Inside a Unit xAcknowledgments xviCredits xvii

UNIT 1 People 2

The Verb Be

LESSON 1: Simple Present of Be; Contractions with Be 4 Reading: Say hello! 4

1.1 Simple Present of Be: Affirmative Statements 61.2 Contractions with Be 7

LESSON 2: Be + Singular Noun; Be + Plural Noun 11Reading: Dereck and Beverly Joubert 11

1.3 Be + Singular Noun 131.4 Be + Plural Noun 141.5 Simple Present of Be: Negative Statements 16

LESSON 3: Descriptive Adjectives 21Reading: Tank the Bear 21

1.6 Descriptive Adjectives 23

LESSON 4: Possessive Adjectives; Possessive Nouns 28Reading: Sami Reindeer Herders 28

1.7 Possessive Adjectives 301.8 Possessive Nouns 31

Review the Grammar 35Connect the Grammar to Writing: Write about Two Family Members 38

UNIT 2 Celebrations 40

The Verb Be: Questions

LESSON 1: Simple Present of Be: Yes/No Questions 42Reading: Happy name day ! 42

2.1 Simple Present of Be: Yes / No Questions 442.2 Simple Present of Be: Short Answers 45

LESSON 2: Prepositions of Place; Questions with Where + Be 50Reading: Eiffel Tower Tour 50

2.3 Prepositions of Place 522.4 Questions with Where + Be 54

LESSON 3: Questions about Time and Weather 58Reading: New Year’s Celebrations around the World 58

2.5 Questions about Time 602.6 Questions with When; Prepositions of Time (Part 1) 612.7 Questions about the Weather 63

LESSON 4: This, That, These, Those 66Reading: Holi Festival 66

2.8 This, That, These, Those 682.9 Questions and Answers with This, That, These, Those 69

Review the Grammar 73Connect the Grammar to Writing: Write about a Celebration 76

CONTENTS

iv CONTENTS

UNIT 3 Work 78

Simple Present: Part 1

LESSON 1: Simple Present: Affirmative Statements 80Reading: Doctor Bugs 80

3.1 Simple Present: Affirmative Statements 823.2 Simple Present Spelling Rules:

-s and -es Endings 833.3 Irregular Verbs: Do, Go, and Have 84

LESSON 2: Simple Present: Negative Statements and Contractions 88Reading: Life on the Space Station 88

3.4 Simple Present: Negative Statements 903.5 Prepositions of Time (Part 2) 913.6 Like, Need, and Want + Infinitive 92

LESSON 3: Verbs + Objects 97Reading: Elephant Keepers 97

3.7 Verb + Object / Verb + Preposition + Object 993.8 Object Pronouns 100

LESSON 4: Imperatives 104Reading: How to Get a Job in Game Design 104

3.9 Imperatives: Affirmative 1063.10 Imperatives: Negative 107

Review the Grammar 111Connect the Grammar to Writing: Write about a Job 114

UNIT 4 Lifestyles 116

Simple Present: Part 2

LESSON 1: Simple Present: Yes/No Questions and Short Answers 118

Reading: The People from the Nicoya Peninsula 1184.1 Simple Present: Yes/No Questions 1204.2 Simple Present: Short Answers to Yes/No Questions 121

LESSON 2: Frequency Adverbs and Expressions 125Reading: Night Markets 125

4.3 Frequency Adverbs 1274.4 Frequency Expressions 128

LESSON 3: Simple Present: Wh- Questions 131Reading: The Amish 131

4.5 Simple Present: Wh- Questions 1334.6 Who Questions about a Subject 134

Review the Grammar 139Connect the Grammar to Writing: Write about Someone’s Daily Life 142

