CONTENTS

Inside a Unit x
Acknowledgments xvi
Credits xvii

UNIT 1 People 2
The Verb Be
LESSON 1: Simple Present of Be; Contractions with Be 4
Reading: Say hello! 4
1.1 Simple Present of Be: Affirmative Statements 6
1.2 Contractions with Be 7

LESSON 2: Be + Singular Noun; Be + Plural Noun 11

Reading: Dereck and Beverly Joubert 11
1.3 Be + Singular Noun 13
1.4 Be + Plural Noun 14
1.5 Simple Present of Be: Negative Statements 16

LESSON 3: Descriptive Adjectives 21

Reading: Tank the Bear 21
1.6 Descriptive Adjectives 23

LESSON 4: Possessive Adjectives; Possessive Nouns 28

Reading: Sami Reindeer Herders 28
1.7 Possessive Adjectives 30
1.8 Possessive Nouns 31

Review the Grammar 35

Connect the Grammar to Writing: Write about Two Family Members 38

UNIT 2 Celebrations 40
The Verb Be: Questions
LESSON 1: Simple Present of Be: Yes/No Questions 42
Reading: Happy name day ! 42
2.1 Simple Present of Be: Yes / No Questions 44
2.2 Simple Present of Be: Short Answers 45

LESSON 2: Prepositions of Place; Questions with Where + Be 50

Reading: Eiffel Tower Tour 50
2.3 Prepositions of Place 52
2.4 Questions with Where + Be 54

LESSON 3: Questions about Time and Weather 58

Reading: New Year’s Celebrations around the World 58
2.5 Questions about Time 60
2.6 Questions with When; Prepositions of Time (Part 1) 61
2.7 Questions about the Weather 63

LESSON 4: This, That, These, Those 66

Reading: Holi Festival 66
2.8 This, That, These, Those 68
2.9 Questions and Answers with This, That, These, Those 69

Review the Grammar 73

Connect the Grammar to Writing: Write about a Celebration 76
 UNIT 3 Work 78
Simple Present: Part 1
LESSON 1: Simple Present: Affirmative Statements 80
Reading: Doctor Bugs 80
3.1 Simple Present: Affirmative Statements 82
3.2 Simple Present Spelling Rules:
-s and -es Endings 83
3.3 Irregular Verbs: Do, Go, and Have 84

LESSON 2: Simple Present: Negative Statements and Contractions 88

Reading: Life on the Space Station 88
3.4 Simple Present: Negative Statements 90
3.5 Prepositions of Time (Part 2) 91
3.6 Like, Need, and Want + Infinitive 92

LESSON 3: Verbs + Objects 97

Reading: Elephant Keepers 97
3.7 Verb + Object / Verb + Preposition + Object 99
3.8 Object Pronouns 100

LESSON 4: Imperatives 104

Reading: How to Get a Job in Game Design 104
3.9 Imperatives: Affirmative 106
3.10 Imperatives: Negative 107

Review the Grammar 111

Connect the Grammar to Writing: Write about a Job 114

UNIT 4 Lifestyles 116

Simple Present: Part 2
LESSON 1: Simple Present: Yes/No Questions and Short
Answers 118
Reading: The People from the Nicoya Peninsula 118
4.1 Simple Present: Yes/No Questions 120
4.2 Simple Present: Short Answers to Yes/No Questions 121

LESSON 2: Frequency Adverbs and Expressions 125

Reading: Night Markets 125
4.3 Frequency Adverbs 127
4.4 Frequency Expressions 128

LESSON 3: Simple Present: Wh- Questions 131

Reading: The Amish 131
4.5 Simple Present: Wh- Questions 133
4.6 Who Questions about a Subject 134

Review the Grammar 139

Connect the Grammar to Writing: Write about Someone’s Daily Life 142

iv CONTENTS
UNIT 5 Food and Hospitality 144
Count and Non-Count Nouns
LESSON 1: Count and Non-Count Nouns; Articles 146
Reading: At the Grand Hotel 146
5.1 Count and Non-Count Nouns 148
5.2 Using A/An with Count Nouns 149
5.3 A/An vs. The 150

