Oxford smart choice 3 teachers book 3rd edition

3

Starter
TEACHER’S
BOOK
Third Edition

SMART

CHOICE

Smart learning

on the page and on the move

Ken Wilson / Mike Boyle
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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

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.

Home

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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

Edit Profile

Log Out

Midterm Test
1

Help

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

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Smart Choice iTools on USB transforms the Student Book into a media-rich classroom
presentation tool. The intuitive design of iTools helps teachers navigate easily from page
to page. Unit-by-unit Teacher’s Book reference notes provide recommendations for

where and how to effectively integrate iTools. iTools is compatible with all interactive
whiteboard hardware and can also be used with a computer and data projector.
Variety of audio, video, and PowerPoint ™ media
are embedded as links on each page. Launch these
media assets to stimulate students with a broad range
of learning styles and promote heads-up participation.

Embedded answer keys and audio scripts
for all activities allow teachers to spend less
time reviewing and correcting activities and
more time promoting conversation.

Classroom video segments bring
all Student Book Conversations to life,
providing realistic models for discussing
idioms, culture, pronunciation, and
body language.

Easy-to-use tool bar invites teachers
to write and save notes, move from
single- to double-page format, and
zoom in to highlight portions of
each page.

Smart Choice iTools also includes dozens of extra resources on the iTools USB

including speaking practice worksheets, video worksheets, and PowerPoint™ grammar
presentations, giving teachers more useful tools for classroom presentation and
customizable resources for student practice.

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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 iTools with customizable resources.

Smart Choice 3
Smart Choice 3 is for students with intermediate
knowledge of English. Intermediate students have been
exposed to a wide range of foundational structures
and language functions. They are beginning to develop
effective conversational skills in the English language.
Level 3 takes students to the end point of B1 of the
Common European Framework of Reference (CEFR).

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

Workbook with Self-Study Listening
The Workbook is designed for self-study, although

the exercises can also be used in class as review.
The Workbook contains additional practice of all
the vocabulary and grammar presented in the
Student Book, as well as extra reading, listening,
and pronunciation practice. The Workbook audio
is available on Online Practice.
Teacher’s Book with Testing Program
The interleaved Teacher’s Book includes notes on how
to use each Student Book activity. The Teacher’s Book
also contains answers to all the Student Book and
Workbook exercises, language notes, extra ideas, and
notes on when to use the resources available on iTools.
The Online Practice Testing Program includes interactive,
auto-scored progress tests and downloadable unit,
midterm, and final tests.
iTools with Audio, Video, and extra
resources
iTools, available on USB, contains all the Student
Book audio and video, and a range of extra classroom
resources. These include customizable worksheets
to encourage extra speaking practice, animated
PowerPointTM presentations of the grammar, and video
worksheets to fully exploit the video in the classroom.

Key Features of Smart Choice
Success in the classroom
On each page, material is carefully staged to move
from controlled to less-controlled activities. Attention
is paid at every step to maintain a balance of challenge
and support. Smart Choice lets students have real

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

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How Smart Choice works
Each unit of Smart Choice follows the same
familiar and reliable format.
Vocabulary
Students first of all need words, the building blocks of
language. Therefore, every Smart Choice unit begins by

introducing words or phrases that relate to the topic of
the unit. First, students engage in a warm-up activity
on the topic. Next, they look at a picture that features
the vocabulary in context, match the words and
images, and listen to check their answers. Finally,
a short speaking or writing activity allows students
to practice using the new vocabulary items. The
Vocabulary Tips present practical strategies to help
students learn new vocabulary.
Conversation
The Conversation is designed to build students’
confidence in their ability to speak and understand
everyday English. Each Conversation is also available
as a video clip for teachers to play through iTools in
class or for students to watch through the Online
Practice component. Using the vocabulary students
have just learned, the Conversation introduces the
grammar and function of the unit. First, students
read the conversation and add the missing words.
Then they listen to check their answers and practice
the conversation with a partner. Finally, students
practice the conversation again, adding new words
and their own ideas. The Conversation Tips at the
bottom of the page present practical strategies to help
students develop their conversation skills.
Language Practice
The correct use of grammar is an essential element
of communicative competence. The Language Practice
page features presentation, practice, and personalization.
First, a Language Practice box presents new grammar

in context. (A Grammar Reference in the back of the
book provides more comprehensive explanations and
additional exercises.) Next, carefully staged activities,
moving from controlled to less-controlled, practice
the form, meaning, and use of each structure. This
page ends with Pronunciation activities that focus
on features of spoken English, including stress,
intonation, reductions, and linked sounds.