CONTENTS v

UNIT 5 Food and Hospitality 144

Count and Non-Count Nouns

LESSON 1: Count and Non-Count Nouns; Articles 146Reading: At the Grand Hotel 146

5.1 Count and Non-Count Nouns 1485.2 Using A/An with Count Nouns 1495.3 A/An vs. The 150

LESSON 2: Measurement Words; Some, Any 154Reading: Erik’s Food Blog 154

5.4 Measurement Words 1565.5 Some, Any 157

LESSON 3: Much, Many, A Lot of; A Few, A Little 163Reading: The Hadza People 163

5.6 Much, Many, A Lot Of 1655.7 A Few, A Little 1665.8 Questions with How Much and How Many 166

Review the Grammar 171Connect the Grammar to Writing: Write about an Event 174

UNIT 6 Homes and Communities 176

There Is/There Are

LESSON 1: There Is/There Are 178Reading: Side Trips from Shanghai 178

6.1 There Is/There Are: Statements 1806.2 There Is/There Are: Yes/No Questions and Short

Answers 1816.3 How Much . . . Is There? / How Many . . . Are There? 182

LESSON 2: Too Much/Too Many; Enough/Not Enough 187Reading: Home Design 187

6.4 Too Much/Too Many + Noun 1896.5 Enough/Not Enough + Noun 190

LESSON 3: Indefinite Pronouns 193Reading: Dune Shacks 193

6.6 Indefinite Pronouns: Nothing, Anything, Something, Everything 1956.7 Indefinite Pronouns: No One, Nobody, Anyone, Anybody, Someone,

Somebody, Everyone, Everybody 197

Review the Grammar 201Connect the Grammar to Writing: Write Your Opinion about a Place 204

vi CONTENTS

UNIT 7 Extremes 206

Present Progressive

LESSON 1: Present Progressive: Statements 208Reading: Highliners 208

7.1 Present Progressive: Affirmative Statements 2107.2 Present Progressive: Negative Statements 2127.3 Spelling Rules: -ing Forms 213

LESSON 2: Present Progressive: Questions 218Reading: An Interview with Stephen Alvarez 218

7.4 Present Progressive: Yes/No Questions and Short Answers 2207.5 Present Progressive: Wh- Questions 2227.6 Wh- Questions with Who 223

LESSON 3: Simple Present vs. Present Progressive 228Reading: Tornado! 228

7.7 Simple Present vs. Present Progressive 2307.8 Non-Action Verbs 231

Review the Grammar 235Connect the Grammar to Writing: Write about the Activities in Your Life 238

UNIT 8 Travel 240

The Past: Part 1

LESSON 1: Simple Past of Be: Statements 242Reading: Next Stop . . . A Travel Blog 242

8.1 Simple Past of Be: Statements 2448.2 Past Time Expressions with Last, Yesterday, and Ago 245

LESSON 2: Simple Past of Be: Questions 249Reading: Iceland 249

8.3 Simple Past of Be: Yes/No Questions 2518.4 Simple Past of Be: Wh- Questions 252

LESSON 3: Simple Past: Affirmative Statements 256Reading: Antarctic Adventure 256

8.5 Simple Past: Affirmative Statements with Regular Verbs 2588.6 Spelling Rules: -ed Forms 2598.7 Simple Past Irregular Verbs: Group 1 261

LESSON 4: Simple Past: Negative Statements 265Reading: Amazon Explorer Ed Stafford 265

8.8 Simple Past: Negative Statements 2678.9 Simple Past Irregular Verbs: Group 2 2678.10 Simple Past Irregular Verbs: Group 3 268

Review the Grammar 272Connect the Grammar to Writing: Write a Blog Entry about a Trip 274

CONTENTS vii

UNIT 9 Achievements 276

The Past: Part 2

LESSON 1: Simple Past: Questions 278Reading: Wangari Maathai 278

9.1 Simple Past: Yes/No Questions and Short Answers 2809.2 Simple Past: Wh- Questions 2829.3 Wh- Questions with Who or What 284

LESSON 2: Past Time Clauses 288Reading: Ernest Shackleton’s Expedition 288

9.4 Past Time Clauses with Before and After 2909.5 Past Time Clauses with When 292

LESSON 3: Past Progressive 297Reading: Tenzing Norgay 297

9.6 Past Progressive 2999.7 Simple Past vs. Past Progressive 300

Review the Grammar 303Connect the Grammar to Writing: Write a Biography 306

UNIT 10 Human and Animal Encounters 308

Adjectives and Adverbs

LESSON 1: Adjectives 310Reading: Fennec Foxes 310

10.1 Modifying Nouns with Adjectives 31210.2 Adjectives with How and What Questions 31410.3 Using Nouns as Adjectives 316