LESSON 2: Measurement Words; Some, Any 154

Reading: Erik’s Food Blog 154
5.4 Measurement Words 156
5.5 Some, Any 157

LESSON 3: Much, Many, A Lot of; A Few, A Little 163

Reading: The Hadza People 163
5.6 Much, Many, A Lot Of 165
5.7 A Few, A Little 166
5.8 Questions with How Much and How Many 166

Review the Grammar 171

Connect the Grammar to Writing: Write about an Event 174

UNIT 6 Homes and Communities 176

There Is/There Are
LESSON 1: There Is/There Are 178
Reading: Side Trips from Shanghai 178
6.1 There Is/There Are: Statements 180
6.2 There Is/There Are: Yes/No Questions and Short
Answers 181
6.3 How Much . . . Is There? / How Many . . . Are There? 182

LESSON 2: Too Much/Too Many; Enough/Not Enough 187

Reading: Home Design 187
6.4 Too Much/Too Many + Noun 189
6.5 Enough/Not Enough + Noun 190

LESSON 3: Indefinite Pronouns 193

Reading: Dune Shacks 193
6.6 Indefinite Pronouns: Nothing, Anything, Something, Everything 195
6.7 Indefinite Pronouns: No One, Nobody, Anyone, Anybody, Someone,
Somebody, Everyone, Everybody 197
Review the Grammar 201
Connect the Grammar to Writing: Write Your Opinion about a Place 204

CONTENTS v
 UNIT 7 Extremes 206
Present Progressive
LESSON 1: Present Progressive: Statements 208
Reading: Highliners 208
7.1 Present Progressive: Affirmative Statements 210
7.2 Present Progressive: Negative Statements 212
7.3 Spelling Rules: -ing Forms 213

LESSON 2: Present Progressive: Questions 218

Reading: An Interview with Stephen Alvarez 218
7.4 Present Progressive: Yes/No Questions and Short Answers 220
7.5 Present Progressive: Wh- Questions 222
7.6 Wh- Questions with Who 223

LESSON 3: Simple Present vs. Present Progressive 228

Reading: Tornado! 228
7.7 Simple Present vs. Present Progressive 230
7.8 Non-Action Verbs 231

Review the Grammar 235

Connect the Grammar to Writing: Write about the Activities in Your Life 238

UNIT 8 Travel 240

The Past: Part 1
LESSON 1: Simple Past of Be: Statements 242
Reading: Next Stop . . . A Travel Blog 242
8.1 Simple Past of Be: Statements 244
8.2 Past Time Expressions with Last, Yesterday, and Ago 245

LESSON 2: Simple Past of Be: Questions 249

Reading: Iceland 249
8.3 Simple Past of Be: Yes/No Questions 251
8.4 Simple Past of Be: Wh- Questions 252

LESSON 3: Simple Past: Affirmative Statements 256

Reading: Antarctic Adventure 256
8.5 Simple Past: Affirmative Statements with Regular Verbs 258
8.6 Spelling Rules: -ed Forms 259
8.7 Simple Past Irregular Verbs: Group 1 261

LESSON 4: Simple Past: Negative Statements 265

Reading: Amazon Explorer Ed Stafford 265
8.8 Simple Past: Negative Statements 267
8.9 Simple Past Irregular Verbs: Group 2 267
8.10 Simple Past Irregular Verbs: Group 3 268

Review the Grammar 272

Connect the Grammar to Writing: Write a Blog Entry about a Trip 274

vi CONTENTS
UNIT 9 Achievements 276
The Past: Part 2
LESSON 1: Simple Past: Questions 278
Reading: Wangari Maathai 278
9.1 Simple Past: Yes/No Questions and Short Answers 280
9.2 Simple Past: Wh- Questions 282
9.3 Wh- Questions with Who or What 284