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

previous knowledge of the topic and prepare them for
the exercises that follow. A variety of tasks practice key
reading skills, such as skimming, scanning, and reading
for main ideas.
Writing
The writing activities in Smart Choice are in the back
of the book and can be done either in class or assigned
as homework. Writing tasks are carefully controlled,
with model texts that offer students clear guidance and
opportunities to express their opinions.
Speaking
The Speaking page allows students to work in pairs and
groups on games, activities, quizzes, and class surveys
that combine the language they have just learned with
the English they already know. There are also speaking
tasks throughout each unit to build students’ fluency.
Review units
Review units after every three units feature a conversation
that incorporates new grammar and vocabulary and an
additional reading, both designed to offer slightly more
challenge.

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USEFUL CLASSROOM LANGUAGE
VOCABULARY

1 Listen and repeat.

Do you know
what I mean?

I don’t understand
the activity.

2.

1.

Who’s going to
be Student A?

5.

What did you write
for the next one?

4.

3.

Who’s going to
report to the class?

How did you answer
number one?

Which role do you
want to take?

What do we
do next?

Do you want to
speak for the group?

What are we
supposed to do?

6.

2
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USEFUL CLASSROOM LANGUAGE

Vocabulary
The goal of this section is to encourage students to use
English in class by presenting and practicing useful
classroom language.
WARM-UP
• Books closed. Elicit English words and phrases
that students already know. Ask students what they
usually say when they don’t understand.
• Elicit expressions, such as I don’t know. and What
does this mean? and write them on the board. Try
to fill the board with English statements, questions,
and answers that students already know.

Activity 1
•

•
•

Books closed. Ask How do you ask for help? Elicit
Can you help me? Then say You want to be sure
people understand you. What do you ask? Elicit Do
you understand me? or Do you know what I mean?
Ask these questions and elicit possible responses,
for example: Yes, I think so. and I don’t think I do.,
etc. Then have students practice asking you the
questions.
Books open. Focus attention on the pictures.
Read the expressions. Explain or elicit that these
expressions help students to work together in class.

Then have students repeat the expressions after you.
Play the recording. Have students practice the
expressions again.

EXTRA IDEA
Encourage students to suggest other ways to say the
same thing. For example: I don’t get it. or What did you
get for number one?

T–2
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Conversation

Activity 2

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

•

WARM-UP
• Books closed. Elicit the expressions that students
learned on page 2. Write the students’ responses on

the board. Then use some of them to write a model
conversation. For example:
A I don’t understand the activity.
B We have to write sentences.
A What do we do next?
B We compare our answers.
A Okay. Let’s start.
• Demonstrate the conversation with one student.
Then have students practice in pairs.

Activity 1
•
•
•
•
•

Books open. Focus attention on the first picture.
Write the conversation from picture one on the
board. Read the conversation for the class. Have
students repeat after you.
Focus attention on the expressions on page 2. If
necessary, read the expressions again and have the
students repeat after you.
Write an incorrect phrase from page 2 in the first
line. Have students indicate that they know that this
is incorrect. Repeat this procedure with the correct
answer. (Who’s going to be Student A?)
Have students do the activity on their own. Walk
around the class to check that students understand

how to complete the activity.
Play the recording. Allow time for students to
change incorrect answers. Then check answers.

•

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

EXTENSION
• Have students role-play the situations using the
vocabulary and expressions on pages 2 and 3 and
any other useful language of their own. If necessary,
brainstorm the expressions and responses and write
them on the board.
• Ask students to sit with a partner, as in the
first three pictures. Have students practice the
expressions and make new conversations.
• Then have students sit in small groups and practice
the conversations for the other pictures.
• Encourage students to create new conversations that
are different from the ones on page 3.
• Have a few students share their role plays with
the class.

ANSWERS
1. Who’s going to be Student A?

