Oxford smart choice 2 teachers book 3rd edition

2

Starter
TEACHER’S
BOOK
Third Edition

SMART

CHOICE

Smart learning

on the page and on the move

Ken Wilson
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1
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NEW

FOR SMART CHOICE!

More ways to keep learning outside the classroom.
Smart Choice Online Practice with On The Move provides a wealth of media-rich
skill-building practice for each Student Book unit. An intuitive Learning Management System
(LMS) allows students, teachers, and administrators to track and report on student, class,
and institutional performance.

ON THE

online
PRACTICE

MOVE

With Smart Choice Online Practice,
students can use their computer to:
• Experience 30 hours of additional practice,
with 12 interactive practice activities for
each Student Book unit
• Complete grammar, vocabulary, videobased listening comprehension, and
record-and-playback speaking activities
• Go online to research Student Book topics
and share their findings with their
classmates
• Download all the Student Book and
Workbook audio and video

With Smart Choice On The Move,
students can use their smartphone
or tablet to:
• Extend their learning with five practice
activities for each Student Book unit
• Practice their vocabulary, grammar, and
listening skills
• Get instant feedback and challenge
themselves to improve their score

• Stream all the Student Book audio
and video
• Practice anywhere!

• Connect with their teacher and view and
print their progress reports at any time
Third Edition

SMART CHOICE

Third Edition

SMART CHOICE

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Starter

1

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The Online Practice Learning
Management System is an easy-to-use
tool for monitoring and tracking student,

class, and institutional progress.

Third Edition

SMART CHOICE
Smart Choice Level 1

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

Students

• See your students’ achievements
at a glance

Total Score

Total

Practice

Tests

17/168

17/144

4/5

76%

76%

70%

124 min

124 min

24 min

19/168

19/144

5/5

54%

54%

65%

138 min

138 min

28 min

10/168

10/144

2/5

93%

93%

36%

42 min

42 min

16 min

3/168

3/144

5/5

0%

0%

85%

All Students
Activity Completion

Total Seat Time
Jose

• Use progress reports as invaluable
records for student evaluation
• Track progress and see reports for both
Online Practice and On The Move

Activity Completion
Total Score
Total Score Time
Kayla
Activity Completion
Total Score
Total Score Time
Alexis
Activity Completion
Total Scoreotas

GET STARTED

Third Edition

It’s easy to get started with
Smart Choice Online Practice.

SMART CHOICE

•O
 nline Practice is password protected: a
Student access code card is packaged with
each Student Book and a Teacher access
code card comes with each Teacher’s Book
• Administrator access code cards are
available upon request from Oxford
University Press sales representatives
• Student access codes are valid for one
year after registration; Teacher and
Administrator access codes do not expire

Third Edition

SMART CHOICE

Students and teachers can register
for Smart Choice Online Practice
and On The Move in ten languages –
English, Spanish, Portuguese,
Japanese, Chinese, Korean,
Vietnamese, Thai, Turkish, or Arabic.

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TESTING PROGRAM
The Smart Choice Online Practice Testing Program includes a comprehensive
range of tests to meet all of your assessment needs.

Interactive tests
• Four interactive, auto-scored
Progress Tests for each level
• Tests cover the core vocabulary,
grammar, and functional
language taught in the
Student Book
• Teachers stay in control – easily
hide and assign the tests and
view students’ results

Downloadable tests

Unit 5 Test

• Each level includes 12 Unit Tests,
plus a Midterm and Final Test

Name:____________________________

Date: ___________________

Vocabulary

Midterm Test

Use the following to answer questions 1-4:

• Comprehensive coverage of all the
language and skills taught in the
Student Book

Name:_____________
_______________
Look at the picture. Complete the activity label. Use a word or phrase from the box.

a book

homework

on the phone

Use the following

1

Look at the pictu

3.

1

• Language- and skills-based tests
assess vocabulary, grammar, reading,
writing, listening, and speaking

Date: __________
_________

Vocabulary
a computer game

to answer ques

tions 1-6:

re. Choose True

or False.
4.

read __________________

play __________________
2

This is pizza.
ATrue
B False

4.

He's reading a
A True
B False

book.

2
5.

do __________________

talk __________________

This is sushi.
ATrue
B False

Use the following to answer questions 5-8:
Choose the best word or phrase to complete the sentence.
5. I take ____ every morning.
A) TV

B) tablet
C) a nap
© Oxford University Press. Permission granted to reproduce for classroom use.

She's cooking
spaghetti.
A True
B False

3
6.

Smart Choice Level 1—Unit 5 Test

The bus is late.

1

ATrue
B False

© Oxford Univers
ity Press. Permis
sion granted to

He's lost.
A True
B False
reproduce for

classroom use.

Third Edition

SMART CHOICE

Home

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Midterm Test
1

Help

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

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INTRODUCTION
WELCOME TO SMART CHOICE
THIRD EDITION!
Smart Choice Third Edition is a four-skills course for
adult and young adult learners who are looking to
improve their ability to communicate in English. The
four levels of Smart Choice take students from beginner
to intermediate level. Each level contains 60–90 hours
of classroom material. In addition to the Student Book,
teachers will find a wealth of supplementary presentation
and practice materials in the Teacher’s Book with
Testing Program, the Workbook with Self-Study
Listening, and the Classroom Presentation Tool.

