Christopher Wenger

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ISBN: 978-1-64763-010-2

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TABLE OF CONTENTSINTRODUCTION ..................................................................................................................................................................................2

SERIES COMPONENTS .....................................................................................................................................................................3

GUIDING PRINCIPLES OF CONNECTED ............................................................................................................................4

TEACHING SUPPORT .........................................................................................................................................................................5

TEACHING TIPS BY SECTION ......................................................................................................................................................6

UNIT 1 THINGS I'M INTO .......................................................................................................................................10

UNIT 2 A DAY OUT ......................................................................................................................................................13

UNIT 3 GOOD VACATION, BAD VACATION ............................................................................................16

UNIT 4 IN THE OLD DAYS .....................................................................................................................................19

UNIT 5 HAVE YOU EVER? ....................................................................................................................................22

UNITS 1–5 REVIEW, ASSESSMENT, CONNECT & EXTEND .............................................................25

UNIT 6 MY RÉSUMÉ .................................................................................................................................................26

UNIT 7 MY BUCKET LIST ......................................................................................................................................29

UNIT 8 LATE AGAIN ..................................................................................................................................................32

UNIT 9 MY PLANS MIGHT CHANGE ..........................................................................................................35

UNIT 10 WHAT WOULD YOU DO? ..................................................................................................................38

UNITS 6–10 REVIEW, ASSESSMENT, CONNECT & EXTEND ..............................................................41

UNIT 11 TIME TO TRAVEL ......................................................................................................................................42

UNIT 12 BUSY DAY .......................................................................................................................................................45

UNIT 13 HEALTHY HABITS ....................................................................................................................................48

UNIT 14 AN AMAZING MOVIE .............................................................................................................................51

UNIT 15 GOOD MANNERS ....................................................................................................................................54


UNIT 16 FAVORITE PLACES ..................................................................................................................................58

UNIT 17 FOOD CHOICES .........................................................................................................................................61

UNIT 18 MY GRANDFATHER ALWAYS SAYS... .......................................................................................64

UNIT 19 EVERYDAY TECHNOLOGY ...............................................................................................................67

UNIT 20 WE HAVE WORK TO DO .....................................................................................................................70


WORKBOOK ANSWER KEY ........................................................................................................................................................ 74

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INTRODUCTIONConnected is a six-level General English course taking young adult/adult learners from Beginner to Advanced levels (CEFR: A1 to C1). In Connected, we realize that the context of learning English as a foreign language (EFL) is not the same as learning English as a second language (ESL). EFL learners attend classes where their time and opportunities to practice the language are limited. Learners in an ESL environment have an advantage in that they are surrounded by English outside of class—they see it on billboards and advertisements, newspapers and grocery shelves, and hear it at the gas station, the hallways of their school or workplace, and in their local coffee shop. Because of this limited exposure to English practice, most EFL learners need to spend more time and effort engaging in activities outside the classroom in order to supplement their in-class practice time. Fortunately, anyone with an internet connection can easily do this. But where do they start? What should they do? And how do they maintain the motivation to study on a regular basis on their own? These questions have all informed our approach to Connected. We believe that EFL learners have greater chances for success in their study if they are able to:

• set their own goals for language learning.• maximize the time they spend practicing English in class.• chart a personal path for study outside of class based on their own interests.• check their own progress on a regular basis and reflect on their personal learning plan.• have access to frequent, varied bits of language input that can be digested on the go.

The Connected syllabus was crafted with the assumption that most EFL learners at a young adult/adult age have been exposed to formal English instruction previously. Even at a beginning level, many learners may recall a certain amount of English vocabulary and recognize quite a few of the grammatical forms. With this in mind, the materials in Connected offer different types of input to learners—even at the beginning level—depending on what learners are expected to do with that input. For example, learners may be able to read and comprehend an article at a higher level than they are able to speak about the article. Production-based (speaking and writing) activities give learners ample opportunities to practice smaller, easier pieces of the language in personalized contexts that help build confidence as they work with both new and familiar vocabulary. Finally, instructors are encouraged to allow learners to access words, phrases, and expressions that may traditionally be seen as "above" their level from a grammatical standpoint, but which can be easily learned and practiced as lexical chunks. The grammar strand of the Connected syllabus will be familiar to EFL instructors, but we don’t believe that beginning-level learners must be completely restrained from encountering the simple past before it’s been formally presented, for example. We believe it is better for learners to be able to talk about what they’re interested in, when they want to do so, even if they haven't learned the grammatical structure of that piece of language. This type of approach helps foster learners’ motivation and become more active participants in their own learning process.

About the authorChristopher Wenger is the author of Connected. Chris holds a Master of Arts in TESOL from Anaheim University and has worked in educational publishing for nearly 30 years. Chris is an avid language learner and tries to bring knowledge from his own language-learning experiences to the materials he creates for learners of English as a foreign language. He has written and developed a number of series for learners in Latin America, Asia, the Middle East, and Europe.

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SERIES COMPONENTSThe Connected series features a range of components that provides learners with tools they need both in and out of class to achieve their goals, and gives teachers tools they can use to keep their classroom instruction meaningful and robust. These include:

Student Books Each Student Book contains 20 units. Four RACE (Review, Assess, Connect & Extend) checkpoints allow learners to consolidate the language they have learned in the previous five units.

WorkbooksThe Workbook provides additional practice of vocabulary, grammar, and language in context, as well as a self-assessment page for learners to check their progress and note new terms and expressions they have learned.

Teacher’s GuidesThe Teacher's Guide gives detailed teaching tips for the sections in the Student Book, teaching notes, scripts, and answer keys for each unit, as well as Workbook answer keys.

AudioAudio files are available for download at the Connected teacher site. Audio is available for the Vocabulary, Conversation, Pronunciation, Grammar, and Listening sections of the Student Book, as well as for the Final Test in Connected Assessment.

Assessment Each level of Connected has three Progress Tests (to be given after units 5, 10, and 15), and Final Test. A Placement Test is also available for the beginning of the course. All of the Assessment materials, including audio, scripts, and answer keys, can be downloaded on the Connected teacher site.

VideosEach unit in Connected has videos featuring sample answers to the prompts in the Speaking section of the Student Book. Learners may view the videos on the Connected student site. Scripts and worksheets for the videos are available on the Connected teacher site.

Connected Student SiteLearners can access the vocabulary and pronunciation audio, videos, and Lexical Lists on the Connected student site. Learners are also encouraged to create and monitor their Personal Path on the site, beginning with a Learner Motivation Survey and periodic follow-up surveys to assess their own goals and progress. Learners can also sign up to receive email updates about new blog posts.

Connected Basecamp Teacher SiteTeachers can access PDF versions of the Teacher's Guide and Assessment on the Connected teacher site, as well as audio files, video scripts, and video worksheets. The Connected Basecamp is a place where teachers can find training videos and connect with the author. Teachers can also sign up to receive email updates about new blog posts.

More information about the roles and content of these components is provided in the context of the guiding principles of Connected below.

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GUIDING PRINCIPLES OF CONNECTEDINPUT AND PRACTICE

Learning a foreign language in a classroom setting provides just one avenue for learners to practice their skills. Class time is limited, and most learners have limited or no opportunities to use English as part of their daily lives. That’s one of the reasons we feel it is important for learners to maximize the time they do have in class to practice using English as much as possible. In addition, we strongly believe that learners need to spend some time outside the classroom engaging with the language, and fortunately, there are many ways to do this.

Lexical ListsEach unit of Connected contains a list of vocabulary words and phrases that are used in both receptive practice (reading and listening) and productive practice (speaking and writing). Individual learners all have different previous experiences with English, so there is likely to be vocabulary that some learners already know, but that other learners at the same level may not. We have developed lists of all the vocabulary featured in every unit of Connected, along with translations into a number of different languages. This helps learners access the vocabulary they need for the activities more quickly and maximize the amount of time they have to practice using the language in class.

Vocabulary and Pronunciation PracticeThe audio files for each of the Vocabulary and Pronunciation activities in Connected are available for learners to listen to or download. Practicing the sounds, rhythms, and cadence of English individually can help learners develop good pronunciation and acquisition of new vocabulary, as well as boost their self-esteem.

Real-Life VideosThe Connected site includes videos that give numerous examples of people of various ages and backgrounds talking about the topics featured in the Speaking section of each unit of the Student Book. Learners can watch and listen to the videos on their own, or as part of their classroom work, or both. Downloadable video scripts and video worksheets can be used in a number of ways to enhance comprehension of the videos, highlight new vocabulary and expressions, and help learners process additional input.

PERSONALIZATION AND MOTIVATION

Learner motivation is critical to success in learning another language. Our hope is that learners can personalize their learning by choosing the types of activities that they’re most interested in and stay motivated to practice on a regular basis. Below are some of the tools included in Connected to help learners with this.

Personal Path: Learner Motivation SurveySetting personal goals for language learning and creating a plan for how to achieve those goals are essential to maintaining and enhancing learners’ motivation. Before starting with a level of Connected, we invite learners to take a short Learner Motivation Survey that helps them better understand the reasons they want or need to learn English. This can help learners determine the best tools, based on their goals and how much time they have available for study and practice. With an option to email the survey to themselves and to their instructors, the survey can also help instructors plan the best types of activities and content for time in and out of class.

Personal Path: Check Your PlanAfter every five units of Connected, the RACE (Review, Assess, Connect & Extend) checkpoints in the Student Book provide learners with an opportunity to consolidate the language they’ve learned and

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personalize their practice through tasks that are geared toward using English either in an academic or a workplace setting. Instructors are encouraged to provide learners with additional vocabulary and expressions to use in RACE to ensure that their practice is as meaningful as possible.After completing each RACE checkpoint, learners are encouraged to visit the Connected site to check in on their Personal Path. The Check Your Plan survey allows learners to reflect on what they’ve already achieved and to review the activities and amount of time spent working on their personalized learning plan. Instructors may ask for the surveys to be emailed to them so that they can use the results for assessment of their teaching and refine their plans for time in and out of class.

Connected Community for StudentsIn addition to Lexical Lists, pronunciation practice, and real-life videos, the Connected Community is a place where learners can read short online blog posts and articles about useful vocabulary, funny or unusual aspects of using English, and information about people and places around the world. Learners can also connect with the author of Connected to ask questions or submit feedback about what helps them learn best. Learners can choose to sign up for regular updates about Connected, which can provide more access to input and practice opportunities and keep up learner motivation.

TEACHING SUPPORTInstructional supports are available in the Teacher’s Guide and on the Connected Teacher Basecamp.