LESSON 2: Past Time Clauses 288

Reading: Ernest Shackleton’s Expedition 288
9.4 Past Time Clauses with Before and After 290
9.5 Past Time Clauses with When 292

LESSON 3: Past Progressive 297

Reading: Tenzing Norgay 297
9.6 Past Progressive 299
9.7 Simple Past vs. Past Progressive 300

Review the Grammar 303

Connect the Grammar to Writing: Write a Biography 306

UNIT 10 Human and Animal Encounters 308

Adjectives and Adverbs
LESSON 1: Adjectives 310
Reading: Fennec Foxes 310
10.1 Modifying Nouns with Adjectives 312
10.2 Adjectives with How and What Questions 314
10.3 Using Nouns as Adjectives 316

LESSON 2: Adverbs of Manner and Adjectives 320

Reading: Gorilla Encounter 320
10.4 Adjectives vs. Adverbs of Manner 322
10.5 Linking Verbs + Adjectives 323
10.6 Adverbs and Adjectives with the Same Form 324

LESSON 3: Adjectives and Adverbs with Too, Very, and Enough 329
Reading: Save the Iberian Lynx 329
10.7 Too/Very + Adjective or Adverb 331
10.8 Adjective or Adverb + Enough 332

Review the Grammar 336

Connect the Grammar to Writing: Write about an Animal 338

CONTENTS vii
 UNIT 11 Challenges
g and Abilities 340
Modals: Part 1
LESSON 1: Can/Could 342
Reading: Look! I can fly! 342
11.1 Can/Could for Ability and Possibility: Statements 344
11.2 Can/Could for Ability and Possibility: Questions 346

LESSON 2: Be Able To; Know How To 352

Reading: Winter the Dolphin 352
11.3 Be Able To 354
11.4 Know How To 356

LESSON 3: And, But, and So 359

Reading: Challenges for Athletes 359
11.5 And, But, So 361
11.6 Contrasts after But 362

Review the Grammar 367

Connect the Grammar to Writing: Write about a Challenge 370

UNIT 12 Amazing
g Places 372
Comparative and Superlative Adjectives
LESSON 1: Comparative Adjectives 374
Reading: Two Amazing Mountains 374
12.1 Comparative Forms of Short Adjectives 376
12.2 Comparative Forms of Long Adjectives 377
12.3 Questions with Comparatives 378

LESSON 2: Superlative Adjectives 383

Reading: The National Museum of Anthropology 383
12.4 Superlative Forms of Short Adjectives 385
12.5 Superlative Forms of Long Adjectives 386
12.6 Questions with Superlatives 387

LESSON 3: Possessive Pronouns; Whose 391

Reading: Frank Gehry: An Unusual Architect 391
12.7 Possessive Pronouns 393
12.8 Wh- Questions with Whose 394

Review the Grammar 399

Connect the Grammar to Writing: Write a Comparison between Two Places 402

viii CONTENTS
UNIT 13 Customs and Traditions 404
Modals: Part 2
LESSON 1: Should/Shouldn’t 406
Reading: Subject: A Business Trip to Tokyo 406
13.1 Should for Advisability: Statements 408
13.2 Should for Advisability: Questions 409

LESSON 2: May and Can; Have To/Don’t Have To 413

Reading: You can’t do that here! 413
13.3 Can/May for Permission 415
13.4 Have To for Necessity: Statements 417
13.5 Have To for Necessity: Questions 418

LESSON 3: Can/Could/Would: Polite Requests and Offers 422

Reading: Disappearing Cultures 422
13.6 Can You/Could You/Would You for Polite Requests 424
13.7 Can I/Could I/Would You Like for Polite Offers 425