LESSON 2: Adverbs of Manner and Adjectives 320Reading: Gorilla Encounter 320

10.4 Adjectives vs. Adverbs of Manner 32210.5 Linking Verbs + Adjectives 32310.6 Adverbs and Adjectives with the Same Form 324

LESSON 3: Adjectives and Adverbs with Too, Very, and Enough 329Reading: Save the Iberian Lynx 329

10.7 Too/Very + Adjective or Adverb 33110.8 Adjective or Adverb + Enough 332

Review the Grammar 336Connect the Grammar to Writing: Write about an Animal 338

viii CONTENTS

UNIT 11 Challenges and Abilities 340

Modals: Part 1

LESSON 1: Can/Could 342Reading: Look! I can fly! 342

11.1 Can/Could for Ability and Possibility: Statements 34411.2 Can/Could for Ability and Possibility: Questions 346

LESSON 2: Be Able To; Know How To 352Reading: Winter the Dolphin 352

11.3 Be Able To 35411.4 Know How To 356

LESSON 3: And, But, and So 359Reading: Challenges for Athletes 359

11.5 And, But, So 36111.6 Contrasts after But 362

Review the Grammar 367Connect the Grammar to Writing: Write about a Challenge 370

UNIT 12 Amazing Places 372

Comparative and Superlative Adjectives

LESSON 1: Comparative Adjectives 374Reading: Two Amazing Mountains 374

12.1 Comparative Forms of Short Adjectives 37612.2 Comparative Forms of Long Adjectives 37712.3 Questions with Comparatives 378

LESSON 2: Superlative Adjectives 383Reading: The National Museum of Anthropology 383

12.4 Superlative Forms of Short Adjectives 38512.5 Superlative Forms of Long Adjectives 38612.6 Questions with Superlatives 387

LESSON 3: Possessive Pronouns; Whose 391Reading: Frank Gehry: An Unusual Architect 391

12.7 Possessive Pronouns 39312.8 Wh- Questions with Whose 394

Review the Grammar 399Connect the Grammar to Writing: Write a Comparison between Two Places 402

g

g

CONTENTS ix

UNIT 13 Customs and Traditions 404

Modals: Part 2

LESSON 1: Should/Shouldn’t 406Reading: Subject: A Business Trip to Tokyo 406

13.1 Should for Advisability: Statements 40813.2 Should for Advisability: Questions 409

LESSON 2: May and Can; Have To/Don’t Have To 413Reading: You can’t do that here! 413

13.3 Can/May for Permission 41513.4 Have To for Necessity: Statements 41713.5 Have To for Necessity: Questions 418

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

13.6 Can You/Could You/Would You for Polite Requests 42413.7 Can I/Could I/Would You Like for Polite Offers 425

Review the Grammar 428Connect the Grammar to Writing: Write a Request 430

UNIT 14 Education and Learning 432

The Future

LESSON 1: Future with Be Going To and Present Progressive 434Reading: An Unusual College Experience 434

14.1 Future with Be Going To: Statements 43614.2 Future with Be Going To: Questions 43714.3 Future with Present Progressive 438

LESSON 2: Future with Will; Possibility with May/Might 443Reading: The Internet and the Future of Education 443

14.4 Future with Will: Statements 44514.5 Future with Will: Questions 44714.6 Possibility with Might/May 448

LESSON 3: If Clauses; Future Time Clauses 452Reading: Color and Test Scores 452

14.7 If Clauses 45414.8 Future Time Clauses with Before, After, and When 455

Review the Grammar 460Connect the Grammar to Writing: Write a Personal Statement 462