Lesson PlanningTeaching tips offer an overview and general teaching suggestions for each of the sections of the Student Book units, in addition to a number of support and extension activity ideas. Teachers may wish to try out different activities to add variety to classroom time, to add remedial practice for target language that learners need more help with, or to bring an extra level of challenge to activities where appropriate.

In-Class SupportThe teaching notes for each unit of the Teacher's Guide are deliberately minimal to provide teachers only with what they need to implement their lesson plans. Answer keys and audio scripts are clearly marked in the teaching notes. Hyperlinks to all of the other assets needed for each lesson are also provided in the teaching notes of the Teacher's Guide PDF so that teachers may click to access the audio, videos, video scripts and worksheets, and the Lexical Lists online. Alternatively, teachers may go online and download the audio files, video scripts and worksheets, and Lexical Lists ahead of time on the Connected Basecamp teacher site to use in class. Online connectivity is required to show the videos in class.Note: The Connected teacher site is password protected. Please contact your sales representative for information, or visit the Connected site to submit a password request.

Connected BasecampBasecamp is the place where instructors can access product information about Connected, as well as training videos and downloadable support materials. The teaching notes in the Connected Teacher's Guide provide links to these support materials at point of use, or teachers may access them by visiting www.greenmountaineducation.com/Connected and entering the Basecamp site.

Connected Community for TeachersIn addition to training videos and other teacher support materials, the Connected Community is a place where teachers can read blog posts and articles about teaching with Connected, contact the author to ask questions, or submit feedback about their own teaching experience with Connected. Teachers can choose to sign up for regular updates about Connected, which can provide more tips and ideas for teaching and keep teachers up to date on the latest additions to the series.

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TEACHING TIPS BY SECTION

VocabularyIn the Vocabulary section, learners are introduced to key terms before practicing them in context. Have learners read through the list of new words and phrases. Learners may want to write notes about the meaning of each term, either in their first language, or in English (which may be easier for learners at higher levels). A Lexical List for each unit is available on the Connected site, with translations in various languages. You may want to download and print the lists for learners before class, or be prepared to click on the link to display the Lexical List from the Connected site on a projector in class. Play the audio for each group of vocabulary terms, and have learners listen and practice saying the new words and phrases. Repeating the words and phrases as a class helps learners practice the sounds of English, many of which may be different from sounds in their first language or challenging to produce. The focus here should be on helping learners feel comfortable saying the terms aloud. Learners then practice the vocabulary in context by looking at pictures and either selecting or writing words and phrases to complete sentences. After learners complete the activity, play the audio for the sentences to check answers as a class, and/or for the learners to practice saying the sentences aloud by repeating for additional practice with sounds and intonation of English. At the end of the Vocabulary section, learners have the opportunity to practice the key terms in a short, personalized conversation. Encourage learners to give answers that are outside the range of the terms presented in the unit if they prefer to do so. Remind learners to use phrases such as How do you say ___ in English? to get them used to asking for the words and phrases they want to use.

Support and Extend• In pairs or small groups, have learners make up their own sentences using each of the target

vocabulary items. Have them share their sentences with the class.• Have learners make up their own vocabulary exercise by leaving the vocabulary item in their

sentences blank, and give it to another pair or group to try to complete.• Write/Project the vocabulary items on the board, but scramble the letters in each word. Have

learners unscramble the words and then use the term in a sentence.• Invite learners to take turns acting out vocabulary terms while others guess the word.

ConversationThe Conversation provides a longer model of spoken English containing key vocabulary from the unit as well as a preview of the target grammar of the unit. The objective is not for learners to memorize the conversation, but to have additional exposure to natural English in context. Have learners read through the conversation first, or play the audio and have them read along. Each conversation is followed by a short comprehension activity. Have learners complete the exercise individually or in pairs. Ask learners to check their answers with other students or check with the entire class. Encourage learners to ask questions if there are parts of the conversation that are unclear.After this, play the audio of the conversation to have learners become familiar with the sounds and intonation of the language, then play the audio again, pausing after each line to have learners repeat.

Support and Extend• Make copies of the conversation and cut each page into strips, with one line of conversation on

each strip. Divide the class into pairs. Distribute a set of the cut up conversation to each pair of learners and have them work together to put the strips into the correct order. Then have them role-play. Alternatively, as a class activity, distribute one or more strips to each student and have them work together to create one copy of the conversation.

• Write/Project the conversation on the board, with certain words or phrases covered. Have learners guess the missing words or phrases.

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PronunciationThe Pronunciation section in Connected focuses on both the sounds of American English as well as other phonological features, such as intonation, reduction, and connected speech. The objective of the Pronunciation section is not necessarily to get learners to mimic what they hear perfectly—intelligibility of speech is more important than perfection. Developing an awareness of the different features of American English pronunciation can also help learners understand other speakers better. In this section, learners see and listen to words, phrases, or whole sentences, and are asked to repeat what they hear. Point out the Pronunciation objective in each unit and ask learners to listen closely for this feature. For some features of pronunciation, you may want to model the pronunciation yourself, overemphasizing the target sounds, and/or having learners watch your mouth to see how the sounds are formed. After each Pronunciation practice task, learners are asked to look for additional examples of the pronunciation objective in the unit, or come up with their own examples for additional practice. You may wish to prepare your own examples before class and present them on the board for learners to use for practice.

Support and Extend• For sounds that lend themselves to practice of minimal pairs, say minimal pairs aloud and ask

learners to raise their right hand when they hear one sound, or their left hand when they hear the other sound. For example: light/right, boat/vote, bus/buzz.

• Learners may wish to go to the Connected student site to listen to the audio for the Pronunciation sections and practice, as they may feel more comfortable doing this on their own at home.

GrammarEvery unit of Connected features at least one grammar point, and in some cases, there may be two or three. Each grammar point is presented in a chart, sometimes accompanied by TIP boxes that provide useful additional information. Audio is also available for all grammar presentations. Connected provides teachers with the opportunity to present grammar either deductively or inductively. In deductive grammar instruction, the form of the grammar point is presented first, so that learners understand its structure before practicing on their own. The teaching notes in the Connected Teacher's Guide offer detailed instructions for presenting grammatical forms in each individual unit. To teach grammar inductively, have learners look at the grammar presentation and ask what they notice about the form, rather than presenting the rules explicitly. Learners are encouraged to discover the patterns and come up with their own rules about the structure. Ask learners to look back at the Conversation and find examples of the grammatical structures there. After each presentation, learners complete an activity to demonstrate their understanding of the target structure. In some instances, learners then practice the grammar in a personalized, controlled speaking activity.

Support and Extend• Do a dictation activity, reading aloud sentences that use the target grammar to the class, and

have learners listen and write them down. Ask learners to check their sentences in groups or by asking volunteers to come to the board and write them.

• Write an incomplete sentence on the board that is missing the target grammar structure (e.g., auxiliary verbs used in forming questions or in various verb tenses) and ask learners to supply the missing word or phrase.

• Write an incorrect sentence on the board and ask individual learners or pairs to identify the error.

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ReadingThe reading passages in Connected are written at a level that assumes that learners have had previous exposure to English in school, and that most learners can recognize and understand more language than they can produce on their own. Each Reading section begins with a list of vocabulary from the reading passage. Learners may want to write notes about the meaning of each term, either in their first language, or in English (which may be easier for learners at higher levels), before they read the passage. A Lexical List for each reading passage is available on the Connected site, with translations in various languages. You may want to download and print the lists for learners before class or be prepared to click on the link in the Teacher's Guide PDF to display the Lexical List from the Connected site on a projector in class. Have learners read the passage individually or ask them to read the passage aloud in pairs or small groups, taking turns reading each sentence or paragraph. Answer any questions learners may have about the passage. Following each reading passage is a comprehension activity. Have learners complete the activity individually, in pairs, or in small groups. Check answers with the class.

Support and Extend• Read the passage aloud and have learners follow along before having them read the passage

on their own. • Read the passage aloud and pause to ask questions in various places to check and aid learners’

comprehension. • Ask questions that allow learners to personalize the content of the reading passage, such as

asking about personal preferences, experiences, or opinions related to the topic of the reading.

ListeningAs with the reading passages, the listening passages in Connected are all written at a level that assumes that learners have had previous exposure to English in school, and that most learners can recognize and understand more words than they can produce on their own. Each Listening section begins with a list of vocabulary from the listening passage. Learners may want to write notes about the meaning of each term, either in their first language, or in English (which may be easier for learners at higher levels), before they read the passage. A Lexical List for each unit is available on the Connected site, with translations in various languages. You may want to download and print the lists for learners before class or be prepared to click on the link in the Teacher's Guide PDF to display the Lexical List from the Connected site on a projector in class. In each Listening section, learners listen to the audio of the passage twice, completing a different activity each time. Ask questions to check that learners understand what they need to do in each task before playing the audio. You may wish to play the audio again after each activity, pausing at different points in the passages where answers to the exercises are provided.

Support and Extend• Photocopy and hand out the audio script (in the teaching notes) for the class or project the

script on the board. Have learners read the script while listening to the audio. Answer any questions learners may have about vocabulary.

• Photocopy and hand out the audio script (in the teaching notes) for the class or project the script on the board with certain words, phrases, or lines covered or deleted. Have learners guess the missing words or phrases. Play the audio again for learners to check their answers.

• Ask additional questions to see if learners can recall key pieces of information from the listening passage.

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SpeakingIn the Speaking section, learners are given a choice between two different speaking prompts. Examples of language they may produce are provided in EXPRESS YOURSELF in the Student Book. Additional examples of language used to talk about the prompts can be found in the videos on the Connected student site. You may wish to download or link to the video so that it can be viewed in class. The script for each video is available on the Connected Teacher Basecamp. There is also a video worksheet for each unit on the Basecamp site. You may want to download and hand out or project the video worksheet and have learners complete the video activities before having them do the Speaking tasks. For the Speaking tasks, have learners work in pairs or small groups. Tell them to look at the information in EXPRESS YOURSELF and think about what they want to say. Encourage learners to use language that is outside the range of the terms presented in the unit if they prefer to do so. Remind learners to use phrases such as How do you say ___ in English? to get them used to asking for the words and phrases they want to use. Monitor as learners do the speaking activity and answer any questions. Following the Speaking activity, have learners ask their partners follow-up questions based on their answer to the Speaking prompt. Review the sample questions in the Student Book and ask learners to think of additional questions they may want to ask and write them on the board. Monitor and assist as learners ask and answer their follow-up questions. Ask volunteers to report on what they or their partners talked about and what they learned during the Speaking task.

