 7:30:26 PM

Discovering grammarLook at the grammar chart. Circle thecorrect answers.1. Use a (singular / plural) noun after there is.2. Use a (singular / plural) noun after there are.3. Use (some / any) after there aren’t.4. Use (some / any) after are there.Practicing grammar10 PracticeGRAMMAR FOCUSAffirmative statementsThere’s a mall next to the park.There are some good restaurants in Miami.Yes/No questionsIs there a Portuguese restaurant in Miami?Are there any electronic stores in this mall?ContractionThere‘s = There isA. Look at the map. Write sentences using thefollowing:• There is, There are, There isn’t any, Therearen’t any• the vocabulary in Exercise 3• prepositions of location1. There aren’t any banks on the map.2. There’s a zoo across from the YMCA.3.4.5.6.7.8.9.10.B. PAIRS. Give your sentences to anotherstudent and have him or her check them.Who has the most correct sentences?28 Unit 3There is/There areNegative statementsThere isn’t a mall in my town.There aren’t any good restaurants around my school.Short answersYes, there is. / No, there isn’t.Yes, there are. / No, there aren’t.11 PracticeA. Look at the map carefully. Try to rememberthe places on it.B. PAIRS. Take turns. Student A, look atyour map and ask Student B three Yes/Noquestions about the places on the map.Student B, close your book and answerStudent A’s questions. Keep score of thecorrect guesses.For example:A: Is there a mall on the map?B: Umm . . . Yes, there is!A: No, there isn’t. Next question. Arethere . . . ?024-033_SB1B_U03_14106.indd 281/17/07 7:30:28 PMPostcards

Grammar Focusand Discovering grammar (15 min.)There is/there are☞ See Grammar Reference, page 100.• Think of a well-known place in your city orneighborhood of which there is only one, such as azoo, restaurant, store, or specialty museum. Writeon the board and ask Is there a (zoo) in (name of cityor neighborhood)? Elicit the response and write iton the board as a short answer and an affirmativestatement Yes, there is. There is a (zoo) on (streetname).• Next, think of something in the plural that youknow has an affirmative answer. Write on theboard and ask Are there any (drugstores) in (city orneighborhood)? Elicit the answer and write it on theboard as Yes, there are. There are (two drugstores).One is (location), and one is (location).• Have students look at the grammar chart. Call onstudents to read each section aloud.• Have students work individually to completeDiscovering grammar. Check answers orally.Answer key1. singular2. plural3. any4. any• Use the board to elicit other key points about thegrammar chart, such as the use of any in questions,the use of some in affirmative statements, and theuse of any in negative statements.Practicing grammar10 Practice (10 min.)A.• Tell students they will write sentences to describeplaces on a map. Read the instructions aloud andask volunteers to read the first two examples.• Have students work individually to write theirsentences. Walk around and monitor as they write;look for common errors in the sentences, such assubject-verb agreement.Answer keyAnswers will vary.B.• PAIRS. Pair students and have them exchangesentences. On the board, list any specific commonerrors that they should look for while checking.Have students mark each other’s sentences andreturn them. Ask them to compare their totalnumber of correct sentences. Have students withthe most correct sentences raise their hands. Askseveral students to read one of their sentencesaloud.11 Practice (10 min.)A.• Read the instructions aloud. Allow students 30seconds to look at the map and remember as manyplaces as they can.B.• PAIRS. Tell students they will be working with apartner. First, partners should decide who StudentA and Student B will be.• Read the instructions aloud. Point out that afterStudent A asks three questions, it’s Student B’sturn to look at the map and ask three questions.• Read the example with a student taking B’s role.Then have the student close his or her book.Model the activity by asking two more questions.Use the board to show how you keep score.• Walk around and monitor as students practice. Tocheck, have all the students close their books. AskYes/No questions and call on individual students toanswer.TEACHER’S NOTESHave students complete Workbook Exercises 9–13and Grammar Builder Exercises 4–5.T28:30:28 PMPostcards_splitB_TE1_U03.indd T282/27/07 10:22:33 AM

TEACHER’S NOTES12 Pronunciation (5 min.)A.• Tell students you will ask them a question. Tellthem to listen and decide if your voice is rising(going up) or falling (going down) at the end.Ask a Yes/No question, such as Is there a bookcasein this room? Elicit the fact that your voice is risingbecause you are asking a Yes/No question.• Tell students to listen to a short answer and decideif your voice is rising or falling at the end. Say ashort answer such as Yes, there is. Elicit the fact thatyour intonation is falling.• 33 Play the audio, pausing for students torepeat.B.• 34 Play the audio again. Have students listenand repeat once more, then take turns practicingthe questions and answers. To check, call onseveral pairs to role-play an exchange for the class.B.• GROUPS. Read the instructions aloud. Tell theclass that each student in the group should presentsome information about the town plan. Tell groupsto decide who will talk about the different thingsin their town. Refer students back to the Learn tolearn strategy. Tell students to write short notesabout some of the things they will say.C.• CLASS. Read the instructions and examplelanguage aloud. Remind “town planners” to useThere is/are and prepositions of location in theirpresentations. After the first presentation, have therest of the class ask Yes/No and Where questionsabout the plans.D.• After all teams have presented, ask students tovote for the plan they like best. Elicit reasons whythe winning plan was chosen.Learn to learn (5 min. or less)• Read the strategy line and explain or elicit themeaning. If helpful, discuss the ideas presented inthis section in L1.• GROUPS. Read the instructions aloud. Tellstudents they will practice making notes whenthey do the following exercises.13 Your turn (30 min.)A.• For this activity, prepare art materialsbeforehand—construction paper, crayons, coloredpencils, markers.• GROUPS. Have students make groups of four.Read the instructions aloud and then explain thetask. Say, for example, Each group is a team of townplanners. The government wants you to plan a townthat teenagers will love to live in or visit. As townplanners, you discuss and decide how your town willlook, what buildings and other things you will have,and where they will be located. In the end, you alsodecide the name of your town. Draw your town on a bigpiece of paper. Be sure to make it fun and colorful.• To get students started, brainstorm with the classsome fun places they might want to include intheir town, such as amusement parks, swimmingpools, game parlors, concert halls, etc. Providevocabulary as needed.(5–10 min.)• GROUPS. Read the instructions aloud and thengo over the Useful language with the class. On theboard, write What can you do ? Youcan . Give and then elicit some examples ofthis usage of can, such as What can you do at thezoo? You can see lions and tigers. What can you do atthe amusement park? You can ride the big roller coaster.You may also want to help students practiceemphatic intonation for these phrases: I love it! It’sawesome there.• Model a conversation for this activity with astudent. In addition to using the Useful languagein your model, recycle some language studentshave learned in previous units such as Yes/Noquestions (Is there a . . . ? / Does it havea / any . . . ?), Where questions (Where is it?), Howmany questions (How many pools are there?), Howoften questions (How often do you go there?), andfunctional expressions (Really? Seriously? That’sgreat!). After your model, elicit the questions andexpressions you used and write them on the boardas a guide to help students in their discussions.• As students talk, walk around to monitor. Aftertheir discussions, elicit favorite places from severaldifferent groups.T29Postcards_splitB_TE1_U03.indd T292/27/07 10:22:34 AM024-033_

12 PronunciationIntonation in Yes/No questions and short answersA. 33 Listen to the questions and answers. Notice how the voice falls on the last wordin the short answers.QuestionsAnswersA: Is there a mall in this area? B: Yes, there is.A: Is there a hotel near the mall? B: No, there isn’t.A: Are there any restaurants near your house? B: Yes, there are.A: Are there any stores in your neighborhood? B: No, there aren’t.B. 34 Listen again. Then role-play the conversations.Learn to learnPrepare before a presentation.Prepare for speaking activities by writingdown some of the things you want to say orask.GROUPS. Prepare for part B of Exercise13 by writing down some of the thingsyou want to say in your presentation.Prepare for part C by writing down somequestions.13 Your turnA. GROUPS. Pretend you’re town planners.Your government asks you to plan a newarea in your town for teenagers. Followthese instructions:1. Discuss the places you want to includein your town.2. Make a sketch of your plan on a bigpiece of paper. Make your plans colorfuland fun.3. Name your town.B. GROUPS. Present your town plans tothe whole class. Use There is, There are,and prepositions of location in yourpresentation.C. CLASS. Ask the town planners questionsabout their plans for the town. Ask Yes/No and Where questions. Give commentsabout the plans.For example:Student 1: Is there a . . . ?Presenter: No, there isn’t a . . ./therearen’t any . . .Student 1: Why not?Student 2: Excuse me. I think the publicpool is very small.D. Vote on the plan that you like best. Explainyour choice.GROUPS. Talk about a favoritevacation place or a favorite placein your town or city. Ask yourclassmates about their favorite place.Find out where it is and what you can doand see there.Useful language:• What’s your favorite . . . ?• What can you do there?• My favorite place is . . .• I love it!• It’s awesome there.• It’s in/on . . . (location)• There’s/There are . . .• Let’s go there. (Suggest when to go.)Unit 329:22:34 AM024-033_SB1B_U03_14106.indd 291/17/07 7:30:29 PM

14 VocabularyLeisure activitiesA. Label the pictures with the following:eat outgo shoppinghang out with friendsgo to a partyvisit grandparentswatch a DVDB. Look at Exercise A. Put three checks(✔✔✔) next to the activities you alwaysdo on weekends; two checks (✔✔) nextto the ones you sometimes or often do onweekends; and an X next to the ones younever do on weekends.go shoppingC. PAIRS. Talk about your weekend activities.For example:A: What do you usually do on weekends?B: Well, I usually go out with my parents.How about you?A: I sometimes visit my grandparents.15 CommunicationMake suggestionsA. 35 Listen to the conversation.A: Would you like to go to the movies thisweekend?B: Sorry. I can’t. I don’t have any money.A: Oh, OK. Let’s watch a DVD at my housethen.B: Good idea!B. PAIRS. Invite your classmate to do any ofthe activities in Exercise 14A.16 ListeningA. 36 Look at the ads as you listen to theconversation. Where do the kids want togo? Circle the ad.B. 37 Listen again. Circle the events, people,and places mom and the kids talk about.an outdoor movie SeaquariumRolling Stones concert Vincent van GoghShakespeare festival exhibitPicasso exhibit Black Eyed PeasPlanetariumconcert 30 Unit 3024-033_SB1B_U03_14106.indd 301/17/07 7:30:31 PMPostcards

14 Vocabulary (15 min.)A.• Quickly read the list of leisure activities and havestudents say them after you.• Have students work independently to label thepictures. Check orally by pointing to each pictureand asking What activity does this picture show?Answer keygo shopping visit grandparents go to a partyhang out with friends eat out watch a DVDB.• Read the instructions aloud. Model by saying Whoalways goes shopping on weekends? Raise your hands.Write three check marks on the board and tell thestudents who raised their hands to write threechecks on the go shopping picture. Follow the sameprocedure with sometimes or often and never.C.• PAIRS. Call on a pair to read the example aloud.Then ask them to model talking about their ownweekend activities. Suggest that they also askother information and Yes/No questions to find outmore about their partner’s weekend activities.• Walk around to monitor and help as students talk.If time allows, have them change partners anddiscuss their weekend activities withanother student.• Conclude the exercise by asking several studentswhat they usually do on weekends.Have students complete Workbook Exercises 4–5.15 Communication (10 min.)A.• Ask for a show of hands of students who go to themovies on weekends. Elicit some reasons for notgoing to the movies. Write these on the board.• 35 Play the audio as students read along. Thenplay it once more, pausing for students to repeat.• Have students work in pairs to role-play thedialogue several times, switching roles after eachrole-play.B.• PAIRS. Read the instructions and have studentslook back at the vocabulary in Exercise A. Call ona pair to model a conversation for the class. Thentell pairs to role-play several times.• Check by calling on pairs to perform a role-play.Have students complete WorkbookExercises 14–16.16 Listening (15 min.)A.• Have students look at the ads. Ask volunteers toread them aloud.• 36 Read the instructions aloud. Tell studentsthat they are going to hear a conversation aboutthe characters’ weekend plans. Ask them to payattention to the one place the kids want to go.Play the audio two or more times. Check theanswer orally.Answer keySeaquariumB.• Read the instructions aloud. Tell students thatthis time they will listen for all the events andpeople that Mom and the kids discuss. Elicit orexplain any unfamiliar names or events.• 37 Play the audio again two or more times.Check answers orally.Answer keyShakespeare festival, Vincent van Gogh exhibit,Black-Eyed Peas concert, Seaquarium• If helpful, you may want to use the board to teachsome of the new vocabulary in this listening, suchas a lot going on, boring, (talk) weird, takers, painter,and cut off his ear. Play the audio once more andthen ask the class a few more content questionsabout the conversation.AudioscriptMom: Guys, what do you want to do this weekend?Andy: We’re not sure, Mom. Why?Mom: Well, there’s a lot going on this weekend. Go getthe newspaper, Robbie.Robbie: Here it is, Mom.Mom: Thanks. There’s a Shakespeare festival downtown,in that theater across from the mall.Liza: That’s going to be so boring!Robbie: Yeah, they talk weird, too.Mom: OK. Sorry, Shakespeare. There’s a Black-Eyed Peasconcert at the beach. Any takers?Andy: Well . . . it sounds OK. What else is there?.Mom: There’s also a van Gogh exhibit at theVizcaya Gardens.Robbie: Who is van, van, van what?Liza: Gogh. Van Gogh. He’s a famous painter. Youknow, the one who cut off his ear?Robbie: He did?Andy: Thanks, Mom. But Brian wants to go to theSeaquarium. There are dolphins and sharks there,and Brian wants to see them. Liza, could you callJoey and tell her what we’re doing this weekend?Liza: Why me? You tell her.Brian: Don’t worry, Liza. I’ll call Joey.TEACHER’S NOTEST30:30:31 PMPostcards_splitB_TE1_U03.indd T302/27/07 10:22:35 AM

TEACHER’S NOTESPutting it togetherA skateboard contest (15 min.)Background notesSkateboarding is a teen recreational activity that becamevery popular in the United States in the 1970s. Since then,skateboarding has become a worldwide competitive sport.A.• Have students look at the pictures and tellwhat they remember about the characters. Elicitinformation by asking leading questions such asWho is the girl with Liza? (Annie, Liza’s bestfriend) What are they looking at? (a newspaper)Who do you think Andy is on the phone with? (hisgirlfriend, Caroline)• Read the instructions. Tell students toguess what Andy is saying to Liza and Annie,but not to write it in the blanks. Give students afew minutes to read the conversation, then elicitstudents’ guesses.• 38 Play the audio, pausing after each answer.Elicit what Andy said and write it on the board.Ask students to raise their hands if they guessedcorrectly. Have students fill in the blanks in thedialogue. Go over vocabulary and concepts suchas skateboard contest, Please understand, Uh-oh (Ohno), in trouble with, and Oh, well.Extension• Bring several copies of the entertainment sectionof a local English-language newspaper to class.Alternately, bring in the entertainment listingsfrom a U.S. newspaper online.• In groups, have students find and write downthree interesting events that are happening thisweekend. Have them include locations andticket prices, if given. Then ask volunteers toshare with the class the events they choseand why.Have students complete Skills Development 1Exercises (1–4) in the Workbook.✎ Have students complete the Unit 3 test, page 82,and the Test for Units 1–3, pages 86–89.Answer key1. No! Leave me alone.2. What skateboard contest? Hey, wait for me!B.• CLASS. Read each discussion question aloud andask volunteers for their answers and opinions.Encourage students to express different oropposing views.• To extend work with the photostory, you maywant to have students practice the dialogue. Workon students’ pronunciation as you play the audioor read the dialogue aloud. Then assign groups offour and have students practice, changing rolesafter each reading. If time allows, have studentspractice the dialogue again, substituting theirown names. Then call on one or more groups toperform for the class. For further extension ideas,see the Dialogues and Comprehension notes in theIntroduction, page x.T31Postcards_splitB_TE1_U03.indd T312/27/07 10:22:37 AM 024-033_SB

A skateboard contestA. 38 Look at the pictures and read the conversations. Guess what Andy is saying to Liza andAnnie. Write the missing lines. Then listen and see if you guessed correctly.Look, Annie. There’s askateboard contest atthe Lipton Club. Let’s go.Mom, where’s theLipton Club?It’s on CrandonBoulevard, nextto the park.Good idea! I’mhungry. Are there anyrestaurants there?1 I’m sure there are.2Pleaseunderstand,Caroline. There’sa lot going on atmy house.Uh-oh. Andy’s in troubleagain with Caroline.3Hey, Andy. Would you liketo do something fun?But I can’t seeyou every day.4Oh, well, Liza. Let’s go getBrian. The skateboardcontest sounds reallyexciting.56B. CLASS. Discuss the questions.1. Is Caroline upset with Andy? If so, why?2. What’s Andy’s explanation?3. Is Andy a good boyfriend? Explain your answer.Unit 331:22:37 AM 024-033_SB1B_U03_14106.indd 311/17/07 7:30:44 PM

Postcards1 ReadingReading skill: Reading with a purposeBefore you read, decide what information youwill look for.A. Read the interview for the things that Halldóra says steens do in their leisure time. Underline them.B. Fill in the Venn diagram with the things Halldórasays teens do in the winter, year-round, and in thesummer.2 Listening39 Listen to an interview with Josh Jones, a teen fromNew York City. Underline the things Josh says teens doin the winter. Circle the things he says teens do in thesummer. Circle and underline the things teens do yearround.go skiinggo out to eatgo to the gymgo ice skatinggo shoppinggo to moviesgo to dance clubs hang out in the parkgo swimminghave picnicsgo to museums go skateboarding3 WritingIn your notebook, draw a Venn diagram. List the thingsteens in your city do for fun in the winter, year-round,and in the summer.4 SpeakingPAIRS. With your partner, discuss the followingquestions:1. What do you do for fun in the winter?2. What do you do for fun in the summer?3. What do you do for fun year-round?32 Wide Angle 1

Pictures (5 min.)• Call on a student to read the title aloud. Askstudents to locate Iceland on the satellite photo(circled). Have students look at the pictures. Elicitwhat students can identify. Discuss how thesescenes are similar to, or different from, what theysee in their own country.1 Reading (15 min.)A.• Go over the Reading skill with the class. Tellstudents they will be reading an interview. As theyread, they should look for and underline thingsthat teenagers in Iceland do in their leisure time.• After the reading, elicit answers orally. (SeeExercise B Answer key.)B.• Have students look at the Venn diagram. Readthe labels aloud. Elicit or explain that winter andsummer are each represented by an oval. The partwhere the ovals overlap contains the year-roundfeatures. Explain that Venn diagrams can helpstudents remember information through grouping.• Draw the Venn diagram on the board. Elicit oneactivity for each section.• Have students read the interview again and fill inthe Venn diagram in their books. Check answersas a class.Answer keyWinter: read, watch TV, go bowling, go to the YouthCenter, ski, skate, swim in hot potsYear-round: go swimmingSummer: go hiking, go camping, stay up late2 Listening (5 min.)• Tell students that, just as they read with a purposein Exercise 1, they will also listen with a purposefor this exercise. As they listen, they should payattention to what teenagers do in their leisuretime.• Have students read the directions and the leisureactivities in the box.• 39 Play the audio two or more times as studentscomplete the exercise. Elicit the answers orally.AudioscriptInterviewer: So what do teens do for fun in New YorkCity?Josh: Lots of things. Winter is pretty cold, so we doa lot of indoor activities. We go to museumsa lot. The Metropolitan Museum and theMuseum of Modern Art are cool. We also goto movies. There are a lot of movie theatersin New York. And we go out to eat with ourfriends. There are some great restaurants.And, of course, we go shopping. New Yorkhas great shops and department stores. Youcan find things from all over the world.Interviewer: Do you do any outdoor sports in the winter?Josh: Yes, a lot of people go ice skating. We havetwo great rinks—one in Central Park and onein Rockefeller Center.Interviewer: What do teens do for fun in New York in thesummer?Josh: We like to hang out in Central Park. It’s anawesome park. We have picnics with friendsthere, and just hang out. And a lot of teens—especially guys, like me and my friends, liketo go skateboarding in the park.Interviewer: What else do you do in the summer?Josh: We do most of the same things we do in thewinter! We go out to eat, we go to movies,we go to museums, and we go shopping!Interviewer: So teens enjoy living in New York?Josh: You bet! It’s the most exciting city in theworld!3 Writing (10 min.)• Have students make their own Venn diagrams.• Ask students to compare and share their Venndiagrams with a partner.4 Speaking (5 min.)• PAIRS. Read the discussion questions aloud.Explain that students should also use other followupquestions, such as Yes/No and Wh- questions, tokeep the conversation going.• Have students talk with a partner about leisureactivities.TEACHER’S NOTESAnswer keyWinter: go to museums, go to movies, go out to eat, goshopping, go ice skatingSummer: hang out in the park, have picnics,go skateboardingYear-round: go out to eat, go to movies, go to museums,go shoppingT32Postcards_splitB_TE1_U03.indd T322/27/07 10:22:37 AM

TEACHER’S NOTESExtension• Have students write a dialogue following themodel interviews in Exercises 1 and 2. Beforethey begin, elicit the key questions that theinterviewers used to prompt the answers fromHalldóra and Josh. (What’s there to do in . . . ?What do teenagers do for fun in the winter/summer? Do you do any outdoor/indooractivities in the winter/summer? What else doyou do in the summer/winter?) Elicit otherquestions the interviewer could ask and writethem on the board.• Have students work in pairs to create theirown dialogue. Circulate and assist studentsas needed.• Have students rehearse and then present theirdialogues to other pairs or in front of the class.You may also record the students’ dialogues anduse these dialogues for listening and note-takingexercises later.T33Postcards_splitB_TE1_U03.indd T332/27/07 10:22:39 AM

Teens participate in similar leisure activities allover the world. But each town and countryoffers some special activities. An intervieweris talking to Halldóra Jónsdóttir, a seventhgrader in Reykjavik, Iceland.Q: What’s there to do in Reykjavik, Halldóra?A: There are lots of things to do, but itdepends on the season. We’re very farnorth, and in the winter we get just fourhours of sunlight a day.Q: What do teenagers do for fun in thewinter?A: Well, we do a lot of indoor activities—weread, we watch TV, we go bowling. Andwe spend a lot of time at the Youth Center.We meet friends there, listen to music, andjust hang out.Q: Do you do any outdoor activities in thewinter?A: Yes, we ski and skate—the ski slopes andskating rinks have lights. And we swim inthe hot pots!Q: Hots pots?!A: Yes, hot water swimming pools thatare outdoors. Reykjavik has a lot of hotsprings, and we use the hot water togenerate energy. After that, the watergoes to heat our homes, and it also goesinto hot water pools. So we can swimoutside year-round—even when it’ssnowing. In Reykjavik, there is a famouspool called the Blue Lagoon. The whitemud in the pool is very good for your skin.Q: What’s summer like in Reykjavik? Do youmostly stay indoors?A: No way! In the summer, we have themidnight sun. Weget sunlight for 18hours a day and thesun never really sets.So we spend a lotof time outdoors!We go hiking andcamping, and stayup very late!Wide Angle 133:22:39 AM