SMART CHOICE 2
Smart Choice 2 is for low intermediate students with
a good basic knowledge of English. Low intermediate
students have been exposed to a limited range of
foundational structures and language functions. Level 2
takes students to the mid-point of B1 of the Common
European Framework of Reference (CEFR).

Student Book
Each Student Book unit contains vocabulary and
grammar input, pronunciation work, plus practice
in all four skills: speaking, listening, reading, and
writing. There are also four review units that feature
an additional conversation and reading text. In the
back, there’s a Grammar Reference section, Audio
Script, and Vocabulary List.
Online Practice with On The Move
An access code for Online Practice and On The Move
activities is included with each Student Book.
Designed to be used outside of class, these activities
provide automatic scoring and feedback. Five new
On The Move activities, optimized for smartphones,
enable students to practice their grammar, vocabulary,
and listening skills anywhere, anytime. Progress
reports allow students to track their own progress,
and teachers and administrators to track scores of
individuals, classes, and institutions.
Class Audio
The Class Audio for each Smart Choice level can
be downloaded from Online Practice and includes
the Vocabulary, Conversation, Language Practice,
Pronunciation, Listening, and Reading from each
Student Book unit, as well as the Conversation and
Reading from the Review Units. The Class Audio
is also available to teachers on the Classroom
Presentation Tool.

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Workbook with Self-Study Listening
The Workbook is designed for self-study, although
the exercises can also be used in class as review.
The Workbook contains additional practice of all
the vocabulary and grammar presented in the
Student Book, as well as extra reading, listening,
and pronunciation practice. The Workbook audio
is available on Online Practice.
Teacher’s Book with Testing Program
The interleaved Teacher’s Book includes notes on how to
use each Student Book activity. The Teacher’s Book also
contains answers to all the Student Book and Workbook
exercises, language notes, and extra ideas. The Online
Practice Testing Program includes interactive, auto-scored
progress tests and downloadable unit, midterm, and final
tests.
Classroom Presentation Tool
Classroom Presentation Tool provides teachers with
audio, video, answer keys, and scripts.

KEY FEATURES OF SMART CHOICE
Success in the classroom
On each page, material is carefully staged to move
from controlled to less-controlled activities. Attention
is paid at every step to maintain a balance of challenge
and support. Smart Choice lets students have real
success communicating in English in contexts that

are educationally and personally rewarding. Now I
can statements at the end of each unit signal student
achievement and reinforce success.
Choice
Personalization activities on every page encourage
students to bring their own ideas and opinions into class.
With Online Practice, On The Move, and Workbook
with Self-Study Listening, Smart Choice extends this
freedom of choice to out-of-class study as well. Smart
Choice has also been designed to allow teachers
maximum flexibility in adapting the material to their
own teaching styles and classroom needs.

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HOW SMART CHOICE WORKS
Each unit of Smart Choice follows the same
familiar and reliable format.
Vocabulary
Students first of all need words, the building blocks of
language. Therefore, every Smart Choice unit begins by
introducing words or phrases that relate to the topic of
the unit. First, students engage in a warm-up activity
on the topic. Next, they look at a picture that features
the vocabulary in context, match the words and
images, and listen to check their answers. Finally,
a short speaking or writing activity allows students

to practice using the new vocabulary items. The
Vocabulary Tips present practical strategies to help
students learn new vocabulary.
Conversation
The Conversation is designed to build students’
confidence in their ability to speak and understand
everyday English. Each Conversation is also available
as a video clip for teachers to play on the Classroom
Presentation Tool in class or for students to watch
through the Online Practice component. Using the
vocabulary students have just learned, the Conversation
introduces the grammar and function of the unit.
First, students read the conversation and add the
missing words. Then they listen to check their answers
and practice the conversation with a partner. Finally,
students practice the conversation again, adding new
words and their own ideas. The Conversation Tips at the
bottom of the page present practical strategies to help
students develop their conversation skills.
Language Practice
The correct use of grammar is an essential element
of communicative competence. The Language Practice
page features presentation, practice, and personalization.
First, a Language Practice box presents new grammar
in context. (A Grammar Reference in the back of the
book provides more comprehensive explanations and
additional exercises.) Next, carefully staged activities,
moving from controlled to less-controlled, practice
the form, meaning, and use of each structure. This
page ends with Pronunciation activities that focus

on features of spoken English, including stress,
intonation, reductions, and linked sounds.