Support and Extend• Model giving your own answers to the Speaking prompts and note key vocabulary and

expressions you use on the board. • Brainstorm lists of words or phrases learners want to use in the Speaking tasks and write them

on the board. Have learners listen and practice saying the terms before they start the activity. • Ask learners to have a partner take a video of their Speaking performance to keep as part of an

ongoing portfolio of their development in learning and using English.

WritingIn the Writing section, learners are provided with a sample text to use as a model for their own writing. After each sample text, learners complete a short activity to demonstrate their comprehension of the text and to get them thinking about what they would like to write about. For the Writing task, have learners look at the sample language in EXPRESS YOURSELF and think about what they want to write. Encourage learners to use language that is outside the range of the terms presented in the unit if they prefer to do so. Remind learners to use phrases such as How do you say ___ in English? to get them used to asking for the words and phrases they want to use. Monitor as learners do the writing activity and answer any questions. After learners have completed their writing, ask them to share their texts with a partner. Have learners read over their partner’s text and mark any errors they see or note any questions or suggestions they have about the text. Have learners return the marked up text to their partner and ask the learners to revise the text and/or ask their partner questions to clarify their comments if needed. Ask volunteers to read their texts aloud for the class and encourage learners to ask follow-up questions.

Support and Extend• Provide a model of your own answer to the Writing prompt and note key vocabulary and

expressions you use on the board. • Brainstorm lists of words or phrases learners want to use in the Writing task and write them on

the board. • Ask learners to keep their writing text as part of an ongoing portfolio of their development in

learning and using English.

1010 UNIT 1

VocabularyPreparation

Refer to the Connected tips for teaching Vocabulary on page 6 of the Teacher’s Guide, or for additional ideas, visit the Connected Teacher Basecamp.

In class• Display or hand out copies of the Unit 1 Lexical List.

• Play the Vocabulary A audio.

Vocabulary B Answer key1 flower arranging 2 writing poetry 3 playing chess 4 running marathons 5 studying sign language 6 doing tai chi 7 playing drums 8 coaching a kids’ soccer team 9 sewing 10 playing badminton

• Play the Vocabulary C audio.

• Play the Vocabulary D audio. Vocabulary E Answer key1 relaxing 2 exhausting 3 difficult 4 fun 5 boring 6 exciting 7 interesting 8 messy

• Play the Vocabulary F audio.

ConversationPreparation

Refer to the Connected tips for teaching the Conversation on page 6 of the Teacher’s Guide, or for additional ideas, visit the Connected Teacher Basecamp.

In class• Play the Conversation audio.

Conversation B Answer key1 a 2 a 3 b

PronunciationPreparation

Refer to the Connected tips for teaching Pronunciation on page 7 of the Teacher’s Guide, or for additional ideas, visit the Connected Teacher Basecamp.

In class• Play the Pronunciation audio.

GrammarPreparation

Refer to the Connected tips for teaching Grammar on page 7 of the Teacher’s Guide, or for additional ideas, visit the Connected Teacher Basecamp.

In class• Play the Grammar presentation audio for Simple present and present continuous review.

UNIT

1 THINGS I’M INTO

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• Explain that we use the simple present for regular activities; however, we use the present continuous for activities happening now.

• Model the form by saying what you are doing now (e.g., I’m writing on the board. I’m talking to you, etc.). Then ask the learners what they think you usually do every day (e.g., You work. You teach English. You eat breakfast. etc.).

• Play the Grammar presentation audio again and pause for learners to repeat.

• Go around the class and ask learners what they are doing now. Elicit responses and write them on the board for them to see (e.g., We’re learning English. We’re sitting at our desks. We’re listening to you. etc.).

• Then go around the class and ask learners what they usually do every day. Elicit responses and write them on the board for them to see (e.g., I eat breakfast. I go to school. I see friends. I watch T.V. etc.).Grammar B Answer key1 runs; is running 2 aren’t driving; drive; is raining 3 go; are studying 4 don't do; am not doing 5 studies; is studying

• Play the Grammar presentation audio for Stative verbs.

• Explain that stative verbs describe a state of being, as opposed to verbs that describe action.

• Point out the Tip explaining that stative verbs are not usually used in the present continuous.


• With the class, brainstorm things that you can smell, taste, feel, hear, and see (e.g., smell flowers, taste chocolate, feel happy, hear music, see trees, etc.). Write the phrases on the board.

• Write the following sentence stems on the board:

________ smell(s) _________. ________ feel(s) ___________. ________ look(s) __________.

________ taste(s) _________. ________ sound(s) ________.

• Model some sentences using the sentence stems and the phrases you brainstormed on the board (e.g., The chocolate tastes sweet. The music sounds nice. The trees look beautiful. etc.).

• Go around the class and have the learners make similar sentences using the sentence stems and the phrases on the board.

Grammar D Answer key1 sounds 2 tastes 3 feels 4 smell 5 looks

ReadingPreparation

Refer to the Connected tips for teaching Reading on page 8 of the Teacher’s Guide, or for additional ideas, visit the Connected Teacher Basecamp.

In class• Display or refer learners to the Unit 1 Lexical List.

Reading C Answer key1 b 2 a 3 a 4 a 5 b

ListeningPreparation

Refer to the Connected tips for teaching Listening on page 8 of the Teacher’s Guide, or for additional ideas, visit the Connected Teacher Basecamp.




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1212 UNIT 1


• Play the Listening audio

Listening B Answer keya 3 b 2 c 1 d blank

Listening C Answer key1 1 2 3 3 2 4 3 5 1 6 2

Audio script1

I’m learning Mandarin. I was born in China. I was adopted and came to America when I was a baby. I’m doing an online course. I prefer to learn by myself so no one hears my mistakes! I’m planning to visit China next summer. I want to be able to talk to people. Mandarin is a difficult language, but it’s fun.

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I’m into knitting. It sounds strange for a guy to knit, but I don’t care. I’m a medical student, and I get really stressed out. Knitting is relaxing. You might think it’s easy, but knitting is a challenging hobby. Right now, I’m making a red sweater. It feels great to wear something that I’ve made myself.

3

I’m making dinner for my friends. I love cooking. I’m studying to become an engineer. Cooking is a great way to save money. I never eat out. I shop at the market every Saturday and buy different kinds of vegetables. I’m always discovering new recipes online. Then I add my own secret herbs and spices.

SpeakingPreparation

Refer to the Connected tips for teaching Speaking on page 9 of the Teacher’s Guide, or for additional ideas, visit the Connected Teacher Basecamp.

In class• Display or hand out copies of the Video script and/or the Video worksheets.

• Play the Speaking video on the Connected site.

• Have learners present their answers and ask each other questions. Provide feedback and review new language.

WritingPreparation

Refer to the Connected tips for teaching Writing on page 9 of the Teacher’s Guide, or for additional ideas, visit the Connected Teacher Basecamp.

In class• Monitor and offer assistance as needed.

• Encourage learners to share their writing with the class. Provide feedback and review new language.



https://greenmountaineducation.com/training-videos-ladkfjaoj#dd9deeb2-afc5-4e81-a563-3d84d4f806e6



https://gme-connected.com/l3-video-u1-10#50a85309-2dc4-4e2c-9d17-81a066dea2fc

https://greenmountaineducation.com/training-videos-ladkfjaoj#c9a6b5e2-75f1-4e1c-bb37-582dc0429695

13A DAY OUT 13





Vocabulary B Answer key1 a 2 c 3 b 4 b 5 a 6 b 7 c 8 a 9 a 10 b 11 c 12 c





Conversation B Answer key1 a 2 b 3 b




GrammarPreparation


In class• Play the Grammar presentation audio for Zero conditional with if, when, unless.

• Explain that we use the zero conditional structure to describe a general, real situation to say what always or usually happens in a given situation. The present tense is used in both the condition clause and the result-clause.

UNIT

2 A DAY OUT


https://gme-connected.com/l3-lexical-u1-10#92e45740-6dc6-4503-ad90-0bcf33c9414b

https://greenmountaineducation.com/l3-audio-u1-10-zaeqerenez#79a1e732-4344-4158-836a-45b450eca0b6








1414 UNIT 2

Example:

When I go to the beach, I take sunscreen.

When I go to the beach is the condition I take sunscreen is the result.

• Point out the explanation of when to use if, when, and unless in the Tip.


• Make two columns on the board. In one column, list several phrases used for conditions (e.g., go to the beach, go hiking, travel abroad, take a plane, drive a car, it stops raining, etc.). In the other column, list several phrases used for result-clause (e.g., fasten your seatbelt, take a book, bring headphones, wear hiking boots, bring an umbrella, bring your passport, take sunscreen, etc.).


• Explain that when forming conditional sentences, the condition clause can come either at the beginning of the sentence or at the end. Point out that if the condition clause is placed at the beginning, it must be followed by a comma.

• Have students match the phrases on the board to make conditional sentences.

Grammar B Answer key1 If 2 unless 3 Unless 4 when 5 If 6 unless

ReadingPreparation



Reading C Answer key1 savings 2 two books 3 exercise 4 meeting place 5 call a friend





Listening B Answer keya 2 b 1 c 4 d 3

Listening C Answer key1 breakfast; a parking spot 2 hat; an umbrella 3 camera; the tickets 4 bike race; bottle of water








15A DAY OUT 15

Audio script1

Hi, Stella. This is William. Are you coming to the International Food Fair tomorrow? Great! Don’t have breakfast because there will be lots of food to eat. I’ll meet you at the entrance. If I’m not there by 12 o’clock, wait for me. It might take a while to find a parking spot.

2

Is this Audrey? Hi, it’s Gina. Can we meet at the seaport tomorrow at 10 o’clock? The boat sails at 10:30. Remember to bring a hat and sunscreen because it’s going to be hot. I’ll take an umbrella because it might rain in the afternoon.

3

Hey, Tim. It’s Sanjay. I’m just leaving now. It’s going to be an exciting ball game. I’m taking my camera. I want to get some good shots for the college magazine. I’ll meet you at the train station in half an hour. Remember to bring the tickets.

4

Hi, Jack. It’s Meredith. I’ll be at the starting line in ten minutes. Can you bring a bottle of water? I forgot to fill my bottle. If we have time, we should have a snack before we leave. It’s a four-hour ride to Montauk.

SpeakingPreparation





WritingPreparation







https://gme-connected.com/l3-video-u1-10#61ec1de6-8145-4a28-b638-bf3180774a1a


1616 UNIT 3





Vocabulary B Answer key1 scuba diving 2 jet skiing 3 snowboarding 4 ziplining 5 horseback riding 6 parasailing 7 ice fishing 8 whitewater rafting 9 rock climbing 10 on a safari


• Play the Vocabulary D audio.