Review the Grammar 428

Connect the Grammar to Writing: Write a Request 430

UNIT 14 Education and Learning

g 432
The Future
LESSON 1: Future with Be Going To and Present Progressive 434
Reading: An Unusual College Experience 434
14.1 Future with Be Going To: Statements 436
14.2 Future with Be Going To: Questions 437
14.3 Future with Present Progressive 438

LESSON 2: Future with Will; Possibility with May/Might 443

Reading: The Internet and the Future of Education 443
14.4 Future with Will: Statements 445
14.5 Future with Will: Questions 447
14.6 Possibility with Might/May 448

LESSON 3: If Clauses; Future Time Clauses 452

Reading: Color and Test Scores 452
14.7 If Clauses 454
14.8 Future Time Clauses with Before, After, and When 455

Review the Grammar 460

Connect the Grammar to Writing: Write a Personal Statement 462

Appendices A1
Glossary of Grammar Terms G1
Index I1
Credits (cont’d) C1

CONTENTS ix
 3 Work
UNIT

Simple Present:
Part 1

78 SIMPLE PRESENT: PART 1

 A worker on top of the John Hancock
skyscraper in Chicago, Illinois, USA

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Review the Grammar

page 80 page 88 page 97 page 104 page 111
Simple Present: Simple Present: Verbs + Objects; Imperatives
Affirmative Negative Object Pronouns Connect the
Statements; Statements; Grammar to Writing
Irregular Verbs: Prepositions of page 114
Do, Go, and Have Time (part 2);
Like, Need, Want UNIT 3 LESSON 1 79
LESSON 1 Simple Present: Affirmative Statements

EXPLORE
1 READ the article about Doctor Bugs. Notice the words in bold.
CD1-30

Doctor Bugs
Most people don’t like bugs, but Doctor Mark Moffet loves
them! In fact, his nickname is Doctor Bugs. He’s a photographer
and an entomologist. An entomologist studies bugs.

Doctor Moffett’s favorite bug is the ant. He goes all over the
world to study ants. He watches them as they eat, work, rest,
sleep, and fight.

He takes photographs of the ants. He lies on the ground with

his camera and waits for the right moment. The ants and other Doctor Mark Moffett
bugs often bite him, but that doesn’t stop Doctor Bugs. He has an
interesting and unusual job, and he loves it!

80 SIMPLE PRESENT: PART 1

2 CHECK. Read the list of verbs in the chart. Who does each action? Check (✓) the correct
column.

Verbs Doctor Moffett Ants

1. studies

2. fight

3. waits

4. bite

3 DISCOVER. Complete the exercises to learn about the grammar in this lesson.

A Look at the list of verbs in exercise 2. Then find other verbs in the article from exercise 1.
Who does each action? Write each verb in the correct column.

Doctor Moffett Ants

goes eat

B Look at the charts from exercise 2 and exercise A. Choose the correct answer to complete
each statement. Then discuss your answers with your classmates and teacher.

1. The verbs under Doctor Moffett end in -s / do not end in -s.

2. The verbs under Ants end in -s / do not end in -s.

Leaf cutter ants

UNIT 3 LESSON 1 81
 LEARN

3.1 Simple Present: Affirmative Statements

Subject Verb Subject Verb
I
You He
We She
work every day. works every day.
You It
They My brother
Tom and Sue

1. Use the simple present to talk about Habit or Routine: I exercise every day.
habits or routines, schedules, and facts. Schedule: She starts work at eight.
Fact: It rains a lot in April.

2. Add -s to the verb for he, she, it, and He drives to work.
singular subjects. She works in an office.
The bank opens at 9:00 a.m.
3. Do not put be in front of another verb in ✓ He works at a bank.
the simple present. ✗ He is work at a bank.

4 Circle the correct form of the verb to complete each sentence.

1. Doctor Moffett love / loves his job.

2. He study / studies ants.

3. A salesperson sell / sells products for a company.

4. You and Anita work / works on weekends.

5. Nurses help / helps people.

6. We write / writes science books.

7. Our office close / closes at 7:00 p.m.

8. She take / takes classes at the business school.

9. You walk / walks to work every day.

10. I start / starts work at 8:00 a.m. every morning.

5 WRITE & SPEAK. List three activities you do often. Share your sentences with a partner.
Then tell the class about your partner.