2. Who’s going to report to the class?
3. How did you answer number one?
4. I don’t understand the activity.
5. What do we do next?

VARIATION
Before playing the recording, divide students into pairs
or small groups. Ask students to read the conversations.
Have other students decide whether the pair or group
completed the conversation correctly. Then play the
recording and allow students to check their answers.

T–3
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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.
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1

I’ve been running.

WARM

UP

SPEAK IN G

GRAMMAR

LISTEN IN G

REA D IN G

Describing hobbies

Pres. perfect continuous

A show about hobbies

An unusual hobby

What are some
hobbies you
know?

VOCABULARY

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

a. running marathons

b. playing the guitar

1.

a

5.

c. making videos
d. taking selfies

e. doing volunteer work
f. collecting comic books

g. writing poetry
h. exploring nature

2.

3.

4.

6.

7.

8.

ONLINE

PRACTICE

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

music

making …
big dinners

yoga

taking …

classes

autographs

doing …

walks

collecting…

TIP

VOCABULARY

3 CLASS ACTIVITY. Find three classmates who like one

Learn common
verb/object pairs.

of the hobbies above.
Do you like
taking selfies?

Yes, I do. My friends
and I post them online!

collect
comic books
coins
dolls

4
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1

I’ve been running.
SPEA KIN G

G R A MM A R

L istening

R ea d ing

Describing hobbies

Pres. perfect continuous

A show about hobbies

An unusual hobby

Vocabulary:  collecting autographs, collecting comic books, doing yoga, doing volunteer work,
exploring nature, making big dinners, making videos, making music, playing the guitar, running marathons,
taking classes, taking selfies, taking walks, writing poetry; blogging, fishing, watching movies
Conversation:  Describing hobbies
Language Practice:  Present perfect continuous
Pronunciation:  Changing statements into questions
Listening:  Talking about hobbies
Smart Talk:  Personal profiles information gap
Reading:  An article about a drone rodeo
Writing:  An email in response to an ad for a TV talent show
Speaking:  A game about recent activities

VOCABULARY
The goal of this section is to present and practice the
target vocabulary: hobbies.

WARM-UP
• Books closed. Elicit hobbies students already know
in English. Write these on the board.
• If students contributed to the Warm-Up Discussion
Board as part of the Online Practice, look at their
comments now with the class.

•
•

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

Activity 3
•

Activity 1
•
•
•
•
•

Books open. Focus attention on the pictures. Check
to see which hobbies students already know.
Model the target vocabulary items—running
marathons, playing the guitar, making videos, etc.

Have students complete the activity on their own.
Play the recording. Allow time for students to
change incorrect answers. Then check answers.
LANGUAGE NOTE: Students may ask why the
vocabulary items are in the -ing form. Explain that
adding -ing to a verb can turn it into a special noun
called a gerund. We use gerunds like other nouns.
If necessary, point out that an -ing ending can also
mean a continuous form of the verb, (for example:
He’s walking...) or it can be an adjective, for example:
The movie was exciting.
ANSWERS
1. a
2. g

3. e
4. f

5. d
6. c

7. h
8. b

Have students complete the activity on their own.
Check answers.

•
•

Focus attention on the example conversation in the
speech bubbles. Explain that students will use the
words from Activities 1 and 2 to find people who
enjoy similar activities.
Allow students to walk around the class to find
classmates who like the activities in the chart.
Discuss answers as a class.

EXTRA IDEA
Conduct a class poll to find out students’ favorite and
least favorite hobbies.

Vocabulary Tip
•
•
•

Focus attention on the Vocabulary Tip. Read the tip
and the example verb and objects aloud.
On the board, write a chart similar to the one in
Activity 2. Use present simple verbs: make, take,
do, collect.
Have students complete the chart with words from
the book and their own ideas.
Smart Choice Online

Activity 2
•
•

Focus attention on the target vocabulary items and
model them for the students.
Copy the chart on the board. Elicit the meanings of
making, taking, doing, and collecting.

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

T–4
© Copyright Oxford University Press

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Conversation
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. Elicit the kinds of things friends talk
about when they run into each other on the street.
For example: activities, hobbies, vacations, etc.
• Books open. Focus attention on the picture. Ask
What do you think these people are talking about?
Encourage students to be creative with their answers.