Vocabulary E Answer key1 lost my wallet 2 got a sunburn 3 got food poisoning 4 sprained an ankle 5 got lost 6 fell and broke an arm





Conversation B Answer key1 a 2 a 3 b




GrammarPreparation


UNIT

3GOOD VACATION, BAD VACATION


https://gme-connected.com/l3-lexical-u1-10#a0ed58c5-174a-4406-ae8d-17c48064c3c8

https://greenmountaineducation.com/l3-audio-u1-10-zaeqerenez#ce6e69be-2bc6-4c4f-a714-64cda224f2cb









17GOOD VACATION, BAD VACATION 17

In class• Play the Grammar presentation audio for Past continuous and simple past review.

• Point out the explanation of when to use the past continuous as compared to the simple past in the Tip.

• Then point out the explanation in the Tip of how the two tenses are often both used in the same sentence with either when or while. Draw learners’ attention to the example with when. (I was watching TV when you called.) Write on the board how this can be written with when at the beginning of the sentence. (When you called, I was watching TV.) Point out the use of the comma after the when clause.

• Provide examples of the two tenses together with while. (You called while I was watching TV. While I was watching TV, you called.)


• To review the past continuous, ask learners: What were you doing yesterday at 9:00 p.m.? Elicit responses such as I was watching TV. I was using the computer. I was doing my homework. Etc. To review the simple past, ask learners: What did you do last night? Elicit responses such as I watched TV. I saw my friends. I did my homework. I ate dinner with my family. Etc.

• Model how the simple past and the past continuous are used together in a sentence by asking the class to name a recent national or international event. Then ask Where were you when you heard about this event? (e.g., I was drinking coffee and chatting with my friends when I heard about this event.)

• Go around the class and have learners share what they were doing when this event happened.

Grammar B Answer key1 was watching; came 2 was rock climbing; fell 3 called; was climbing 4 arrived; was sleeping 5 saw; was working 6 Were you sleeping; rang

• Play the Grammar presentation audio for Clauses with before, after, while, when.

• Point out the explanation of the meaning of before, after, while, and when in the Tip.

• Remind learners that while and when clauses can come at the beginning or at the end of a sentence and that if they come at the beginning, a comma is needed. Explain that the same is true for before and after clauses.


• With the class, brainstorm some things that people do in the morning (e.g., brush my teeth, watch the news, read the newspaper, get dressed, eat breakfast, etc.). Model some sentences using the phrases you brainstormed on the board (e.g., After I eat breakfast, I brush my teeth. I get dressed before I eat breakfast. I watch the news while I’m eating breakfast. etc.).

• Go around the class and have the learners make similar sentences about their morning routines.

Grammar E Answer key1 before 2 while 3 when 4 Before 5 while 6 After

ReadingPreparation



Reading C Answer key1 his wife 2 canceled 3 the airport 4 luggage 5 go horeseback riding







1818 UNIT 3





Listening B Answer keya blank b 2 c 3 d 1

Listening C Answer key1 T 2 F 3 T 4 T 5 T 6 F

Audio scriptMarco

I’ve just returned from a soccer vacation in Costa Rica. We were playing our second match. As I was trying to block a shot, I tripped. My leg hurt, and I couldn’t walk. The coach took me to the hospital. I had fractured my leg in two places! While I was resting at the hotel, I met a pretty girl by the pool.

Claudia

I spent my vacation whitewater rafting on the Colorado River. I drove there because I don’t like to fly. I had a fantastic time. While I was driving home, I had a flat tire. I didn’t know what to do. So I called my brother, and he explained how to change the tire. I was very proud of myself!

Ingrid

I was flying to Norway to go cross-country skiing near Lillehammer. Suddenly, the captain announced that there was a volcanic eruption in Iceland. The plane had to land in Paris! After we arrived, I missed my connecting flight. I decided to visit my old college friend, Patrice. We spent a wonderful day together.

SpeakingPreparation





WritingPreparation










https://gme-connected.com/l3-video-u1-10#b1ae567d-88f0-4104-ab66-18ce6eefd7d2


19IN THE OLD DAYS 19





Vocabulary B Answer key1 c 2 a 3 b 4 b 5 a 6 b 7 a 8 a 9 c 10 b 11 c 12 b





Conversation B Answer key1 b 2 b 3 a




GrammarPreparation


In class• Play the Grammar presentation audio for Habitual actions in the past with used to.

• Explain that we use used to for regular activities and states, or situations, that were true in the past but are not true now.

Example: I used to live in Tokyo = I lived in Tokyo in the past, but I don’t live there now.

UNIT

4 IN THE OLD DAYS


https://gme-connected.com/l3-lexical-u1-10#e62b9632-db49-47b4-91bc-0a9daf988f6c

https://greenmountaineducation.com/l3-audio-u1-10-zaeqerenez#301d62d4-6fe6-441c-87cc-314570697243








2020 UNIT 4

• Explain that to make a negative statement, we use didn’t use to.

Example: We didn’t use to go hiking.

• Point out how it’s use, not used, in the negative. Confirm comprehension of this negative statement. (In the past we didn’t go hiking, but now we do.)

• Then explain that to make questions with used to, we use did…use to.

Examples:

Did you use to play video games? What did you use to play?

• Point out how it’s use, not used, in questions.

• Point out that used to / didn’t use to / did…use to are the same for all subjects.


• Model the grammar by sharing what you used to do and didn’t use to do (e.g., I used to go out a lot when I was young, but now I like to stay home. I didn’t use to do yoga, but now I do yoga every day. Etc.).

• Go around the class and have learners share how their habits have changed.

Grammar B Answer key1 used to 2 use to 3 use to 4 use to 5 did 6 use to

ReadingPreparation



Reading C Answer key1 Now 2 Then 3 Now 4 Then 5 Then





Listening B Answer keya 2 b 1 c blank d 4

Listening C Answer key1 3 2 2 3 1 4 2 5 3 6 1







21IN THE OLD DAYS 21

Audio script1

When I was a kid, I listened to vinyl records. They were called LPs. I used to buy them from a record store. I was so excited when my favorite band released a new LP. I would rush home and play it on my parents’ old record player. Now, I download all my music onto my mobile phone.

2

When I was at school, we didn’t have computers. We used to go to the library and look up information in an encyclopedia. It took a long time! The books were so heavy. Now, if I want to know something, I use a search engine on my laptop. It’s much faster and easier!

3

When I was growing up, our family watched movies on TV every Saturday night. I used to go to the video store and rent two or three DVDs. This was before you could download movies onto your computer. I used to stand in a long line to check out. That store is gone now.

SpeakingPreparation





WritingPreparation







https://gme-connected.com/l3-video-u1-10#10b31028-401a-449c-9eff-fbb03554975f


2222 UNIT 5





Vocabulary B Answer key1 a 2 b 3 c 4 b 5 b 6 c 7 a 8 c 9 a 10 b





Conversation B Answer key1 William 2 William 3 George 4 William




GrammarPreparation


In class• Play the Grammar presentation audio for Present perfect with ever and never.

• Point out the explanation in the Tip of when the present perfect is used as compared to the simple past.

• Then point out the explanation of how ever and never are used with the present perfect.

• Explain the formation of the present perfect: has/have + past participle. Indicate the pattern in the presentation.

UNIT

5 HAVE YOU EVER?


https://gme-connected.com/l3-lexical-u1-10#edbd9e5f-88a3-4757-8381-10b60b9194b8

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23HAVE YOU EVER? 23

• Then explain the formation of yes/no questions and short answers in the present perfect as shown in the presentation.


• Model the grammar by sharing something interesting that you’ve done or haven’t done (e.g., I’ve driven across the United States before. I have never tried bungee jumping.).

• Go around the class and have learners share similar sentences.

Grammar B Answer key1 has ridden 2 eaten 3 given 4 Has; sung 5 have; driven

ReadingPreparation



Reading C Answer key1 F 2 F 3 T 4 T






Listening C Answer key1 2 2 1 3 3 4 2 5 4 6 4 7 3 8 1







2424 UNIT 5

Audio scriptAdele

It was my birthday last week. My friends took me to a restaurant. After dinner, there was a karaoke show. I’m a shy person. I’ve never performed in public before. It was so much fun. I’ve decided to take singing lessons!

Cassius

This summer, I got a job as a high-rise window washer. In the past week, I have cleaned the windows of a 90-story office building. I’ve never been that high up off the ground in my life. I’ve enjoyed the challenge, and the job pays well.

Susannah

I’ve flown in planes many times, but I have never jumped out of one! Last weekend, I went skydiving for the first time. I’ve never been so nervous. It was a fantastic experience.

Jaylen

I’m an adventurous guy. I like extreme sports. I’ve climbed a couple of mountains, but I wanted to try something new. So I’ve joined a rock-climbing club. It requires a lot of strength and skill. I’ve met some great people, too.

SpeakingPreparation





WritingPreparation







https://gme-connected.com/l3-video-u1-10#452ffefa-5993-4466-97cf-c4975f9f823b


25RACE UNITS 1–5 25

VocabularyAnswer key1 headphones2 running3 records4 watching cartoons

5 take a book6 sign language7 umbrella8 bring a map

GrammarAnswer key1 What is Melissa doing?/What’s Melissa doing?2 They’re playing chess right now.3 These flowers smell good.4 Don’t take your umbrella unless it’s raining.5 What were you doing last night at 8 p.m.?6 When he fell, he sprained his ankle.7 When I was a kid, I used to listen to CDs.8 What games did they use to play?9 He hasn’t eaten an insect.10 I’ve never driven a race car.

A change in plans• Model Activity A by asking learners for examples of names they could use to complete number 1 (e.g., Lady

Gaga or Ryan Gossling).

• Have learners fill in the rest of the list.

• Have learners complete the email in Activity B. Model what to do with the first blank by asking a learner to share what they put in their list for number 3 (a hobby).

• Ask several volunteers to share their email with the class.

Try it out• Divide the class into groups based on their choice of the Academic or the Workplace option.

• Model the activities and provide support with vocabulary and expressions as needed.

• Ask volunteers to share with the class. Provide feedback and review new language.

Personal path • Ask learners to visit the Connected site to take the Personal Path survey to check in on their progress and their

learning goals.

Assessment • Have learners take the Units 1–5 Progress Test.