Listening
The Listening page features a variety of genres, including
conversations, interviews, and radio shows, and includes
both native and non-native speakers. A pre-listening
task introduces a second set of vocabulary and helps
students predict the kinds of things that they will hear.
Then students listen to the recording twice. The first
time they listen to get the main idea; the second time
they listen for specific information. The Listening Plus
section features a new, more challenging recording that
completes the story or gives it an unexpected twist.
The Smart Talk information-gap activity at the end of
this page provides a fun way for students to practice the
key language of the unit.
Reading
The Reading page features a colorful, magazine-style
article that students can relate to. The activities build
students’ reading skills while providing input for
classroom discussion. The first activity usually exploits
the images and, where appropriate, the title and headings
of the text. This allows students to activate their
previous knowledge of the topic and prepare them for
the exercises that follow. A variety of tasks practice key
reading skills, such as skimming, scanning, and reading
for main ideas.
Writing
The writing activities in Smart Choice are in the back

of the book and can be done either in class or assigned
as homework. Writing tasks are carefully controlled,
with model texts that offer students clear guidance and
opportunities to express their opinions.
Speaking
The Speaking page allows students to work in pairs and
groups on games, activities, quizzes, and class surveys
that combine the language they have just learned with
the English they already know. There are also speaking
tasks throughout each unit to build students’ fluency.
Review units
Review units after every three units feature a conversation
that incorporates new grammar and vocabulary and an
additional reading, both designed to offer slightly more
challenge.

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USEFUL CLASSROOM LANGUAGE
VOCABULARY

1 Listen and repeat.
I don’t understand

the activity.

Do you know
what I mean?

1.

Who’s going to
be Student A?

2.

3.

Who’s going to
report to the class?

5.

2

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How did you answer
number one?

Which role do you
want to take?

What did you write
for the next one?

4.

What do we
do next?

Do you want to
speak for the group?

What are we
supposed to do?

6.

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USEFUL CLASSROOM LANGUAGE
Vocabulary
The goal of this section is to encourage students to use
English in class by presenting and practicing essential
expressions.
WARM-UP
• Books closed. Elicit English phrases and words

that students already know. Point to things in the
classroom, such as the door, windows, books, etc.
Elicit the words and write them on the board.
• Elicit expressions such as What’s that? What’s your
name? Write them on the board. Try to fill the
board with English that students already know.

Activity 1
•
•

Books open. Focus attention on the pictures.
Model the expressions. Have students repeat the
expressions after you.
Play the recording. Have students practice the
expressions again.

Extension
• Have students look carefully at the pictures in the
Student Book and role-play the situations. For
example, have students pick up their notebooks and
pens, as in the first picture. Have students practice
asking and answering the questions.
• Have students walk around the room, practicing
the expressions in the Student Book. Encourage
students not to look at their books. If students have
trouble, write the expressions on the board.
EXTRA IDEA
Encourage students to use excuse me, please, thank you,
and you’re welcome when asking and answering the

questions.

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Conversation

Activity 2

The goal of this section is to present and practice
more expressions to enable students to use English in
the classroom.

•

WARM-UP
• Books closed. Elicit the expressions that students
learned on page 2. Elicit the responses. Write the
students’ responses on the board in the form of a
model conversation. For example:
A Who’s going to be Student A?
B Which role do you want to take?
A I’ll be Student A.
B OK. I’ll be Student B.

AOK.
• Have students make pairs. Demonstrate the
conversation with a student. Then have students
practice in pairs.

•

Focus attention on the five conversations. Model
them for the class.
Have students make groups and practice the
conversations. Make sure students change roles so
they practice each part.

Activity 1
•
•
•
•
•

Books open. Focus attention on the first picture.
Write the conversation beneath the picture on the
board. Read the conversation for the class. Have
students repeat after you.
Write an incorrect phrase in the first line. Elicit that
this is incorrect. Repeat this procedure with the
correct answer Who’s going to be Student A?
Explain that students should complete the
conversations with expressions from page 2. Then
have students do the activity on their own.

As students work, walk around the class to check
progress and offer help as necessary.
Play the recording. Allow time for students to
change incorrect answers. Then check answers.
ANSWERS
1. Who’s going to be Student A?
2. Who’s going to report to the class?
3. How did you answer number one?
4. I don’t understand the activity.
5. What do we do next?

VARIATION
Before playing the recording, have students make pairs
or small groups. Have students read the completed
conversations for the class. Have other students
decide whether the pair or group has completed the
conversation correctly. Then play the recording and
have students check their answers.

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Useful Classroom Language

CONVERSATION

1 Complete the conversations. Then listen and check your answers.

1. A

2. A

B

I’ll be Student A.

B

A

OK. Then I’ll be Student B.

3. A

I’ll do it. You took notes.

4. A

Do you?

B

I wrote the coast for the first one.

B

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

A

I think that’s right.

C

Excuse me, can you explain it again?

5. A

We’re finished.

B

I don’t know. Let’s ask for help.

C

I think we’re supposed to start over.

2 GROUP WORK. Practice the conversations.
© Copyright Oxford University Press

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1

How was your vacation?

WARM

UP

SPEAKIN G

GRAMMAR

LISTEN IN G

REA D IN G

Vacations

Agreeing/disagreeing

Activities and plans

Unusual vacation article

What was your
favorite vacation?