Activity 1
•

•
•
•
•
•
•
•

Focus attention on the model conversation.
Preteach words and phrases students might not be
familiar with. For example: Long time no see!, getting
in shape, overweight, and sat around.
Have students read the conversation silently,
without doing the activity.
Have students do the activity on their own.
Play the recording. 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 practice the conversation in pairs.
Make sure pairs change roles so they practice
each part.
KEY VOCABULARY: Long time no see! is an informal
expression that people say when they haven’t seen
each other in a long time. Getting in shape means
exercising to be healthy. Sat around is a common
idiom that means didn’t do much activity.

EXTENSION

• Play the video again for students. This time ask
them to pay attention to Brad and Tanya’s facial
expressions.
• Read sentences from the conversation and
have students describe Brad and Tanya’s facial
expressions from the video when they say
these sentences.
• Discuss how different expressions could change the
tone of the conversation. For example, if Tanya had
made an angry face when saying Oh, so that’s why
you haven’t been returning my phone calls! she would
have indicated that she was very upset about Brad
not returning her calls.

Activity 2
•

•
•

Focus attention on the chart. Explain that the chart
is color-coded and that items in the green column,
for example, can be substituted into the green box
in the conversation. Demonstrate this with
doing yoga. Point out the other colors, their columns
in the chart, and boxes in the conversation.
Elicit other words or phrases that can go in each
column. Explain to students that they can practice
with their own ideas and write them in the blanks
on the bottom row of the chart.

Have students make pairs and practice the
conversation. Make sure pairs change roles so they
practice each part.
Smart Choice Online
Remind students that there are extra Conversation
practice activities on Online Practice and On The Move.

ANSWERS
1. b

2. a

3. c

4. d

EXTRA IDEA
Focus attention on the line Oh, so that’s why you haven’t
been returning my phone calls! Have students infer why
Brad has not been returning Tanya’s phone calls. (He
has been busy running and has not had time to return
her phone calls.)
VARIATION

Launch the video on iTools p. 5 for visual
presentation of the Student Book dialogue.

•

Follow the teaching notes in Activity 1, but play the

video instead of the recording to check answers and
model the conversation.

T–5
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I’ve been running. • Unit 1

CONVERSATION

ONLINE
PRACTICE

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

a. doctor

b. running

c. watched TV

d. blog

Tanya

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

Brad

Hey, Tanya. I’ve been getting in shape! I’ve been 1
every day after work.

Tanya

Wow. How long have you been doing that?

Brad

Since my 2

said I was overweight. I guess I used

to be really lazy before. I just sat around and 3

.

But not anymore!
Tanya

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

Brad

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

Tanya

Actually, I’ve been taking photos for my 4

.

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

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

2

3

4

doing yoga

girlfriend

played video games

website

taking walks

friends

checked my email

photo class

5
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I’ve been running. • Unit 1

LANGUAGE PRACTICE
Present perfect continuous

Grammar Reference page 125

How long has he been running?
He’s been running for almost a year.
Has she been making videos for long?
Yes, she has. She’s been making videos
for a few years.

How long have you been studying English?
I’ve been studying English since 2009.
Have you been collecting shells all day?
No, I haven’t. I’ve been looking since noon.
ONLINE
PRACTICE

1 Complete the sentences with for or since.
1. He’s been collecting autographs

since

he moved to LA.

2. Have you been studying Japanese
3. They’ve been watching TV

many years?
hours!

4. Has she been writing poetry
5. She’s been making music

she started school?
she was young.

6. He’s been playing the guitar

a very long time.

2 Complete the conversations.
1. A What

have

been studying

you

B I

Chinese.

A How long
B
2. A What
B I
A How else
B I

(study) these days?

you

(study) Chinese?

two years.
you

(do) recently?
(read) a lot.

you

(spend) your free time?

(make) big dinners for my friends.

3 PAIR WORK. Give your own responses to the questions in Activity 2.
Then practice the conversations with a partner.
A What have you been studying these days?
B I’ve been studying English.