UNITS

1–5REVIEW, ASSESS, CONNECT & EXTEND (RACE)


https://greenmountaineducation.com/l3-teacher-eqenqlenzladla#179c8698-5e4e-4fad-bf8d-2be89872b05d

2626 UNIT 6





Vocabulary B Answer key1 worked part-time 2 studying English 3 tutored 4 robotics club 5 volunteered 6 written 7 organized 8 raised



Vocabulary E Answer key1 organized 2 creative 3 good with people 4 flexible 5 hardworking





Conversation B Answer key1 b 2 a 3 a 4 c




GrammarPreparation


UNIT

6 MY RÉSUMÉ


https://gme-connected.com/l3-lexical-u1-10#9b66ac1e-6c3b-40be-8cb1-1f51b594e954

https://greenmountaineducation.com/l3-audio-u1-10-zaeqerenez#f8a72384-fa3f-456c-b268-1ae12fddb095









27MY RÉSUMÉ 27

In class• Play the Grammar presentation audio for Present perfect with for and since.

• Remind students that the present perfect with ever and never is used when the time is not specific. Tell learners that we use the present perfect with for and since to talk about when something started that is true now.

• Explain that we use for to say how long it’s been true.

Example: I have studied English for ten years.

• Then explain that we use since to indicate when it started being true.

Example: I have lived here since 2016.

• Remind learners that the formation of the present perfect is has/have + past participle. Indicate the pattern in the presentation. Point out the contractions (We’ve and I’ve) and make sure students know how to contract he/she/it + has.


• Model the grammar by making some sentences about yourself (e.g., I’ve taught at this school since 2014. I’ve lived here for eight years. etc.).

• Write some questions with How long have you…? on the board (e.g., How long have you studied English? How long have you lived here? etc.). Have student pairs or groups ask and answer the questions. Check that learners are using for and since correctly.

Grammar B Answer key1 has been; for 2 has assisted; since 3 have taught; for 4 has raised; since 5 have written; for 6 have sung; since

ReadingPreparation



Reading C Answer key1 F 2 T 3 T 4 F 5 T





Listening B Answer key1 c 2 d 3 a 4 b








2828 UNIT 6

Listening C Answer key1 volunteered at a local Youth Center for five years 2 worked part-time at an export company since she finished high school 3 worked as an intern since June 4 worked in hotel management since she graduated last year

Audio script1

I’m well qualified for the position of Youth Program Coordinator. I have a bachelor’s degree in social sciences. I’ve volunteered at my local youth center for five years. I’ve organized the summer programs and after-school activities since 2012. I enjoy working with young people.

2

I have a bachelor’s degree in economics and math. I’ve worked part-time at my father’s export company since I finished high school. I’ve studied English for three years. My goal is to be a financial analyst at an international corporation. So this position is a perfect match for me.

3

I’ve attended Greenville Community College since 2011. I’m majoring in software development. I’ve worked as an intern here since June. The internship finishes next week. I want to apply for the full-time position. I’m creative and hardworking. The job is a good fit for me.

4

I’ve worked in hotel management since I graduated last year. I’m good with people. I’ve studied French for two years. The position of Marketing Associate with your company sounds perfect. I’m flexible and organized, and I love to travel.

SpeakingPreparation





WritingPreparation







https://gme-connected.com/l3-video-u1-10#d8cfb66f-68ce-4569-b82a-a228e48d5f42


29MY BUCKET LIST 29





Vocabulary B Answer key1 written 2 driven 3 appeared in 4 met 5 ridden 6 safari 7 entered 8 helicopter 9 seen 10 roller coaster





Conversation B Answer key1 T 2 F 3 F 4 T




GrammarPreparation


In class• Play the Grammar presentation audio for Present perfect with already and yet.

• Remind students that the present perfect with ever and never is used when the time is not specific and that we use the present perfect with for and since to talk about how long something has been true or when it started being true.

UNIT

7 MY BUCKET LIST


https://gme-connected.com/l3-lexical-u1-10#1d6f1ae5-810e-4824-b507-69de429d35c9

https://greenmountaineducation.com/l3-audio-u1-10-zaeqerenez#8fde2ddd-c816-46b6-95b3-224e2b47d9b1








3030 UNIT 7

• Point out the explanation in the Tip for using already and yet with the present perfect.

• Remind learners that the formation of the present perfect is has/have + past participle. Indicate the pattern in the presentation. Point out how already can go between has/have and the past participle or after the verb phrase. Explain that yet can go in both of these positions too.


• With the class, brainstorm things that people may have on their bucket list and list them on the board (e.g., appear in a movie, ride a helicopter, write a novel, etc.).

• Model the grammar by saying what you have and haven’t done from the list on the board (e.g., I’ve already gone sky diving, but I haven’t ridden in a helicopter yet.).

• Go around the class and have students tell you what they have or haven’t done. Check to make sure they are using the grammar accurately.

Grammar B Answer key1 has met 2 haven’t appeared 3 has gone; hasn’t gone 4 haven’t climbed 5 has traveled; hasn’t lived 6 have run; have done

ReadingPreparation



Reading C Answer key1 Cynthia 2 Huck 3 Cynthia 4 Huck 5 Cynthia 6 Huck






Listening C Answer key1 has 2 hasn’t 3 has 4 hasn’t 5 has 6 hasn’t 7 hasn’t 8 hasn’t







31MY BUCKET LIST 31

Audio script1

I’ve already climbed Mount Washington, but I haven’t climbed Mount Everest yet. It’s every climber’s dream to reach the top of Mount Everest because it’s the tallest mountain in the world.

2

I’ve already seen the northern lights, but I haven’t yet seen a comet or a meteor shoot across the sky. I hope to see one in my lifetime. In 2013, a meteor crashed into Russia. I wish I’d seen that!

3

I’ve already performed in a lot of plays, but I haven’t acted in a movie yet. I’ve already been to many auditions, but I haven’t been offered a role yet. It’s difficult to be a successful movie actor because there are so many actors and not enough jobs.

4

I’m already a good cook, but I’m not a professional chef yet. In the future, I want to work at one of the world’s great restaurants. If I can’t work there, I want to eat there!

SpeakingPreparation





WritingPreparation







https://gme-connected.com/l3-video-u1-10#3dc3b4c0-cab7-4852-ab6a-843e19c3b3fc


3232 UNIT 8





Vocabulary B Answer key1 have a cold 2 working late 3 hungry 4 expensive 5 upset 6 nervous 7 stuck in traffic 8 dead 9 delayed 10 lost





Conversation B Answer key1 c 2 a 3 a




GrammarPreparation


In class• Play the Grammar presentation audio for Modals for speculating: may, might, could, must.

• Explain to the learners that the modals may, might, could, and must can be used to make guesses about events in the present.

UNIT

8 LATE AGAIN


https://gme-connected.com/l3-lexical-u1-10#2f8bbece-caf9-4d9c-b08d-325a9839021b

https://greenmountaineducation.com/l3-audio-u1-10-zaeqerenez#6bc7cae4-3f37-426d-80a7-99b6026ba742








33LATE AGAIN 33

• Point out the explanation in the Tip for when to use each modal for speculating.

• Point out in the presentation how the base form of the verb is used after modals.


• Put some sentences on the board that will have the learners guessing about each scenario (e.g., Maria is all dressed up today. Mario never eats meat. Sam is always busy on weekends. etc.).

• Model the grammar by using one of the sentences on the board and speculating about it (e.g., Maria is all dressed up today. She might be going to a party later.).

• Go around the class and have the learners make speculations about the scenarios listed on the board.

Grammar B Answer key1 b 2 e 3 f 4 d 5 a 6 c

ReadingPreparation



Reading C Answer key1 the United States 2 Africa 3 Brazil 4 Switzerland













3434 UNIT 8

Audio script1

Where is Pamela? She told me to meet her here at one o’clock. She must be on her way. She might be parking her car. I’ll wait five more minutes, and then I’ll order lunch. I’m hungry.

2

Where is the car service? It’s usually on time. It could be stuck in traffic. I might be late for my meeting. I’ll send a text message to my client. Then I’ll call the car service. This is really annoying.

3

Where is Doug? He’s supposed to be here by now. The train arrives in ten minutes. He’s not answering my calls. His cell phone must be dead. He’s always forgetting to charge it. I’ll be very upset if we miss the train.

4

Where’s my date? The movie starts in ten minutes. She might be nervous about meeting me. She could be lost. I’ll wait a few minutes, and then I’ll leave. I feel stupid standing here with these flowers. I hate first dates.

SpeakingPreparation





WritingPreparation







https://gme-connected.com/l3-video-u1-10#9d25cd21-9488-43f0-90c2-37e30937b41c


35MY PLANS MIGHT CHANGE 35





Vocabulary B Answer key1 d 2 c 3 a 4 a 5 c 6 b 7 d 8 d 9 a 10 a





Conversation B Answer key1 b 2 a 3 a




GrammarPreparation


In class• Play the Grammar presentation audio for First conditional with may, might, could, will, probably.

• Explain to the learners that we use the first conditional to talk about real possibilities in the future.

• Explain that when forming first conditional sentences, the pattern is: if clause (If + present simple + comma) followed by the main clause (subject + modal + base verb).

UNIT

9 MY PLANS MIGHT CHANGE


https://gme-connected.com/l3-lexical-u1-10#e26f96b4-e3c1-47a5-9547-3688198b1aa6

https://greenmountaineducation.com/l3-audio-u1-10-zaeqerenez#b7fd9e59-724d-43a8-8faf-73c12c14eed7








3636 UNIT 9

• Point out that if you put the main clause first, then you don’t need a comma.

• Example:

I may stay home if it rains. = If it rains, I may stay home.

• Point out in the Tip how may, might, and could express a possible outcome of the condition and that will expresses a strong possible result of the condition.


• Put the sentence stems If it rains this weekend, … and If it’s sunny this weekend, … on the board. Model the grammar by making sample sentences (e.g., If it rains this weekend, I might stay home and watch movies. If it’s sunny this weekend, I will probably go jogging in the park.).

• Go around the class and have the learners make similar sentences.

Grammar B Answer key1 a 2 e 3 b 4 c 5 d 6 f

ReadingPreparation



Reading C Answer key1 T 2 F 3 T 4 F 5 T






Listening C Answer key1 h 2 b 3 a 4 d 5 f 6 c 7 g 8 e







37MY PLANS MIGHT CHANGE 37

Audio script1

If it’s windy on the weekend, I’ll probably go windsurfing. If the weather is calm, I might go hiking with my friends. Windsurfing is my favorite sport, but if I can’t windsurf, I love to hike.

2

My English assignment is due on Monday. If I don’t finish it on Friday, I’ll probably study at the coffee shop on Saturday. If the internet is down at the coffee shop, I could go to the library instead.