1 Dialogue40 Cover the dialogue and listen.Liza: Where’s Brian?Andy: He’s upstairs in the bedroom.Liza: What’s he doing? Is he reading?Andy: No, he isn’t. He’s writing an e-mail.Liza: Who’s he writing to? Is he e-mailing his parents?Andy: I don’t know, Liza. Stop bothering me. I’m watching TV.Liza: I’m just asking you questions.Andy: I know, but you’re bothering me.Liza: Gee, Andy. You’re grumpy today. I’m out of here.Learning goalsCommunicationAsk what someone’s doing nowDescribe what’s happeningright nowTalk about a houseGrammarThe present continuous: be(am/is/are) + verb -ingVocabularyRooms and parts of a house2 ComprehensionA. Cross out the wrong information in each sentence.Then correct it.1. Liza is asking about Robbie. Brian2. Andy doesn’t know where Brian is.3. Brian is reading.4. Andy wants to talk to Liza.5. Liza says Andy is nice.B. 41 Check your answers. Read along as you listen again.34 Unit 4034-041_SB1B_U04_14106.indd 341/17/07 7:34:10 PMPostcards

Learning goalsLearning strategy• Know how to scan an articlePronunciation• Stress on important wordsThe following are additional learning goals in this unit:Skills• Preview and predict an article• Listen to an interview for specificinformation• Talk about favorite places in a house• Ask Yes/No questions about a picture• Ask what someone’s doing now• Write messages about weekend plansTEACHER’S NOTESWarm-up (5 min.)• Review verbs by asking students What verbs canyou remember from the last few units? Elicit as manyas students can recall and write them on the board.Give hints for any important ones they’ve missed.• Tell students You can use these verbs to talk about thethings you usually do. Now you’ll learn how to usethem in a different way. You’ll learn how to talk aboutwhat you are doing right now. Introduce the unittitle. Explain that by using be and adding -ing todo, you can ask what someone is doing right now.Using the large photo (less than 5 min.)• Have students look at the pictures. Ask Who doyou see in the pictures? (Andy, Liza, and Brian)Where are Andy and Liza? (at home; in the livingroom) Is Brian at home? (Yes, he’s at the computer.)Using the board, help students construct presentcontinuous statements to answer these questions:What is Andy doing right now? (He’s watching TV.)What is Liza doing right now? (She’s talking.)1 Dialogue and 2 Comprehension (15 min.)• Have students cover the dialogue.A.• Read the directions aloud. Using the example,make sure that students understand cross out. Thencall on a volunteer to read the sentences aloud.• 40 Play the audio two or more times and havestudents work independently to complete theexercise. If helpful, pause after each answer onthe second or third listening to give students timeto write.B.• 41 Have students uncover the dialogue. Play theaudio again as students read along. To check, havevolunteers read aloud the original sentences firstbefore reading the corrected sentences.Answer key1. Liza is asking about Brian.2. Liza doesn’t know where Brian is. / Andy knows whereBrian is.3. Brian is writing an e-mail.4. Andy doesn’t want to talk to Liza.5. Liza says Andy is grumpy.• To extend work with the dialogue, select keyvocabulary, structures, and communicativephrases to discuss more fully, such as the presentcontinuous forms: Is he reading? No, he isn’t. He’swriting an e-mail. Who’s he writing to? Is he e-mailinghis parents?). Go over phrases such as bothering,just, I know, Gee, and I’m out of here (I’m leavingright now).• Have the class repeat the dialogue, then havestudents practice in pairs, changing roles aftereach reading. Finally, select a pair to performfor the class. For further extension ideas, seethe Dialogues and Comprehension notes in theIntroduction, page x.T34:34:10 PMPostcards_splitB_TE1_U04.indd T342/27/07 10:20:46 AM

TEACHER’S NOTES3 Useful expressions (5 min.)• 42 Read the instructions aloud, then play theaudio. Pause after each line and have studentsrepeat. Encourage them to mimic the tone.• Have students work individually to match theexpressions.• Check by having volunteers read each Usefulexpression and its equivalent.Answer key1. b2. c3. d4. a4 Vocabulary (10 min.)Background notesHousing in the United States: In the United States manyfamilies live in houses, especially in small to medium-sizedcities and towns and in suburban areas (areas surroundinga city).Single-family houses are surrounded by a yard—an openarea planted with grass, flowers, and trees. Duplexes aretwo houses attached by a center wall. Townhouses arerows of houses, usually two or three stories high, withconnecting walls between them. Mobile homes are housetrailers; although they are on wheels, they are seldommoved once they are in place.In urban areas and large cities, it is common for people tolive in apartments or condominiums (condos). A condo isan apartment that a resident owns.Students at universities often live in a large building calleda dormitory (dorm). Dorms often have a cluster of sleepingrooms (a suite) with a shared bathroom and a commonarea for socializing.Extension• Teach or elicit the vocabulary for the furniture inthe house. Write the words on the board. Thenhave students classify them according to whichroom they belong in.• In pairs, students quiz each other on the roomand furniture vocabulary. One student points toa room or item, and the other student names it.• Lead a discussion of how the house in thepicture is the same as or different from houses inthe students’ country.(10 min.)• PAIRS. Read the instructions and go overthe Useful language with the class. Model aconversation with a student, incorporating asmuch of the Useful language as possible. Thenhave students work in pairs. Walk around tomonitor as students talk.• To check, ask students to share which room orrooms were the most popular.A.• 43 Play the audio and help students pronouncethese words. Elicit the meanings of any termsstudents may not be able to guess.B.• Have students work individually to label the partsof the house.• Check answers by pointing to each room andeliciting the number and name.Answer key(First floor and garage, from left to right) 3, 5, 7, 6, 8, 4(second floor, from left to right) 2, 1, 9Have students complete Workbook Exercises 1–3.T35Postcards_splitB_TE1_U04.indd T352/27/07 10:20:49 AM034-041_

3 Useful expressions42 Listen and repeat. Match the expressions with similarmeanings.1. I don’t know. b a. I’m leaving right now.2. Stop bothering me. b. I have no idea.3. You’re grumpy. c. Don’t ask me a lot of questions.4. I’m out of here. d. You’re in a bad mood.4 VocabularyRooms and parts of a houseA. 43 Listen and repeat.1. bathroom 4. garage 7. stairs2. bedroom 5. kitchen 8. downstairs3. dining room 6. living room 9. upstairsPAIRS. Talk aboutyour favorite placein your house.Useful language:• What’s your favorite placein your house?• Why is it your favorite?• What’s in that room?• Sounds awesome/cool.• Me, too!• No way!• Really?B. Label the parts of the house. Use the numbers in Exercise Aas your labels.1Unit 435:20:49 AM034-041_SB1B_U04_14106.indd 351/17/07 7:34:19 PM

Affirmative statementsI‘mYou‘restudying.He‘sShe‘sGRAMMAR FOCUSThe present continuous:be (am/is/are) + verb -ingDiscovering grammarNegative statementsI‘m notYou‘re notplaying.He‘s notShe‘s notYou‘reYou‘re notWe‘re studying. We‘re not playing.They‘reThey‘re notSpelling of -ing verbslisten—listeningsmile—smilingplay—playingsit—sittingLook at the grammar chart. Completethe rules.1. Use + verb -ing with I.a. am b. is c. are2. Use + verb -ing with He, She,and It.a. am b. is c. are3. Use + verb -ing with We, You,and They.a. am b. is c. are6 PracticeComplete the sentences with the presentcontinuous form of the verbs in parentheses.1. Liza and Andy are talking . (talk)2. Andy TV. (watch)3. Liza Andy questions. (ask)4. Andy annoyed. (get)5. Brian in front of thecomputer. (sit)6. He . (not read)7. He to his parents. (write)7 PracticeWhat are the people in the pictures doing?1. she/use her computer2. he/take a shower3. she/do homework4. they/play tennisPracticing grammar5 PracticeWrite the -ing forms. Follow the patterns.Group 1: Add -ing.1. play ➔ playing 3. fix ➔2. study ➔ 4. show ➔Group 2: Drop the -e.1. write ➔ writing 3. leave ➔2. use ➔ 4. make ➔Group 3: Double the consonant.1. plan ➔ planning 3. shop ➔2. run ➔ 4. get ➔36 Unit 4034-041_SB1B_U04_14106.indd 361/17/07 7:34:25 PMPostcards

Grammar Focusand Discovering grammar (15 min.)☞ See Grammar reference, page 101.The present continuous: be (am/is/are) + verb -ing• On the board, write: He is writing an e-mail.• Say In the sentence He is writing an e-mail, iswriting tells me that the action is happening now. Heis doing it now, right at this very moment. The verb isin the present continuous.• Draw separate boxes around is, the main verb(write), and -ing. Above it, write Present Continuous.• Have students look at the grammar chart. Readthe affirmative statements aloud as studentssay them after you. Then read the affirmativestatements again and have the class read thenegative statements.• Point out the spelling information at the bottom ofthe chart. Tell students that verbs can sometimeschange their spelling when -ing is added. Say Thespelling of listen and play do not change. Ask Does thespelling of smile change when you add -ing? (Yes, youdrop the e and add -ing.) Ask the same questionabout sit.• Have students work individually to complete thegrammar rules. Check answers orally.Answer key1. a 2. b 3. c• Use the board to elicit other key points aboutthe grammar chart, such as the spelling rules foradding -ing.6 Practice (5 min.)• Call on a student to read the instructions. Elicit theanswer to the first item. Before having studentswork individually to complete the sentences,remind them to use the spelling rules that theyhave just learned.• Check by asking volunteers to read the answersand spell out the verbs ending in -ing.Answer key1. are talking2. is watching3. is asking4. is getting5. is sitting6. is not reading7. is writing7 Practice (5 min.)• As you point to the first picture, ask What isthe girl in the picture doing? Remind studentsthat they are talking about what the people aredoing right now, so they should answer with thepresent continuous. Encourage students to usecontractions. Call on a student to answer.• Have students work individually to writesentences about the pictures. Walk around tomonitor as students are working.• Have students check their answers with a partnerbefore you elicit them for the class.Answer key1. She’s using her computer.2. He’s taking a shower.3. She’s doing her homework.4. They’re playing tennis.TEACHER’S NOTESPracticing grammar5 Practice (5 min.)• Read the instructions aloud for the first groupand elicit the spelling change for the first item.Then have students work individually to writethe present continuous forms of the other verbsin the group. Follow the same procedures for thefollowing groups.• Check by calling on students to come to the boardand spell the continuous forms of items 2–4 ineach group.Answer keyGroup 1: 1. playing 2. studying 3. fixing 4. showingGroup 2: 1. writing 2. using 3. leaving 4. makingGroup 3: 1. planning 2. running 3. shopping 4. gettingT36:34:25 PMPostcards_splitB_TE1_U04.indd T362/27/07 10:20:51 AM

TEACHER’S NOTES8 Practice (10–15 min.)A.• Have students look at the photograph. Ask Where’sBrian? (He’s in front of the Gibsons’ house.) What’she doing? (He’s smiling.) Tell students that this isa photo of Brian that he is sending to his parentsin Australia. Introduce the verb attach by askingstudents whether they sometimes attach picturesto their e-mail messages.• Read the instructions and elicit the answers forthe first two items. Tell students to complete thee-mail, using contractions when possible. Havestudents work individually to complete the text.• When students have finished, ask if there are anywords in the letter that they don’t understand.Elicit or explain the meanings.• Call on volunteers to read the completedparagraphs. After each answer, ask the student tospell the verb ending in -ing. Then have studentsform pairs and take turns reading the paragraphsaloud to each other.Answer key1. I’m having2. I’m enjoying3. I’m sharing4. I’m using5. Mr. and Mrs. Gibson are preparing6. Robbie’s helping7. Andy and Liza are watching8. we’re not helping9. I’m standingFocus on values• Ask What do Andy, Liza, and Brian always do afterdinner at the Gibsons’ house? (They do the dishes.)Ask students Do you help at home with cookingor cleaning?• Elicit or explain the benefits of helping aroundthe house. (It is polite to help other familymembers; You can learn how to take care ofyourself when you are on your own.) If it isuncommon for students to do chores in theircountry, point out that in many countries, such asthe United States, kids usually help out aroundthe house.• Ask your students Why do you think Brian doesthe dishes? (He wants to help; He may often helpout at home; The Gibson kids always do thedishes.) Explain that if you are a guest in theUnited States, it is polite to offer to help with thehousehold chores, especially if you are stayingfor some time.Have students complete Workbook Exercises 4–6and Grammar Builder Exercises 1–2.B.• Read the instructions and elicit the answer to thefirst item. Point out that students should first writea negative statement and then write an affirmativestatement with the correct information. Pointout the use of a subject pronoun in the secondsentence. (He instead of Brian) Then elicit theanswer to the second item orally.• Have students work individually or in pairs tocomplete the exercise. Check orally.Answer key1. Brian isn’t sharing Robbie’s bedroom. He’s sharing Andy’sbedroom.2. Mr. and Mrs. Gibson aren’t working in the garden.They’re preparing dinner.3. Robbie isn’t helping Andy with dinner. He’s helping hisparents with dinner.4. Andy and Liza aren’t helping their parents. They’rewatching TV in the living room.5. Brian isn’t doing his homework. He’s writing an e-mail tohis parents.T37Postcards_splitB_TE1_U04.indd T372/27/07 10:20:51 AM034-041_

8 PracticeA. Complete Brian’s e-mail with the presentcontinuous form of the verbs in parentheses.Use contractions where possible.B. Make two sentences. In the first sentence,correct the wrong information. In the secondsentence, give the correct information.1. Brian is sharing Robbie’s bedroom.Brian isn’t sharing Robbie’s bedroom.He’s sharing Andy’s bedroom.2. Mr. and Mrs. Gibson are working in thegarden.3. Robbie is helping Andy with dinner.4. Andy and Liza are helping their parents.5. Brian is doing his homework.Hi, Mom and Dad. How’s everything athome? (1. I/have) I’m having a wonderfultime here. (2. I/enjoy)Miamia lot. It’s a great place! Are you planning tovisit me? You could stay at the Gibsons’ houseduring your visit.The house has four bedrooms. (3. I/share)Andy’s bedroom. Andyand I are great friends. He lets me use histhings, including his computer. (4. I/use)his computer right now.It’s almost dinnertime here. (5. Mr. andMrs. Gibson/prepare)dinner. (6. Robbie/help)his parents. (7. Andy and Liza/watch)TV in the living room. I know,Mom. You’re wondering why (8. we/not help)with dinner. Well, Andy, Liza,and I always do the dishes afterwards.I’m attaching a picture of me. (9. I/stand)in front of the Gibson’s house.Looks great, right? I mean the house, not me.Unit 437:20:51 AM034-041_SB1B_U04_14106.indd 371/17/07 7:34:27 PM

Discovering grammarLook at the grammar chart. Answer thequestions.1. What comes first in present continuousYes/No questions?GRAMMAR FOCUSThe present continuous tense: be (am/is/are) + verb –ingYes/No questions Affirmative answers Negative answersAm I Yes, you are. No, you’re not. / No, you aren’t.Are you Yes, I am. No, I’m not.studying?Is heYes, he is.No, he’s not. / No, he isn’t.Is she Yes, she is. No, she’s not. / No, she isn’t.Are you Yes, we are. No, we’re not. / No, we aren’t.Are we studying? Yes, we/you are. No, we’re/you’re not. / No, we/you aren’t.Are they Yes, they are. No, they’re not. / No, they aren’t.Information questions Short answers Long answersWhat are you doing? Studying. I’m studying.What’s she/he doing? Watching TV. She’s/He’s watching TV.What are they doing? Doing homework. They’re doing homework.2. What comes first in present continuousinformation questions?3. Can you contract am + not?Practicing grammar9 PracticeA. PAIRS. Look at the picture. Try toremember what each person is doing.38 Unit 4034-041_SB1B_U04_14106.indd 381/17/07 7:34:34 PMPostcards

Grammar Focusand Discovering grammar (15 min.)The present continuous tense: be (am/is/are) +verb -ing☞ See Grammar reference, page 101.• On the board, write the heading Present continuousand under it, Yes/No questions. Under Yes/Noquestions, write you/study? Elicit how to form aYes/No question with these words and write theanswer on the board. (Are you studying?)• To the right of Yes/No questions, write Affirmativeanswers and Negative answers. Elicit the affirmativeand negative answers to Are you studying? (Yes,I am; No, I’m not.) Write the answers under theappropriate heading.• Next, write the heading Information question andunderneath write What/you/do? Elicit how to forma present continuous information question. (Whatare you doing?)• Have students look at the grammar chart. Readthe Yes/No questions aloud and have studentssay them after you. Then read these questionsagain and have students read the affirmative andnegative short answers aloud. Follow the sameprocedures with the information questions.• Have students complete the Discovering grammarquestions individually. Check orally.Practicing grammar9 Practice (10 min.)A.• PAIRS. Have students look at the picture. Elicit orexplain the vocabulary students will need to talkabout the picture, such as teaching, taking notes,talking, and listening to music. Then quickly readthe names and have students pronounce themafter you.• Read the instructions aloud. Assign pairs. Givestudents thirty seconds to study the picture.TEACHER’S NOTESAnswer key1. be2. a Wh- question word3. no• Use the board to elicit other key points about thegrammar chart, such as how to form informationquestions with other Wh- question words.T38:34:34 PMPostcards_splitB_TE1_U04.indd T382/27/07 10:20:52 AM

TEACHER’S NOTESB.• PAIRS. Read the instructions and example aloud.Call on a pair to model asking and answeringYes/No questions about the people in the picture.• Assign pairs. Tell pairs to switch roles.• Have all students close their books. Ask questionsabout the picture.Answer key1. A: Are Wendy, Tracy, and Daniel taking notes? B: Yes,they are.2. A: Is Brad listening to Mrs. Simpson? B: No, he’s not / heisn’t. (He’s sleeping.)3. A: Are Jen and Angie playing? B: No, they’re not / theyaren’t. (They’re talking.)4. A: Is Jessica talking on her cell phone? B: No, she’s not /she isn’t. (She’s listening to music.)Have students complete Workbook Exercises 7–10and Grammar Builder Exercises 3–6.10 Your turn (less than 5 min.)• PAIRS. Read the directions and example aloud.Model if helpful.11 Practice (10 min.)• Turn to page 69 and let students havea competition.12 Pronunciation (15 min.)A.• 44 Play the audio, pausing for students torepeat. If helpful, use hand gestures to indicatestressed words.B.• Have pairs practice the exchanges.13 Communication (10 min.)A.• 45 Play the audio and have students listen andrepeat with stress on important words.B.• PAIRS. First have pairs practice the conversationin Exercise A, switching roles after the firstreading. Then read the instructions aloud forExercise B. Call on a pair to model. Suggest theyuse their real names, think of an activity they aredoing and ask their partner about brothers orsisters. Have students exchange names of familymembers before they begin.• Have students role-play several times; tell themto change roles after each round. Circulate andmonitor, helping as needed.• Check by calling on one or more pairs to perform.Have students complete Workbook Exercises11–14.14 Writing (less than 10 min.)• PAIRS. Read the instructions aloud and tellstudents to read the instant message conversation.Then assign pairs. Tell them to work together tocomplete the conversation.• Call on several pairs to read their messages aloud.15 Listening (15 min.)A.• Read the instructions aloud and explain or elicitthe meanings of inventions, scientists, and theenvironment. Then read the statements and checkthat students understand robot, makes clothes,and eats garbage.• 46 Play the audio two or more times. Then elicitthe answers orally.Answer keyc, eB.• Read the instructions and each statement aloud.Go over the meanings of saving energy, savingwater, and stopping pollution.• 46 Play the audio again once or twice. Elicitthe answers orally. If helpful, play the audio oncemore, pausing to elicit the gist of the conversation;then play the audio again for confirmation.Answer keya, c, e, fAudioscriptDavid: George, people hate household chores, but theylove gadgets. Are you guys working on newinventions to help with cleaning andother chores?George: Of course we are, but we’re making sure thatnew inventions help the environment, too.David: That’s great! Everybody’s worried about theenvironment. Can you give us some examples ofwhat you guys are doing these days?George: Well, lots of people think it’s important to saveenergy and water, and nobody likes pollution.Right, kids?Audience: Right!George: Well, I have wonderful news. Scientists areworking on a machine that washes disheswithout water.David: Without water? A machine that washes disheswithout water?!George: Here’s more. We’re working on a robot that caneat garbage.David: Eat garbage?George: Sure. It eats garbage so there’s less pollution.David: That’s awesome. In other words, scientists areinventing machines that can do chores ANDhelp out the environment.George: We’re trying!David: Well, good luck. Thanks for coming by.George: Thanks for having me. Till next time, kids.T39Postcards_splitB_TE1_U04.indd T392/27/07 10:20:52 AM034-041_

B. PAIRS. Student A, close your book. StudentB, ask Yes/No questions about the picture.Use the cues. Then switch roles.For example:A: Is Ms. Simpson singing?B: No, she’s not.A: What’s she doing?B: She’s teaching.1. Wendy, Tracy, and Daniel / take notes2. Brad / listen to Mrs. Simpson3. Jen and Angie / play4. Jessica / talk on her cell phone10 Your turnPAIRS. Take turns. Ask what three peoplearound you are doing.For example:A: What’s Dylan doing?B: He’s reading a text message. How about . . . ?A: They’re talking.11 PracticeHave a competition! Go to page 69.12 PronunciationStress on important wordsA. 44 Listen and repeat.A: What are you doing?B: I’m studying.A: What are they doing?B: They’re doing their homework.B. PAIRS. Practice the conversations.13 CommunicationAsk what someone’s doing nowA. 45 Listen to the conversation.Liza: Hello.Annie: Hi, Liza. What are you doing rightnow?Liza: Watching TV in my room. Why?Annie:Liza:Annie:I’m bored. Are Brian and Andy doinganything?No. Would you like to come over?OK.B. PAIRS. Role-play. Imagine you are at homeafter school. Have a phone conversationlike the one in Exercise A.14 WritingPAIRS. It’s the weekend. Write instantmessages between you and a classmate. Talkabout what you’re doing and what’s going on.IMKL: Hey, what are you doing ?Me2: Watching a music video. You?IMKL:Me2:IMKL: How about your [brother/sister]?What ?Me2:15 ListeningA. 46 Listen to the interview. Circle the twonew inventions the scientists are workingon to help the environment.a. a robot that cleans your roomb. a robot that makes clothesc. a robot that eats garbaged. a machine that cooks your mealse. a machine that washes dishes withoutwaterB. Which of these things are important toGeorge Getty? Circle the letters.a. the environmentb. making a lot of moneyc. saving energyd. making beautiful machinese. saving waterf. stopping pollutionUnit 439:20:52 AM034-041_SB1B_U04_14106.indd 391/17/07 7:34:36 PM