VOCABULARY

1 Look at the pictures. What are the activities? Write the correct letter.
Then listen and check your answers.

a. rock climbing
b. hiking
c. sightseeing

d. camping
e. sailing
f. kayaking

g. fishing
h. horseback riding
i. scuba diving

My Vacation
a

3

1
2

4

6

5

8
7

9
ONLINE
PRACTICE

2 PAIR WORK. Which activities above did you do in the past?
Which activities do you want to do? Tell your partner.
I went scuba diving last year.
Really? How was it?

TIP

VOCABULARY
Make flashcards to
learn new words.

I want to go rock climbing.
Me, too!

fishing
trying to
catch fish

4

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1

How was your vacation?
SPEA KIN G

G R A MM A R

L istening

R ea d ing

Vacations

Agreeing/disagreeing

Activities and plans

Unusual vacation article

Vocabulary:  camping, fishing, hiking, horseback riding, kayaking, rock climbing, sailing,
scuba diving, sightseeing; art class, cooking class, music class
Conversation:  Talking about vacations
Language Practice:  Agreeing and disagreeing
Pronunciation:  Word stress when agreeing and disagreeing
Listening:  Conversations about activities and plans
Smart Talk:  An information gap activity about personal differences
Reading:  An article about an unusual vacation
Writing:  A conversation about your likes and dislikes
Speaking:  A board game about vacation activities

Vocabulary

Activity 2

The goal of this section is to present and practice the
target vocabulary: vacation activities.
Warm-Up
• Books closed. Elicit places where students went on
vacation. Write them on the board. Then elicit some
activities that students did in these places. Write the
activities on the board. Then ask What was your
favorite vacation? Elicit answers and reasons.
• If students contributed to the Warm-Up Discussion
Board as part of the Online Practice, look at their
comments now with the class.

Activity 1
•

•
•
•
•

Books open. Focus attention on the pictures. Check
to see which activities the students already know.
Model the target vocabulary items: rock climbing,
hiking, etc.
Have students complete the activity on their own.
Play the recording. Allow time for students to
change incorrect answers. Then check answers.
LANGUAGE NOTE: Explain that we use go, rather
than play or do, with all the activities listed in
Activity 1.

•
•

4.c
5.d
6.g

7.i
8.e
9.h

Write the example conversations on the board. Elicit
other follow-up questions about the activities and
write them on the board. For example: When did

you do it? Who did you do it with? Why do you want
to do it?
Model the example conversations with a student.
Have students make pairs and do the activity. As
students work, walk around the class to make sure
they are using the correct tenses and to offer help as
necessary.
ANSWERS
Answers will vary.

EXTRA IDEA
Elicit some places where people do the activities
presented in Activity 1. For example, for fishing, elicit
the ocean, a lake, a river, etc.

Vocabulary Tip
•
•
•

ANSWERS
1.a
2.b
3.f

•

Focus attention on the Vocabulary Tip box. Have a
student read the tip aloud.
Model making a flashcard for a vocabulary word.

Write the word on one side and the definition on
the other.
Show the side with the word to a student and elicit
the definition. Turn the card around for the student
to check.
Smart Choice Online
Remind students that there are extra Vocabulary practice
activities on Online Practice and On The Move.

© Copyright Oxford University Press

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CONVERSATION

Activity 2

The goal of this section is to present and practice the
target vocabulary and grammar of the unit in a typical
conversation.
WARM-UP
• Books closed. Set the scene. Ask What do you say to
other students when you return to class after a long
break or vacation? Elicit questions and responses
such as How was your vacation? What did you do on

vacation? Where did you go? I had a great vacation.
I went to Europe.
• You can extend this activity by teaching or eliciting
idiomatic greetings, such as How’s it going? Long
time no see.

Activity 1
•
•
•
•
•
•
•
•

Books open. Focus attention on the model
conversation.
Preteach words and phrases students might not
be familiar with. For example: beach resort, real
vacation, etc.
Have students read the conversation silently,
without doing the activity.
Have students fill in the blanks on their own.
Play the recording. Allow time for students to
change incorrect answers. Then check answers.
Play the recording again. Pause after each line of the
conversation and have students repeat. Be sure to
correct pronunciation and intonation.
Have students make pairs and practice the

conversation. Make sure pairs change roles so they
practice each part.
CULTURE NOTE: The academic year in the United
States traditionally starts in late August or early
September. Students usually have a long summer
vacation between May or June and August, and
they often have part-time or full-time jobs during
this period.

•

•
•
•

Focus attention on the chart. Explain that the chart
is color-coded and that items in the green column,
for example, can be substituted into the green box
in the conversation. Demonstrate this with studied.
Point out the other colors and the corresponding
columns in the chart and boxes in the conversation.
Preteach or elicit the meaning of forest, river, hostel,
and campground.
Elicit other words or phrases that can go in each
column. Explain to students that they can practice
with their own ideas as well as those in the book.
Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.

EXTRA IDEA
Have students describe what they did during the last
vacation or holiday period. Have students vote for the
most enjoyable and least enjoyable vacation.
SMART CHOICE ONLINE
Remind students that there are extra Conversation
practice activities on Online Practice and On The Move.