PRONUNCIATION—Changing statements
into questions

1 Listen. Notice the rising intonation at the end of questions. Complete the questions
and statements by adding a question mark or a period at the end of each.
1. He’s been studying Chinese for a year

3. They’ve been cooking since noon

2. She’s been shopping all day

4. The kids have been playing all afternoon

2 Listen again and repeat. Be sure to use rising and falling intonation correctly.
6
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Language Practice
The goal of this section is to present and practice the
target grammar: present perfect continuous.
• Books closed. Write the following questions and
answers on the board:
A How long have you been studying English?
B I’ve been studying English for a year.
A Has he been playing guitar for long?
B Yes, he’s been playing for ten years.
• If necessary, review when to use have and has.
• Books open. Write the examples from the Language
Practice box on the board. Underline the words that
are written in bold in the Language Practice box.
Explain to students why these words change.
• Write several hobbies on the board. Ask individual
students questions, such as Do you collect
autographs? and How long have you been collecting
autographs? Follow up with questions in the third
person: How long has
been collecting
autographs?

Elicit answers.
• Direct students to page 125 of the Grammar
Reference for more information.
• LANGUAGE NOTE: Explain to students that it is
possible to respond to the question How long have
you…? with a short answer that contains only the
information asked. For example: For a year. or Since
I was young.

ANSWERS
1.
A have, been studying;
B have/’ve been studying;
A have, been studying;
BFor

Activity 1
•

On the board, write:

I have been writing poetry since I was in high school.
I have been writing poetry for five years.
• Explain when to use for and when to use since.
• Have students complete the activity on their own.
• Check answers.

have, been doing;
have/’ve been reading;
have, been spending;

have/’ve been making

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

Activity 3
•
•

Focus attention on the example conversation.
Explain that these sentences come from the first two
sentences of Activity 2, but that the information is
different (English instead of Chinese).
Have students complete the activity in pairs. Tell
them to use their own ideas and information.

EXTENSION
Have students tell the class their partner’s answers.

Pronunciation
The goal of this section is to focus on changing
statements into questions.

Activity 1
•

Launch Unit 1 PowerPoint™ slide show from the iTools
Resources tab for additional grammar presentation
and practice.

2.
A
B
A
B

•

Explain that intonation goes up at the end of a
question and down at the end of a statement. Model
the intonation of the example sentences.
Play the recording. Have students add a question
mark or period at the end of each sentence,
depending on the intonation.

Activity 2
Play the recording again. Have students practice saying
the examples in Activity 1.
Smart Choice Online
Remind students that there are extra Language Practice
activities on Online Practice and On The Move.

ANSWERS
1. since
2. for

3. for
4. since

5. since
6. for

Activity 2
•
•
•

Focus attention on the conversations. Explain that
these days means the same as lately or recently.
Have students complete the activity on their own.
Check answers.
T–6
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Listening

Activity 4

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

•

•

Activity 1—Before you listen
•
•
•
•

This activity introduces three new vocabulary items:
blogging, fishing, and watching movies.
Focus attention on the three pictures and model the
pronunciation of the new items.
Have students do the activity on their own.
Check answers.

•
•
•

ANSWERS
1.b

2.c

3.a

In this activity, students listen to a continuation of
the program and hear from another guest.
Focus attention on the unmatched parts of the
sentences. Make sure students know how to do

this kind of matching activity. Point out that
the sentences summarize the information in the
recording.
Play the recording and have students do the activity.
Check answers.
KEY VOCABULARY: If you break the world record
for something, you achieve a better result or higher
level than anyone else before and if you set a
new world record, you also achieve a better result
or higher level than anyone else before and the
achievement is recorded officially.
ANSWERS
1.c

Activity 2
•
•
•
•

Focus attention on the items. Explain that students
will listen to the program and then choose two
phrases for each item to create sentences.
Play the recording and have students do the activity.
Check answers.
KEY VOCABULARY: Followers are people who
choose to regularly receive somebody’s messages
using a blogging or microblogging service.
1. watching fashion, making videos
2. exploring nature, fishing

3. famous, happy

•
•

Focus attention on the sentences. Make sure
students know how to do this type of multiple
choice activity.
Play the recording again and have students do
the activity.
Check answers.

Focus attention on the questions. Model the
sentence in the speech bubble. Elicit additional
responses that could replace the text. For example:
Carlos and his friends have the most interesting
hobby to me. I love movies, but I have never thought
of trying to set a record by watching one movie
several times in a row.
Have students discuss the questions in groups.