Student A: I study. I play games. I talk with my friends.

Student B: Maria studies. She plays games. She talks with her friends.

82 SIMPLE PRESENT: PART 1

 6 Complete each sentence with the correct form of the verb in parentheses.

1. A zookeeper feeds (feed) animals.

2. Computer programmers (write) software.

3. Photographers (take) photos.

4. A chef (cook) food.

5. A firefighter (fight) fires.

6. Musicians (play) instruments.

A zookeeper feeds a
7. A farmer (work) on a farm. rhino at the Sedgwick
County Zoo in Wichita,
8. A dancer (dance). Kansas, USA.

3.2 Simple Present Spelling Rules: -s and -es Endings

1. Add -s to most verbs. close– closes love–loves stop–stops
dance–dances open–opens take–takes
exercise–exercises play–plays write–writes
feed–feeds put–puts work–works
2. Add -es to verbs ending in -sh, -ch, -s, -x, wash–washes dress–dresses buzz–buzzes
and -z. teach–teaches relax–relaxes
3. Change -y to -i and add -es to verbs carry–carries copy–copies study–studies
ending in a consonant + y.

See page A2 for additional spelling rules for -s, -es, and -ies endings.

UNIT 3 LESSON 1 83
 7 Write each verb with the correct -s, -es, or -ies ending.

1. study studies 8. help

2. fish 9. miss

3. pass 10. fly

4. worry 11. fix

5. explore 12. watch

6. bite 13. like

7. buy 14. pay

3.3 Irregular Verbs: Do, Go, and Have

Subject Verb Subject Verb
I do the dishes every day. does the dishes every day.
You He
We go to work at 7:00 a.m. She goes to work at 7:00 a.m.
You It
They have dinner at 6:00 a.m. has dinner at 6:00 a.m.

The verbs do, go, and have are irregular She goes home at six-thirty.
for he, she, it, and singular subjects. He has a meeting at two-thirty.
John does the laundry on Sunday night.

8 Complete the paragraphs with the correct form of the verbs in parentheses.

Manuel and Lila Vega

Manuel and Lila Vega (1) have (have) a busy lifestyle. Manuel is a doctor
at a hospital. He works at night, so he (2) (go) to work at 7:00 p.m. and
comes home at 7:00 a.m. His wife Lila works at a bank. She (3) (go) to work
at 8:00 a.m. and comes home at 6:00 p.m. They don’t see each other a lot during the week.

Manuel and Lila also (4) (have) two children, Luis and Carla. Every
morning they all (5) (have) breakfast together at 7:30. Then, Luis and Carla
(6) (go) to school, and Lila (7) (go) to work. Manuel
(8) (do) the dishes, and then (9) (go) to bed. Carla
usually (10) (do) her homework at a friend’s house in the afternoon, and
Luis (11) (have) soccer practice. Manuel gets up at 4:00 p.m. At 6:00 p.m.,
he (12) (have) dinner with Lila, Luis, and Carla. After dinner, he
(13) (go) to work. Manuel and Lila (14) (have)
a busy schedule during the week, but on weekends they relax.

84 SIMPLE PRESENT: PART 1

 PR ACTICE

9 Complete the paragraph with the correct form of the verbs in parentheses. Then listen and
CD1-31
check your answers.

Bush Pilots
Bush pilots (1) have (have) interesting jobs. They (2) (fly)
special planes to Alaska’s bush country. (This is a wild area, far away from cities with airports.)
Bush pilots (3) (carry) people or supplies in their bush planes. They also
(4) (help) rescue people.