ANSWERS
1.d

2.b

3.c

4.a

VARIATION
• Play the video instead of the recording when
students are checking their answers.
• Play the video again before students practice
the conversation Pause after each line of the
conversation and have students repeat.
• When students are familiar with the conversation,
have them close their books. Pause the video before
Brad’s lines and have students say his lines. Repeat
this procedure for Clare’s lines.

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How was your vacation? • Unit 1

CONVERSATION

ONLINE
PRACTICE

1 Complete the conversation. Then listen and check your answers.
Practice the conversation with a partner.

a. scuba diving

b. at the beach

c. beach resort

Brad

So, Clare! How was your summer vacation?

Clare

It was OK. I 1

Brad

So did I. I didn’t have money for a real vacation.

Clare

Neither did I. But I spent one weekend 2

Brad

Really? So did I. Where did you stay?

Clare

I was at a 3

Brad

No way! So was I!

Clare

Really? How strange! What did you do there?

Brad

I went 4

Clare

Hey! So did I! Did you like it?

Brad

I loved it. I can’t wait to go next year.

Clare

Neither can I!

d. worked

most of the time.
.

called “The Breezes.”

.

2 PAIR WORK. Practice the conversation again. Use the ideas below.
Add your own ideas.
1

2

3

4

studied

in a forest

hostel

hiking

stayed home

by a river

campground

kayaking

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How was your vacation? • Unit 1

LANGUAGE PRACTICE
Agreeing and disagreeing

Grammar Reference page 125

Agree
So am I.
So was I.
So do I.
So did I.
Neither am I.
Neither do I.
Neither can I.

I’m going on vacation.
I was at the beach.
I like to go hiking.
I stayed at a nice hotel.
I’m not going on vacation.
I don’t like to go camping.
I can’t wait until next year.

Disagree
Really? I’m not.
Oh, I wasn’t.
Really? I don’t.
I didn’t.
Really? I am.
Well, I do.
Oh, I can.

ONLINE
PRACTICE

1 Match the statements and responses.
1. I didn’t take a vacation this year.

e

a. So do I.

2. I want to visit Europe next year.

b. Oh, I do.

3. He doesn’t want to go sailing.

c. Really? I’m not.

4. I’m planning to go sightseeing.

d. So did I!

5. I can’t wait for the trip!

e. Neither did I.

6. We went horseback riding.

f. Neither can I.

2 Complete the conversations.
1. A I want to travel to different countries.
B

It’s the best thing to do.

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

I’m going to the mountains.

3. A I went to the Grand Canyon on vacation.
B

You’re so lucky!

3 PAIR WORK. Respond to the statements in Activity 2 with information about you.
I want to travel to
different countries.

Oh, I don’t. I want to
spend my vacations here.

PRONUNCIATION—Word stress

1 Listen. Notice the stress on subject words when agreeing or disagreeing.
1. I was at the beach yesterday.

So was I!

2. I like to go swimming.

Really? I don’t.

3. Ted can’t play the guitar.

Well, Sara can.

4. I don’t have a car.

Neither do I.

2 Listen again and repeat. Be sure to stress the subject words correctly.
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LANGUAGE PRACTICE
The goal of this section is to present and practice the
target grammar: agreeing and disagreeing.
• Books closed. Divide the board into four squares.

In the top left square, write So am I. In the top right
square, write I’m not.
• Elicit statements using I am from the class. For
example: I’m from Tokyo. I’m 20 years old.
Agree and disagree with these statements using So
am I and I’m not to explain the difference. When
disagreeing, give information that is true for you.
For example: I’m not. I’m from Toronto, Canada.
• Write Neither am I and Really? I am in the bottom
left and bottom right squares of the grid on the
board, respectively. Repeat the above procedure
with negative statements. Elicit statements such as
I’m not from Canada.
• Books open. Focus attention on the Language
Practice box. Show how the statements and the
responses, agreeing and disagreeing, use the same
verb tense. For example: I stayed … So did I.
• Direct students to page 125 of the Grammar
Reference for more information and practice.

Activity 1
•
•

Explain that students need to match the statements
and the responses. Have students notice the same
tense in the first statement and its response. Ask if
the response agrees or disagrees with the statement.
Have students complete the activity on their own.
Then check answers.

2.a

ANSWERS
1. So do I.

2. Neither am I.

3. Really? I didn’t.

Activity 3
•
•
•

Focus attention on the example conversation. Make
sure students understand that the statement in the
first speech bubble is A’s line in the first item in
Activity 2.
Explain that students should agree or disagree
with A’s statements in Activity 2 using the short
responses from the Language Practice box and
adding some more information.
Have students do the activity in pairs.
ANSWERS
Answers will vary.

PRONUNCIATION
The goal of this section is to focus on word stress when
agreeing and disagreeing.

Activity 1
•
•

Model the examples. Make sure students notice that
the subject words, such as I and Sara, are stressed in
the responses.
Play the recording.