Learn to learnKnow how to scan an article.When you scan an article, you read veryquickly and look only for the information youneed.A. You have 30 seconds. Scan the article“Intelligent Homes of the Future.” Circlethe rooms of the house in the article.B. PAIRS. Compare your results with aclassmate.16 ReadingA. Look at the title and the pictures in thearticle below. What do you expect to readabout? Circle all that apply.a. a family with intelligent childrenb. a beautifully decorated homec. a high-tech homed. high-tech appliancese. the high cost of housesf. life in the United StatesB. 47 Read along silently as you listen.In a futuristic home lab in the UnitedStates, this is what ’s happening: A man iswalking toward his house. As he is walkingtoward the door, it opens by itself. He walksinto the living room; the lights turn on andhis favorite song starts to play. In the garage,one of his cars is making an appointmentwith the mechanic. The man goes to thekitchen and stops in front of the refrigerator.It is printing out a shopping list. Sciencefiction? No. Everything is real! In this homelab, engineers are developingintelligent refrigerators,lamps, TV sets, and cars.Some homeowners arealready testing theseintelligent appliances. InVirginia, some residentscan check that thedoors are locked fromtheir offices. InBoston, somehomeownersare usingintelligentovens. Theyput food in the oven before going to bed.Then they program the oven to refrigerateand cook the food for the next day.In the future, an intelligent house canturn up the heat in the bedroom fifteenminutes before the homeowner wakesup, turn on the bedroom light when thealarm clock sounds, and turn on the coffeemaker. The house can also display the newson the video screen in the bathroom andturn on the shower. The bathroom scaleis very intelligent, too. If the homeowneris putting on weight, it can change thehomeowner’s menu. Now that ’s pretty cool.17 Comprehension1. Write what each of these things in thefuturistic home lab can do.a. the door It can open by itself.b. the refrigeratorc. the card. the oven2. In the future, what can a bathroom scale do?18 SpeakingPAIRS. Close your books and see how muchyou can remember. Answer this question:What can an intelligent home do?For example:A: The door can open by itself.B: The lights . . .40 Unit 4034-041_SB1B_U04_14106.indd 401/17/07 7:34:39 PMPostcards

Learn to learn (10 min.)• Read the strategy line aloud. If helpful, discuss theideas presented in this section in L1. Tell studentsthat they will be practicing a reading skill calledscanning. Tell students that when they scan, theylet their eyes move quickly over a text to look forspecific information.A.• Read the instructions aloud. Point out that thegoal is not to read and understand the article, butto look for specific words. Have students scan thearticle for 30 seconds and circle the namesof rooms.17 Comprehension (10 min.)• Read the instructions and the answer to thefirst item aloud. Tell students to use can in theiranswers and to write in full sentences.• Check by asking volunteers to read their answersaloud. If helpful, have them point out thesentences in the article that support their answers.Answer key1. a. It can open by itself.b. It can print out a shopping list.c. It can make an appointment with a mechanic.d. It can refrigerate and cook food automatically.2. It can change the homeowner’s menu.TEACHER’S NOTESAnswer keyliving room garage kitchenbedroom (twice) bathroom (twice)B.• PAIRS. Have partners compare the wordsthey circled.• Check by asking a volunteer to share circled wordswith the class.18 Speaking (5 min.)• PAIRS. Call on a student to read the instructionsand example aloud. Then have students close theirbooks. Have students form pairs and take turnsmaking statements. Check by eliciting answersfrom several students.16 Reading (10 min.)A.• Read the instructions aloud and then havevolunteers read each item aloud. Elicit or explainthe meanings of intelligent, decorated, high-tech,appliances, and high cost.• Have students work independently to completethe exercise. Check orally.Answer keyc, d, fB.• 47 Play the audio and have students read along.• Go through the article with the class to elicit orexplain the meanings of futuristic, lab, happening,by itself, appointment, mechanic, printing; sciencefiction, engineers, residents, locked, program,refrigerate, turn up, display, scale, and putting onweight.• Have students read the article again silently.T40:34:39 PMPostcards_splitB_TE1_U04.indd T402/27/07 10:20:54 AM

TEACHER’S NOTESProgress check Units 3 and 4Test-taking tip• Read the Test-taking tip aloud. Ask students Whyis it good to work slowly and carefully? (so you don’tmake careless mistakes) Tell students to workslowly and carefully on each section of the test.CommunicationF.A: What are you doing?A: Would you like to go to a volleyball game?B: Yes, I’d love to.Answer keyGrammarA.1. The restaurant is next to the post office.2. The movie theater is between the drugstore andthe bookstore.3. The bank is across from the drugstore.4. The drugstore is on the corner of Paul Street andFirst Avenue.B.1. There aren’t any2. There is a3. There aren’t any4. There is a5. There isn’t aC.1. is shining2. ’m/am sitting3. ’m/am reading4. are walking5. are playing6. are joggingD.1. Where are you sitting?2. What are you reading?3. What are the kids playing?4. Who is jogging?5. Where is the old man sleeping?VocabularyE.1. b2. f3. a4. d5. c6. eNow I can . . .• Have students check the functions they can nowperform.✎ Have students complete the Unit 4 test, page 83.ActivitiesFun with songs 2, page 63Focus on culture 2, pages 66–67T41Postcards_splitB_TE1_U04.indd T412/27/07 10:20:55 AM034-041_

Units 3 and 4Test-taking tip: Work carefully.Work slowly enough and carefully so you don’t make careless errors.GrammarA. Look at the street map and answer thequestions. Use the cues. (2 points each)D. Ask information questions about theunderlined words. (3 points each)1. I am sitting on a bench in the park.(Where) Where are you sitting?2. I am reading a book.(What)3. The kids are playing soccer.(What)4. A woman is jogging.(Who)5. The old man is sleeping on the grass.1. Where’s the restaurant? (next to)The restaurant is next to the post office.2. Where’s the movie theater? (between . . . and)3. Where’s the bank? (across from)4. Where’s the drugstore? (on the corner of)B. Look at the map again. Complete thesentences with There is a/There isn’t a orThere are/There aren’t any. (2 points each)1. There aren’t any cars on the streets.2. restaurant on the cornerof Paul Street and Second Avenue.3. houses in the area.4. bookstore on Paul Street.5. bank on Second Avenue.C. Complete the paragraph with the presentcontinuous. (2 points each)It’s a nice day. The sun (1. shine) is shining ,and I (2. sit)park. I (3. read)people (4. walk)on a bench in thea book. Sometheir dogs. Kids(5. play) soccer. A man and awoman (6. jog) .(Where)VocabularyE. Match the places with the objects.(1 point each)1. drugstore a. books and magazines2. museum b. medicine3. bookstore c. Spider-Man, popcorn4. post office d. letters, stamps5. movie theater e. fruits and vegetables6. supermarket f. paintings, exhibitsCommunicationF. Complete the conversation. (3 points each)A:B: Nothing much. I’m watching TV. Why?A:B: A volleyball game?Where is it?A: At the park, next to the police station.Now I can . . .❏ make suggestions.❏ talk about leisure activities.❏ explain what’s happening now.Progress check41:20:55 AM034-041_SB1B_U04_14106.indd 411/17/07 7:34:49 PM

1 Dialogue48 Cover the dialogue and listen.Liza: Andy, where’s Brian?Andy: I don’t know.Robbie: He’s in the house. He’s on the phone.Liza: With Joey? Did he call her again today?Robbie: No. Joey’s not home.Liza: Good. Listen, let’s have a surpriseparty for Brian.Andy: That’s a great idea, Liza!Robbie: Yeah! And we can invite Joeybecause Brian likes her.Liza: What? Did he say that?Robbie: No, he didn’t. But they talked on thephone all day yesterday. And theyshopped together, too.Andy: Don’t gossip, Robbie. That’s notvery nice. When do you wantto have the party, Liza?Liza: The twenty-sixth.Andy: OK. Hey, let’s have a costumeparty!Liza: Excellent idea, Andy.Learning goalsCommunicationTalk about past eventsExpress approval and disapprovalGrammarThe simple past of regular verbsVocabularyPast time expressionsEmoticons and acronyms2 ComprehensionA. Answer the questions.1. Who’s looking for Brian?2. Where’s Brian?3. What does Liza suggest for Brian?4. When does she want to have theparty?5. What kind of party does Andysuggest?B. 49 Read along as you listen again. Checkyour answers.42 Unit 5042-051_SB1B_U05_14106.indd 421/17/07 7:51:06 PMPostcards

Learning goalsLearning strategy• Take notes in classPronunciation• The pronunciation of -d and -edendingsThe following are additional learning goals in this unit:Skills• Interpret emoticons and acronyms• Listen for specific information• Talk about jealousy• Ask and answer Yes/No questions• Talk about past events• Write a summary using the simple past• Write information questionsTEACHER’S NOTESBackground notesA surprise party is usually planned by one’s friends orfamily. The person for whom the party is planned does notknow about it, while others secretly invite guests and planthe party date, time, place, food, and activities. Birthday,wedding anniversary, or welcome-home parties can also besurprise parties.Warm-up (5 min.)• Help the class brainstorm a list of different kindsof parties; for example, birthday party, dinner party,surprise party, costume party, going-away party.• Have students form small groups and talk aboutthe parties they really enjoy and why.• Ask group representatives to share what theydiscussed with the class.• Tell students that Andy and Liza plan a party intoday’s lesson. Have students open their books.Introduce the unit title.Using the large photo (5 min. or less)• Have students look at the picture. Ask questionsto help students make predictions about thedialogue: Who do you see in the picture? (Liza,Andy, and Robbie) Where are they? (in front of theirhouse; next to the garage) What are they doing?(playing basketball) The kids are talking about havinga surprise party. Who do you think it’s for? (Brian)1 Dialogue and 2 Comprehension (15 min.)• Have students cover the dialogue.A.• Have students look at the Comprehensionquestions. Ask volunteers to read them aloud.Explain or elicit the meaning of suggest. Point outthat students should write short answers to thequestions.• 48 Play the audio two or more times as studentswork independently to answer the questions.B.• 49 Have students uncover the dialogue. Play theaudio again for students to review their answers.Check orally.Answer key1. Liza2. in the house3. a surprise party4. the twenty-sixth5. a costume party• To extend work with the dialogue, select keyvocabulary, structures, and communicativephrases to discuss more fully, such as the pasttense (Did he call her again today? Did he say that?No, he didn’t. But they talked on the phone all dayyesterday. And they shopped together, too.), Elicit orteach the meanings of Listen, gossip, and Excellentidea.• Have the class repeat the dialogue, then havestudents practice in groups of three, changingroles after each reading. Finally, select a group toperform for the class. For further extension ideas,see the Dialogues and Comprehension notes in theIntroduction, page x.Focus on values• Ask students’ opinion about gossiping. SayAndy said, Don’t gossip, Robbie. That’s not verynice. What did Robbie gossip about? Do you think it’strue that Brian likes Joey? Why do you think Andysays it’s not very nice to gossip? What do you thinkabout gossiping?• Elicit the fact that while most people gossip, itcan lead to misunderstandings because it canspread wrong information. If gossip about aperson is untrue, it can hurt the person’s feelings,especially if the gossip is about something bador unpleasant. Misunderstandings and hurtfeelings because of gossip can sometimes destroyfriendships.T42:51:06 PMPostcards_splitB_TE1_U05.indd T422/27/07 10:21:11 AM

TEACHER’S NOTES3 Useful expressions (10 min.)A.• Elicit the meaning of each expression or thesituation in which it is used.• Point out that these expressions show twodifferent emotions—approval (the speaker likeswhat the other person said or did) or disapproval(the speaker does not like what the other personsaid or did).• Read the instructions aloud and elicit the answerto the first item. Ask students to (a) listen carefullyto how the expression is said, (b) repeat theexpression with the proper emotion (approval ordisapproval), and (c) mark it.• 50 Play the audio, pausing after each line forstudents to repeat and write their answers. Checkanswers orally. If helpful, play the audio againand encourage students to mimic the expressiveintonation and tone.Answer keyThat’s a great idea.Don’t gossip.That’s not very nice.Excellent idea.B.• PAIRS. Read the instructions aloud and elicitor explain the meaning of What a beautiful day!Then have students form pairs to complete theconversation with phrases from Exercise A.Check by having a volunteer pair take turnsreading the lines.Answer keyB: That’s a great idea.B: Don’t gossip. That’s not very nice.• Encourage students to use expressive intonationwhile performing the role-play. Have studentsrole-play the conversation twice, switching rolesthe second time. Then have them role-play again—tell them to look down at the words but then lookup and make eye contact with their partner whenspeaking. You may want to have students practiceonce more with their books closed. Finally, checkby calling on one or more pairs to perform theirrole-plays for the class.4 Vocabulary (10 min.)A.• Have students look at the vocabulary. Explain thedifference between last week and a week ago. Lastweek means any day of the week before. A week agomeans a week or seven days before today. You canuse a calendar or draw a calendar on the board toexplain the difference. Then have students explainthe difference between last month and a month ago.(Last month means any day of the month before and amonth ago means about 30 days before today.)• 51 Play the audio and have students listenand repeat.B.• Have students look at the calendar. Say This is acalendar. It shows the number of days and weeks in onemonth. There are two different months on this calendar.What are they? (December and January)• Read the instructions aloud. Ask For this exercise,what day do we pretend that today is? (Thursday,January 17) Elicit the answers for the first twoitems.• Have students work in pairs to write the dates,days, or months next to the expressions. Checkanswers by calling on students to read theiranswers aloud.Answer key1. January 16th2. January 16th3. January 6th–January 12th4. December5. January 9th6. January 14th7. January 10th8. December 17thHave students complete Workbook Exercises 1–2.T43Postcards_splitB_TE1_U05.indd T432/27/07 10:21:14 AM042-051_

3 Useful expressionsA. 50 Listen and repeat. Draw a smiley (☺) next to theexpressions of approval and a frownie (☹) next to thosethat express disapproval.• That’s a great idea. ☺ • That’s not very nice.• Don’t gossip.• Excellent idea.B. PAIRS. Complete the conversation with expressions fromExercise A. Then role-play the conversation.A: What a beautiful day! Let’s sit outside.B: That’s a great idea.A: Look. There’s Zack and Dana. I think Zack likes Dana,but Dana doesn’t like him.B: . .A: Sorry.4 VocabularyPast time expressionsA. 51 Listen and repeat.• yesterday • last year • a week ago• last night • last Monday • a month ago• last week • a few minutes ago • a year ago• last month • three days agoB. Look at the calendars. Write the dates, days, or months nextto the expressions.1. yesterday January 16th 5. last Wednesday2. last night 6. three days ago3. last week 7. a week ago4. last month 8. a month agoUnit 543:21:14 AM042-051_SB1B_U05_14106.indd 431/17/07 7:51:22 PM

GRAMMAR FOCUSThe simple pastof regular verbsAffirmative statementsI talked to him yesterday.She smiled at him.He stopped by afew minutes ago.We cried becausethey moved away.Contractionsdidn’t = did notDiscovering grammarNegative statementsI didn’t talk to him.He didn’t smile back.He didn’t stop forlong.They didn’t cry at all.Look at the grammar chart. Complete thegrammar rules with expressions from thebox.-d simple past ago stop-ed yesterday last base1. Use the to talk aboutactions that are finished.2. , , andare past time expressions.3. The base form of stopped is .4. To form the simple past of regular verbs inaffirmative statements, addorbase form of a verb.to the5. To form the simple past of verbs innegative statements, use did + not + theform of a main verb.Practicing grammar5 PracticeHave a competition! Go to page 69.6 PracticeComplete the sentences with the simple past.1. Liza (ask) asked about Brian a while ago.2. Andy and Robbie (play) basketballin the yard this morning.3. Brian (stop by) five minutes ago.4. He (try) to call Joey an hour ago.5. Liza (worry) that Brian called Joeyagain.6. Brian and Joey (enjoy) shoppingtogether yesterday.7. Liza (suggest) a party for Brian.7 PracticeA. Write a summary of the conversation onpage 42. Use the simple past of the verbsin the box.agree plan stopask play suggestThis morning, Andy and Robbie played basketballin the yard. Brian stopped by for a few minutes.LizaSheAndyTheyB. PAIRS. Read your classmate’s summary.Circle any incorrect information or incorrectuse of the simple past. Correct the errors inyour stories together.44 Unit 5042-051_SB1B_U05_14106.indd 441/17/07 7:51:27 PMPostcards

Grammar Focusand Discovering grammar (15 min.)The simple past of regular verbs☞ See Grammar reference, page 102.• Have students scan the affirmative statementsin the grammar chart for past time expressions.(yesterday, a few minutes ago) Say These past timeexpressions tell us that the action is done or is finished.It happened in the past, not the present. We can also tellthat something happened in the past by how the verblooks.• Write the heading Base Form on the board and nextto it Simple Past Form. Write talk under Base Form.This is the base form of the verb. The base form of a verbis the simplest form of that verb. Have a volunteerread the first affirmative statement in the grammarchart. Then ask What do we add to the base form of theverb talk to change it into its past form? (-ed) Writetalked next to talk. Next, write smile, then ask Whatdo we add to the base form of the verb smile to changeit into its past form? (-d) Continue with stop (doublethe p, add -ed) and cry. (change the y to i; add -ed)• Read aloud the verbs in their past form. Ask Whatdo you notice about the ending sounds of the past tenseform of the verbs? (It is either /t / or /d /.)• Have students read through the negativestatements. Say The negative statements all havethe same word. What is it? (didn’t) Elicit theuncontracted form of didn’t. (did not)• Read the affirmative and the negative statementsaloud, pausing after each sentence for studentsto repeat.• Have students work individually to complete thegrammar rules in Discovering grammar. Checkanswers orally.Answer key1. simple past 2. Ago, yesterday, and last3. stop 4. -d or -ed 5. basePracticing grammar5 Practice (5 min.)• Turn to page 69 and let students havea competition.6 Practice (5 min.)• Call on a student to read the instructions and theanswer to the first item. Remind students to payattention to the spelling of the past tense endings.Then have students work individually to completethe exercise.• To check, call on students to say and spell theanswers orally. Alternately, have six students cometo the front and write the answers to items 2–7 onthe board.Answer key1. asked 2. played 3. stopped by 4. tried5. worried 6. enjoyed 7. suggestedHave students complete Workbook Exercises 4–6and Grammar Builder Exercises 1–3.7 Practice (15 min.)A.• Read the instructions aloud, then go over theverbs in the box; make sure students understandsummary, agree, and plan. Read the first set ofsentences aloud. Then have students look back atthe dialogue. Elicit the next two items and writethem on the board. Then have students work inpairs or small groups to complete the exercise.B.• PAIRS. Have students form pairs with a studentfrom a different pair or group. Have themexchange their finished summaries and correcteach other’s work.• To check, call on one or two volunteers to readtheir summaries to the class. Write their sentenceson the board.TEACHER’S NOTES• Use the board to elicit other key points aboutthe grammar chart, such as the spelling rules foradding the regular past tense ending.T44:51:27 PMPostcards_splitB_TE1_U05.indd T442/27/07 10:21:15 AM

TEACHER’S NOTES(10 min.)• GROUPS. Read the instructions aloud. Elicitor explain the meaning of jealous. Then read theUseful language aloud and have students sayit after you. Make sure students understandsituations, natural, of course, and Can you givean example?• With two or three students, take the lead inmodeling a conversation about jealousy. Showstudents how to use the Useful language.• Have students form small groups to discuss thetopic. Walk around to monitor as students work,helping only when asked.• Elicit examples of situations when people getjealous from several groups. Then elicit students’opinions about jealousy and the best way to dealwith it.8 Pronunciation (15 min.)A.• Elicit from students the ending sounds of regularsimple past verbs. (/t /, /d /, /əd /) Point out thesymbol for each sound. As a class, have studentsread through the list of verbs and sound them outby themselves.• 52 Play the audio. Have students listen andrepeat the words.• Review the meaning of a voiceless sound (thevocal cords do not move or vibrate) and a voicedsound (the vocal cords vibrate). Point out thatall vowel sounds are voiced sounds. Reviewand elicit examples of voiceless (/f /, / k /, / p /,/ s /, / t /) and voiced (/ b /, / d /, /g /, / v/, / z /)consonant sounds.• Have the class read the past verbs ending in / t /again. Elicit the base forms of the verbs. (stop,ask, talk) Ask What are the ending sounds of thesebase verbs? (/ p /, / k /) Are they voiced or voiceless?(voiceless) Elicit or give the pronunciation rule: Ifthe base form of a verb ends in a voiceless sound,except / t /, the simple past form of the verb ends witha / t / sound.• Follow the same procedures with the past tenseverbs ending in /d/. Elicit or give the rule: If thebase form of a verb ends in a voiced sound, except /d/,the simple past tense form of the verb ends with a/d/ sound.• Repeat with the past tense verbs ending in /ə/.Point out the three ending sounds in the base formof the sample verbs—/t/, /d/, and the /i/ soundof y. Elicit or give the rule: If the base form of a verbends in /d/, /t/, or /i/, the simple past tense of theverb ends with an /əd/ sound.B.• 53 Read the instructions aloud. Play the audioas students listen and circle the verb that endswith the /t/ sound.• Check by having volunteers say the verbswith the /t/ endings first before reading thecomplete sentence.Answer key1. stopped 2. talked 3. laughed 4. watchedLearn to learn (5–10 min.)• Read the strategy line and tips. If helpful, discussthese ideas in the L1.9 Listening (10 min.)• Use the pictures in the text and/or L1 equivalentsto preteach the food items mentioned in thelistening exercise. (cake, ice cream, spaghetti,hamburgers, lemonade, candy, peanuts)• 54 Tell students that they will first listen andmake notes in the blanks in the Learn to learnsection. Play the audio two or three times. Havestudents listen and take notes about the importantparts of Caroline’s message.• Tell students to answer the questions in theexercise using their notes. Point out that there maybe more than one answer for each question.• 54 Play the audio again and have students checktheir answers. Then check answers orally. Askstudents if taking notes helped them understandthe listening audio better.Answer key1. ice cream, cake 2. two3. Caroline’s mom 4. spaghetti, hamburgers5. lemonade, candy, peanuts 6. at four o’clockAudioscriptListen to the conversation.Caroline: Hi, Andy. It’s Caroline. Just want to let youknow that I ordered a cake and two kinds of icecream, chocolate and vanilla. Mom cooked somespaghetti and hamburgers. And remember, Iasked you to pick up some lemonade, candy, andpeanuts from the supermarket before four. Didyou? Let me know. Mom and I are driving thefood to your house at four. Be sure you’re home.Call me.T45Postcards_splitB_TE1_U05.indd T452/27/07 10:21:15 AM042-051_