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

ANSWERS
1.c

•

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

Activity 3
•

3.b

Activity 5

•

ANSWERS

2.a

2.a

3.c

4.c

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

T–7
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I’ve been running. • Unit 1

LISTENING

1

BEFORE YOU LISTEN Look at the pictures. Write the correct letter.

a. watching movies

b. fishing

1.

c. blogging

2.

3.

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

a. watching fashion.

b. writing for magazines.

c. making videos.

2. Dan likes

a. exploring nature.

b. taking pictures.

c. fishing.

3. Both are

a. famous.

b. happy.

c. rich.

3 Listen again. Choose the correct answer.
1. Kirsten likes blogging about fashion. She has a lot of
a. cameras

b. clothes

2. She’s been vlogging
a. for six years
3. Dan likes
a. hiking

c. followers

.
b. since she was six

c. since she was 16

in the mountains.
b. watching birds

4. He has never been fishing in
a. rivers

.

c. fishing

.

b. lakes

c. the ocean

4 Listening PLUS. Listen to the rest of the show.
Match the people and the actions.
1. Carlos and his friends

.

a. went to see an animated movie

2. Carlos and his parents

.

b. watched 38 movies in a row

3. Three people in Europe

.

c. want to break the world record

PACIFIC
RIM
STA

RW
ARS

THE

FOR

EPIS

ODE
CE A
VII
WA

KEN
S

5 GROUP WORK. Discuss these questions.
1. Who do you think has the most interesting hobby? Why?
2. If you had to watch the same movie 40 times, which would you choose?
I think Kirsten has the most interesting hobby
because she’s become a fashion celebrity.

SMART TALK

Personal profiles

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

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I’ve been running. • Unit 1

READING

1

BEFORE YOU READ Look at the article. What is a drone?

TECH FILES

Report from the Drone Rodeo • Katie Takei
A few miles outside of Las Vegas, the Nevada desert is dry and brown. We have
been driving for two hours, and we see nothing but hills and empty blue sky. It’s a
perfect place for a drone rodeo, a gathering of people whose hobby is to fly drones.
Drones are small flying robots with cameras. Anyone with a few hundred dollars can
buy the equipment, which includes the drone and special glasses. When the “pilots”
are wearing the glasses, they can see everything from the camera on the drone.
I walk over to a group of pilots. One of them has just won a
drone race, so he has the fastest drone. He invites me to take
a turn. I’ve been playing video games since I was a kid, so I
feel confident. The pilot gives me the glasses and trains me to
operate the controller. When my drone is in the air, I can use
the camera to see myself below!
Later, I check out a competition called Game of Drones.
Two pilots have been trying to hit each other’s drones, and one
is about to crash. The fight lasts several minutes. Finally, one
drone falls. The winner flies in a circle to celebrate his victory.
Competition is not the only activity out here at the rodeo. During lunch, we meet
a group of friends who have been making a music video. “With a drone camera, you
can go anywhere or do anything,” says a young man in a baseball cap. “It’s a great
hobby. The sky is the limit!”

ONLINE
PRACTICE

2 Read the article. Choose (

) the correct activity.

A drone
race
1.

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

2.

Pilots use drone cameras to make something.

3.

Only two pilots compete, and there is one winner.

4.

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

Game of
Drones

A music
video

3 Choose the correct phrase to complete the sentence.
1. Drone pilots fly in the air / stay on the ground.
2. Drone pilots wear cameras / wear glasses.
3. Drone pilots are regular people / are professionals pilots.

4 GROUP WORK. Discuss these questions.
1. Where is a good place to fly a drone where you live?
2. What would you do with a drone?
The park near my house is a good place to fly a drone.

8

WRITING
Turn to page 108.

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Reading
The goal of this section is to practice reading
comprehension.

Activity 1—Before you read
•
•

Focus attention on the pictures. Ask students to
describe what they see. You may want to teach
controller.
Ask What is a drone? Elicit the answer.
ANSWER
A drone is a small flying robot, often with a camera.

VARIATION
Have students complete the activity in pairs. Then have
students tell the class their answer.