Activity 2

ANSWERS
1.e

back on the Language Practice box.

3.b

4.c

5.f

6.d

EXPANSION
Have students change the statements from affirmative
to negative or from negative to affirmative. Then have
students change the responses.

•

•

Play the recording again.
Have students practice saying the examples in
Activity 1.
SMART CHOICE ONLINE
Remind students that there are extra Language Practice
activities on Online Practice and On The Move.

Activity 2
•

•
•

Write the first conversation on the board. Elicit
the response and why the correct answer is So do I.
(The speaker agrees with the statement I want to
travel to different countries, which is indicated by the
additional statement, It’s the best thing to do.)
Have students complete the activity on their own.
If students have difficulty with the activity, briefly
go through the items and elicit from students
whether speaker B agrees or disagrees with
speaker A. Next, have students focus on the tenses
used in speaker A’s statements. Then focus attention

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Listening

ANSWERS
1. It was wonderful.
2.Languages.
3. To take cooking classes.
4. No, they didn’t.
5. They visited their grandparents in Florida.
6. To take more cooking classes.

The goal of this section is to practice listening for the
main idea, to practice listening for specific information,
and to discuss the listening passages.

Activity 1—Before you listen
•
•
•

This activity introduces three new vocabulary items:
art class, cooking class, music class.
Model each new vocabulary item and have students
repeat.
Focus attention on the three pictures. Have students

describe where the people are and what they are
doing. Ask several students Would you take these
classes during your vacation? Then ask follow-up
questions such as Which class would you take? Why?
Why not?
Answers will vary.

Activity 2
•

•
•

Focus attention on the instructions and the picture.
Ask What are these people’s names? What are they
doing?
Focus attention on the instructions and the items.
Explain that students will write the initial of the
person next to each item. Sometimes both initials
will be possible. Make sure students understand that
Tom is a male name and Joanne is a female name.
Preview the words in the items and teach their
pronunciation if necessary.
Play the recording and have students do the activity.
Then check answers.
ANSWERS
1.J
2.T
3. J, T

4.J
5.T
6. T, J

7.J
8.T
9.T

•

Focus attention on the questions. Explain any
vocabulary as necessary. Then explain that students
will listen to the conversation again and write short
answers to the questions.
Play the recording again. If necessary, pause the
recording after every few lines to give time for
students to write their answers. Then check answers.

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•
•

In this activity, students listen to a continuation of
the conversation in Activity 2.
Preview the true/false statements. Explain any
vocabulary as necessary.
Play the recording and have students do the activity.

Then check answers.
ANSWERS
4.True
5.False

EXTENSION
Have students rewrite the false statements in Activity 4
to make them true. For example: Tom didn’t recognize
Lisa when he saw her, or Lisa recognized Tom when she
saw him.
EXTRA IDEA
• Write one more question about the Listening Plus
conversation on the board. For example: Where
did Lisa go on vacation? Elicit answers. (Barcelona,
Spain)
• Have students write three more comprehension
questions about the Listening Plus conversation.
Then have students make pairs to exchange and
answer the questions.
• Play the recording again and have students check
their answers.

Smart Talk

Activity 3
•

•

1.False

2.False
3.False

ANSWER

•

Activity 4

Teaching notes for the Smart Talk activity begin on
page T–84.
Smart Choice Online
Remind students that there are extra Listening practice
activities on Online Practice and On The Move.

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How was your vacation? • Unit 1

LISTENING

1

BEFORE YOU LISTEN Look at the pictures. Would you take these classes

during your vacation?

art class

cooking class

music class

2 Listen to two students talking about their vacation. Write T (Tom)
and/or J (Joanne) next to the places they visited and the subjects
they are interested in.
1. Italy

J

4. art

7. Italian

2. Spain

5. cooking

8. Portuguese

3. Florida

6. languages

9. Japanese

3 Listen again. Answer the questions.

1. How did Joanne describe her vacation?
2. What does she want to study this semester?
3. Why did Tom go to Europe?
4. Did Tom and Joanne travel to other places in Europe?
5. Who did they visit when they returned to the US?
6. Why does Tom want to go to Brazil?

4 Listening PLUS. Listen to more of the conversation.
Choose (✓) True or False.

True

False

1. Tom recognized Lisa when he saw her.
2. Tom and Lisa were in the same class last semester.
3. Lisa and Joanne met in Europe.
4. Lisa probably saw Tom in a hostel.
5. Lisa didn’t like Barcelona very much.

SMART TALK

How are you different?
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Student A: Turn to page 84.
Student B: Turn to page 96.

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How was your vacation? • Unit 1

READING

1

BEFORE YOU READ Look at the pictures. What are the people doing?

A TOUGH VACATION
My friend Garry called me about three months ago.
“What are you doing in June?” he asked.
“Going on vacation,” I replied.
“Excellent! So am I,” he said. “I’m going to do a
Tough Mudder in New Jersey. And so are you!”
Tough Mudder is a really hard endurance test. You
have to be a little crazy to do it. But you also have
to be very fit.
“Wait a second,” I said to Garry. “I’m not fit enough
to do a Tough Mudder.”
“Neither am I,” he replied. “So let’s get fit.”
So we got fit. Last week, we finally did the Tough
Mudder. And it was tough!