Paul Claus is a famous bush pilot. He (5) (have) a lot of experience,

and he is an excellent pilot. Paul also (6) (own) a hotel in Alaska. He
(7) (fly) customers to his hotel and (8) (take) them on
adventures. He (9) (go) to interesting places with them. It’s an exciting job!

Bush planes on a glacier in

Denali National Park, Alaska, USA

10 EDIT. Read the paragraph. Find and correct five more errors with the simple present.

s
Bill is a mechanic. He know a lot about cars. He work at a garage. He fix cars and

talks to customers. They asks questions about their cars. Bill works from 8:00 a.m. to

6:00 p.m. every day. He haves a busy schedule, but he like his job very much.

11 PRONUNCIATION. Read the chart and listen to the examples. Then complete the exercises.
CD1-32

PRONUNCIATION Simple Present -s and –es Endings

The ending of third-person /U/ /\/ /"\/

singular verbs has three walks pays fixes
sounds: /U/, /\/, /"\/
1. Say /U/ after /R/, /V/, stop-stops put-puts work-works laugh-laughs
/M/, and /H/ sounds.
2. Say /\/ after /D/, /F/, rub-rubs come-comes love-loves
/I/, /N/, /O/, /P/, /0/, /T/, read-reads spin-spins bathe-bathes
/X/, and /&/ sounds, bag-bags sing-sings pay-pays
and after vowel sounds. feel-feels hear-hears go-goes

3. Say /"\/ after verbs that kiss-kisses wash-washes judge-judges

end in /U/, /\/, /5/, /V5/, buzz-buzzes watch-watches relax-relaxes
/F</, and /MU/.

See page A4 for a guide to pronunciation symbols.

UNIT 3 LESSON 1 85
 A Read the sentences about Rick’s schedule. Then listen and circle the sound you hear for the
CD1-33
verb in each sentence.

Rick’s Schedule

1. Rick wakes up at 6:15 a.m. every morning. /U/ /\/ /"\/

2. He jogs for an hour in the park. /U/ /\/ /"\/

3. Then he takes a shower. /U/ /\/ /"\/

4. He brushes his teeth. /U/ /\/ /"\/

5. He eats breakfast at 7:45. /U/ /\/ /"\/

6. He reads the newspaper. /U/ /\/ /"\/

7. He washes the dishes. /U/ /\/ /"\/

8. Then he drives to work. /U/ /\/ /"\/

9. He starts work at 8:30. /U/ /\/ /"\/

10. He goes home at 5:30. /U/ /\/ /"\/

11. He relaxes on Saturday and Sunday. /U/ /\/ /"\/

12. He loves weekends! /U/ /\/ /"\/

B Work with a partner. Practice reading the sentences from exercise A. Pay attention to the
pronunciation of the –s and -es endings.

12 LISTEN & SPEAK.

A Look at the list of activities in the chart. Then listen to the conversation between two teachers.
CD1-34
Who does each activity? Check (✓) the correct column(s).

Alvaro Galina

1. lives in Ecuador ✓
2. lives in Russia

3. teaches at a university

4. teaches at a high school

5. teaches biology

6. gets up early

7. goes home at 3:00 p.m.

8. goes home at 6:00 p.m.

9. meets with students after class

10. relaxes on Saturday

B Compare your answers from exercise A with a partner. Then practice saying sentences about
Alvaro and Galina. Use the information from the chart.

Alvaro lives in Ecuador.

86 SIMPLE PRESENT: PART 1

 C In your notebook, write sentences about Alvaro and Galina. Use the chart from exercise A to
help you.

Alvaro lives in Ecuador.

13 READ, SPEAK & WRITE.

A Read the e-mail about Rosa’s new job. Guess her job. Then discuss your idea with a partner.

To: Sato, Akiko

Subject: New Job!

Hi Akiko,

Good news! I have a new job. I work for an office supply company. I have a busy schedule, but
I love the work. On Monday, I go to the office. I meet with my boss and plan my schedule for the
week. I visit customers and sell our products during the week. I drive to different cities here in New
York. I also fly to California every month. I work really hard, but the job pays well, so I’m happy.