3

If it snows on the weekend, I’ll definitely go snowboarding on Sunday. If it doesn’t snow, I might go shopping with my sister. My sister loves shopping, but she doesn’t like snowboarding. I don’t like shopping, but I need to buy a scarf.

4

My girlfriend just moved into a new apartment. If I don’t have to work on the weekend, I’ll help her paint the bedroom. Right now, the walls are blue. She wants to paint them white. If I do have to work on the weekend, I’ll have to catch a flight to Atlanta on Friday night.

SpeakingPreparation





WritingPreparation







https://gme-connected.com/l3-video-u1-10#c4de94a9-9b95-4716-bc63-cdb4f07faf78


3838 UNIT 10





Vocabulary B Answer key1 found 2 lost 3 forgot 4 broke 5 left 6 cutting 7 caught 8 received 9 heard 10 littering

Play the Vocabulary C audio.




Conversation B Answer key1 T 2 T 3 T 4 F




GrammarPreparation


In class• Play the Grammar presentation audio for Second conditional with would: Questions and statements.

• Point out the explanation of the second conditional as compared to the first conditional in the Tip. Remind learners that we use the first conditional to talk about real possibilities (having free time is a real possibility in the second sample sentence).

UNIT

10 WHAT WOULD YOU DO?


https://gme-connected.com/l3-lexical-u1-10#4f8591ff-eb28-4c8b-92ce-f91a0261cd89

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39WHAT WOULD YOU DO? 39

• Explain to the learners that we use the second conditional to talk about unreal possibilities or dreams in the future (first sample sentence in the Tip).

• Explain that when forming second conditional sentences, the pattern is: If clause (If + past simple + comma) followed by the main clause (subject + would + base verb). Point out in the presentation that we use the past simple tense to talk about the future condition. Explain that if you put the main clause first, then you don’t need the comma.

Example:

I would buy a new car if I won the lottery. = If I won the lottery, I would buy a new car.

• Point out the formation of second conditional questions in the presentation.


• Put the sentence stem If I won the lottery, I would… on the board. Model the grammar by making sample sentences (e.g., If I won the lottery, I would travel around the world. If I won the lottery, I would live on an island.).

• Go around the class and have the learners make similar sentences.

Grammar B Answer key1 had 2 saw 3 heard; wouldn’t 4 received 5 Would; won 6 didn’t have

ReadingPreparation



Reading C Answer key1 B 2 G 3 B 4 G






Listening C Answer key1 saw someone breaking into a car; call the police 2 lost her cell phone; would panic 3 heard a secret; not tell anyone else 4 found a wallet; would see if there was any ID and contact the owner







4040 UNIT 10

Audio script1

What would I do if I saw someone breaking into a car? I would call the police! I wouldn’t try to stop the thief. I’d be too afraid. I would hope the police would arrive before the thief got away.

2

What would I do if I lost my cell phone? I would panic! All my contacts and appointments are in my phone. I would ask my boyfriend to find it using the locator app on his phone. Oh no, I couldn’t call my boyfriend because I wouldn’t have my phone!

3

If I heard a secret about someone, I would keep it to myself. I would not tell anyone else. When I tell a secret to a friend, I expect my friend not to tell other people. It’s just not cool. Friends should not gossip about each other.

4

What would I do if I found a wallet? I would see if there was any ID in the wallet. Then, I’d contact the owner. I wouldn’t expect a reward. However, if the owner wanted to give me a reward, I wouldn’t say no!

SpeakingPreparation





WritingPreparation







https://gme-connected.com/l3-video-u1-10#2124c817-d53d-4eca-b8ef-8cc5e230919c



VocabularyAnswer keyAcross

1 stuck3 camel4 tutor5 delayed6 stealing7 missed9 awful

Down

2 chores3 creative8 safari

GrammarAnswer key1 He’s lived in Boston for three years.2 How long have you worked in that office?3 I haven’t gotten my driver’s license yet.4 She has already ridden an elephant.5 If they arrive early, I’ll probably meet them at the station.

6 They could be hungry after their long trip.7 If the weather if nice, I may go to the park. 8 If I found a wallet, I would return it.9 If they don’t finish their work, they might not meet us tonight.10 What would you do if you won the lottery?

Find someone who...• Model how to do Activity A by asking learners for examples of words they could use to complete the question in

number 1 (e.g., English/three). Explain to learners that they’ll fill in the Names when they do Activity B.

• Have learners continue filling in the blanks for the rest of the questions.

• For Activity B, have learners go around and ask their classmates their questions from Activity A.

• Model what to do by asking a learner one of the questions (e.g., Have you studied English for three years?). Explain to learners that they should write the student’s name if the answer is “yes,” but not write it if the student answers “no.”

• Encourage learners to speak with as many different classmates as possible. Review the answers with the class.





learning goals.


UNITS




4242 UNIT 11





Vocabulary B Answer key1 c 2 d 3 d 4 b 5 c 6 b 7 a 8 a 9 c 10 c





Conversation B Answer key1 b 2 a 3 c




GrammarPreparation


In class• Play the Grammar presentation audio for Modals for necessity and recommendation: must, have to, ought

to, should.

• Point out the explanation in the Tip for when to use which modal. Remind learners that we use the base form for the verb that follows a modal.


UNIT

11 TIME TO TRAVEL


https://gme-connected.com/l3-lexical-u11-20#726952c3-3c98-408c-83db-ee6ebcb11292

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43TIME TO TRAVEL 43

• Tell the learners that you are planning a trip somewhere (e.g., I’m planning a trip to Japan.). Have students tell you what is necessary for you to do and what they recommend that you do before or during the trip (e.g., You have to have a passport. You should see Mt. Fuji. You ought to eat sushi.).

Grammar B Answer key1 must 2 should 3 don’t have to 4 mustn’t 5 ought to 6 shouldn’t

ReadingPreparation



Reading C Answer key1 Mount Everest 2 Petit St. Vincent 3 Mount Everest 4 The Patagonia Wilderness 5 Petit St. Vincent






Listening C Answer key1 travel plans 2 Turkey 3 passport 4 ticket 5 staying in Instanbul 6 a second pair of shoes to wear at night

Audio script1

I’ve got a lot of things to do before my trip to Turkey next month. I haven’t applied for my passport yet. I haven’t bought my ticket either. Do I have to get a tourist visa? What kind of luggage should I take? What kind of shoes should I wear?

2

You should apply for your passport today. It can take several weeks to arrive. You ought to buy your ticket soon. You shouldn’t wait or you might not get a seat. You can get a tourist visa when you arrive in Istanbul, but you ought to check the website to be sure.

3

If you’re traveling around the country, you ought to take a backpack. A backpack is easier to carry than a suitcase. If you’re staying in Istanbul, you ought to take a suitcase and a carry-on bag.

4

You ought to take a pair of comfortable walking shoes. You mustn’t wear shoes that will hurt your feet. You should take a second pair of shoes to wear at night. Shoes take up a lot of space in your luggage. You ought to wear one pair and pack the other pair.






4444 UNIT 11

SpeakingPreparation





WritingPreparation







https://gme-connected.com/l3-video-u11-20#a90d5cf7-34dc-47b8-ab5b-a87564bdf61f


45BUSY DAY 45





Vocabulary B Answer key1 off 2 back 3 on 4 up 5 down 6 off 7 down 8 back 9 out 10 away





Conversation B Answer key1 T 2 T 3 F 4 F




GrammarPreparation


In class• Play the Grammar presentation audio for Separable phrasal verbs.

• Explain to students that some phrasal verbs are separable, meaning that the verb does not have to be followed immediately by the preposition. The meaning of the sentence remains clear, whether or not the verb and its attached preposition or adverb are next to one another. Explain that separable phrasal verbs always require an object and that pronouns can be used as the object.

UNIT

12 BUSY DAY


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4646 UNIT 12

Examples:

Look up the word in the dictionary. Look the word up in the dictionary. Look it up in the dictionary.

• Point out in the presentation how the answer to a questions where the object comes after the phrasal verb can have the object separating the verb and preposition and that such a response, in fact, is more natural.


• Put sentences like the ones below on the board:

Please wear a jacket. Remove your shoes.

• Take the books and leave them at the library.

• Have the learners rewrite the sentences using a phrasal verb.

Example:

Please wear a jacket. -> Please put on a jacket.

Grammar B Answer key1 I need to drop her off at the airport. 2 You have to fill them out at the doctor’s office. 3 Look it up in a dictionary. 4 Can you turn it down? 5 Please throw it away over there. 6 Can you write it down for me? 7 Take it off before you go inside. 8 Can you put them back where you found them?

ReadingPreparation



Reading C Answer key1 T 2 T 3 F 4 F 5 T 6 T






Listening C Answer key1 3 2 1 3 2 4 1, 4 5 4 6 4 7 2







47BUSY DAY 47

Audio script1

Hi, Cathy. [pause] Hey…I went to 310 West Street to drop off the package. [pause] It’s the wrong address. Could you look up the address again? [pause]It’s 210 West Street? [pause]Okay, I’ll drop it off there now. I’ll return to the office in 15 minutes to pick up the next package.

2

Hello, Hamid. [pause] Can you come in for an interview at eleven o’clock on Thursday? [pause] Great. Could you please spell your last name? [pause] Wait, I’ll write it down. [pause] I’ll email you the application form. Please fill it out before you come.

3

Joseph Williams, speaking. [pause] Oh, hello, Mr. Carter. I’m in a meeting right now. Can I call you back? [pause] I see. Then, call me back when you’re free. I’ll be available after four o’clock.

4

Hi, Dan. [pause] I can’t find the document I need for my appointment. Do you have it? [pause] I asked you to put it back in my folder. I hope you didn’t throw it away! [pause] Oh good, you found it. I’ll stop by the house to pick it up.

SpeakingPreparation





WritingPreparation







https://gme-connected.com/l3-video-u11-20#2d275f81-6e7d-4016-8a1d-047d888ef475


4848 UNIT 13





Vocabulary B Answer key1 Eating 2 Smoking 3 Getting 4 Exercising 5 Drinking 6 staying up 7 eating 8 reducing 9 taking breaks 10 losing





Conversation B Answer key1 a 2 c 3 a




GrammarPreparation


In class• Play the Grammar presentation audio for Gerunds as subjects and objects.

• Explain to learners that a gerund is a noun made from a verb by adding -ing. Explain that you can use a gerund as the subject or the object of a sentence as shown in the presentation.

UNIT

13 HEALTHY HABITS


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49HEALTHY HABITS 49

• Point out in the presentation how when gerunds are used as subjects, they are singular, so the verb is third-person singular.


• Put the below sentence stems on the board:

____________________ is healthy for you.

The best thing you can do to stay healthy is ___________________.