•
•

Focus attention on the chart. Have students read
the heading for each column and the statements
carefully. Explain that the statements describe one
of the headings, or activities, in the chart.
Have students read the article individually and do
the activity. Tell them not to be concerned if they do
not understand every word.
Check answers.
ANSWERS
1. A drone race
2. A music video

Activity 4
•
•

Activity 2
•

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

3. Game of Drones
4. Game of Drones

VARIATION
After students finish Activity 2, read the article aloud
or play the recording. This time, have students stop you
when there is a word they don’t understand. Have other
students provide the answers by paraphrasing, drawing,
or miming.

•

Focus attention on the questions and read them
aloud. Model question 1 and the example answer
with a student.
Have students make small groups and discuss the
questions.
Have a few students share their ideas with the class.
ANSWERS
Answers will vary.

EXTENSION
Draw a T-chart on the board with the headings Benefits
and Problems. Elicit one benefit of drones and one
problem. For example: Drones can help with traffic
reports. but Drones can take pictures of you when you
don’t want them to. Have students make pairs and
complete the T-chart. Then have a few students share
their ideas with the class.

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

Activity 3
•
•
•

Focus attention on the items. Explain that students
need to choose one correct answer to complete each
sentence. Tell students to read the article again to
find the answers.
Have students do the activity.
Check answers.
ANSWERS
1. stay on the ground.
2. wear glasses.
3. are regular people.

T–8
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•

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

•

Activity 1
•
•

Focus on the statements. Model the activity by
saying a true statement about yourself. For example:
I haven’t been playing computer games at all.
Have students do the activity on their own.

•

EXTENSION
Have students add two more activities.

•

Activity 2
•
•

•
•

Focus attention on the directions.
Model the activity with a student. Have the
student take A’s role. Model how to respond with
information about yourself. Then ask What about
you? Continue the conversation until you find at
least one activity that is similar and one activity that
is different.
Have students make pairs and do the activity.
Have a few students share their answers with
the class.

EXTENSION
Draw a Venn diagram on the board. Use your
conversation model with a student in Activity 2 to
demonstrate how to complete the diagram. Have
students complete their Venn diagrams after their
conversations in pairs.
Me

Both of us

watching movies

playing computer
games

•

Have students make groups of three and play
the game. Walk around the class and make sure
students understand the rules correctly.
When students have finished the game, elicit which
person won in each group and how many points
they have. Have a few students share some of their
answers with the class.

Have students go online to find a photo or video
of an exciting or unusual hobby. Suggest that they
can search for unusual hobby or exciting hobby
and image or video. Remind students to find out if

special skills are required to do the hobby.
Have students write a text with the information or
present it to a classmate or to the class.
Remind students that they can also share the
information they find on the Discussion Board on
Online Practice. You might also want to ask them
to use the Discussion Board for the next unit’s
Warm-Up activity.

Print Unit 1, Worksheet 2 from the iTools Resources
tab for additional, in-class speaking practice.

testing progrAM
Print Unit 1 Test from the Testing Program
for an end-of-unit assessment.

My partner

playing sports

Activity 3
•
•

Read the description of the board game aloud.
Students need one coin per group and a small object
like an eraser, a pencil sharpener, or a paper clip for
each student.
Model the activity by flipping a coin on the page.
When the coin lands, move your piece one or

two spaces, and read the question aloud and then
answer it. Ask the class how many points you
should receive once you answer.

T–9
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I’ve been running. • Unit 1

SPEAKING — What have you been doing?

1 Look at the chart. Have you been doing these activities recently?
) the column that is true for you.

Select (

a lot

a little

not at all

playing computer games
spending time in nature
listening to/playing music

watching movies/shows
shopping and learning about fashion
watching/playing sports

2 PAIR WORK. Ask your partner if they have been doing any of the activities
in the chart recently. How are your activities similar or different?
A Have you been playing computer games recently?
B Yes, I’ve been playing a lot. Almost every day! I think I’ve been playing too much.
A Me, too! I’ve been playing every weekend.

3 GROUP WORK. Play the board game in groups of three.
START

Each player flips a coin on a turn. Heads move 1 space. Tails move 2 spaces. Answer the
questions in the squares to collect points. The player with the most points wins.
What movie have you
seen two or more times?

Where have you been
shopping recently?

1pt

2pts

2pts

What kind of music
have you been
listening to lately?