GROUPS. Liza is not happybecause Brian seems to like Joey.Liza feels jealous of Joey. Talkabout situations when people getjealous.Useful language:• What situations can make people jealous?• Can you give an example?• Do you think it’s natural to feel jealoussometimes?• Do you get jealous?• Sometimes.• Of course.• I’m sometimes a little jealous of my brother/sister.• Do you talk to your parents about it?• Why not?8 PronunciationThe pronunciation of -d and -ed endingsA. 52 Listen and repeat./t/ /d/ / d/stopped enjoyed suggestedasked played wantedtalked tried decidedB.53Listen. Circle the verbs that end withthe /t/ sound.1. I stopped and listened to the music.2. They talked while they played.3. She laughed when he tried to kiss her.4. We stayed home and watched a video.Learn to learnTake notes in class.Taking notes in class helps you understandyour lessons.Here are some note-taking tips:1. Don’t try to write down every wordyou hear.2. Listen for answers to who, where,when, and what questions.For example:1. Who: Andy , ,2. What: cake , , ,, ,3. When/What time: before 4 ,9 Listening54 Listen to Caroline’s message for Andy.Circle the correct answers.1. What did Caroline order for the party?ice cream cakecookiessandwiches2. How many kinds of ice cream did she order?one two three four3. Who cooked for the party?Caroline Caroline’s momLizaLiza’s mom4. What did she cook for the party?hot dogs hamburgers spaghetti cake5. What did Caroline ask Andy to pick up fromthe supermarket?lemonade candypeanutsice cream6. When is Caroline going to Andy’s house?at two o’clock at three o’clockat four o’clock at five o’clockUnit 545:21:15 AM042-051_SB1B_U05_14106.indd 451/17/07 7:51:28 PM

Yes/No questionsDid you talk to Brianyesterday?Did he stop by a fewminutes ago?Did you cry last night?Discovering grammarLook at the grammar chart. Circle thecorrect answers.1. Yes/No questions begin with (did / do).2. (Add / Do not add) -d or -ed to the mainverbs in simple past questions.Practicing grammar10 PracticeGRAMMAR FOCUSThe simple pastof regular verbsA. Write Yes/No questions. Use the simplepast and the cues.1. finish your homework last night2. watch a movie last Saturday3. call your parents this morning4. like the last Harry Potter movie5. clean your room last weekend6. text your friends yesterdayShort answersYes, I did. / No, Ididn’t.Yes, he did. / No, hedidn’t.Yes, we did. / No, wedidn’t.11 PracticeA. PAIRS. Complete the questionnaire foryourself. Put a check (✔) next to theones you did and an X next to the onesyou didn’t do. Then ask a classmate thequestions.HOW HELPFUL ARE YOU?Yesterday, did you . . . Me You• help clean the house?• wash the dishes after eating?• clean your room?• organize your things inyour room?HOW STUDIOUS ARE YOU?Last night, did you . . .• finish your homework?• study for your tests?• prepare your things for thenext day?Me YouHOW SOCIABLE ARE YOU?Last weekend, did you . . .• watch a movie with friends?• invite friends over to yourhouse?• call your friends?• stop by a friend’s house?Me YouHOW HEALTHY ARE YOU?Last weekend, did you . . .• exercise?• walk a lot?• play any sport?• avoid sweets and junk food?Me YouB. PAIRS. Take turns. Ask and answer thequestions in Exercise A.For example:A: Did you finish your homework last night?B: Yes, I did. How about you?A: No, I didn’t.46 Unit 5B. GROUPS. Join another pair. Compare youranswers. Who is . . .a. helpful?b. studious?c. sociable?d. healthy?042-051_SB1B_U05_14106.indd 461/17/07 7:51:31 PMPostcards

Grammar Focusand Discovering grammar (5 min.)The simple past of regular verbs☞ See Grammar reference, page 102.• Tell students they will be learning how to askand answer Yes/No questions using the simplepast of regular verbs. Point out the questions andanswers in the grammar chart. Say Let’s practicereading them. First, I’ll read aloud a Yes/No question.Then the whole class will read the short answers. Gothrough the three questions in the grammar chart,then switch roles with the class. The class readsthe questions and you read the answers.• Have students work individually to complete theDiscovering grammar section. Check orally.Answer key1. did2. Do not add• Use the board to elicit other key points about thegrammar chart, such as the use of Did, instead ofthe main verb, as a past tense marker in questions.11 Practice (15 min.)A.• PAIRS. Read the instructions and call on studentsto read each question and the possible responses.Preteach vocabulary from the questionnaire:organize, studious, prepare, sociable, healthy, exercise,avoid, sweets, and junk food.• Have students work individually to completethe questionnaire. Then have them work witha partner to practice asking and answering theYes/No questions. Point out that students shouldrespond to the questions with Yes, I did or No,I didn’t. Have a pair of students model a fewquestions and answers for the class. Walk aroundto monitor as students practice.B.• GROUPS. Have pairs form a group of four tocompare their answers. Ask them to write downwho among them were the most helpful, studious,sociable, and healthy, based on the number ofchecks to the questions.• Ask volunteers to share with the class what theydiscovered in their groups.Have students complete Workbook Exercises 7–8and Grammar Builder Exercises 4–5.TEACHER’S NOTESPracticing grammar10 Practice (10 min.)A.• Read the instructions aloud. Elicit the answer tothe first item. Explain or elicit the meaningof finish.• Have students work individually. Checkanswers orally.Answer key1. Did you finish your homework last night?2. Did you watch a movie last Saturday?3. Did you call your parents this morning?4. Did you like the last Harry Potter movie?5. Did you clean your room last weekend?6. Did you text your friends yesterday?B.• PAIRS. Read the instructions and example aloud.Call on a pair to model the first two items.• Assign pairs and have students practice. Tell themto switch roles and start again when they havefinished. Walk around to monitor and help.• Check by calling on pairs to perform theexchanges for the class.Cross-curricular activity: history• Assign groups, preferably of four students each.Give each group the name of a famous person intheir country’s history that all students know well.• Tell groups that they need to write four pasttense Yes/No questions about the historicalfigure. Tell them they must use regular verbs intheir questions (not be). Tell students that twoquestions should have negative answers, andtwo should have affirmative answers. Modelby writing questions about a historical figure onthe board.• Let groups use dictionaries to look upvocabulary for their questions. As studentswork, walk around to monitor and help.• Have groups take turns standing and askingtheir questions to the class. Each student in thegroup should ask one question. He or she thencalls on the first person to raise his or her hand.If that person gives the correct answer, his orher group gets a point. If not, the group gets anegative point (–1). Keep track of points on theboard. The group with the most points wins.T46:51:31 PMPostcards_splitB_TE1_U05.indd T462/27/07 10:21:18 AM

TEACHER’S NOTESGrammar Focusand Discovering grammar (5–10 min.)The simple past of regular verbs☞ See Grammar reference, page 102.• Tell students they will be learning how to ask andanswer information questions using the simple pastof regular verbs. Elicit the difference between shortand long answers. (Short answers are only wordsor phrases; long answers are complete sentences.)• Have students look at the grammar chart. Dividethe class into three groups. Tell the first group toread the question aloud, the second group to readthe short answers aloud, and the third group toread the long answers.• Have students work individually to completeDiscovering grammar. Check answers orally.Answer key1. do not add -ed 2. don’t use• Use the board to elicit other key points about thegrammar chart, such as how Who questions differin structure from other information questions.Practicing grammar12 Practice (less than 10 min.)A.• Read the instructions and elicit the answer tothe first item. As students work, walk around tomonitor.• Check by asking volunteers to read theirquestions aloud.Answer key1. When did you last exercise?2. What time did you finish studying last night?3. What movie did you watch last Saturday?4. Where did you study yesterday?5. When did you last clean your room?6. Why did you call me last night?B.• PAIRS. Read the instructions and model ifhelpful. Tell students that they should answer incomplete sentences. Point out that they may haveto make up some “false” answers—for example, ifthey did not watch a movie last Saturday, they willneed to pretend that they did and say the nameof a movie. Tell students that when they havefinished number 3, they should switch roles andpractice again.C.• PAIRS. Have students ask and answer items 4–6.• To check, ask all six information questions and callon different students to answer.13 Practice (less than 10 min.)• Read the instructions aloud. Point out thatstudents will use the underlined words and Whwordcues to make information questions.• Do the first item as an example. Point out that1) the underlined word Andy is the short answerto the question and 2) the Wh- question wordWho is the first word in the information question.Elicit the answer to the second item to make surestudents understand how to do the exercise.• Have students check their answers with a partnerbefore you check orally.Answer key1. Who picked up some snacks?2. Who did Andy invite to the party?3. When did Brian arrive in Miami?4. Why did Liza suggest a party for Brian?5. Who e-mailed his parents a few days ago?6. What time did Annie call Liza this morning?• To extend this exercise, have students form pairsto take turns asking and answering the questions.Then have one student in the pair close his or herbook. The other student asks the questions, andthe student must answer from memory. Then havethem change roles.Have students complete Workbook Exercises 9–11and Grammar Builder Exercises 6–8.14 Communication (15 min.)A.• 55 Tell students to listen to a conversationbetween two people about a television show. Playthe audio and have students repeat. Then askthem to role-play the conversation several times,changing roles.B.• PAIRS. Read the instructions and modelconversations with two or more students. Assignpairs and tell students to practice several times.As students speak, walk around to help withvocabulary and grammar. If time permits, havestudents change partners and practice again.Check by calling on several pairs to perform forthe class.Have students complete Workbook Exercises 12–14.T47Postcards_splitB_TE1_U05.indd T472/27/07 10:21:19 AM042-051_

GRAMMAR FOCUSThe simple past of regular verbsInformation questions Short answers Long answersWho did your sister call this morning? Me. My sister called me this morning.When did you talk to Brian? Yesterday. I talked to him yesterday.What time did he stop by? A few minutes ago. He stopped by a few minutes ago.Why did you cry? Because my mom yelled at me. I cried because my mom yelledat me.With Who as subjectWho called you this morning? My sister. My sister called me this morning.Discovering grammarLook at the grammar chart. Circle thecorrect answers.1. When you use did with a main verb,(add -ed / do not add -ed) to the mainverb.2. When the subject is Who, (use / don’t use)did with the main verb.13 PracticeWrite information questions for the underlinedwords in each sentence.1. Andy picked up some snacks.(Who) Who picked up some snacks ?2. Andy invited Joey to the party.(Who)3. Brian arrived in Miami two months ago.Practicing grammar12 PracticeA. Write information questions using the cues.1. When / last exerciseWhen did you last exercise?2. What time finish studying / last night(When)4. Liza suggested a party for Brian because he’sleaving.(Why)5. Brian e-mailed his parents a few days ago.(Who)6. Annie called Liza at 10:00 this morning.(What time)3. What movie / watch / last Saturday4. Where / study / yesterday5. When / last clean / your room6. Why / call / me / last night14 CommunicationTalk about past eventsA. 55 Listen to the conversation.A: Did you watch American Idol last night?B: No, I didn’t. Did you?A: Yeah. I didn’t like it at all.B: I’m glad I didn’t watch it.B. Talk about what you did last weekend.B. PAIRS. Student A, ask your classmatequestions 1–3 in Exercise A. Student B,answer them.C. PAIRS. Student B, it’s your turn. Askquestions 4–6. Student A, answer them.Unit 547:21:19 AM042-051_SB1B_U05_14106.indd 471/17/07 7:51:35 PM

15 ReadingRead the instant messages between Liza andAnnie. What do the acronyms B4N and TTYLmean?Liza: Hey, Annie! I waited for you allday yesterday. What happened?Annie: Oh, sorry. Sam called, and wetalked for hours. I didn’t realizethe time.Liza: Sam’s your boyfriend now?Annie: That’s so random, Liza. No, he’snot my boyfriend!Liza: Speaking of random . . . Did youhear about Brian and Joey?Annie: That they shopped togetheryesterday?Liza: How did you know?Annie: I bumped into them at the mall.Liza: They talked all day yesterday,too.Annie: Relax, Liza. They’re just friends.Liza: I hope so. B4N.Annie: OK. TTYL.17 VocabularyEmoticons and acronymsA. Match the emoticons with the emotionsand actions they express.Emoticons Emotions1. ;-) a. I’m sad.2. :-( b. I’m angry.3. :-) c. That’s funny.4. :-o d. I’m joking.5. >:-< e. I’m happy.6. :-D f. I’m crying.7. :’( g. I’m surprised.B. Match the acronyms with the expressions.1. ASAP a. See you later.2. B4N b. Parents are watching.3. BRB c. Talk to you later.4. CUL8R d. Got to go.5. G2G e. As soon as possible.6. PAW f. Bye for now.7. TTYL g. Be right back.18 Your turnGROUPS. Put together a list of emoticons thatteenagers like to use. Include what each onemeans. Share your list with the class.16 ComprehensionPAIRS. Draw a smiley (☺) or a frownie (☹) toshow how each character felt when she wroteeach of these sentences.1. Liza: I waited for you all day yesterday.☹2. Annie: Oh, sorry.3. Annie: Sam called.4. Liza: They talked all day yesterday, too.48 Unit 5042-051_SB1B_U05_14106.indd 481/17/07 7:51:36 PMPostcards

15 Reading (5 min.)• Have students scan the IM conversation. Ask Whois having the conversation? (Liza and Annie) Who arethey talking about? (Brian and Joey)• Read the instructions and elicit or explain themeaning of acronym (the combination of thefirst letters of words). Elicit or give examples ofacronyms in the students’ L1 as well as Englishacronyms they have already learned; for example,CD for compact disc and IM for instant message.• Call on two students to read the roles aloud.Explain the expressions for hours (for a longtime), That’s so random (That doesn’t make sense),Speaking of . . . (used when someone wants tochange the subject because he or she has just beenreminded of something), bump into (meet someoneby accident), and relax.• Elicit the meanings of the acronyms.Answer keyB4N = Bye for now.TTYL = Talk to you later.16 Comprehension (5 min. or less)• PAIRS. Draw the emoticons and on theboard. Elicit what feelings each can stand for:good feelings like happy, pleased, and excited for thesmiley face, and bad feelings like sad and sorry forthe frownie face. Explain or elicit the meaning ofemoticon. (a typed icon or symbol that stands for aparticular feeling)• Have students work in pairs to draw an emoticonfor each sentence. Check by having volunteers saywhich emoticon they chose and why.17 Vocabulary (5 min.)A.• Read the instructions, then go over the emotionsvocabulary. As the class reads each word, quicklyact out or show the emotion or action on your face.• Have students match the emoticons with theemotions. Check answers orally by askingquestions such as What’s the emotion foremoticon 2?Answer key1. d2. a3. e4. g5. b6. c7. fB.• Read the instructions and elicit the meaning ofacronym. Explain the meaning of Got to go, As soonas possible, and Be right back. Elicit the answers tothe first two items.• Have students work independently to match theacronyms with the expressions. Check answersorally, explaining as necessary.Answer key1. e2. f3. g4. a5. d6. b7. cTEACHER’S NOTESAnswer key1.2.3.4.Have students complete Workbook Exercise 3.18 Your turn (10 min.)• GROUPS. In groups of four, have students puttogether a list of emoticons and acronyms theyusually use to communicate with each other. Havethem include their meanings in the list.• Ask each group to present their list to the class.Make a class list of the most common emoticonsand acronyms on the board.T48:51:36 PMPostcards_splitB_TE1_U05.indd T482/27/07 10:21:20 AM

TEACHER’S NOTESPutting it togetherAt the costume party (15 min.)Background notesAt a costume party, people dress up in costumes. In theUnited States, costume parties are generally held onHalloween, the night of October 31st.A.• Ask students to look at the first two pictures andguess what is happening. Ask Does Liza look happy?(No, she doesn’t.) What do you think Liza and Joeyare talking about? (They’re talking about Brian.)Who is the person standing behind Joey? (It’s Brian.)• Next, have them look at the last picture and guesswhat is happening. Ask Does Liza look happy now?(No, she doesn’t. She looks embarrassed/upset.)• Read the instructions. In pairs, have studentsdiscuss what costume each character is wearing.Answer keyLiza is dressed as Juliet. Robbie is Superman.Brian is Zorro. Andy is a doctor. Joey is Robin Hood.• 56 Play the audio as students read along.Then check that students understand words andphrases such as what’s wrong, See what I mean?, andannounced.B.• CLASS. Have students look at the last frame. Askstudents’ opinions about why Liza looks the wayshe does and why she says Oh, no!Focus on multiple intelligences: this activityfocuses on visual and linguistic intelligences.• Prepare art materials.• Write the names of a few famous fictionalcharacters on the board—they can be charactersfrom a short story, novel, fairytale, cartoon,movie, or TV show. Elicit the names of otherfictional characters from the class and writethem on the board.• Tell students that they are going to make acomic strip with at least five frames to tell aboutsomething that happened to their character. Inevery frame, their character must have an emptyspeech bubble. Point out the speech bubbles inthe photostory.• Tell students that instead of writing theircharacter’s words in the speech bubbles, theymust write them on another piece of paper.• Draw a frame or two of a comic strip on theboard as a model.• Have students work individually to make theircomic strips and scripts. After students havefinished, have them exchange strips with apartner. Students then look at their partner’scomic strip, guess the story, and write in thespeech bubbles what they think the charactersare saying. Finally, partners share their workand compare the dialogues they have written fortheir comic strip characters.✎ Have students complete the Unit 5 test, page 84.Answer keyAnswers will vary.• To extend work with the photostory, you maywant to have students practice the dialogue. Workon students’ pronunciation as you play the audioor read the dialogue aloud. Then assign groups offour and have students practice, changing roleseach time. Then call on one or more groups toperform for the class. For further extension ideas,see the Dialogues and Comprehension notes in theIntroduction, page x.ZHaftT49Postcards_splitB_TE1_U05.indd T492/27/07 10:21:20 AM042-051_

At the costume partyA. 56 First, look at the pictures and identify some of the costumes. Then listen and read.What a great party, Liza!Did you plan all this?Hey, what’s wrong?You know what’swrong, Joey.Brian likes you.And you likehim, too.1 2What are you talkingabout? Brian and Iare just good friends.Why did he call youyesterday? He called youtoday, too. You know what?He calls you every day!Yeah, but we just talk.See what I mean? He likes talking to you.Robbie said you shopped together, too.You’re wrong aboutBrian and me.3Oh, no!Zorro! Juliet! RobinHood! They justannounced the winnerfor best costume. Ithink it’s me! Come on.OK, Superman.We’re coming.45B. CLASS. Discuss this question: Why does Liza say, “Oh, no!”Unit 549:21:20 AM042-051_SB1B_U05_14106.indd 491/17/07 7:51:40 PM

You need:• a die, or write the numbers 1–6 on pieces ofpaper and fold them up• a game piece for yourself (an eraser, etc.)Steps:Add up the questionsUseful language• OK, you can move forward one.• No, that’s not right.• The question should be . . .1. Work in pairs or small groups.2. Put your markers on square a. Player Areads the sentence aloud. (Sherri studiedSpanish on the stairs last Saturday.) Player Athen rolls the die or picks a folded piece ofpaper. If the player gets a number from 1–5,he or she asks a question using the questionword in that box. (For example, Player Agets a 1: Who studied Spanish on the stairslast Saturday?)3. If Player A asks the question correctly, heor she moves to the next square. Thenit’s Player B’s turn to read the sentence insquare a and roll the die.4. If a player rolls a 6, or doesn’t ask thequestion correctly, he or she cannot moveto the next square.5. The first player to complete square f wins.Ask Who Ask What Ask Where Ask When Ask Did Lose a turnaSherri studiedSpanish onthe stairs lastSaturday.bPaco played the piano at aparty a few days ago.cJerry tried sushi at a Japaneserestaurant last June.dCathy washed herbrother’s car onthe corner lastSunday.eMark watched amagic show at themall on Monday.fKim cooked Korean food in hercooking class two weeks ago.50 Game 2042-051_SB1B_U05_14106.indd 501/17/07 7:51:48 PMPostcards

Game 2 Add up the questions• Read the You need section.• Have students form pairs or groups of three orfour. Distribute one die or one set of numberedpieces of paper to each pair or group. You can alsohave a student in each pair or group tear a sheet ofpaper into six pieces, write the numbers 1 through6 on them, and fold them. To decide the orderin which players take their turns, have studentsroll the die or pick a number. The player with thehighest number goes first. The player with thesecond highest number goes second, and so on.Give time for students to choose their game pieces.• Read or have a student read aloud the fivenumbered steps, holding your book for the classto see and pointing out the elements of the gameas you go along. Point out the boxed die keys andelicit all questions for square a:Who studied Spanish on the stairs last Saturday?What did Sherri study on the stairs lastSaturday?Where did Sherri study Spanish last Saturday?When did Sherri study Spanish on the stairs?Did Sherri study Spanish on the stairs lastSaturday?• Read the Useful language aloud and have the classsay it after you.• Have a pair demonstrate the game for the class.The game begins with square a. Tell the pair ofstudents to put their game pieces on square a.Player A reads aloud the sentence Sherri studiedSpanish on the stairs last Saturday, then rolls the dieor picks a folded piece of paper. Tell Player A torefer to the key.• If Player A asks the question correctly, he or shemoves to the next square. If he or she doesn’t aska question correctly or rolls a 6, he or she cannotmove to the next square.• Player B then reads the sentence, rolls the die orpicks a number, and asks a question about thepicture in square a.• When Player B is finished, Player A reads aloudthe sentence in square b, Paco played the piano at aparty a few days ago, then asks a question. Continuemodeling the game until the class understandshow to play it. Tell students that the first player tocomplete square f wins.• As students play, circulate and monitor for correctquestion structure and past tense usage.TEACHER’S NOTEST50:51:48 PMPostcards_splitB_TE1_U05.indd T502/27/07 10:21:21 AM