Appendices A1Glossary of Grammar Terms G1Index I1Credits (cont’d) C1

gggg

78 SIMPLE PRESENT: PART 1

UN

IT

Work

Simple Present: Part 1

3

UNIT 3 LESSON 1 79

Lesson 1

page 80

Simple Present: Affirmative Statements; Irregular Verbs: Do, Go, and Have

Lesson 2

page 88

Simple Present: Negative Statements;Prepositions of Time (part 2); Like, Need, Want

Lesson 3

page 97

Verbs + Objects; Object Pronouns

Lesson 4

page 104

Imperatives

79

Review the Grammarpage 111

Connect the Grammar to Writingpage 114

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

80 SIMPLE PRESENT: PART 1

EXPLORE

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

LESSON 1 Simple Present: Affirmative Statements

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

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

He takes photographs of the ants. He lies on the ground with his camera and waits for the right moment. The ants and other bugs often bite him, but that doesn’t stop Doctor Bugs. He has an interesting and unusual job, and he loves it!

Doctor Mark Moffett

UNIT 3 LESSON 1 81

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

Verbs Doctor Moffett Ants

1. studies

2. fight

3. waits

4. bite

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

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

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

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

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

Doctor Moffett Ants

goes eat

Leaf cutter ants

82 SIMPLE PRESENT: PART 1

LEARN

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

1. Doctor Moffett love / loves his job.

2. He study / studies ants.

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

4. You and Anita work / works on weekends.

5. Nurses help / helps people.

6. We write / writes science books.

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

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

9. You walk / walks to work every day.

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

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

Subject Verb Subject Verb

IYouWeYouTheyTom and Sue

work every day.

HeSheItMy brother

works every day.

1. Use the simple present to talk about habits or routines, schedules, and facts.

Habit or Routine: I exercise every day. Schedule: She starts work at eight.Fact: It rains a lot in April.

2. Add -s to the verb for he, she, it, and singular subjects.

He drives to work.She works in an office.The bank opens at 9:00 a.m.

3. Do not put be in front of another verb in the simple present.

✓ He works at a bank.✗ He is work at a bank.

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

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

3.1 Simple Present: Affirmative Statements

UNIT 3 LESSON 1 83

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

1. A zookeeper feeds (feed) animals.

2. Computer programmers (write) software.

3. Photographers (take) photos.

4. A chef (cook) food.

5. A firefighter (fight) fires.

6. Musicians (play) instruments.

7. A farmer (work) on a farm.

8. A dancer (dance).

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

1. Add -s to most verbs. close– closes love–loves stop–stops

dance–dances open–opens take–takes

exercise–exercises play–plays write–writes

feed–feeds put–puts work–works

2. Add -es to verbs ending in -sh, -ch, -s, -x, and -z.

wash–washes dress–dresses buzz–buzzes

teach–teaches relax–relaxes

3. Change -y to -i and add -es to verbs ending in a consonant + y.

carry–carries copy–copies study–studies

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

A zookeeper feeds a rhino at the Sedgwick County Zoo in Wichita, Kansas, USA.

84 SIMPLE PRESENT: PART 1

The verbs do, go, and have are irregular for he, she, it, and singular subjects.

She goes home at six-thirty.He has a meeting at two-thirty.John does the laundry on Sunday night.

3.3 Irregular Verbs: Do, Go, and Have

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

Manuel and Lila VegaManuel and Lila Vega (1) have (have) a busy lifestyle. Manuel is a doctor

at a hospital. He works at night, so he (2) (go) to work at 7:00 p.m. and

comes home at 7:00 a.m. His wife Lila works at a bank. She (3) (go) to work

at 8:00 a.m. and comes home at 6:00 p.m. They don’t see each other a lot during the week.

Manuel and Lila also (4) (have) two children, Luis and Carla. Every

morning they all (5) (have) breakfast together at 7:30. Then, Luis and Carla

(6) (go) to school, and Lila (7) (go) to work. Manuel

(8) (do) the dishes, and then (9) (go) to bed. Carla

usually (10) (do) her homework at a friend’s house in the afternoon, and

Luis (11) (have) soccer practice. Manuel gets up at 4:00 p.m. At 6:00 p.m.,

he (12) (have) dinner with Lila, Luis, and Carla. After dinner, he

(13) (go) to work. Manuel and Lila (14) (have)

a busy schedule during the week, but on weekends they relax.