Who has helped you
learn a new hobby?
What was it?

1pt

Have you ever been fishing?
Where?

What sports have you been
watching or playing?

1pt

2pts

How long have you been
doing your favorite hobby?

Where have you been spending
time with friends? Why?

2pts

2pts

2pts

Flip a Coin!

Heads

= move 1 space Tails

FINISH

What have you been doing
on weekends lately?

= move 2 spaces

Find a photo or video of an exciting or unusual hobby. Does it
GO
ONLINE require special skills? Would you like to try it? Tell a classmate.

NOW I CAN
SPEAK I N G

talk about hobbies.

GRAMMAR

use the present
perfect continuous.

LISTEN IN G

understand a show
about hobbies.

REA D IN G

understand people with
an unusual hobby.

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2

I wonder what it’s about.
SPEAK IN G

GRAMMAR

LISTEN IN G

REA D IN G

Describing shows

Indirect questions

Scenes from a show

Internet celebrities

WARM

UP

What do you
watch on TV
or online?

VOCABULARY

1 Look at the picture. What kinds of shows are these? Write the correct letter.
Then listen and check your answers.

a. cartoon
b. sports program

c. drama
d. news program

e. game show
f. talk show

g. music video

h. documentary

1

4

2

5

6

7

8

3

ONLINE
PRACTICE

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

reality show

TV movie

sitcom

cooking show

infomercial

1. Which of the shows has actors?
2. Which of the shows are educational?

3 PAIR WORK. Think of an example of each type of show.
Do you watch these shows?

Take My House is an example of a
reality show. I don’t watch it. Do you?

Yes, I do! It’s a
really fun show.

4 PAIR WORK. What show would you want to be in? Tell your partner.
I would like to be a travel show host.

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2

I wonder what it’s about.
SPEA KIN G

G R A MM A R

L istening

R ea ding

Describing shows

Indirect questions

Scenes from a show

Internet celebrities

Vocabulary:  cartoon, cooking show, documentary, drama, game show, infomercial, music video,
news program, sitcom, sports program, reality show, talk show, travel show, TV movie; glamorous
woman, mysterious stranger, talented singer
Conversation:  Describing TV shows
Language Practice:  Indirect questions
Pronunciation:  Reduction of do and can
Listening:  TV show scenes
Smart Talk:  An information gap about TV listings
Reading:  An article about Internet celebrities
Writing:  A reply to an American pen pal’s letter
Speaking:  A celebrity contest and class discussion

Vocabulary

ANSWERS
1.T V movie, sitcom, cartoon, drama, music video;
game show, talk show, documentary, and infomercial
sometimes have actors.
2.travel show, cooking show, documentary, news
program, talk show

The goal of this section is to present and practice the
target vocabulary: TV shows.
WARM-UP
• Ask What do you watch on TV or online? Have a few
students answer you.
• Have students ask and answer the question with
a partner.
• Write Things we watch on TV or online on the
board. Have students report back to the class about
what their partner watches. Make a class list.
• 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 picture.
Check to see which kinds of TV shows the students
already know.
Model the target vocabulary items—cartoon, sports
program, drama, etc.
Have students complete the activity on their own.
Play the recording. Have students listen and check
their answers.
ANSWERS
1.d
2.b

3.c
4.f

5.g
6.a

7.h
8.e

Activity 3
•
•

•
•

List the types of shows from Activities 1 and 2 on
the board.

Focus attention on the example conversation in
the speech bubbles. Model the conversation with
a student. Elicit one or two other examples of TV
shows for each type and write them next to the
correct type of show listed on the board.
Have students complete the activity in pairs.
Have a few students share their answers with
the class.
ANSWERS
Answers will vary.

Activity 4
•
•
•
•

Focus attention on the directions. Have a student
read the example aloud.
Model the activity by telling the class about a show
you would like to be in. Give a reason.
Have students make pairs and do the activity.
Have one or two students share their answers with
the class.

Activity 2
•
•
•

Focus attention on the target vocabulary items and
model them for the students.
Focus attention on the questions. Explain or elicit
the meaning of educational. Make sure students
understand that they should talk about the shows in
the box and the shows in the picture.
Have pairs work together to answer the questions.

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

T–10

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