TEACHER’S NOTESProject 2 A snapshot of a field trip• If students have access to the computer and theInternet at school or at home, create a messageboard for the class beforehand. Instruct studentson how to use it to post questions, ideas, andopinions. You could also have a short lesson onhow to attach photos, if helpful. You may want toassign the actual message writing or posting onthe virtual message board as homework.• If Internet access is not available, you can createan actual class message board on one wall of theclassroom where students can pin or tape theirsuggestions and replies. Alternately, you couldhave students pass their suggestions to otherstudents in the class for comment.• Introduce the activity by asking students if theyhave ever gone on a field trip. Elicit details abouttheir trips by asking questions; for example, Wheredid you go? How did you get there? What did you seeor do there?• Tell students to think about a place that theywant to go for a field trip. They will write a fewparagraphs and choose pictures or photos to gowith these paragraph. Then each student will posthis or her idea for a field trip for everyone else toread and comment on.• Have students look at the photos in the book.Elicit or give the word for this particular place(aquarium) and words for the animals shown inthe photos (dolphin, frog, shark).• Ask volunteers to read the instructions and sampleparagraphs aloud for each step of the project.Point out the emoticons and acronyms and reviewtheir meanings. Tell students they can choose theemoticons and acronyms that they want to put intheir messages and comments.• Give students time to think about their field tripideas and make notes. Circulate and help withvocabulary. You may want to set aside class timefor students to do research on the Internet or inbooks and magazines.• Have students write their first drafts. You maywant to assign this as homework and havestudents do more research at home.• When students have finished, tell them toexchange their first-draft papers with a classmateand edit each other’s work. Have them use thePeer editing checklist on page 138.• Circulate and assist the students. Help drawstudents’ attention to serious errors and parts ofthe text that could be expanded, clarified, edited,or improved.• In class or as homework, ask students to writea second draft of their paragraphs using thecomments and suggestions of their partners. Theyshould also collect the photos they plan to includeor make drawings to illustrate their projects.• Have students post their ideas on the messageboard. If they are posting it on the Internet,allow time for students to read and reply to theirclassmates’ ideas. You may want to assign thereading and responding portion as homework. Ifstudents are posting their ideas on the messageboard on the classroom wall, or are passing theirsuggestions around the room, allow time forstudents to read their classmates’ ideas, write theircomments and replies, and post them.This is a Home/School connection activity.• After other students have commented on thefield trip ideas, suggest that students share theirwork with their families. Tell them to read aloudand explain their field trip plans and classmates’comments.T51Postcards_splitB_TE1_U05.indd T512/27/07 10:21:21 AM

A snapshot of a field tripImagine your teacher wants your ideas on a field trip. Think of a place you’d like to visit withyour class. Post your suggestion on an Internet message board—or write it on a piece ofpaper to share with the class. Choose photos to go with your post. Use the message and stepsbelow as a guide.1. Write your screen name and greet your classmates.Introduce your field trip idea.SmartTim writes:Hey everybody! ☺ Let’s go on a field trip to the NationalAquarium in Baltimore! It’s not far from Washington, and it’sway cool!2. Write about the things you can see and do there.The National Aquarium has over 500 different fish and animals.They have huge fish tanks. You really feel like you’re underwater. They have lots of sharks, of course. And there are snakesand dolphins, too. In fact, we can see a dolphin show there!And right now there’s a special exhibit on frogs. They havesome great poison frogs, including an awesome blue poisondart frog.3. Write about something special your class can see or do.The aquarium has some great special tours. The best is“Sleepover with the Sharks.” Does that sound cool? ;-) We canlearn all about sharks and sleep right next to the shark tank!Breakfast is included!4. Explain where the place is and how to get there. Askyour classmates to reply, and then sign off.The aquarium is in Baltimore. To get there, we can take thetrain from Union Station. It just takes about 40 minutes. Thenwe can take a bus to the aquarium. It’s right next to the InnerHarbor, on the water. Sound good? Let me know! G2G! B4N!5. Let your classmates post replies to your message.TopCat writes:Hey SmartTim! Your idea sounds great! Especially the“Sleepover with the Sharks”!! :-oProject 251:21:21 AM

1 Dialogue57 Cover the dialogue and listen.Brian: Good-bye, Mrs. Gibson. Thanks forhaving me this summer. I really hada great time.Mom: We’re glad you came, Brian. It wasfun for us, too. And you were sogood with Robbie. Say hi to yourparents.Robbie: Uh, Brian. You can have mybaseball. It’s my present for you.Brian: Thank you, Robbie. I left somethingfor you in your room.Joey: And this is from all of us. It’s thefamily picture you took at the picnic.Brian: You’re a great friend, Joey. Andy,you’re cool. Thanks, man.Andy: No problem, dude. Good luck.Liza: We’ll miss you, Brian. Keep in touch.Brian: OK. Oh, I almost forgot. This isfor you, Liza. Joey thought you’dlove this.Liza: Oh, thank you! It’s beautiful.Brian: Bye, everyone.All: Bye. Have a great trip.Take care.Learning goalsCommunicationTalk about the pastSay good-byeTalk about occupationsGrammarThe simple past ofbe (was/were)The simple past ofirregular verbsVocabularySome occupations52 Unit 6052-061_SB1B_U06_14106.indd 521/17/07 7:57:05 PMPostcards

Learning goalsLearning strategy• Keep a list of words and expressionsPronunciation• The pronunciation of was and wereThe following are additional learning goals in this unit:Skills• Look up the meaning of words inan article• Listen for specific information• Talk about past activities• Talk about favorite occupations• Write a story using the simple pastTEACHER’S NOTESWarm-up (5 min.)Cross-curricular activity: foreign languages• In one column on the board, write some wordsthat mean good-bye in different languages. Inthe other column, in random order, write thedifferent languages. You may use the followingwords or some of your own:Au revoir (French)Arrivederci (Italian)Alvidha (Hindi)Do svidaniya (Russian)Sayonara (Japanese)Shalom (Hebrew)• Ask students about the different ways to saygood-bye in their L1. Then tell students thatyou have written on the board words thatmean good-bye in different languages. Havethem work in pairs and match the word withthe language. Elicit the answers and draw“matching” lines on the board.• Tell students that Brian is going to saygood-bye to the Gibsons in today’s dialogue.Have students open their books. Introduce theunit title.Using the large photo (less than 5 min.)• Ask students to look at the picture. Ask Who doyou see in the large photo? (Andy, Joey, Robbie, Mrs.Gibson, Brian, and Liza) Where are they? (in frontof the Gibsons’ house) What do you think ishappening? (Brian is leaving.) What makes you saythat? (Andy is carrying a suitcase, and everyoneis near the car.) Who do you see in the small picture?(Brian and Liza) What is Liza holding? (a box and awatch or bracelet)1 Dialogue and 2 Comprehension (15 min.)• Have students cover the dialogue.(Suggested procedures are continued on thenext page.)T52:57:05 PMPostcards_splitB_TE1_U06.indd T522/27/07 10:21:41 AM

TEACHER’S NOTES1 Dialogue and 2 Comprehension (continued)A.• Have students look at the Comprehensionquestions. Ask volunteers to read them aloud.Explain or elicit the meaning of choose. Point outthat students should write notes while they listenso that later they can answer the questions orally.• 57 Play the audio two or more times as studentswork independently to make notes to answerthe questions.• Assign pairs and have students take turnsasking and answering the questions orally, usingfull sentences.B.• 58 Have students uncover the dialogue. Playthe audio again as students read along. Checkanswers to Exercise A orally.Answer key1. Brian is going back to Australia.2. Robbie’s present for Brian is his baseball.3. It’s in Robbie’s room.4. The family’s present for Brian is a family picture.5. Joey helped Brian choose a present for Liza.• To extend work with the dialogue, select keyvocabulary, structures, and communicativephrases to discuss more fully, such as irregularpast verbs (had, left, took, forgot, thought), the pastof be (was, were), Thanks for having me (thanksfor letting me stay at your house), man and dude(when boys or men use man and dude to addresseach other, it means they are friends or arecomfortable with each other), No problem, miss,Keep in touch, and Take care (a shortened version ofTake care of yourself, a common way ofsaying good-bye).• Have the class repeat the dialogue, then havestudents practice in groups of six, changingroles after each reading. Finally, select a group toperform for the class. For further extension ideas,see the Dialogues and Comprehension notes in theIntroduction, page x.Answer key1. d2. e3. a/c4. b/c5. a/b/d6. a/b/c /dLearn to learn (15 min.)• Read the strategy line and elicit or explain themeaning. Ask if any students currently keep wordlists. Encourage students to do so. Explain thatkeeping a list of common expressions and usingthem regularly will increase their vocabulary andgive them more confidence in speaking English.A.• PAIRS. Tell students that they will be workingwith a partner to make a list of expressions forgreeting and meeting people. Assign pairs. Tellstudents to list the expressions in the appropriatecolumn.• Ask volunteers to share their expressions; writethese on the board and have students add any newones to their list. Encourage students to share anyexpression that is not yet written on the board.B.• PAIRS. Read the instructions and tip. Model theactivity with a student.• Walk around to help as students work. Whenstudents have finished, call on several pairs tomodel an exchange for the class.3 Useful expressions (10 min.)A.• Elicit the meaning of each expression or thesituation in which it is used.• 59 Play the audio, pausing for students to repeateach expression.B.• Read the instructions and elicit the answer forthe first item. Tell students that sometimes morethan one answer is correct. Have students workindividually or in pairs to complete the exercise.• Elicit all possible responses to each expression.T53Postcards_splitB_TE1_U06.indd T532/27/07 10:21:42 AM052-061_

2 ComprehensionA. Answer the questions orally.1. What’s special about today?Brian is going back to Australia.2. What is Robbie’s present for Brian?3. Where is Brian’s present for Robbie?4. What is the family’s present for Brian?5. Who helped Brian choose a presentfor Liza?B.58Read along as you listen again. Checkyour answers.3 Useful expressionsA. 59 Listen and repeat.1. Good-bye./Bye. Bye.2. Thanks for having me.3. Good luck.4. Keep in touch.5. Have a great trip.6. Take care.B. Write these responses next to theappropriate expressions in Exercise A.a. Thanks. d. Bye.b. OK. e. No problem.c. You, too.Learn to learnKeep a list of everyday words andexpressions.Keeping a list of everyday words andexpressions is a good way to increase yourvocabulary.A. PAIRS. List the expressions for greetingand meeting people and for sayinggood-bye that you’ve learned in thisbook.Meeting andgreeting peopleHi.Sayinggood-byeTake care.B. PAIRS. Take turns saying the expressionsand responding to them.Tip: When you greet and say good-bye toyour teacher and to each other, use theexpressions on your list.Unit 653:21:42 AM052-061_SB1B_U06_14106.indd 531/17/07 7:57:29 PM

GRAMMAR FOCUSThe simple past of be (was, were)Affirmative statements Negative statementsI was happy.I wasn’t sad at all.You were happy.You weren’t sad at all.HeHewas happy.SheShewasn’t sad at all.YouYouWe were happy. We weren’t sad at all.TheyTheyContractionswasn’t = was notweren’t = were not5 PracticeA. PAIRS. Match the labels with the pictures.3Discovering grammarLook at the grammar chart. Complete therules with words from the box.was wasn’t be were weren’t1. The simple past forms of are wasand were.2. Use and with He, She,and It.3. Use and with I, You, We,and They.Practicing grammar4 PracticeComplete the sentences withwas, wasn’t, were, or weren’t.Last Saturday, I (1) wasat a friend’s party. Some of myclassmates (2) there,too. The party (3) a lot of fun. The food(4) great. There (5) cakes,cookies, and lots of ice cream! Yum! There (6)games and lots of fun activities. Butthere (7) any music. There (8)any dancing either. But it (9) a lot of funbecause the games (10) awesome.1. the Beatles/(Great Britain) pop and rockgroup2. Thomas Edison/(United States) inventor3. Frida Kahlo and Diego Rivera/(Mexico)painters4. Albert Einstein/(Germany) scientist5. Pierre and Marie Curie/(France) scientists6. Mother Teresa/(Yugoslavia) nunB. PAIRS. Take turns. Say who the people inthe pictures were.For example:A: Frida Kahlo and Diego Rivera wereMexican painters.B: Albert Einstein . . .54 Unit 6052-061_SB1B_U06_14106.indd 541/17/07 7:57:37 PMPostcards

Grammar Focusand Discovering grammar (5 min.)The simple past of be (was/were)☞ See Grammar reference, page 103.• Tell students they will be learning how to makeaffirmative and negative statements using thesimple past of be verbs. Point these out in thegrammar chart. Say Let’s practice reading them. First,I’ll read aloud an affirmative statement. Then the wholeclass will read the negative statement. Go through theaffirmative statements, then switch roles with theclass. The class reads the affirmative and you readthe negative.• Have students work individually to complete theDiscovering grammar section. Check orally.Answer key1. be2. was, wasn’t3. were, weren’tPracticing grammar4 Practice (5 min.)• Ask students to complete the sentences with was,wasn’t, were, or weren’t.• Check by asking volunteers to read the completesentences aloud.Answer key1. was 2. were 3. was 4. was 5. were6. were 7. wasn’t 8. wasn’t 9. was 10. wereB.• PAIRS. Read the instructions and example aloud.Then elicit the nationality terms for each of thecountries listed.• Elicit the rest of the sentence about Albert Einstein.Then have pairs begin. Tell them to switch rolesafter the first round.• As students take turns making sentences, walkaround to monitor and help. Check orally.Answer key1. The Beatles were an English pop and rock group.2. Thomas Edison was an American inventor.3. Frida Kahlo and Diego Rivera were Mexican painters.4. Albert Einstein was a German scientist.5. Pierre and Marie Curie were French scientists.6. Mother Teresa was a Yugoslavian nun.Focus on multiple intelligences: this activityfocuses on visual intelligence.• You may want to prepare art materials for thisactivity, or you can have students do drawingsin pencil on notebook paper.• Divide the class into no more than seven groupsor pairs. For small classes, you may want tohave students work individually. Assign eachgroup one of the famous people in Exercise 5.Tell each group to make a drawing showingdifferent items belonging to or associated withthe famous person—for example, a cross, habit,food, and medical supplies for Mother Teresa.• As students work, walk around to elicit orteach them the English words for the itemsthey’ve drawn.• Have students present their drawings to theclass, pointing to and saying the name of eachitem they’ve drawn.TEACHER’S NOTES5 Practice (15 min.)A.• PAIRS. Read the instructions aloud. Go overthe list of names and occupations. Help studentspronounce the names. Check that studentsunderstand inventor, painters, scientist, and nun.• Have students work in pairs to label the photos.Elicit answers by pointing to each photo.Answer key(Clockwise from top left) Frida Kahlo and Diego Rivera (3),Mother Teresa (6), the Beatles (1), Pierre and Marie Curie (5),Thomas Edison (2), Albert Einstein (4)Have students complete Workbook Exercises 1–3and Grammar Builder Exercises 1–2.T54:57:37 PMPostcards_splitB_TE1_U06.indd T542/27/07 10:21:43 AM

TEACHER’S NOTESGrammar Focusand Discovering grammar (5 min.)The simple past of be (was/were)☞ See Grammar reference, page 103.• Write on the board Liza was sad to see Brian go. Tellstudents that they use the same word order tomake past Yes/No questions with be as they did tomake present questions. Elicit the Yes/No questionform for the sentence and write it on the board:Was Liza sad to see Brian go?• Ask students for affirmative and negative shortanswers and write these on the board.• Have students look at the grammar chart. Dividethe class into two groups. Say Let’s practice. First,I’ll read aloud the Yes/No question. Then Group 1 willread the affirmative answer. After that, Group 2 willread the negative answer.• Direct students’ attention to the bottom ofthe grammar chart. Tell Group 1 to read eachinformation question aloud and Group 2 to readthe long and short answers.• Have students work individually to complete theDiscovering grammar section. Check orally.Answer key1. before2. afterPracticing grammar6 Practice (15 min.)A.• Read the instructions and elicit the answer for thefirst item. Tell students that they may not have allof the family members in the questions, or maynot know what they were doing, so they may needto make up some answers. Do the last item as anexample—call on a student and say Imagine youdon’t have any cousins or Imagine you don’t knowwhere they were. Make up an answer.Answer keyAnswers will vary.B.• PAIRS. Read the directions and have students saythe example conversation after you. Then call on apair to model this activity for the class using theirown information.• Have students read the directions for gettingpoints. Tell each student to keep theirpartner’s score.• Walk around, monitoring and helping as needed.• To conclude this exercise, ask the student in eachpair who got the highest number of points to raisehis or her hand.Have students complete Workbook Exercises 4–6and Grammar Builder Exercises 3–5.7 Pronunciation (10 min.)A.• Have students read each item. Elicit or explainwhy some be verbs are in boldface. (They arestressed more strongly than the other words.) Tellstudents that they will be listening to how be verbsare pronounced, both normally and when thespeaker wants to emphasize a point.• 60 Play the audio and have students listenand repeat.B.• PAIRS. Assign pairs and tell students to role-playthe conversations, stressing be verbs when theywant to emphasize a point. Tell them to practiceseveral times, changing roles after each round.• As pairs practice, walk around to monitor andhelp with stress.• Call on one or two of the best pairs to performtheir role-plays for the class.T55Postcards_splitB_TE1_U06.indd T552/27/07 10:21:44 AM052-061_

Discovering grammarLook at the grammar chart. Circle thecorrect answers.1. In Yes/No questions, was and were come(before / after) the subject.2. In information questions, was and werecome (before / after) the question word.Practicing grammar6 PracticeGRAMMAR FOCUSA. Answer the questions about somemembers of your family.1. Where were you yesterday at 5:00 P.M.?I was at a friend’s house.2. Where were you last Saturday?3. Where was your dad last night?4. Where was your mom last Saturday?5. Where were your grandparents lastSunday?6. Where were some of your cousins lastweekend?The simple past of be (was/were)Yes/No questions Affirmative answers Negative answersWas I sad Yes, you were. No, you weren’t.Were you sad Yes, I was. No, I wasn’t.Was he/she sadYes, he/she was.No, he/she wasn’t.to see him go?Were we sad Yes, we/you were. No, we/you weren’t.Were you sad Yes, we were. No, we weren’t.Were they sad Yes, they were. No, they weren’t.Information questions Short answers Long answersWho was at the door? Brian. Brian was at the door.Where were you last week? On vacation. I was on vacation.Why were they absent? Because they were sick. They were absent because they were sick.What time was your appointment? At 10:00. My appointment was at 10:00.B. PAIRS. Try to guess where your classmateand his or her family were by asking Yes/No questions about the information inExercise A.For example:A: Were you at school yesterday at 5:00 P.M.?B: No, I wasn’t.A: Were you at home?B: No, I wasn’t.A: Were you at a friend’s house?B: Yes, I was!You get three points if you guess correctlyon the first try, two points on the secondtry, and one point on the final try. If you’reunable to guess correctly after three tries,ask “Where were you/they?” or “Wherewas he/she?”7 PronunciationThe pronunciation of was and wereA. 60 Listen and repeat.Weak pronunciation Strong pronunciationIt was fun.It wasn’t boring.Was it fun?Yes, it was.Were you busy yesterday? No, I wasn’t.B. PAIRS. Role-play the conversations.1. A: Were your friends at the party?B: No, they weren’t.2. A: Were you home last night?B: Yes, I was.Unit 655:21:44 AM052-061_SB1B_U06_14106.indd 551/17/07 7:57:52 PM

GRAMMAR FOCUSAffirmative statementsBrian went to Miami two months ago.Brian spent the summer there.The simple past of irregular verbsNegative statementsHe didn’t go to New York.He didn’t spend the winter there.Yes/No questions Affirmative answers Negative answersDid Brian go to Miami? Yes, he did. No, he didn’t.Did Brian spend the summer there? Yes, he did. No, he didn’t.Information questions Short answers Long answersWhen did Brian go to Miami? Two months ago. He went to Miami two months ago.Who went to Miami? Brian. Brian went to Miami.Some irregular verbscome ➔ came have ➔ had go ➔ went take ➔ tookdo ➔ did get ➔ got spend ➔ spent tell ➔ toldDiscovering grammarLook at the grammar chart. Circle the correct answers.1. Irregular verbs (add / do not add) -d or -ed to the base formto form the simple past.2. In simple past questions, use the helping verb (do / did) withthe base form of a main verb.Practicing grammar8 PracticeRead Brian’s e-mail. Circle all the verbs in the simple past.Include both affirmative and negative forms.Hey! How are you guys doing?I arrived home on Sunday. I was really tired that day, soI went to bed at 8:00 P.M. When I woke up at 1:00, I wentstraight to the bathroom and took a shower. Of course, Ididn’t know it was one in the morning! My mom and dadweren’t up, so I knocked on their bedroom door to askabout breakfast. “At one in the morning?” Mom asked.I’m glad I spent my summer with your family. Your dad’sjob as a computer animator is so cool! I think I’m going tostudy computer technology.My parents said hi. Thanks again for a great summer.I miss you all.Brian9 PracticeWrite two sentences to correctthe information.1. Brian went to Canada as anexchange student.Brian didn’t go to Canada.He went to the UnitedStates.2. He came back to Australialast month.3. On Sunday, he went to bedat 10 P.M.4. He took a shower at 6 A.M.5. Brian spent the summerwith his grandparents.10 PracticeHave a competition! Go topage 69.56 Unit 6052-061_SB1B_U06_14106.indd 561/17/07 7:57:53 PMPostcards