• Model the grammar by completing the sentences with gerunds (e.g., Exercising is healthy for you. The best thing you can do to stay healthy is exercising.).

• Go around the class and have learners make similar sentences using the sentence stems on the board.

Grammar B Answer key1 Exercising 2 Eating 3 Staying 4 doing 5 drinking 6 cooking

ReadingPreparation



Reading C Answer key1 F 2 T 3 T 4 F 5 T






Listening C Answer key1 c 2 a 3 d 4 b







5050 UNIT 13

Audio script1

I enjoy baking cakes and I love eating them! A recent study recommends that we should eat ten portions of fruit and vegetables each day. Choosing to eat an apple instead of a cake is difficult for me, but it’s a healthier choice.2

Losing weight is hard for me. I don’t like exercising. I don’t enjoy running or working out. I decided to try tennis. Playing tennis is fun. I get so involved in the game, I forget that I’m exercising! I’ve already lost five kilos.3

I have a stressful job as a software engineer. Working ten-hour days is normal for me. I started getting headaches. Then, I discovered that taking breaks makes me feel better. Walking in the park during my lunch break is a healthy habit.4

I usually go out every night with my friends. Staying up late makes me sleepy the next day. I need to change this bad habit. I’m studying for my final exams. I must start sleeping eight hours every night or I’ll fail.

SpeakingPreparation





WritingPreparation







https://gme-connected.com/l3-video-u11-20#0ebdb709-3bfc-4df0-af5d-88d3e8a1f846


51AN AMAZING MOVIE 51





Vocabulary B Answer key1 amused 2 depressing 3 exciting 4 shocked 5 interesting 6 confusing 7 surprised 8 disappointing 9 boring 10 tiring



Vocabulary E Answer key1 story 2 special effects 3 acting 4 soundtrack 5 director





Conversation B Answer key1 F 2 T 3 T 4 F




GrammarPreparation


UNIT

14 AN AMAZING MOVIE


https://gme-connected.com/l3-lexical-u11-20#caf07447-023e-43de-8919-675d217fa05a

https://greenmountaineducation.com/l3-audio-u11-20-mcnadaeei#32e321f4-a378-403d-a40c-4b101be9446a









5252 UNIT 14

In class• Play the Grammar presentation audio for Participial adjectives ending in -ed/-ing.

• Explain to the learners that most present and past participle forms of verbs that describe emotion or feelings can be used as adjectives, but the meanings of the participles are not the same. Point out the explanation of when to use past participles versus when to use present participles in the Tip.

Example:

The ending of the movie was surprising, so I was surprised.

• Explain that the present participle (-ing form of the verb) refers to something or somebody that causes the feeling.

Example:

• The movie was surprising. (the movie caused this feeling.)

• Then explain that the past participle (-ed form of the verb) is used to express how a person is affected by something.

Example:

I was surprised. (I experienced this feeling as a result of the movie.)


• Put the below sentence stems on the board:

The ___ was ___. I was ___.

• Model the grammar by completing the sentences with participial adjectives.

Example:

The soccer game was exciting. I was excited.

• Go around the class and have students make similar sentences using the sentence stems on the board.

Grammar B Answer key1 amazing 2 amused 3 disappointing 4 depressing 5 surprised 6 interesting

ReadingPreparation



Reading C Answer key1 T 2 F 3 T 4 F 5 T 6 F












53AN AMAZING MOVIE 53


Listening C Answer key1 exciting 2 amazed 3 boring 4 disappointed 5 depressing 6 embarrassed 7 charming 8 entertaining

Audio script1

Last week, I saw Gravity. It’s a very exciting movie. The 3-D special effects are awesome. I was amazed by the realism of the 3-D technology. I recommend the movie to anyone who wants a thrilling cinematic experience.2

Last Saturday night, my girlfriend Belinda and I saw The Tree of Life. It’s the most boring movie I’ve ever seen. The plot is so confusing. We were disappointed because we both like Brad Pitt. Jessica Chastain is an interesting actress, but nothing could save this movie.3

My friend Trevor and I recently saw Casablanca. This classic movie was made in 1942 with Humphrey Bogart and Ingrid Bergman in the lead roles. It’s a great love story, though the ending is depressing. I was so embarrassed when Trevor started to cry!4

Last night, Zaha and I watched a charming French movie called The Umbrellas of Cherbourg. There’s no dialogue. The actors sing every word! The soundtrack is beautiful. Usually I don’t like musicals, but this movie is very entertaining.

SpeakingPreparation





WritingPreparation







https://gme-connected.com/l3-video-u11-20#faea0826-c5a2-4598-ba1b-b7c6ef32eb97


5454 UNIT 15





Vocabulary B Answer key1 forward 2 seat 3 shade 4 compartment 5 give 6 carry 7 wake-up call 8 specials 9 credit card 10 receipt





Conversation B Answer key1 T 2 T 3 F 4 F




GrammarPreparation


In class• Play the Grammar presentation audio for Requests with can, could, and would.

• Explain to the learners that we use the modals can, could, and would to make polite requests. Explain that could and would are more formal than can and that adding please makes the requests even more polite.

UNIT

15 GOOD MANNERS


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55GOOD MANNERS 55


• To model the grammar, make some requests for learners to respond to (e.g., Could you stand up? Would you open your books? If you don’t mind, can you take out your pen or pencil? etc.).

• Have the learners turn to classmates next to them and make similar requests.

Grammar B Answer key1 b 2 f 3 e 4 d 5 c 6 a

• Play the Grammar presentation audio for Will for promises and commitments.

• Explain to the learners that they can use the modal will for offers and promises. Explain that we usually make promises and commitments with will when responding to requests such as those shown in the presentation.

• Point out the contracted forms of I will and We will in the Tip. Explain that we usually use these contractions when responding to requests.


• Model the grammar by asking learners to make polite requests to you (e.g., Could you lend me your book? Would you please open the window? etc.). Respond to the learners by making offers and promises using will.

• Example: Student: Could you lend me your book? You: Sure. I’ll lend it to you.

• Have the learners turn to their classmates next to them and make requests and respond to requests using will.

Grammar D Answer key1 d 2 b 3 f 4 a 5 e 6 c

ReadingPreparation



Reading C Answer key1 F 2 F 3 F 4 T 5 T 6 T





Listening B Answer keya 3 b 1 c blank d 2

Listening C Answer key1 c 2 a 3 b 4 b 5 a 6 c









5656 UNIT 15

Audio script1

Waitress: Good evening. Are you ready to order?

Customer: Yes, we are. Could you recommend a vegetarian dish? I don’t eat meat, but my husband does. Can you tell us today’s special?

Waitress: Of course. The eggplant lasagna is delicious. Today’s special is the grilled salmon in a dill sauce, with baked potatoes and baby carrots.

Customer: That sounds perfect. We’ll order the lasagna and the salmon.

2

Flight Attendant: Would you like me to help you with your seat belt, young man?

Little boy: Yes, thank you. Could I also have a glass of water, please?

Flight Attendant: Absolutely. I’ll be back in a few minutes.

3

Driver: Excuse me, can you please help me? I’m lost.

Woman: Sure, I’ll be glad to help.

Driver: Could you tell me how to get to Market Street?

Woman: No problem. Make a left on Waverly Road at the next intersection. Market Street is four blocks on your right. Here, I’ll show you on the map.

Driver: Thank you so much.

Woman: You’re welcome.

SpeakingPreparation





WritingPreparation







https://gme-connected.com/l3-video-u11-20#6714cadd-ffc1-4b86-8932-f3238a2375b1



VocabularyAnswer key2 director 3 excited 4 looked 5 interesting 6 fried 7 fruits 8 weight 9 confused 10 vegetable

GrammarAnswer key1 We must buy our tickets online.2 You don’t have to finish your report tonight.3 I need to call him back before noon4 You should take off your shoes here.5 Reducing stress isn’t easy for me.6 I don’t like sports, but I enjoy going to the gym.7 The acting in that movie was disappointing.8 If you wouldn’t mind, could you help me with my bag?9 Do you want me to drop you off at home?10 No problem. I’ll be back in a minute.

Change your friend’s mind• Model how to do Activity A by role-playing one of the situations with a learner. Have the learner take the role of

the friend.

• Make sure learners understand each situation, then have partners choose a situation for which they’d like to role-play a dialogue. Allow the partners time to plan and practice.

• Invite pairs to role-play their dialogues in front of the class.

• Have students repeat with a new partner for Activity B.





learning goals.


UNITS




5858 UNIT 16





Vocabulary B Answer key1 relaxing 2 freshest 3 humid 4 convenient 5 touristy 6 traditional 7 polluted 8 populated 9 driest 10 quieter





Conversation B Answer key1 c 2 c 3 a




GrammarPreparation


In class• Play the Grammar presentation audio for Review of comparative and superlative adjectives.

• Explain to learners that the superlative is the form of an adjective or adverb that shows which thing has that quality above or below the level of the others. Explain that there must be three or more to use the superlative. Then explain that we use the comparative form of an adjective to compare two things.

UNIT

16 FAVORITE PLACES


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59FAVORITE PLACES 59


• With the class, brainstorm various adjectives and list them on the board. Model the grammar by making comparative sentences using a few adjectives listed on the board (e.g., I’m taller than my sister. My sister is more outgoing than me. I’m the youngest in my family.).

• Go around the class and have learners make similar sentences with the adjectives on the board.

Grammar B Answer key1 a 2 b 3 c 4 a 5 b 6 a

• Play the Grammar presentation audio for Comparatives with as + adjective + as.

• Explain to learners that they can use (not) as + adjective + as to make comparative sentences. We can use as…as form to show that things are the same.

Example:

I’m as tall as my dad. = My dad and I are the same height.

• We can show that two things are not equal using not as…as. When we use this structure, the first thing mentioned is “less” than the second thing. (The order of the things you are comparing is opposite to that used in comparisons with comparative adjectives.)

Example:

The countryside isn’t as convenient as the city. = The city is more convenient than the countryside.


• Put up pairs of words on the board for learners to compare (e.g., dog/cat, winter/summer, American food/Chinese food, video games/computer games, etc.).

• Model the grammar by making as…as/not as…as sentences using the pairs on the board (e.g., Cats are not as friendly as dogs.).

• Go around the class and have the learners make similar sentences using the pairs of words on the board.

Grammar D Answer key1 not as polluted as 2 as expensive as 3 not as peaceful as 4 not as convenient as 5 as relaxing as 6 not as humid as

ReadingPreparation



Reading C Answer key1 F 2 F 3 F 4 T




• Play the Listening audio.