7 Write each verb with the correct -s, -es, or -ies ending.

1. study studies 8. help

2. fish 9. miss

3. pass 10. fly

4. worry 11. fix

5. explore 12. watch

6. bite 13. like

7. buy 14. pay

Subject Verb Subject Verb

I You WeYou They

do the dishes every day.HeSheIt

does the dishes every day.

go to work at 7:00 a.m. goes to work at 7:00 a.m.

have dinner at 6:00 a.m. has dinner at 6:00 a.m.

UNIT 3 LESSON 1 85

PRACTICE

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

Bush planes on a glacier in Denali National Park, Alaska, USA

Bush pilots (1) have (have) interesting jobs. They (2) (fly)

special planes to Alaska’s bush country. (This is a wild area, far away from cities with airports.)

Bush pilots (3) (carry) people or supplies in their bush planes. They also

(4) (help) rescue people.

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

and he is an excellent pilot. Paul also (6) (own) a hotel in Alaska. He

(7) (fly) customers to his hotel and (8) (take) them on

adventures. He (9) (go) to interesting places with them. It’s an exciting job!

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

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

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

s

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

PRONUNCIATION

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

Bush Pilots

See page A4 for a guide to pronunciation symbols.

Simple Present -s and –es Endings

The ending of third-person singular verbs has three sounds: /�/, /�/, /��/

/�/ /�/ /��/walks pays fixes

1. Say /�/ after /�/, /�/, /�/, and /�/ sounds.

stop-stops put-puts work-works laugh-laughs

2. Say /�/ after //, //, /�/, /�/, / /, /�/, /�/, /�/, /�/, and /�/ sounds, and after vowel sounds.

rub-rubs come-comes love-lovesread-reads spin-spins bathe-bathesbag-bags sing-sings pay-paysfeel-feels hear-hears go-goes

3. Say /��/ after verbs that end in /�/, /�/, /�/, /��/, /�/, and /��/.

kiss-kisses wash-washes judge-judgesbuzz-buzzes watch-watches relax-relaxes

86 SIMPLE PRESENT: PART 1

A Read the sentences about Rick’s schedule. Then listen and circle the sound you hear for the verb in each sentence.

Rick’s Schedule

1. Rick wakes up at 6:15 a.m. every morning. /�/ /�/ /��/

2. He jogs for an hour in the park. /�/ /�/ /��/

3. Then he takes a shower. /�/ /�/ /��/

4. He brushes his teeth. /�/ /�/ /��/

5. He eats breakfast at 7:45. /�/ /�/ /��/

6. He reads the newspaper. /�/ /�/ /��/

7. He washes the dishes. /�/ /�/ /��/

8. Then he drives to work. /�/ /�/ /��/

9. He starts work at 8:30. /�/ /�/ /��/

10. He goes home at 5:30. /�/ /�/ /��/

11. He relaxes on Saturday and Sunday. /�/ /�/ /��/

12. He loves weekends! /�/ /�/ /��/

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

12 LISTEN & SPEAK.

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

Alvaro Galina

1. lives in Ecuador ✓

2. lives in Russia

3. teaches at a university

4. teaches at a high school

5. teaches biology

6. gets up early

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

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

9. meets with students after class

10. relaxes on Saturday

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

Alvaro lives in Ecuador.

CD1-33

CD1-34

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

Alvaro lives in Ecuador.

13 READ, SPEAK & WRITE.

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

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

Rosa goes to the offi ce on Monday.

14 APPLY. In your notebook, write a paragraph about a friend’s or family member’s job. Do not write the name of his or her job. Use the model to help you.

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

B Work with a partner. Exchange paragraphs and try to guess the person’s job.

To: Sato, AkikoSubject: New Job!

Hi Akiko,

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

See you soon!