Grammar Focusand Discovering grammar (10 min.)The simple past of irregular verbs☞ See Grammar reference, page 103.• Write talk, smile, cry, and stop on the board. AskWhat do we do to the base form of these regular verbsto change them into their simple past forms? (add -ed,add -d, change the y to i and add -ed, double thefinal consonant and add -ed) Write the past formson the board: talked, smiled, cried, and stopped.• Say Irregular verbs don’t follow the same rules asregular verbs in the simple past tense. Irregular verbshave special forms. Write some irregular verbsand their simple past tense forms on the board;for example, come-came, do-did, has-had, get-got,go-went, spend-spent, take-took, tell-told. Say thesealoud and have students repeat them after you.• Have students look at the grammar chart.Read the items aloud and have students say themafter you.Answer key1. do not add2. did• Use the board to elicit other key points about thegrammar chart, such as the difference in structurebetween Who and other information questions.Practicing grammar8 Practice (10 min.)• Read the instructions aloud and elicit the first fewpast tense verbs. You may want to point out tostudents that tired is not a verb.• Ask students to check their answers with a partnerand circle verbs they missed.• Check answers by calling on three students to saywhich verbs they circled in the first, second, andthird paragraphs.Answer keyFirst paragraph: arrived, was, went, woke, went,took, didn’t (know), was, weren’t, knocked, askedSecond paragraph: spentThird paragraph: said9 Practice (10 min.)• Read the instructions and answer to the first itemaloud. Tell students they will read statementsabout Brian that are not true and then correct themby writing sentences with true information. Pointout that they should write a negative statementfirst before they can write an affirmative statementwith the true information.• Call on students to read the exercise items aloud.Then have students work individually to writeresponses, looking back at Brian’s message asneeded. Check orally.Answer key1. Brian didn’t go to Canada. He went to the United States.2. He didn’t come back to Australia last month. He cameback on Sunday.3. On Sunday, he didn’t go to bed at 10 P.M. He went to bedat 8 P.M.4. He didn’t take a shower at 6 A.M. He took at a shower at1 A.M.5. Brian didn’t spend the summer with his grandparents.He spent the summer with the Gibson family.Focus on values• Ask students questions regarding being a guestat someone’s home: Have you ever stayed atsomeone’s home? Did you have a nice time? Whatdid you do when it was time to say goodbye to them?Aside from saying thank you to Mrs. Gibson andthe kids, what else did Brian do to show he wasthankful? (He gave them presents. He e-mailedthem when he was back in Australia and thankedthem again.)• Explain to students that in most cultures it ispolite to thank your hosts in person. A small giftcan also be very much appreciated. Sending athank-you letter, card, or e-mail when you areback home is also a very polite and thoughtfulthing to do. Discuss how important it is to showyou are thankful for all your hosts did for you.10 PracticeTurn to page 69 and let students havea competition.Have students complete Workbook Exercises 7–12and Grammar Builder Exercises 6–9.TEACHER’S NOTES• Go over Brian’s e-mail and explain or elicit themeanings of unfamiliar words such as arrived,straight, and animator.T56:57:53 PMPostcards_splitB_TE1_U06.indd T562/27/07 10:21:45 AM

TEACHER’S NOTES11 Writing (20 min.)A.• GROUPS. Call on a volunteer to read theinstructions aloud. Write the two beginningsentences on the board: It was a dark and rainynight and It was a bright and sunny day. Model theactivity orally with four strong students.• Assign groups of four or five. Distribute a pieceof paper to each group and tell them to write theirstory on it. Group members pass the paper aroundas each one takes a turn at saying and writing thenext sentence.• Walk around as groups work, helping studentswith their sentences.B.• GROUPS. Instruct groups to choose a grouprepresentative to read the story; alternately, havemembers read their individual sentences.• After all groups have finished their stories, haveeach group stand up in turn for the class to voteon the best story. Tell the class to show their voteby how long and loud they clap. Select the groupwho got the most applause and congratulate themon winning.12 Communication (10 min.)A.• 61 Play the audio. Have students listen tothe conversation as they read along. Make surestudents understand tried and scary. Then playthe audio once more for students to practicepronunciation and fluency.B.• PAIRS. First, have students role-play theconversation with a partner, changing roles one ormore times. Then write the beginning question onthe board: Did you do anything fun last week? Havestudents close their books and role-play talkingabout their own weekends, changing roles afterthe first round. Model first if helpful. Check bycalling on pairs to perform one of their role-playsfor the class.13 Vocabulary (10 min.)A.• Have students look at the list of occupations andthe photos. Ask them if there are any occupationsthey already know or can guess. Some may havecognates in their L1, and they may know othersfrom other contexts.• 62 Play the audio as students listen and repeat.B.• Direct students’ attention to the clues. Explain thateach one matches an occupation in Exercise A. Callon one or more students to read the clues aloud.Elicit or explain new vocabulary such as trucks,treats, sick, assists, creates, connects, repairs, electricalequipment, and styles. Pointing to the puzzle, elicitthe meanings of down and across.• Have students work individually to complete thepuzzle. Have them check their answers with apartner and fill in missing words before checkingas a class.Answer keyAcross: 3. pilot 4. driver 5. carpenter 6. doctor8. nurse 9. web designer 10. mechanicDown: 1. electrician 2. dentist 7. hairdresserHave students complete Workbook Exercises 16–18.Have students complete WorkbookExercises 13–15.T57Postcards_splitB_TE1_U06.indd T572/27/07 10:21:45 AM

11 WritingA. GROUPS. Write a storyusing the simple past.Follow the instructions.1. Read the two beginningsentences. Write oneof these sentences on apiece of paper.It was a dark and rainynight. OR It was a brightand sunny day.2. The first student adds asecond sentence to thestory and passes thepaper on to the nextstudent who then writesin the third sentence.(The sentences can befunny or ridiculous.)3. Continue until allstudents in the grouphave contributed asentence. The laststudent to get the papershould end the story.B. GROUPS. Read your storiesout loud to the class.13 VocabularySome occupationsA. 62 Look at the photos as you listen and repeat.web designernurseelectriciandriverdentisthairdresserpilotcarpentermechanicB. Read the clues. Then complete the crossword puzzle.doctorACROSSDOWN3. operates aircraft 1. connects and repairs electrical4. drives cars and trucks equipment5. makes things out of wood 2. cleans and treats people’s teeth6. treats sick people 7. cuts and styles hair8. assists doctors9. creates websites (2 words)10. fixes cars12 CommunicationTalk about past activitiesA. 61 Listen to theconversation.A: Did you do anythingfun last week?B: Yes, I did! We went tothe amusement park.A: What did you do there?B: My little brother and Itried the new ride at thepark. It was so scary!A: Did your brother scream?B: No, he didn’t. But I did.B. PAIRS. Role-play theconversation or make up yourown about a past weekendactivity.Unit 657:21:45 AM

Postcards14 ListeningA. 63 Listen to the conversation. Circle theoccupations you hear.a. carpenter d. doctor g. police officerb. dentist e. pilot h. engineerc. nurse f. mechanic i. actorB. 64 Listen again. Circle the correct answers.1. “Teen Line’s” topic for today is“Occupations for the (21st / 22nd) century.”2. Mario’s dad is (a car / an airplane)mechanic.3. Isabel’s (grandma / mom) is a doctor.4. Isabel wants to be a (dentist / doctor).5. The boys on the show want to be(police officers / firefighters).GROUPS. Talk about your favoriteoccupations. Ask each otherquestions about them.Useful language:• What occupations do you like?• Why do you like it/them?• Which would you like to be when yougrow up?• Yeah, that’s a cool job.• Me, too./I like it, too.• Maybe.15 ReadingA. Look up the meaning of the underlinedwords in the article.B. 65 Read along silently as you listen.No, Tom. Don’t!It’s a trap!Oops. Really?Hot jobs for the 21st centuryWhen your parents were very young, they probably wanted tobe a doctor or a lawyer or an engineer when they grew up. Thosewere the hot jobs many years ago. But what will the hot jobs bewhen you grow up?Science and technology continue to change how we live.When you grow up, there will be new occupations that we don’thave today. Here are some futuristic occupations from Time.com’s“Visions of the Century”:1. Hotline handymen (repairmen/technicians):Are your parents afraid to program their VCRs and DVD players?What will they do when 3-D televisions and talking toastersbecome a reality? You, however, do not need to worry. In thefuture, technicians will be able to take care of your applianceproblems from their computers, without going to your home.2. Virtual-reality actors: Do yourequest pay-per-view movies on your TV? In pay-per-view, youpay to watch a movie. In the future, pay-per-view will becomepay-per-play. In pay-per-play, you will pay to be a part of themovie you’re watching. You won’t just watch the actors in amovie. You will be able to interact with them. For example, youcan tell Tom Cruise to look out when there’s danger! That wouldbe really awesome!16 ComprehensionDiscuss and answer these questions.According to the article, . . .1. What were some of the popular occupationsduring your parents’ time?2. What do hotline handymen do?3. What can you do with virtual-reality actors?17 SpeakingGROUPS. Discuss these questions.1. What other futuristic occupations would youlike to have? Discuss two.2. What two inventions or products would youlike to see in the future? Describe what theseinventions can do.58 Unit 6

14 Listening (10 min.)A.• Read the instructions aloud and have studentslook over the list of occupations before you playthe audio.• 63 Play the audio two or more times. Then checkanswers orally.Answer keye, f, d, b, g, iB.• Have students read through the items in theexercise. Elicit or explain the meanings of policeofficers and firefighters.• 64 Play the audio again two or more times asstudents circle the correct answers. Check orally.(10 min.)• GROUPS. Read the instructions, then read theUseful language aloud and have the class say itafter you. Make sure students understand wouldlike to, when you grow up, and Maybe.• Model a conversation with a strong student.• Have groups choose a representative to notedown the most popular occupations mentioned intheir discussion.• Walk around, helping with vocabularyand grammar.• Have group representatives share their noteswith the class. Write the occupations mentionedby each group and find the three most popularoccupations in the class.TEACHER’S NOTESAnswer key1. 21st 2. an airplane 3. mom 4. doctor 5. police officersAudioscriptDavid: So here we are—our last topic for this seasonis Occupations in the 21st century. Here’s myquestion: When your grandparents and parentswere kids, what did they want to be when theygrew up? Yes, Mario?Mario: My dad wanted to be a pilot.David: Did he become a pilot?Mario: No. He’s an airplane mechanic. He fixes airplanes.Girl: He can fix airplanes? That’s awesome! Can he makeone, too?Mario: Yeah, a toy airplane. He made several for me whenI was a kid.David: We’d love to see them, Mario. Bring one to theshow next time. What about your grandparents,Isabel?Isabel: Umm, my grandma wanted to be a doctor.David: And . . . ?Isabel: She didn’t become one because they had nomoney. But my mom is a doctor.David: That’s awesome, Isabel. And what about you?What do you want to be?Isabel: Not sure. Maybe like my mom—a doctor.David: Let’s see. Who would like to be a dentist? . . .Nobody. What about a police officer . . . Almost allthe boys. Interesting. What about a virtual-realityactor?Kids: A what? What’s that?David: Good question. We’ll find out from our next guest,Larry Hagens. Larry’s going to talk about hot jobsfor the 21st century. Before we do that, let’s have acommercial break.15 Reading (20 min.)A.• Read the instructions and call on a student to readthe underlined words aloud.• Have students form small groups. Make sureeach group has a dictionary. Tell them to find thedefinitions for each word and write them down.• Check by saying each word and calling ona volunteer to give its definition. If studentshave used English dictionaries, help the classunderstand the definition.B.• 65 Play the audio and have students read alongas they listen.• Go through the article with the class to elicit orexplain new vocabulary such as hot jobs, continue,hotline, toasters, reality, however, request, pay, be partof, and interact.• Have students read the article again silently.16 Comprehension (5 min.)• Go over the questions with the class. Then havestudents answer the questions in pairs, discussingand agreeing upon the answers.• Have volunteers share their answers.Answer key1. doctor, lawyer, and engineer2. take care of appliance problems from their computers3. interact with them17 Speaking (10 min.)• GROUPS. Have volunteers read the questionsaloud. Have students form groups of four anddiscuss the questions. Alternately, discuss thesequestions as a class.T58Postcards_splitB_TE1_U06.indd T582/27/07 10:21:46 AM

TEACHER’S NOTESProgress check Units 5 and 6Test-taking tip• Read the Test-taking tip aloud. Ask studentsWhat should you do after answering all the questions?(review your answers) What should you correct?(any errors in spelling and other mistakes)• Tell students to write the answers to section Aof the test. When most students have finished,remind them to review their answers. Make thesame suggestion for the second section.Answer keyGrammarA.1. was2. were3. shopped4. took5. made6. did7. tried8. told9. went10. cameB.1. were2. saw3. called4. didn’t hear5. was6. hadC.1. Q: Did we see our classmates at the concert?A: Yes, we did.2. Q: Did we call their names?A: Yes, we did.3. Q: Did they hear us (call their names)?A: No, they didn’t.4. Q: Did we have a lot of fun?A: Yes, we did.D.1. Where did Brian spend his summer?2. When did he go back to Australia?3. Why was he in the U.S.?4. Who did he invite to visit him?VocabularyE.1. pilot2. driver3. web designer4. hairdresser5. dentistCommunicationF.Answers will vary.Now I can . . .• Have students check the functions they can nowperform.Have students complete Skills Development2 Exercises (1–4) in the Workbook.✎ Have students complete the Unit 6 test, page 85,and the Test for Units 4–6, pages 90–93.T59Postcards_splitB_TE1_U06.indd T592/27/07 10:21:48 AM052-061_

Units 5 and 6Test-taking tip: Review your answers.After answering all the questions, review your answers. Correct any errors.GrammarA. Write the past forms of the verbs.(1 point each)1. is/am was 6. do2. are7. try3. shop8. tell4. take9. go5. make10. comeB. Complete the sentences with the simplepast form of the verbs in parentheses.(1 point each)1. My friend Sherri and I (be) were at arock concert last Saturday.2. We (see) some of ourclassmates there.3. We (call) their names.4. But they (not/hear) us.5. The concert (be) awesome.6. We (have) a lot of fun.C. Change sentences 2, 3, 4, and 6 inExercise B into Yes/No questions. Thenanswer them. (3 points each sentence)1. Q: Did we see our classmates at theconcert?A: Yes, we did.2. Q:A:3. Q:A:4. Q:A:D. Write information questions about theunderlined parts in the sentences. Usethe cues. (2 points each)1. Brian spent his summer in the U.S.(Where) Where did Brian spend hissummer?2. He went back to Australia last month.(When)3. He was in the U.S. because he was anexchange student.(Why)4. He invited his parents to visit him.(Who)VocabularyE. Write the occupation for each definition.(1 point each)1. operates aircraft pilot2. drives buses and trucks3. creates websites4. cuts and styles hair5. treats people’s teethCommunicationF. Talk about what you did on your lastbirthday. Ask Yes/No and informationquestions. Use the cues. (2 points eachsentence)A: (Yes/No question)Did you have a party?B: Yes, I had a party with my friends.A: (Information question)B:A: (Yes/No question)B:Now I can . . .❏ talk about past events.❏ express approval and disapproval.❏ talk about occupations.Progress check59:21:48 AM052-061_SB1B_U06_14106.indd 591/17/07 7:59:07 PM

PostcardsMany teens in the United States have part-time jobs, especiallyduring summer vacation. They make new friends, earn money,and learn about the world of work.I work in a fast-food restaurant. I started last summer. All my friendshad summer jobs, and I was bored because I had nothing to do. So Iinterviewed here and got the job. The manager liked my work, and askedme to work for him again this summer. I’ve made some good friends here,and it’s fun earning my own money. I’m saving up to buy my fi rst car. I’mso sick of asking my parents, “Can I borrow the keys?”Maria Martinez, 16Common Teen Jobsbabysittingwashing carshelping childrenwith homeworkpet sittingworking at a restaurantbeing a lifeguard at a pooldog walkingworking in a storeworking at a summer campdoing yard workbeing a coachSome of my friends still get allowances from their parents, but I workfor my spending money. During the school year, I babysit on weekends.I charge $7 an hour. I also take care of dogs and cats at my home whenthe owners are away. I earn $25 a day. My mom helps with that. In thespring and summer, I also do yard work. I charge $10 an hour. And I washcars, too—I charge $15 a car. Washing cars is tiring, but it pays well.I get most of my work from word-of-mouth, but I also put up postersaround the neighborhood.Jane Weston, 1360 Wide Angle 2

Background notesWorking teens: About 80 percent of American teenagerswork before they finish high school. Nearly 90 percentwork during the summer, and almost 50 percent ofstudents in their last year of high school have an afterschooljob. There are strict laws limiting the jobs peopleunder 18 can do and even stricter laws about how manyhours and at what time of the day 14- and 15-year-oldscan work.Teenagers are not usually working to help their familiesand meet expenses. They work to get extra spendingmoney, save for college, or buy a car. Most work at malls,restaurants, and movie theaters. Americans place a highvalue on independence and responsibility, and manyparents think that a job can help their children developthese qualities. For the kids, the money is the main thing.TEACHER’S NOTESPictures (5 min.)• Call on a student to read the title. Ask studentswhether they work or know a teenager whoworks. Discuss why they work and what they dowith the money they earn. If none of the studentswork, you may want to give students somebackground information on working Americanteenagers.• Have students look at the pictures of teenagers atwork. Elicit the kinds of jobs that the teenagers aredoing. (working in a fast-food restaurant, being atennis coach, babysitting)T60Postcards_splitB_TE1_U06.indd T602/27/07 10:21:49 AM

TEACHER’S NOTES1 Reading (15 min.)A.• Call on a student to read aloud the Reading skill.Tell students that they will be reading about threeworking teenagers. Explain that an importantreading skill is getting meaning from context,which means finding or guessing the meaning ofa new word or phrase from the other words orpictures that are around it.• Have students read the directions andvocabulary items.• Have students read the article, then match thewords and phrases with their meanings.• Check answers as a class.Answer key1. c 2. e 3. b 4. f 5. d 6. aB.• Have students read the questions. Tell students toread the article again, then write short answers tothe questions.• Check by asking volunteers to share their answerswith the class.Answer key1. her first car2. a professional coach3. four (babysitting, pet sitting, yard work, car washing)2 Listening (5 min.)• Tell students they are going to listen to aninterview with Amy, a working teenager. Havethem read through the questions first to help themlisten for specific information in the interview.• 66 Play the audio two or more times as studentslisten and write their answers.• Have students compare their answers witha partner.• 66 Play the audio again as partners listen andcheck their answers. Elicit the answers orally.Answer key1. dog walking and pet sitting2. she loves animals3. not easy/really tiring to walk a dog4. to buy a horseAudioscriptFriend: Hey, Amy. How was your summer?Amy: Nice, thanks. I made a lot of money!Friend: Really? What did you do?Amy: I did dog walking and pet sitting.Friend: Dog walking and pet sitting? Cool! How did youstart doing that?Amy: Well, I just put up some posters around theneighborhood—and a lot of people called!Friend: Now why did you decide to do dog walking andpet sitting?Amy: Simple. I love animals.Friend: I didn’t know that.Amy: Yep.Friend: So what kind of animals did you pet sit?Amy: Dogs, cats, birds—even a turtle!Friend: No!Amy: Yep!Friend: Maybe I should start dog walking or pet sitting.Amy: Well, it’s not easy. Dog walking can be really tiring.Friend: Yeah?Amy: Yeah. Really tiring. Try walking for five hoursa day!Friend: So how much money did you make?Amy: I made about two thousand dollars.Friend: Wow! What do you want to do with all thatmoney?Amy: I’m saving up to buy a horse.Friend: A horse?Amy: Yeah. Like I said, I love animals.Friend: Cool.3 Speaking (15 min.)• PAIRS. Read the instructions and helpful phrasesaloud. Then have volunteers read aloud each jobin the box on page 60 of the Student Book. Elicitthe tasks or responsibilities that go with each;for example, babysitting tasks include feeding thebaby, changing clothes and diapers, playing with orentertaining the baby, putting the baby to sleep.• Model a short conversation with a strong student.• Ask students to work with a partner to talk aboutthe teen jobs listed in the box on page 60 of theStudent Book. Walk around and help studentsas needed. When students have finished, takea class survey on the most popular and leastpopular teen jobs.4 Writing (10 min.)• Using the questions as a guide, have studentswrite a paragraph about a job they would like todo in the summer.• Ask volunteers to read their paragraphs tothe class.Extension• Play a What’s My Job? game. Have students formgroups of five or six. Have each student in thegroup describe a job by talking about the tasksone has to do. The other group members guessthe job.T61Postcards_splitB_TE1_U06.indd T612/27/07 10:21:49 AM052-061_

1 ReadingReading skill: Guessing word meaning from contextWhen you read, try to guess the meanings of new words.Look for clues in the text and pictures.A. Read the article and look at the pictures. Then draw linesfrom the vocabulary items to their meanings.1. fast food a. people talking about it2. earn money b. sports instructor3. coach c. burgers, French fries, etc.4. pays well d. money parents give children5. allowance e. make money by working6. word-of-mouth f. gives you a lot of moneyB. Read the article again. Write short answers to the questions.1. Why was Maria bored?2. What does Brandon want to be?3. How many different jobs does Jane do?I’m a tennis coach ata summer camp forphysically challengedelementary schoolchildren. It’s my fi rstjob and it’s been great.I love tennis and I lovecoaching. In fact, I plan tobe a professional coachin the future. So this jobis giving me some verygood experience. I haveabout fi fty students, andI really make them work!Brandon Parker, 152 Listening66 Listen to Amy tell her friend about her summer job. Writeshort answers to the questions.1. What job did Amy do?2. Why did she want to do it?3. What was bad about the job?4. What is Amy saving up for?3 SpeakingPAIRS. Give your opinions of the American teen jobs listed in thebox. Use these words and phrases.easy interesting exciting good experience pays welldifficult boring tiring dangerous doesn’t pay well4 WritingThink of a job for next summer and write a paragraph about it.Answer these questions:• Why is it a good job for you?• What’s good about it? What’s bad about it?• What do you want to do with the money?Wide Angle 2 61:21:49 AM052-061_SB1B_U06_14106.indd 611/17/07 7:59:23 PM

Fun with songs 1A poster of a favorite singer or bandMaterials:• Poster board• Markers or crayons• Pictures of a favorite singer or group• Recording of a favorite songA. GROUPS. Choose a favorite singer or band,either local or international. Use the Usefullanguage in your discussion. Choose a songto play during your presentation.B. Homework: Research the singer or band.Find out where they’re from, their realnames, the titles of their hit songs, and anyother fun facts about them. Find pictures ofthem in magazines or on the Internet. Bringyour notes, pictures, and a recording of thesong to class.C. GROUPS. Create a poster featuring yourfavorite singer or group. Include theinformation and photos you found duringyour research.D. GROUPS. Present your poster to theclass. Give facts about the singer or bandand play their song for the class. Askyour classmates for their comments andquestions.Useful language:• Who’s your favorite singer or band?• He / She / They sing(s) the song . . .• What’s their best song?• How about . . . ?• I really like him/her/them/it, too.• I don’t like him/her/them/it that much.• Let’s choose . . . as our favorite.62Fun with songs 1062-063_SB1B_BM_FWS_14106.indd 621/17/07 8:00:02 PMPostcards