There were about 20 weird obstacles on the course.
The first was a dumpster full of ice cold water. We dove
into it. It was terrible; I almost died. Next, we crawled
across a muddy field with live electric wires over our
heads. I was terrified of getting an electric shock. Then
there was Everest. You run up a quarter pipe covered in
mud. It’s impossible if you don’t work as a team. Your
friends at the top must help you.
At the end, I was exhausted, cold, wet,
and covered in mud.
“How do you feel?” asked Garry.
“Great,” I replied.
“So do I,” he said. “When do we start training for
the next one?”

ONLINE
PRACTICE

2 Read the article. Answer these questions.
1. What is Tough Mudder?
2. Who suggested doing the Tough Mudder?
3. What did they have to do first?
4. Can you do the Everest obstacle alone?
5. How did they feel at the end?

3 GROUP WORK. Discuss these questions with your group.
1. Is there anything like this challenge in your country?
2. Do you think the challenge is a good idea? Why or why not?
I don’t think it’s
a good idea.

Neither do I. It’s dangerous.

WRITING
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Turn to page 108.
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Reading
The goal of this section is to practice reading
comprehension.

Activity 1—Before you read
•
•

Books closed. Ask students When you go on
vacation, do you like to be active or do you prefer to
relax? What kinds of things do you like to do? Why?
Books open. Focus attention on the pictures. Ask
What are they doing? Have students describe what

they see in each picture.

CHALLENGE WORDS
• Focus attention on the words in blue in the article
and explain that these are challenge vocabulary
terms.
• Write each sentence containing blue words on the
board.
• If these challenge terms haven’t been defined by
this point, ask students to use the context of the
sentence to guess the definition of each one and
then check their guesses in a dictionary. Elicit and
write the correct definitions on the board.
• Have students create new sentences for each
challenge term and share them with the class.

POSSIBLE ANSWERS
Someone is in very cold water.
They are crawling under wires/in the mud/on the ground.
They are climbing over a curved wall.

•
•
•

Focus attention on the questions. Have students discuss
them in groups.
ANSWERS

Activity 2

•

Activity 3

Read the article aloud to the class or play the
recording. Tell students not to be concerned if they
do not understand every word.
Have students read the article individually and
answer the questions. Then check answers.
Read the article aloud again. This time, have
students stop you when there is a word they don’t
understand. Have other students provide the
answers by paraphrasing, drawing, or miming.
CULTURE NOTE: The first Tough Mudder was held
in the United States in 2010. Since then, more than
2 million people have competed in the events around
the world.

Answers will vary.

EXTENSION
Ask students to share their own experience of a similar
challenge.

Writing
Teaching notes for the Writing section are on
page T–108.

ANSWERS
1. It’s a really hard endurance test.

2. (The narrator’s friend) Garry suggested it.
3. They had to get fit.
4. No, you can’t. Your friends have to help you.
5. They felt great.

EXTENSION
Ask more comprehension questions, for example:
When did they do the Tough Mudder? (last week/in
June)
How many obstacles were there? (about 20)
What was the narrator terrified of? (getting an electric
shock)

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SPEAKING

TESTING PROGRAM

The goal of this section is to practice the language in the
unit in an enjoyable, meaningful, and personalized way.

Print Unit 1 Test from the Testing Program

for an end-of-unit assessment.

Activity 1
•
•
•
•

•
•

Focus attention on the game board. Tell students
they are going to play a game about vacation
activities.
Focus attention on the instructions. Read them to
the class and explain any vocabulary if necessary.
Have students make pairs, write the numbers 1 to 9
on pieces of paper, and put them in a bag or box.
Focus attention on the example conversation in
the speech bubbles. Model the conversation with
a student. Then have another student choose
a number and ask you a question about the
corresponding activity on the board. Answer the
question and then have the student ask you for
more information.
Have students play the game in pairs, taking turns
asking and answering questions. Remind them to
ask for more information and to take notes so that
they can report on their partner in Activity 2.
As students work, walk around the class to check

progress and offer help as necessary.

Activity 2
•
•

Focus attention on the instruction and the example
conversation in the speech bubbles. Model the
conversation with a student.
Have each pair of students join another pair. Then
have students take turns telling about their partner’s
vacation. Encourage students to ask for more
information.

VARIATION
With small classes, have students tell the class about
their partners. Have the other students ask for more
information.

•

•
•

Have students go online to find an unusual and
interesting activity to do on vacation. Suggest that
students can search on websites of travel agencies
specializing in adventure tours, or look for articles
on cool things to do on vacation, for example.
Have students write a text with the information or

present it to the class.
Remind students that they can also share the
information they find on the Discussion Board on
Online Practice. You might also want to ask them
to use the Discussion Board for the next unit’s
Warm-Up activity.