Rosa

UNIT 3 LESSON 1 87

A ballet dancer

1 Change each affirmative statement to a negative statement. Then change each underlined object to an object pronoun.

1. She reads the newspaper every morning. She doesn’t read it every morning.

2. She works with Todd and Oscar.

3. My brother has my book.

4. She teaches Barbara and me.

5. We talk to our friends every day.

6. She studies biology.

7. He knows my sister.

8. He fixes cars.

Charts

3.1, 3.4,

3.7, 3.8

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

Charts

3.1–3.5

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

2. Petra (work) Tuesday or Thursday.

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

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

5. Nadia (work) the afternoon.

6. Nadia and Ken (work) night.

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

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

9. Cathy (work) Saturday and Sunday.

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

Review the GrammarUNIT 3

UNIT 3 REVIEW THE GRAMMAR 111

Name Days Times Break

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

Ali M-F 3:00 a.m. – 12:00 p.m. 8:00 – 8:45 a.m.

Nadia T/Th 11:00 p.m. – 6:00 a.m. 2:30 – 3:00 a.m.

Ken T/Th 9:00 p.m. – 6:00 a.m. 2:00 – 2:30 a.m.

Cathy M-F 10:00 a.m. – 6:00 p.m. 2:00 – 2:30 p.m.

Review the Grammar UNIT 3

Fishermen with a crab pot, Bering Sea, near southwest Alaska, USA

112

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

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

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

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

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

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

studies

4 Complete the paragraph with the correct form of the verbs in parentheses and prepositions of time. Then listen and check your answers.

A Dangerous Job

Chris Hansen (1) works (work) in Alaska (2) in the winter.

He (3) (have) a job on a crab boat. He (4) (fish) for

crabs (5) October (6) January. Chris and the other fishermen

(7) (drop) heavy crab pots in the ocean and (8) (pull)

them back onto the boat a day later. Chris (9) (not like) his job.

It (10) (be) very dangerous on the ocean. Even in bad weather, the work

(11) (not stop). The days (12) (be) very short in

the winter. The sun (13) (not rise) (14) about 10:00 a.m.,

and it (15) (go) down (16) around 4:00 p.m. Chris’s

mother (17) (worry) about him. She (18) (say),

“(19) (be) careful, Chris! (20) (not fall) off the

boat!” He (21) (say), “(22) (not worry), Mom!”

Charts

3.1–3.5

Charts

3.1–3.2,

3.10

CD1-42

d

5 SPEAK & WRITE.

A Look at the activities in the chart. Then write notes about your schedule.

Charts

3.1, 3.2,

3.4–3.7

UNIT 3 REVIEW THE GRAMMAR 113

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

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

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

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

6 LISTEN, SPEAK & WRITE.

A Listen to information about four problems. Write the number next to each problem when you hear about it.

a test / a party an important meeting / a headache

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

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

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

2.

3.

4.

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

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

2. Advice for Sue:

3. Advice for Jay and Bill:

4. Advice for Ann and Jim:

Charts

3.1, 3.2,

3.4–3.10

CD1-43–46

CD1-43–46

Activity My Schedule My Partner’s Schedule

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

eat lunch

work

go shopping

see my friends

Connect the Grammar to Writing

1 READ & NOTICE THE GRAMMAR.

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

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

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

The Job of a Teacher

In Class At Home

She asks a lot of questions.

Advice: Learn your students’ names.

114 SIMPLE PRESENT: PART 1

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

I work from 8:00 a.m. to 1:30 p.m.I don’t arrive late.

GRAMMAR FOCUS

as a TeacherMy Job

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

I teach four English classes. In class, I write on the

board. I ask a lot of questions. I use pictures when

I teach vocabulary. I don’t arrive late. At home,

I plan my lessons. I correct homework and tests.

My advice for new teachers – learn your students’

names on the first day.

Write about a Job

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

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

UNIT 3 CONNECT THE GRAMMAR TO WRITING 115

My Job as a Student

In Class At Home

Advice:

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

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

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

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

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

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

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

WRITING FOCUS Indenting Paragraphs