Fun with songs 1 A poster of a favorite singeror band• Elicit the name of the singer in the photo.(Madonna) Ask students what they know abouther; for example, where she is from or the titles ofher hit songs. Ask for a show of hands of studentswho like Madonna. Then ask for volunteers toshare the name of their favorite singer or band.A.• GROUPS. Have students read the instructionsand the Useful language. Model asking thequestions in Useful language to a strong student.Have this student ask you the same questions sothat you can model the answers as well. Tell theclass to use the Useful language in their groupdiscussion.• Point out the expression Let’s choose . . . as ourfavorite. Tell students that they will first talkabout their favorite singers and bands but, in theend, they will have to agree on one favoritesinger or band for their group. Emphasize thatthey can choose local or international artists, eventhough they may not know much about thesinger or the band.• Have groups choose their favorite musicalartists and a song for the class to listen to duringtheir presentation.B.• Ask a volunteer to read the directions aloud. Elicitthe kinds of information that students will needto look for and where they can find this. Havestudents do research on their group’s favoritesinger or band as homework. Remind groups tofind a recording of the song they want to sharewith the class and make copies of the song’slyrics to distribute to everyone during theirpresentation.C.• GROUPS. In class, have students make a posterof their favorite singer or group, using theinformation and pictures they have gathered fromtheir research. Provide poster board, crayons,markers, and tape or glue.D.• GROUPS. Have groups take turns presentingtheir posters to the class. Encourage students toask questions and make comments about eachgroup’s presentation. To control class time, youmay wish to have each group play just thirtyseconds or so of their song.• Have the groups put their posters on the wall soothers can look at them at their leisure.Extension• Sing-along. Ask the presenting group tolead their classmates in singing some or allof the song.TEACHER’S NOTEST62:00:02 PMPostcards_splitB_TE1_BM_62-70.inT62 T622/27/07 10:21:56 AM

TEACHER’S NOTESFun with songs 2 A collage about afavorite song• Elicit the titles of one or two of the songs studentschose as their favorites in Fun with songs 1 andwrite them on the board. Then go over the Usefullanguage with the class. Ask students about thesongs using questions that would elicit the samplestatements in the Useful language box—forexample, What is the song about? Where are thecharacters? How are they feeling? What kind of songis it?A.• GROUPS. Have students get into the samegroups that they were in for the Fun with songs 1poster activity. This time, they will make a collageabout a favorite song. They may use the samesong as in Fun with songs 1 or choose a differentsong. Give students time to select their song, thenelicit choices from different groups.B.• Ask a volunteer to read the directions aloud. Havestudents do research on their group’s favorite songas homework.C.• GROUPS. Read the instructions aloud. Chorusthe Useful language. Remind students to use theUseful language as they share their notes andpictures.D.• GROUPS. Have students make a collage of theirsong, using the notes and pictures they havegathered. Provide poster board, crayons, markers,and tape or glue.E.• GROUPS. Have groups take turns talking abouttheir song and explaining their collage to the class.Encourage students to ask questions and makecomments about each group’s presentation. Tocontrol class time, you may wish to have eachgroup play just thirty seconds or so of their song.• Have the groups put their posters on the wall soothers can look at them at their leisure.Extension• Sing-along. Ask the presenting group tolead their classmates in singing some or allof the song.T63Postcards_splitB_TE1_BM_62-70.inT63 T632/27/07 10:21:57 AM062-063_

Fun with songs 2A collage about a favorite songMaterials:• Poster board• Markers or crayons• Recording and lyrics of a favorite song• Pictures illustrating the lyricsA. GROUPS. Choose a favorite song, eitherlocal or international.B. Homework:- Find the lyrics to the song you chose inStep A. Listen to the song and read thelyrics. What is the song about?- Find pictures that illustrate the lyrics.- Bring the lyrics, your notes, your pictures,and a recording of the song to class.C. GROUPS. Discuss what the song is aboutand the images the lyrics suggest. Use theUseful language in your discussion.D. GROUPS. Make a collage about the song.Include the song’s title, the singer or band,and pictures illustrating the lyrics.E. GROUPS. Present your collage to the class.- Talk about the song you’re going to play.Tell the class what it is about.- Explain the pictures in the collage.- Play the song.- Ask your classmates for their commentsand questions.Useful language:• This song is about a girl/a boy/a couple.• They’re on a beach/in the city.• It’s early morning/late at night.• He’s very happy/lonely/angry.• They like/love/hate/can’t stand each other.• She wants a boyfriend/a new life.• It’s a very romantic/happy/sad/ song.Fun with songs 2 63:21:57 AM062-063_SB1B_BM_FWS_14106.indd 631/17/07 8:00:10 PM

PostcardsFocus on culture 111Universal Studios andIslands of Adventure, U.S.A.You can see how movies are made at Florida’sUniversal Studios and Islands of Adventure. Andeven more fun, you can ride thrill rides based on hitmovies. Revenge of the Mummy, for example, is ascary indoor roller coaster. Mummies jump out as youspeed through the dark. On the Jurassic Park RiverAdventure, there are hungry dinosaurs all around you.Or try the Incredible Hulk Coaster, a huge high-speedgreen roller coaster. You go from 0 to 60 kilometersper hour in two seconds, and the coaster turns youupside down seven times!Port Aventura, SpainAt Spain’s Port Aventura, you can “visit” Mexico,China, Polynesia, the Mediterranean, and America’sFar West. You can eat food, buy gifts, and see sightsfrom each of these places. The Far West is especiallycool—it’s an old cowboy town from the 1800s. Andthere are some fantastic rides! In Mexico, you canride the Hurakan Condor. It takes you 100 meters upin the air, then drops you. In China, you can ride theDragon Khan—it’s the only roller coaster in the worldwith eight full loops.2Futuroscope, FranceVisit France’s Futuroscope amusement park to seethe future. In the Robot Zoo, you can see and touchgiant robotic animals and insects. In Travelers bySea and Air, you sit in a movie theater of the future.There is one screen in front of you and one underyour feet. You feel like you’re deep in the sea or highin the air. Or you can ride on one of the ten 7-meterhighdancing robot arms of Dances with Robots.The robots dance to techno music in a robot disco.As they dance, they turn you in all directions. Andwhen you’re hungry, you can eat at le Cristal. Thisrestaurant serves food of the future made by afamous French chef.64Focus on culture 1

Focus on culture 1 Amusement Parks aroundthe World• Have students look at the title and pictures. AskWhat’s the article about? (amusement parks) Pointto the paragragh heads and ask Where are theseamusement parks? (the United States, Spain, France)• Have students silently read the passage.TEACHER’S NOTEST64Postcards_splitB_TE1_BM_62-70.inT64 T642/27/07 10:21:57 AM

TEACHER’S NOTES1 ComprehensionA.• Read the instructions and descriptions aloud.Check that students understand mummies anddinosaurs.• Have students work individually. Then checkanswers as a class.Answer key1. c2. b3. aB.• Have students match the photos with the names ofthe attractions.• Walk around, helping and monitoring students asthey work.• Check answers by calling on individual students.Answer key5 Robot Zoo4 America’s Far West3 Incredible Hulk Coaster1 Travelers by Sea and Air2 Jurassic Park River Adventure• To extend work with the reading, ask detailedcomprehension questions such as What can yousee at Florida’s Universal Studios and Islands ofAdventure? Describe what you see in picture numberone. What do you see in picture number three? Howfast does the Incredible Hulk go?2 Comparing cultures• GROUPS. Assign groups of three or four. Readthe first item aloud and elicit several answersfrom students. Have volunteers read aloud theother questions.• Have students discuss the questions intheir groups.• Circulate among the groups, helping andencouraging students.• To check, elicit answers from individual groupsor the class as a whole. You may want to discusswhich amusement park students like best andtheir reasons.3 Your turn• Tell students they will write about an amusementpark in their country. Have them use the questionsin Exercise 2 to guide them in their writing. Theycan also reread the different paragraphs on page64 to help them compose their own.• You can have students complete their paragraphsin class if there is time or assign this as homework.If you assign it as homework, ask students whohave pictures of the amusement parks to bringtheir photos and share them with the class.• Ask students to read their paragraphs and showtheir photos to a partner or to the class. You mayalso post the students’ paragraphs and the photoson the wall for students to read and look at.T65

31 ComprehensionA. Write the letter of each amusement parknext to its description below.a. Universal Studios and Islands ofAdventureb. Port Aventurac. Futuroscope1. You can feel like you’re visiting thefuture.2. You can imagine you’re in differentcountries.3. You can see mummies anddinosaurs from hit movies.B. What does each photo show? Write thenumber of the photo next to the name ofthe attraction in the box below.45 Robot ZooAmerica’s Far WestIncredible Hulk CoasterTravelers by Sea and AirJurassic Park River Adventure2 Comparing culturesGROUPS. Discuss these questions.1. What are some fun amusement parks inyour country?2. Where are they?3. What are some cool rides there?4. What is each ride like?53 Your turnWrite a paragraph about an amusement parkin your country.Focus on culture 1 65

Focus on culture 2In the United States, a teenager’s room isusually very important to him or her. Someteens share a room with a brother or sister,but most have their own space. You canlearn a lot about American teens by lookingat their rooms.1Judy, Los AngelesMy room is very personal to me. It’s myspace, and my parents can’t come in. Myroom is my work of art, my diary, and myscrapbook. My walls are dark orange—myfavorite color. I don’t write things down in adiary. Instead, I write my thoughts and ideason my walls. That way I can look at them andthink about them anytime. I also put otherthings I like on my walls—notes from friends,photos, tickets, pages from magazines,whatever. Do you want to know the real me?Just look at my room.66 Focus on culture 22Lauren, New York CityI spend a lot of time in my room. Italk to friends on my cell, surf theInternet, do homework, read, and justrelax. My room is long and narrow,but it’s pretty big—at least for NewYork. I have a computer desk,bookshelves, and a four-posterbed. On my walls I have posters,photos of friends, and a big redheart. My best friend gave me theheart for my birthday. I also haveblue curtains, a hot pink chair,and a green hanging basket. Ilike bright colors. My mom saysmy room is messy. But I like tohave my clothes and thingsscattered around. That way Ican find things easily!064-067_SB1B_BM_Culture_14106.in66 661/17/07 8:03:21 PMPostcards

Focus on culture 2Teens’ Rooms around the U.S.• Have students look at the pictures and identifywhat they see in the rooms of the three teenagers.Ask students what things in their own bedroomscan be found in the bedrooms of the teenagers inthe photos.• Have students silently read the passage.TEACHER’S NOTEST66:03:21 PMPostcards_splitB_TE1_BM_62-70.inT66 T662/27/07 10:21:57 AM

TEACHER’S NOTES1 ComprehensionA.• Have students match the photos with the names ofthe teenagers.• Check answers by calling on individual students.Answer keyJudy 3Lauren 1Terry 22 Comparing cultures• PAIRS. Read the first item aloud and elicit severalanswers from students. Have volunteers read theother questions aloud.• Have students discuss the questions withtheir partners.• Circulate to help and encourage students.• Have pairs present the most important orinteresting information that they discovered abouteach other.B.• Read the instructions and questions aloud. Elicitthe answer to the first item from the class.• Have students answer the questions individually.• Check answers by asking one student to read thequestion and another to read the answer.Answer key1. Because she likes bright colors.2. Because she can find them easily.3. Because he can be pretty loud.4. Because he likes things simple.5. Because she likes to look at them and think about them.6. Because she puts a lot of personal things on her walls.• To extend work with the reading, ask detailedcomprehension questions using the photos; forexample: (pointing at picture number one) Whoseroom is this? What does she do there? Where does shesurf the Internet? What other things does she have inher room? Do you think her room is messy?3 Your turn• Tell students they will write about their ownrooms. Have them use the questions in Exercise2 to guide them in their writing. They can alsoreread the different paragraphs on pages 66–67 tohelp them compose their own.• You can have students complete their paragraphsin class if there is time or assign this as homework.If you assign it as homework, ask students whohave pictures of their rooms to bring their photosand share them with the class.• Ask students to read their paragraphs to a partneror to the class. You may also post the students’paragraphs and the photos on the wall forstudents to read and look at.This is a Home/School connection activity.• Have students take their paragraphs home toshare with their family. Tell students to readaloud and explain what they’ve written.T67Postcards_splitB_TE1_BM_62-70.inT67 T672/27/07 10:21:58 AM064-067_

1 ComprehensionA. Whose room is it? Write the number of thephoto next to each name.Judy Lauren TerryTerry, ChicagoMy room is my studio. Iplay my keyboards andpractice for gigs there. I’min a hip-hop band calledBox, and we sometimesplay in my garage. Myroom is above the garage,away from the otherrooms in the house. So Ican be pretty loud in myroom. That’s my favoritething about it. I don’thave a lot of stuff. I justhave an old bunk bed, adresser, my keyboard,and speakers. I guessI like things simple. Isleep and play musicin my room, and that’sabout it.3B. Write short answers to the questionsbelow. Begin each answer with Because.1. Why does Lauren have blue curtains anda hot pink chair? Because she likes brightcolors.2. Why does Lauren like her clothes andthings scattered around?3. What is Terry’s favorite thing about hisroom?4. Why doesn’t Terry have a lot of stuff?5. Why does Judy write her thoughts andideas on her walls?6. How is Judy’s room her “scrapbook”?2 Comparing culturesPAIRS. Discuss these questions.1. Is your room important to you?Why/Why not?2. Do you spend much time in your room?Why/Why not?3. What furniture do you have?4. What do you have on your walls? Why?5. What else is special about your room? Why?3 Your turnWrite a paragraph about your own room.Explain what it shows about you.Focus on culture 267:21:58 AM064-067_SB1B_BM_Culture_14106.in67 671/17/07 8:03:46 PM

Fun with grammarUnit 1, 6 Practice, page 8For the teacher: Form groups of six. Choose one leader per group to give the followingcommands. The rest of the group must do the action at the same time. If someone is unableto perform the action, he or she must sit down. The last person standing is the leader for thenext round of the game. This activity can also be done with the whole class. If done as awhole class, choose one or two students to go around and call out students who are unable toperform the action.1. Stand up. 6. Put your hands down.2. Stand on one foot. 7. Laugh.3. Sit down. 8. Sing “Happy birthday.”4. Stand up. 9. Wave to your teacher.5. Shake a classmate’s hand. 10. Greet your teacher.Unit 2, 10 Practice, page 18For the teacher: You will need a very softball for tossing. Follow the instructions.1. Tell students to stand up in a circle.2. Ask a How often question and toss the ballto a student.3. The student who catches the ball (thatis, Student 1) answers the question in acomplete sentence using an adverb offrequency.For example:Teacher: How often do you forget yourEnglish book at home?Student 1: I never forget my English bookat home.4. Student 1 then tosses the ball to a secondstudent (that is, Student 2) and asks himor her a How often question. Student 2answers the question. Repeat the processuntil all have had a chance to participate.Unit 3, 4 Practice, page 25For the teacher: Divide the class into two ormore teams. Explain how to play the game.You will do the following: (1) choose amystery word from Exercise 3 and(2) think of a sentence using the mysteryword correctly, but (3) in place of themystery word, say “yadda yadda.” Forexample, “On weekends I often go with myfamily to the yadda yadda. We usually don’tbuy anything. We just walk around and gofrom store to store.”Assign a representative for each team. Theteam reps must raise their hands if theythink they know the mystery word. Theteam rep who raises his/her hand first getsa chance to say the mystery word out loud.If the answer is wrong, another team getsthe chance to steal the point. If all teamsfail to give the correct word, create anothersentence using the same word.For example, “The yadda yadda in my townhas lots of cool stores and really goodrestaurants.” Continue using the same wordin sentences until a team guesses the correctword (mall). For the next turn, assign a newrepresentative for each team. Continue inthis way as time allows.68Fun with grammar068-069_SB1B_BM_FWG_14106.indd 681/17/07 8:04:17 PMPostcards

Fun with grammarUnit 1, 6 Practice, page 8Focus on multiple intelligences: this activityfocuses on kinesthetic and auditory intelligences.• Have students do this activity with theirbooks closed.• Have students stand up and form groups of six.Tell each group to choose a leader. Have the leaderin each group open his or her book and look at thelist of commands.• Explain to the groups that they will play a game.The group leader will give commands and theymust follow them. Tell them that if someone isunable to perform the action, that person is outof the game and must sit down. Have one groupmodel giving one or two commands. Beforegroups begin, check that students know shake ahand, put (something) down, laugh, and wave.• Walk around to monitor as groups play the game.Congratulate students who are still standing at theend of the game.Unit 2, 10 Practice, page 18Focus on multiple intelligences: this activityfocuses on kinesthetic intelligence.• Have students do this activity with theirbooks closed.• Bring a very soft ball to class. Have students standup and form a circle. If you have a large class, youmay want to bring several balls and have studentsform several circles.• Explain to the students that they will play a game.One student will ask a How often question andtoss the ball to another student. The other studentwho catches the ball must answer the question.Then that student asks a How often question andthrows the ball to another student. You may wantto elicit some vocabulary students can use in theirquestions; write it on the board if helpful.• Ask the first How often question yourself andthrow the ball. Direct the first few rounds of theactivity if needed. Encourage students to pickup the speed of the questions and answers as thegame proceeds.Unit 3, 4 Practice, page 25Focus on multiple intelligences: this activityfocuses on logical and auditory intelligences.• Have students do this activity with their booksclosed. To make sure the exercise proceedssmoothly and easily, create a list of 10 to 20sentences with mystery words before class.• Divide the class into two or more teams. Assign arepresentative for each team.• Explain how to play the game. On the board, writeyadda yadda. Tell students this is the mystery wordand they must guess its meaning. Tell them thatyou will say a sentence. They should listen to theother words in the sentence to guess the meaningof yadda yadda. Give students an example sentence:On weekends, I often go with my family to the yaddayadda. We usually don’t buy anything. We just walkaround and go from store to store. Tell students theycan discuss the meaning of the word with theirteam members. When they know what yadda yaddameans, the team leader should raise his or herhand.• Call on the first representative who raises his orher hand. If the answer is correct, give the teama point. If the answer is wrong, give the otherteam(s) a chance to take the point. If all teamsfail to guess the mystery word, create anothersentence using the same word; for example, Theyadda yadda in my town has lots of cool stores andreally good restaurants.• For the next turn, assign a new representative foreach team. Continue until time is up or all wordshave been guessed.TEACHER’S NOTEST68:04:17 PMPostcards_splitB_TE1_BM_62-70.inT68 T682/27/07 10:21:58 AM

TEACHER’S NOTESUnit 4, 11 Practice, page 39Focus on multiple intelligences: this activityfocuses on kinesthetic and visual intelligences.• Have students do this activity with theirbooks closed.• Before class, prepare 12 strips of paper withconcepts for students to act out. Put them in asmall box or a bag.• Have students form two teams. Write the teamnames on the board: Team 1 and Team 2.• Explain to the students that they will play a game.One student from Team 1 will come to the frontand choose a strip of paper. That student will actout what is written on the paper. His or her teamgets the first chance to guess what the student isacting out. Point out that the team must make theguess using a complete sentence to get a point. Ifthe guess is correct, the team will get a point. If itis not correct, the other team will get a chance toguess the answer. If neither team can guess, thestudent performs the action a second time andeach team gets another chance to guess. If helpful,model by pretending to be on one of the teams;choose a slip of paper and act out the concept.• Begin the game, making sure that for each round anew representative comes to the front to choose astrip of paper. When all the strips have been takenfrom the bag, total the points on the board anddeclare the winner.Unit 6, 10 Practice, page 56• Have students do this activity with theirbooks closed.• Before class, make enough copies of List A andList B for each student to receive one of the two.• Have students form an A team and a B team. Passout the lists to the students. Tell them they havethree minutes to memorize the past tense forms ofthe verbs—then they will play a game. As studentsare studying the lists, make two lists of the baseforms of the verbs in random order on the board.• After three minutes, collect the lists from thestudents. Tell students their teams will be takingturns writing the past tense forms next to thepresent tense forms on the board. Students willdo this in “tag teams,” with a different student inthe group going to the board each time. Point outthat each student can write only one verb, but heor she may correct the previous student’s answer.Tell students that the first team to write all the pasttense forms correctly wins.• Have teams begin on your cue. Encourage themto work quickly. Play the game until one teamcompletes their list correctly.Unit 5, 5 Practice, page 44• Have students do this activity with theirbooks closed. Draw the two tic-tac-toe gridson the board.• Have students form an A team and a B team.• Remind students of the mechanics of the game.Each team chooses a symbol—an X or an O.The team who first makes a vertical, horizontal,or diagonal line of three Xs or three Os in thegrid wins.• Tell students the teams can take turns, in order,calling out the past tense form of one of the verbson either one of the tic-tac-toe grids. If theirsentence is correct, they can add a symbol to thatgrid. If their sentence is incorrect, they lose theturn and the other team gets a chance to call outa sentence.• Play the game until there is a winner or it endsin a tie.T69Postcards_splitB_TE1_BM_62-70.inT69 T692/27/07 10:21:58 AM068-069_

Unit 4, 12 Practice, page 39For the teacher: Prepare 12 strips of paper. On each strip, write an activity that can be easilyacted out. Make sure students understand the words and phrases you use. Put the strips in abox. For example:• eating melting ice cream• eating very hot food• watching a tennis or ping-pong match• sitting behind a very tall person in amovie theater• walking on a flooded street• getting into very tight jeans• taking a very cold shower• holding a very hot object• trying to call a taxi on a busy street• standing in a crowded elevatorForm two teams. Alternately call on a student from each team to draw a strip of paper from thebox. This student silently reads what’s on the strip of paper and acts out the activity. His or her teamgets first chance to guess what the student is doing. (For example, “You’re eating ice cream.”) If theteam guesses incorrectly, the opposing team gets the chance to steal the point. Remind the teamsthat they should answer in complete sentences. No points will be given for incomplete sentences.Unit 5, 5 Practice, page 44For the teacher: Divide the class into teams A and B. Draw the two tic-tac-toe grids below onthe board. Team A begins. A member of Team A calls out the past form of one of the verbs. Ifthe team gives the correct form, it can put its mark (a circle or an X) on that verb in the tic-tactoegrid. If the team gets it wrong, the other team can try to correct the mistake and steal thespot on the grid. Teams can use either grid, and they can move from one grid to another. Themembers of the teams take turns calling out the past forms of the verbs.agree avoid call organize plan smileclean cry decide suggest study tryenjoy stop invite wait wash gossipUnit 6, 10 Practice, page 56For the teacher: Follow these instructions.1. Divide the class into two teams. Give List A to Team A, List B to Team B. Tell students to tryto memorize the simple past forms of the verbs. After three minutes, take the lists away.2. On the board, make two lists of the base forms of some of the verbs. Each list should have thesame verbs but arranged in a different order.3. Have a representative from each team go to the board and choose any verb to write in the past.4. Each student should write only one verb, but he or she may correct the previous student’sanswer. The first team to give all the correct answers wins.1. am, is was2. are were3. write wrote4. think thought5. come came6. do didList A7. tell told8. take took9. have had10. go went11. spend spent12. get got1. get got2. do did3. have had4. spend spent5. write wrote6. am, is wasList B7. go went8. are were9. tell told10. think thought11. come came12. take tookFun with grammar 69:21:58 AM068-069_SB1B_BM_FWG_14106.indd 691/17/07 8:04:18 PM