See you soon!

Rosa

B Write five sentences about Rosa’s new job. Use the information from the e-mail in exercise A.

Rosa goes to the office on Monday.

14 APPLY. In your notebook, write a paragraph about

a friend’s or family member’s job. Do not write the
name of his or her job. Use the model to help you.

My cousin Maya has an interesting job.

She has ballet class every morning. Then,
she goes to the gym and exercises for two
hours. She has a short break after lunch,
and then she practices her dances. She A ballet dancer
gives performances on the weekends.

B Work with a partner. Exchange paragraphs and try

to guess the person’s job.
UNIT 3 LESSON 1 87
 UNIT 3 Review the Grammar

Charts 1 Change each affirmative statement to a negative statement. Then change each underlined
3.1, 3.4,
object to an object pronoun.
3.7, 3.8
1. She reads the newspaper every morning. She doesn’t read it every morning.

2. She works with Todd and Oscar.

3. My brother has my book.

4. She teaches Barbara and me.

5. We talk to our friends every day.

6. She studies biology.

7. He knows my sister.

8. He fixes cars.

Charts 2 Look at the work schedule. Then complete the sentences below. Use the correct prepositions
3.1–3.5
of time and the verbs in parentheses. Use the negative form when necessary.

Name Days Times Break

Petra MWF 9:00 a.m. – 5:30 p.m. 1:00 – 1:45 p.m.

Ali M-F 3:00 a.m. – 12:00 p.m. 8:00 – 8:45 a.m.
Nadia T/Th 11:00 p.m. – 6:00 a.m. 2:30 – 3:00 a.m.
Ken T/Th 9:00 p.m. – 6:00 a.m. 2:00 – 2:30 a.m.
Cathy M-F 10:00 a.m. – 6:00 p.m. 2:00 – 2:30 p.m.

1. Petra works (work) from 9:00 a.m. 5:30 p.m.

2. Petra (work) Tuesday or Thursday.

3. Ali (work) 12:00 p.m.

4. Ali (have) a break 8:00 a.m.

5. Nadia (work) the afternoon.

6. Nadia and Ken (work) night.

7. Ken (have) a break 2:00 a.m.

8. Cathy (work) 10:00 a.m. 6:00 p.m.

9. Cathy (work) Saturday and Sunday.

10. Cathy and Petra (have) their breaks the afternoon.

UNIT 3 REVIEW THE GRAMMAR 111

Review the Grammar UNIT 3

Charts 3 EDIT. Read the paragraph. Find and correct six more errors with verbs and prepositions
3.1–3.5
of time.

studies
Max Kraushaar studys in Seattle. He likes to bake. At Friday and
d

Saturday morning, he bake pies. In night, people call or text Max.

They order pies, and Max delivers them. He doesn’t drives a car. He

rides a bicycle and carrys the pies in a basket. He takes orders until

3:00 a.m. Max’s company have a funny name. He calls it “Piecycle.”

4 Complete the paragraph with the correct form of the verbs in parentheses and prepositions
CD1-42 of time. Then listen and check your answers.
Charts
3.1–3.2, A Dangerous Job
3.10
Chris Hansen (1) works (work) in Alaska (2) in the winter.
He (3) (have) a job on a crab boat. He (4) (fish) for
crabs (5) October (6) January. Chris and the other fishermen
(7) (drop) heavy crab pots in the ocean and (8) (pull)
them back onto the boat a day later. Chris (9) (not like) his job.
It (10) (be) very dangerous on the ocean. Even in bad weather, the work
(11) (not stop). The days (12) (be) very short in
the winter. The sun (13) (not rise) (14) about 10:00 a.m.,
and it (15) (go) down (16) around 4:00 p.m. Chris’s
mother (17) (worry) about him. She (18) (say),
“(19) (be) careful, Chris! (20) (not fall) off the
boat!” He (21) (say), “(22) (not worry), Mom!”