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How was your vacation? • Unit 1

SPEAKING — What did you do on vacation?

1 PAIR WORK. Follow the instructions to play the board game.
� Write numbers 1 to 9 on pieces of paper and put them in a bag or box.
� Take a number and ask your partner about the activity on the board.
� Respond to your partner's answer, agreeing or disagreeing, and ask for
more information.
� Take turns asking questions. Make notes of your partner’s information.
Did you study on your vacation?
No, I didn’t.
Neither did I. So, what
did you do?

1

1
SC3e_SB2_U01_10a

Play any
sports

4

play any sports

4
SC3e_SB2_U01_10d

Go to the
go to the mountains
mountains

7

7
SC3e_SB2_U01_10g
Passport

travel
Travel
to to another country
another country

I went to the beach.

2

3

2
SC3e_SB2_U01_10b

SC3e_SB2_U01_10c

Go hiking

5
8

Meet interesting
people

go hiking

meet interesting people

5

6

SC3e_SB2_U01_10e

Study

3

study

8
SC3e_SB2_U01_10h

go sightseeing
Go sightseeing

6

SC3e_SB2_U01_10f

Go to the
go to the beach
beach

9

9

SC3e_SB2_U01_10i

visit family
Visit family

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

vacation. Ask for more information about the other students’.
Mario went to Rio last summer.
He went sightseeing.

Mario, did you go to
Copacabana beach?

Go Find an unusual and interesting activity to do on vacation.

oNLINE Share the information with the class.

Now I CaN
SPEAK I N G

describe a
vacation.

G R A MM A R

LISTEN IN G

agree and disagree
with others.

understand activities
and plans.

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REA dIN G

understand an article about
an unusual vacation.

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2

I think it’s exciting!

WARM

UP

SPEAKIN G

G R A MM A R

LISTEN IN G

REA D IN G

Giving opinions

-ing/-ed adjectives

Making movies and music

Movie reviews

What’s the last
movie you saw?

VOCABULARY

1 Look at the picture. What are the movie and music styles? Write the correct letter.
Then listen and check your answers.

a. action movie
b. animation
c. romantic comedy

1

c

d. martial arts movie
e. horror movie
f. science fiction movie

g. classical music
h. country music

i. heavy metal

j. jazz
k. rap
l. soul music

2

8

3

10

7
9

6
4

5

11

12

ONLINE
PRACTICE

2 PAIR WORK. What kinds of movies and music do you like?

A Do you like action movies?

B Do you like jazz?

B Yes, I do.

A No, I don’t.

A So do I!

B Neither do I.

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2

I think it’s exciting!
SPEA KIN G

G R A MM A R

L istening

R ea ding

Giving opinions

-ing/-ed adjectives

Making movies and music

Movie reviews

Vocabulary:  action movie, animation, classical music, country music, heavy metal, horror movie,
jazz, martial arts movie, rap, romantic comedy, science fiction movie, soul music; make a movie,
play in a band, record a song
Conversation:  Giving opinions
Language Practice:  -ing /-ed adjectives
Pronunciation: Final ed sounds
Listening:  Interviews about making movies and music
Smart Talk:  An information gap activity about preferences
Reading:  An article about movies
Writing:  A letter about movies
Speaking:  A survey about movies

Vocabulary

Activity 2

The goal of this section is to present and practice the

target vocabulary: movie and music genres.
Warm-Up
• Books closed. Ask students to name a movie they
saw recently, or the last movie they saw. Ask followup questions such as Who was in it? What was it
about?
• If students contributed to the Warm-Up Discussion
Board as part of the Online Practice, look at their
comments now with the class.

Activity 1
•
•
•
•
•

Books closed. Elicit the kinds of movies and music
students know. Write these on the board in two
columns.
Books open. Focus attention on the picture.
Model the target vocabulary items: action movie,
animation, etc.
Have students complete the activity on their own.
Play the recording. Allow time for students to
change incorrect answers. Then check answers.
LANGUAGE NOTE: Movie is a count noun. Different
kinds of music, however, are noncount nouns.
When making a general statement about likes and
dislikes, we use the plural form of count nouns. For
example: I like action movies. However, we don’t say

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

•
•
•

Write the example conversations on the board.
Review the language for agreeing and disagreeing
using the Language Practice box on page 6, in
Unit 1, if necessary.
Have two pairs of students model the example
conversations, using their own information.
Have students make pairs and do the activity. As
students work, walk around the class to offer help as
necessary.

EXTENSION
• Elicit other questions and answers about movies and
music and write them on the board. For example:
Who is your favorite singer? What’s your favorite
movie?
• Have students make pairs and take turns asking and
answering the questions.
Extra Idea
Put the class into groups. Have each group brainstorm
examples of the types of movies and music in
Activity 1. Encourage students to find the English
titles of the movies.
Smart Choice Online
Remind students that there are extra Vocabulary practice

activities on Online Practice and On The Move.

ANSWERS
1.c
2.a

3.e
4.f

5.b
6.d

7.j
8.g

9.h
10.i

11.k
12.l

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