Word listLet’s get started.baby, 4beautiful, 4big, 4black, 2blue, 2board, 3book, 3boy, 4brown, 2crayons, 3desk, 3dime, 4dollar, 4door, 3eraser, 3floor, 3folders, 3girl, 4green, 2handsome, 4man, 4markers, 3nickel, 4notebook, 3notepad, 3old, 4orange, 2pair of scissors, 3pen, 3pencil, 3penny, 4poster board, 3quarter, 4red, 2ruler, 3short, 4small, 4student, 3tall, 4teacher, 3teenager, 4wall, 3week, 2weekend, 2white, 2window, 3woman, 4yellow, 2young, 4Unit 1act, 10borrow, 12break dance, 11can, 6count, 9dance, 10draw, 10drive, 10erase, 12help, 8piano, 11play soccer, 10play the guitar, 10ride a bike, 10rude, 6sing, 10skateboard (v.), 10speak, 10swim, 10Unit 2alarm, 14after that, 14always, 14banana, 14brush teeth, 14cereal, 14check e-mail, 17comb/brush hair, 16do homework, 16early, 17eat or have breakfast, 14eat or have dinner, 16finally, 16first, 14get dressed, 14get home from school, 16get up, 14go to bed, 16go to school, 16late, 14never, 14next, 16nothing much, 16often, 17rarely, 17seldom, 17sleep, 14sometimes, 14start, 14take a shower, 14then, 14usually, 14wake up, 17watch TV, 16Unit 3across from, 26any, 28bank, 25beaches, 24behind, 27between, 26bookstore, 25bus stop, 25dance club, 24dolphins, 26drugstore, 25eat out, 30go shopping, 30go to a party, 30go to the movies, 30hang out, 28mall, 25movie theater, 25museum, 24next to, 27on the corner of, 27paradise, 24park, 24place, 24pool, 26post office, 25restaurant, 24some, 24supermarket, 25there is/are, 24visit, 24watch a DVD, 30waterfalls, 26zoo, 24Unit 4bathroom, 35bathroom scale, 40bedroom, 34bored, 39bothering, 34dining room, 35downstairs, 35garage, 35grumpy, 34kitchen, 35living room, 35oven, 40refrigerator, 40stairs, 35upstairs, 35Unit 5a few minutes ago, 43a month ago, 43a week ago, 43a year ago, 43agree, 44cake, 45costume party, 42decide, 45gossip, 42invite, 42last Monday, 43last month, 43last night, 43last week, 43last year, 43lemonade, 45stop, 44stop by, 44suggest, 42surprise party, 42three days ago, 43want, 42yesterday, 42Unit 6actor, 58animator, 56appliance, 58carpenter, 57dentist, 57doctor, 57driver, 57dude, 52electrician, 57engineer, 58glad, 52hairdresser, 57handymen, 57mechanic, 57nun, 54nurse, 57painter, 54pilot, 57police officer, 58repairmen, 58scientist, 54technician, 58virtual reality, 58web designer, 5770 Word listPostcards_splitB_TE1_BM_62-70.in70 703/22/07 3:33:48 PMPostcards

Grammar referenceThe Grammar reference section presents in-depth information for each of the grammar charts in theStudent Book. It can serve as a quick refresher on grammar, give you ideas for further exploiting thegrammar charts, and help prepare you for student questions. Each Grammar reference item consistsof two parts: an explanation and an example.When preparing for class, review the information in the relevant Grammar reference section. Makenote of any helpful information in the chart that you think your students need to know. Writedown any examples you might want to put on the board. Be careful, however, not to overload yourstudents with information—choose additional points carefully and sparingly.GRAMMAR REFERENCESuggested procedures• After students have read the grammar chart and completed Discovering grammar, introduce thegrammar point you want to share with your students by writing the example on the board. Thenask questions about the example to help students figure out the rule for themselves. For example,for the first Grammar reference point from Unit 1, page 8:(Explanation)Imperative sentences are used to give orders,instructions, and warnings, and to make polite requests.Imperative sentences end with an exclamation mark ora period.(Example)Orders: Close the door!Instructions: Read the first three pages.Warnings: Be careful!Polite requests: Please tell me.• Say We usually use imperative sentences to express four things.• Write the four functions on the board:OrdersInstructionsWarningsPolite requests• Say I’m going to write four sentences on the board. How do we use the imperative in each?• Write the four example sentences on the board in random order:Please, tell me.Read the first three pages.Close the door!Be careful!• Ask How do we use the imperative in the first sentence? (to make a polite request) How do we usethe imperative in the second sentence? (to give instructions) Elicit usages of the imperative for allthe sentences, writing Orders, Instructions, Warnings, and Polite requests on the board next to theappropriate sentences.• Ask What punctuation do you use at the end of an imperative sentence? (a period or an exclamationmark).• Summarize the function of the imperative by saying, We usually use the imperative to give orders,instructions, warnings, and to make polite requests. We end imperative sentences with a period or anexclamation mark.• Elicit one or two other examples for each usage of the imperative by asking What’s another exampleof an imperative sentence for an order? For an instruction? For a warning? For a polite request?97:21:03 AMPostcards_splitB_TE1_GR.indd 972/27/07 10:22:18 AM

GRAMMAR REFERENCEUnit 1, page 8: ImperativesImperative sentences are used to give orders,instructions, and warnings, and to make politerequests. Imperative sentences end with anexclamation mark or a period.Most imperative sentences start with the baseform of a verb.Most negative imperative sentences begin with donot or the contraction don’t.Orders: Close the door!Instructions: Read the first three pages.Warnings: Be careful!Polite requests: Please tell me.Buy the tickets!Try this food.Do not open the door!Don’t ask any questions.Unit 1, page 10: Can to talk about abilitiesThe word can may be used to talk about abilities.Affirmative sentences about ability are formedusing a subject noun/pronoun, can, the base formof a verb, and a complement if needed.Yes/No questions about ability begin with Canfollowed by a subject and the base form of a verb.To answer Yes/No can questions, begin with Yes orNo followed by a subject, can or can’t, and the baseform of a verb.To form What questions with can, start withWhat followed by a complement if needed, can, asubject, and the base form of a verb.To form Who questions with can, start with Whofollowed by can, the base form of a verb, and acomplement if needed.My aunt is able to speak English.→ She can speak English.Subject + can + base form of verb (+ complement)My uncle can speak Chinese.I can play the guitar.Can + subject + base form of verb (+ complement)Can you skate?Yes/No + subject + can/can’tYes, I can.No, I can’t.What (+ complement) + can + subject + verbWhat can she play?What music can she play?Who + can + verb (+ complement)Who can sing?Who can sing a song?98Postcards_splitB_TE1_GR.indd 982/27/07 10:22:19 AMPostcards

Unit 2, page 16: Sequence wordsUse the simple present to talk about habitualactivities (things you do regularly).Use sequence words to show the order in whichthings happen. Sequence words include first, next,then, after that, finally.You can use a comma after the sequence wordsfirst, after that, next, and finally. However, youcannot use a comma after then.I study every day.We always go to my cousins’ house on Sundays.First, I get dressed. Then I eat breakfast. Next, I readthe newspaper. After that, I make my lunch. Finally,I go to school.First, I get up.Next, I brush my teeth.After that, I take a shower.Finally, I get dressed.Then we talk about the story.GRAMMAR REFERENCEUnit 2, page 17: Adverbs of frequency; How often?Adverbs of frequency answer the question: Howoften . . . ? Adverbs of frequency include always,usually, often, sometimes, seldom, rarely, never.To describe things that are done or occur on aregular basis, use usually, often, always.To describe things that are done or occurinfrequently, use sometimes, seldom, rarely.Adverbs of frequency usually come after be.Adverbs of frequency usually come beforeother verbs.To ask about frequency, use How often followed bybe or do/does.How often are you late?I’m rarely late.I always brush my teeth in the morning.I usually eat breakfast.I often walk to school.I sometimes watch TV at night.I seldom eat before meals.I rarely drink coffee.Subject + be + adverb + complementMaria is rarely late.Subject + adverb + verb (+ complement)My mother usually cooks breakfast.How often + be + subject + complementHow often are you early?How often + do/does + subject + verb(+ complement)How often do you walk to school?99:22:19 AMPostcards_splitB_TE1_GR.indd 992/27/07 10:22:19 AM

GRAMMAR REFERENCEUnit 3, page 27: Prepositions of locationPrepositions of location are used to identify thelocations of people, places, and things.Next to refers to a person, place, or thing that isbeside another person, place, or thing.The preposition behind refers to the location ofa person, place, or thing that is at the back ofanother person, place, or thing.The bank is on the corner of Theo Lane.Jesse’s house is behind the school.The library is right next to the post office.The pool is behind the hotel.On the corner of refers to the place where twostreets meet.In front of refers to the location of a person, placeor thing that faces another person, place, or thing.Across from refers to the location of a person,place, or thing that is on the other side of anotherperson, place, or thing.The preposition between refers to the location ofa person, place, or thing that is in the middle oftwo things.The preposition in refers to a location in a certainarea or in an enclosed space.The preposition on refers to the location on asurface. Use on to refer to a street.The house is on the corner of Bay and First Street.I can’t see because you are right in front of me.The park is across from the hotel.Kate wants to sit between her mother and her sister.Miami is a city in Florida.The restaurant is in the mall.We live on this street.Unit 3, page 28: There is/There areUse There is / There are to show that somethingexists, often in a specific place.To form affirmative statements, start with Therefollowed by the correct form of be, the subject,and a place if needed.There is is usually contracted to there’s.To form negative statements, begin with Therefollowed by be and not, and the subject.Use some to indicate a quantity in an affirmativestatement. Use any in a negative statement.To ask Yes/No questions with there is/there are,begin with be followed by there, a/an or any, anda noun.To answer Yes, use Yes, there, and be.To answer No, use No, there, be, not, and anyif desired.There is a great art museum in the city.There are many Asian restaurants on our street.There + be + subject (+ place)There is a post office on the corner.There are some interesting stores here.There is → There’sThere + be + not + subject (+ place)There isn’t anyone here.There are some great stores here.There aren’t any hotels in this town.Be + there + a/an/any + subject (+ place)Are there any good parks in Miami?Is there a bathroom here?Yes + there + beYes, there is.No + there + be + not (+ any)No, there aren’t (any).100Postcards_splitB_TE1_GR.indd 1002/27/07 10:22:19 AMPostcards

Unit 4, page 36: The present continuous: be (am/is/are) + verb -ingThe present continuous is something that ishappening right now. The simple present refers toevents that happen frequently or to conditions thatrarely change.To form the present continuous of most words,just add -ing.To form the present continuous of words endingin a consonant and -e, drop the -e and add -ing.Present continuous: I’m sitting in the front row (asI speak).Simple present: I always sit in the front row.I’m dreaming about my family vacation.They’re speaking for all of us.You’re making a big mistake.We’re having a party for our grandparents.GRAMMAR REFERENCETo form the present continuous of words thatend with a stressed consonant-vowel-consonantpattern, double the final consonant.To form affirmative statements in the presentcontinuous, start with a subject followed by beand a verb ending in -ing.To form negative statements in the presentcontinuous, start with a subject followed by be,not, and a verb ending in -ing.You can use the present continuous to talk aboutsomething that is happening right now andcontinuing into the future.My brother is hitting the ball.My cousin is letting us use his computer.Subject + be + verb -ingMy grandmother is talking (on the phone).We are walking ( to the park).Subject + be + not + verb -ingWe are not swimming.He is not driving.I am living in Florida.We are learning English.Unit 4, page 38: The present continuous: be (am/is/are) + verb -ingTo ask Yes/No questions in the present continuous,begin with be, followed by a subject and a verbending in -ing.To answer Yes questions in the present continuous,begin with Yes followed by a subject and be.To answer No questions, begin with No followedby a subject, be, and not.To ask most information questions in the presentcontinuous, begin with a Wh- word followed by be,a subject, and a verb ending in -ing.To ask a general question, use What and doing.Be + subject + verb -ingAre you working?Yes + subject + beYes, I am.No + subject + be + notNo, I am not.No, I’m not.Wh- + be + subject + verb -ingWhat is he reading?Where are they going?What are you doing?101:22:19 AMPostcards_splitB_TE1_GR.indd 1012/27/07 10:22:19 AM

GRAMMAR REFERENCEUnit 5, page 44: The simple past of regular verbsUse the simple past to talk about events that werestarted and finished in the past.To form the simple past of most regular verbs thatend in a consonant, add -ed. This includes wordsending in a vowel and -y.To form the simple past of regular verbs that endin -e, add -d.We moved to Florida in 1999.We studied for the test last night.talk → talkedplay → playedsmile → smiledcare → caredTo form the simple past of regular verbs that endin a consonant and -y, drop the -y and add -ied.To form the simple past of regular verbs thatend with a stressed consonant-vowel-consonantpattern, double the final consonant and add -ed.To form affirmative statements in the simple past,begin with a subject followed by a past tense verband a complement if needed.To form negative statements in the simple past,begin with a subject followed by did not, the baseform of a verb, and a complement if needed.Did not is usually contracted to didn’t inconversation and informal writing.cry → criedtry → triedstop → stoppedplan → plannedSubject + past tense of verb (+ complement)They talked.She cried all day.Subject + did + not + base form of verb(+ complement)They did not try at all.did not → didn’tWe didn’t study.Unit 5, page 46: The simple past of regular verbsTo form Yes/No questions in the simple past, beginwith Did followed by a subject, the base form of averb, and a complement if needed.To answer Yes/No questions in the simple pastin the affirmative, begin with Yes followed by asubject and did.To answer Yes/No questions in the simple past inthe negative, begin with No followed by a subjectand did not or didn’t.Did + subject + base form of verb (+ complement)Did they call yesterday?Did you move last year?Yes + subject + didYes, I did.Yes, they did.No + subject + didn’t/ did + notNo, I didn’t.No, they did not.Unit 5, page 47: The simple past of regular verbsTo form Who questions in the simple past tense,begin with Who followed by the past tense of theverb. Who is the subject of the sentence.Who + past tense of verbWho called?Who picked you up?Do not use do/did/does when Who is the subject. X Who did call? ✓ Who called?To answer Who questions, begin with a subjectfollowed by the past tense of the verb, or answerwith a name alone.Subject + past tense of verbWho called?Theo called. or Theo.102Postcards_splitB_TE1_GR.indd 1022/27/07 10:22:20 AMPostcards

Unit 6, page 54: The simple past of be (was/were)The simple past of be for affirmative statements iswas/were.The simple past of be for negative statements isformed with was/were and not.Was not / Were not are usually contracted to wasn’tand weren’t in conversation and informal writing.I washe / she / it wasI was nothe / she / it was notwas not → wasn’twere not → weren’tyou / we / they wereyou / we / they were notGRAMMAR REFERENCEUnit 6, page 55: The simple past of be (was/were)To form Yes/No questions with the simple past ofbe, begin with Was/Were followed by a subjectand complement.Was/Were + subject + complementWas she sick last week?Were they late?To answer Yes/No questions with the simple pastof be in the affirmative, begin with Yes followed bya subject and was/were.Yes + subject + was/wereWas she sick last week?Yes, she was.Were they late?Yes, they were.To answer Yes/No questions with the simple pastof be in the negative, begin with No followed by asubject and was not / wasn’t / were not / weren’t.To ask information questions with the simple pastof be, begin with a Wh- question word followed bythe simple past tense form of be.To answer Why questions with the simple past ofbe, begin with the subject or Because.No + subject + was/were + notWas she sick last week?No, she was wasn’t.Were they late?No, they were not.Who/Where/Why/What/ When/How + was/wereWho was in the car?Why were they late?Where was he?Why were they late?They were late because the bus was late.Because the bus was late.Unit 6, page 56: The simple past of irregular verbsTo ask Who questions with irregular verbs in thesimple past, begin with Who followed by a verb inthe simple past and a complement if needed.To ask other information questions with irregularverbs in the simple past, begin with the Whquestionword followed by did, a subject, a verb inthe base form, and a complement if needed.Who + verb (+ complement)Who took the books?When + did + subject + base form of verb(+ complement)When did Gloria come home?103:22:20 AMPostcards_splitB_TE1_GR.indd 1032/27/07 10:22:20 AM

Peer editing checklistIs the first letter of each sentence capitalized?she is a student.She is a student.Are proper nouns (people’s names, place names) capitalized?My brother’s name is paul .He lives in los angeles .My brother’s name is Paul.He lives in Los Angeles.Is there a period (.) or exclamation mark (!) at the end of each sentence?I like ShakiraShe’s coolI like Shakira.She’s cool!Is there a question mark (?) at the end of each question?What’s your nameWhat’s your name?Is the vocabulary correct?My mother is fourteen .My mother is forty.Is the spelling correct?He’s an excheng student.He’s an exchange student.Do sentences and questions have the correct word order?You are a student?Are you a student?Are the verbs correct?I be fi ne.He like hip-hop.I am fi ne.He likes hip-hop.Are words such as first, next, or after that used if needed?I get up. I eat breakfast.First I get up. After that, I eat breakfast.Are the paragraphs clear and easy-to-understand?Her name is Anna. She likes sports. Weplay tennis. This is my sister.This is my sister. Her name is Anna.She likes sports. She plays tennis.I do, too.104Peer editing checklistPostcards_splitB_TE1_GR.indd 1042/27/07 10:22:20 AMPostcards

Name Unit: DateLook back over the last unit. Think about what you learned. Answer these questions:1. For me, everything in this unit was:easy OK difficult.Student self-evaluation[If you checked “difficult,” answer this question:]How can I learn the material in this unit?STUDENT SELF-EVALUATION2. The grammar was:easy OK difficult.[If you checked “difficult,” answer this question:]How can I learn the grammar in this unit?3. The vocabulary was:easy OK difficult.[If you checked “difficult,” answer this question:]How can I learn the vocabulary in this unit?4. My favorite words in this unit are:, , , and .5. My favorite useful expression in this unit is:6. Lately, I think I am improving my:speaking listening pronunciation.7. Lately, I think I need more practice with:speaking listening pronunciation.8. Lately, I am……attending class regularly.…speaking English only in class.…studying at home.…completing all assignments.…asking the teacher or other students for help.always sometimes not so often105Copyright © 2008 by Pearson Education, Inc.Permission granted to reproduce for classroom use.:22:20 AMPostcards_splitB_TE1_GR.indd 1052/27/07 10:22:21 AM

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Certificate of Achievementhas successfully completed Postcards Level 1B and hasdemonstrated satisfactory proficiency in the English language.This certificate is hereby awarded this _ day of _, in the year _.Copyright © 2008 by Pearson Education, Inc. Permission granted to reproduce for classroom use.:22:22 AMPostcards_splitB_TE1_GR.indd 1072/27/07 10:22:22 AM

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Illustration creditsDaniel Delvalle: pp. 30 (top), 54; Michael Hortens: pp. 19, 30 (bottom), 35, 40, 45;Brian Hughes: pp. 3 (top and middle), 4; Hal Just: pp. 24-25, 28; Patrick Merrell:p. 22; Chris Reed: pp. 5, 10, 16; Robert Roper: pp. 12, 50; Andrew Shiff: pp. 3(bottom), 17, 27; Ron Zalme: p. 38.Photo creditsAll original photography by Michal Heron; cover (Miami) Angelo Cavalli/GettyImages, (shell) Dorling Kindersley; borders (globe) Larry Williams/Corbis,(clouds) Royalty-Free/Corbis; p. 9 (theater) Abdiel Thorne; p. 15 (1) John & DallasHeaton/Corbis, (2) Jim Scourletis/PictureQuest, (3) Kathy Ferguson-Johnson/PhotoEdit, (4) Steve Skjold/PhotoEdit; p. 18 Images; p. 20 VickyKasala/Getty Images; p. 23 (top) Photodisc/Getty Images, (bottom) JonathanNourok/PhotoEdit; p. 32 (top) Annebicque Bernard/Corbis Sygma, (middle) TheLiving Earth, Inc., (bottom) Bob Krist/Corbis; p. 33 (top) Paul A. Souders/Corbis,(bottom right) Catherine Karnow/Corbis, (bottom left) Richard T. Nowitz/Corbis;p. 40 Handout/Getty Images; p. 51 (top to bottom) Creative Eye/MIRA.com,Shutterstock.com, Nature Picture Library, Nature Picture Library; p. 54 (top left)Bettmann/Corbis, (top right) Tim Graham/Getty Images, (middle left) Corbis,(middle right) Topham/The Image Works, (bottom left) Bettmann/Corbis, (bottomright) Underwood & Underwood/Corbis; p. 57 (top left to right) MarkRichards/PhotoEdit, DesignPics Inc./Index Stock Imagery, Image 100/Fotosearch,ThinkStock LLC/Index Stock Imagery, (bottom left to right) Jon Feingersh/Corbis,PhotoDisc/Fotosearch, Corbis/Fotosearch, Omni Photo CommunicationsInc./Index Stock Imagery, Bill Miles/Corbis, Michael Keller/Corbis; p. 58 Royalty-Free/Corbis, (inset) Paramount/The Kobal Collection; p. 60 (top) Photo Researchers,Inc., (bottom) Mary Kate Denny/PhotoEdit; p. 61 Tony Freeman/PhotoEdit; p.62 Maurizio Gambarini/epa/Corbis; p. 63 Dorling Kindersley; p. 64 (1) 2004Universal Orlando. All rights reserved, (2) Courtesy Parc du Futuroscope, (3)2001 Universal Orlando. All rights reserved; p. 65 (4) 1999 Universal StudiosEscape. A Universal Studios/Rank Group joint venture, (5) MauryChristian/Corbis Sygma, (6) Kuka/Digital Vision/Prod AFP-futuroscope; p. 66 (1)Digital Vision/Getty Images, (2) Steve Prezant/Corbis; p. 67 Image Source/GettyImages.:22:22 AM

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