Fishermen with a crab

pot, Bering Sea, near
southwest Alaska, USA

112
Charts 5 SPEAK & WRITE.
3.1, 3.2,
3.4–3.7 A Look at the activities in the chart. Then write notes about your schedule.

Activity My Schedule My Partner’s Schedule

wake up M-F 8:00; Sat, Sun 12:00 M-F 7:00; Sat, Sun 9:00
eat lunch

work

go shopping

see my friends

B Work with a partner. Discuss your schedules. Take notes about your partner’s schedule in the
chart in exercise A.

From Monday to Friday, I wake up at 7:00 a.m.

C Choose two of the activities from the chart in exercise A. Write sentences about your
schedule and your partner’s schedule.

Marisol wakes up at 7:00 a.m. I wake up at 8:00 a.m.

Charts 6 LISTEN, SPEAK & WRITE.

3.1, 3.2,
3.4–3.10 A Listen to information about four problems. Write the number next to each problem when you
hear about it.
CD1-43–46
a test / a party an important meeting / a headache

1 a new job / no car a bad cold / the emergency room at a hospital

B Listen again. Then write two sentences about each problem.

CD1-43–46

1. Tom has a new job. He doesn’t have a car.

2.

3.

4.

C Work with a partner. Write advice for the people from exercises A and B. Use imperatives.

1. Advice for Tom: Don’t miss work! Ask a friend for help.

2. Advice for Sue:

3. Advice for Jay and Bill:

4. Advice for Ann and Jim:

UNIT 3 REVIEW THE GRAMMAR 113

Connect the Grammar to Writing

1 READ & NOTICE THE GRAMMAR.

A Read the paragraph. What is the writer’s advice for new teachers? Discuss with a partner.

My Job
as a Teacher
I am a teacher. I work from 8:00 a.m. to 1:30 p.m.
I teach four English classes. In class, I write on the
board. I ask a lot of questions. I use pictures when
I teach vocabulary. I don’t arrive late. At home,
I plan my lessons. I correct homework and tests.
My advice for new teachers – learn your students’
names on the first day.

GRAMMAR FOCUS

In the paragraph in exercise A, the writer uses the simple present to talk
about habits or routines and schedules.

I work from 8:00 a.m. to 1:30 p.m.

I don’t arrive late.

B Read the paragraph in exercise A again. Underline the verbs in the simple present. Circle the
imperative. Then compare your answers with a partner.

C Complete the chart with information from the paragraph in exercise A. What does a teacher
do in class? At home?

The Job of a Teacher

In Class At Home

She asks a lot of questions.

Advice: Learn your students’ names.

114 SIMPLE PRESENT: PART 1

 Write about a Job

2 BEFORE YOU WRITE. Complete the chart with information about your job as a student.
What do you do in class? At home? What advice do you have for new students? Use the
chart from exercise 1C as a model.

My Job as a Student

In Class At Home

Advice:

3 WRITE a paragraph about your job as a student. Give advice for new students. Use the
information from your chart in exercise 2 and the paragraph in exercise 1A to help you.

WRITING FOCUS Indenting Paragraphs

Good writers indent the first line of a paragraph. To indent, begin the first
line of a paragraph five spaces to the right.

I am a teacher. I work from 8:00 a.m. to 1:30 p.m. I teach four English
classes. In class, I write on the board. I ask a lot of questions.

4 SELF ASSESS. Read your paragraph. Underline the verbs in the simple present. Then use the
checklist to assess your work.

I did not put be in front of other verbs in the simple present. [3.1, 3.3]

The verbs in the simple present are spelled correctly. [3.3]

I used the base form of the verb for imperatives. [3.9, 3.10]

The first line of my paragraph is indented. [WRITING FOCUS]

UNIT 3 CONNECT THE GRAMMAR TO WRITING 115