6060 UNIT 16


Listening C Answer key1 c 2 d 3 b 4 a

Audio script1

London is the most interesting city I’ve ever visited. I’m a law student from Miami, Florida, and I love places with a lot of history. London is older and more traditional than Miami. The seafood isn’t as fresh, but the food is better than it used to be. In summer, London isn’t as humid as Miami.

2

I’m from Russia. I love to visit Paris in the winter. The flights are cheaper and there are fewer tourists at the Eiffel Tower. It’s cold in the winter, but it’s not as cold as Moscow. The Métro is the most convenient way to get around the city.

3

My favorite place to visit is Morocco. Essaouira is a beautiful city. It’s not as busy or polluted as Marrakesh. It’s also less populated. Crowds are the least attractive thing about cities. That’s why I love going to the desert. It’s quieter and more relaxing. The air is also cleaner.

4

Istanbul is my favorite place to visit. It’s one of the world’s most ancient cities. Some buildings are more than 1,000 years old. It’s more touristy and expensive than it used to be. Eminönü has the freshest fish because the fishermen sell their fish there at the end of the day.

SpeakingPreparation





WritingPreparation







https://gme-connected.com/l3-video-u11-20#bf29f8f6-df18-4d1a-b1b7-34e7c585cf51


61FOOD CHOICES 61





Vocabulary B Answer key1 protein 2 calories 3 gluten-free 4 raw 5 garlic 6 chili peppers 7 desserts 8 caffeine 9 olive oil 10 fat





Conversation B Answer key1 T 2 F 3 F 4 T




GrammarPreparation


In class• Play the Grammar presentation audio for More/less/fewer, too much/many, not much/many, (not) enough +

noun.

• Explain to learners that we use more for larger amounts and we use less and fewer for smaller amounts. Explain that more can be used with both count and noncount nouns.

UNIT

17 FOOD CHOICES


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6262 UNIT 17

Examples:

I need more sugar. (Sugar is a noncount noun.)

I need more eggs. (Egg is a count noun.)

• Point out the explanation of the use of fewer as compared to less in the Tip.

• Explain to learners that too is negative. We use it to mean there is more or less than we need/want. Then explain that enough is positive—it means we have as much as we want.

Examples:

This cake has too many calories.

I eat enough vegetables every day.

• Point out the explanation for when to use many as compared to much in the Tip.


• Write the question What do we need to do to stay healthy? on the board. Model the grammar answering the question on the board (e.g., To stay healthy, we should drink enough water daily. We shouldn’t eat too many sweets.).

• Go around the class and have learners make similar sentences.

Grammar B Answer key1 less 2 many 3 more 4 many 5 much 6 fewer 7 much

ReadingPreparation



Reading C Answer key1 Okinawa 2 Grapefruit 3 Paleo 4 Okinawa 5 Paleo 6 Grapefruit






Listening C Answer key1 enough 2 protein 3 more 4 deep-fried 5 less 6 fatty 7 less 8 health benefits







63FOOD CHOICES 63

Audio script1I’m a vegetarian. People always ask me, “How do you get enough protein in your diet without eating meat?” Well, it’s easy. There’s enough protein in vegetables such as spinach and kale to meet your body’s protein needs. In fact, calorie for calorie, broccoli has more protein than steak.2I’m a pastry chef, but I love to cook dishes from my homeland, China. People think Chinese cuisine is more fattening than the cuisines of other cultures, but that’s not true. It depends how you prepare the food. At home, we don’t eat much deep-fried food and we do eat many steamed vegetables.3Last year, I lost 30 pounds. The golden rule is to eat less and exercise more. I ate fewer fatty meals such as pizza, hamburgers, and French fries. I ate more fruits and vegetables. When I was overweight, I didn’t get enough exercise, so I started running every morning. That burned a lot of calories.4Italians love their pasta. Did you know Italy has more than 500 different kinds of pasta? Italians also make the best olive oil. I use olive oil and garlic in all my pasta sauces. Olive oil has more monounsaturated (good) fat and less saturated (bad) fat. It doesn’t have fewer calories than other oils, but it’s the healthier choice. Garlic has many health benefits as well.

SpeakingPreparation





WritingPreparation







https://gme-connected.com/l3-video-u11-20#71c7aae8-13af-4534-b6a7-f674cd76d4eb


6464 UNIT 18





Vocabulary B Answer key1 b 2 a 3 c 4 b 5 a 6 c 7 b 8 a 9 c 10 c 11 a 12 b





Conversation B Answer key1 c 2 b 3 a 4 c




GrammarPreparation


In class• Play the Grammar presentation audio for Direct speech.

• Explain to learners that direct speech is the reporting of speech by repeating the actual words of a speaker and that in writing, quotation marks are used. Also explain how when writing the actual words, a comma is used immediately before the beginning of the quoted words.


UNIT

18MY GRANDFATHER ALWAYS SAYS...


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65MY GRANDFATHER ALWAYS SAYS... 65

• Do a simple dictation activity to model the grammar. Say some sentences and have the learners write them down using the direct speech.

For example:

Teacher says: Blood is thicker than water.

Students write: She/He said, “Blood is thicker than water.”

• Select learners to go to the board and write the direct speech. Make sure they are using the punctuation correctly.

Grammar B Answer key1 My grandfather says, “The grass is always greener on the other side of the fence.” 2 I asked him, “What does that mean?” 3 He said, “People are never happy with what they have.” 4 My teacher said, “Practice makes perfect.” 5 It means, “You have to practice a lot to learn how to do something well.” 6 My friend asked me, “What proverbs do you know?”

ReadingPreparation



Reading C Answer key1 a 2 a 3 b












6666 UNIT 18

Audio script1

My grandmother has diabetes. She’s often unwell. Yet, she always seems to be happy. When I’m sad, she makes me laugh. One day, I asked her, “Grandma, you never get depressed. What’s your secret?” She replied, “My dear, laughter is the best medicine.”

2

My grandfather is my hero. He was a math professor. He taught me to love science. If I don’t do well in a test, he says, “Young man, we all fail sometimes. Remember the words of the great Albert Einstein: ‘A person who never made a mistake never tried anything new.’”

3

I’ve been learning to play the violin since I was ten years old. My dream is to play with a famous orchestra. Whenever I think that I’ll never achieve my dream, my teacher, Mr. Corelli, says to me, “Zahara, remember the old proverb: Practice makes perfect. Now start from the beginning!”

4

When I was a little boy, my grandmother taught me how to read. She said, “A book is like a garden carried in the pocket.” I was too young to understand back then. Now I know that books plant ideas in your mind like flowers in a garden. A good book can also take you to faraway places you never knew existed.

SpeakingPreparation





WritingPreparation







https://gme-connected.com/l3-video-u11-20#df36dbf4-f006-483b-a531-07d0f5fa4934


67EVERYDAY TECHNOLOGY 67





Vocabulary B Answer key1 update 2 social media 3 post 4 calendar 5 subscribe 6 planner 7 link 8 photocopy 9 printed 10 download





Conversation B Answer key1 F 2 F 3 T 4 T




GrammarPreparation


In class• Play the Grammar presentation audio for Compounds with some, any, every, no.

• Explain to learners that we use compound words with some, any, every, and no to make indefinite pronouns (pronouns that do not refer to a specific person, place thing or idea).

UNIT

19 EVERYDAY TECHNOLOGY


https://gme-connected.com/l3-lexical-u11-20#7e5fba8d-c653-42ac-bff3-2bc1d725ade8

https://greenmountaineducation.com/l3-audio-u11-20-mcnadaeei#c4935a1e-fb57-42b7-9690-742191660e02








6868 UNIT 19

• Explain that compound words ending in –one and –body are used to talk about people (someone, anybody, everyone, nobody). Point out the additional information about words ending in -one and -body in the Tip.

• Explain that words ending in –thing are used to talk about things (something, anything, everything, nothing) and that words ending in –where are used to talk about places (somewhere, anywhere, everywhere, nowhere).

• Point out the explanation in the Tip about when to use words beginning with some- as compared to words beginning with any-.


• To model the grammar, put some sentence stems on the board.

Examples:

Can some______ help me with my homework?

I don’t have any_____ to do tonight.

There are people every_____. This city is too crowded!

• Have learners fill in the blanks with the appropriate words to make correct compound words.

• Go around the class and have learners make similar sentences of their own.

Grammar B Answer key1 anyone 2 Everyone; Nobody 3 everything; everything 4 anything 5 anywhere

ReadingPreparation



Reading C Answer key1 I 2 R 3 C 4 I 5 R 6 C






Listening C Answer key1 d 2 b 3 c 4 a







69EVERYDAY TECHNOLOGY 69

Audio script1

My tablet is a very useful tool in my medical practice. When my patients don’t understand something, I can show them diagrams on the tablet. I can download information and email links to my patients. I can store everything I need on my tablet and access it from anywhere at any time.

2

I manage a successful clothing business, so I travel a lot. I couldn’t live without my phone and laptop. I can stay in touch with my employees and clients everywhere I go. All my contacts and appointments are stored in my phone. I can hold online meetings with clients anywhere in the world.

3

Hardly anybody uses a camera to take photos anymore. Everybody uses a cell phone. It’s so easy to take photos with your phone. Anyone can do it. You can use social media to update your status and post photos so everyone knows what you’re doing.

4

I’m riding my motorcycle across Europe. Before I go anywhere, I use my tablet to get directions. If I know nothing about a city, I can find all the information I need. If I have nowhere to stay, I can quickly find a hotel. If I arrive in a town where nobody speaks my language, I can use a translation app to communicate.

SpeakingPreparation





WritingPreparation







https://gme-connected.com/l3-video-u11-20#4aa67c73-8a58-41bd-814e-ba327e9e4754


7070 UNIT 20





Vocabulary B Answer key1 wipe 2 deliver 3 chapters 4 grade 5 patients 6 paint 7 design 8 clean 9 decorate 10 tours





Conversation B Answer key1 c 2 b 3 a




GrammarPreparation


In class• Play the Grammar presentation audio for Noun phrase + infinitive to express necessity.

• Explain to learners that we use a noun phrase followed by the infinitive to express necessity.

Example: I have a lot of work to do around the house. = I have a lot of work that I need to do around the house.

UNIT

20 WE HAVE WORK TO DO


https://gme-connected.com/l3-lexical-u11-20#44c73a18-75af-4823-b3e8-e8524448c9ad

https://greenmountaineducation.com/l3-audio-u11-20-mcnadaeei#b0798196-9546-4a20-aacb-f927d18a93b7








71WE HAVE WORK TO DO 71


• With the class, brainstorm some chores and jobs they have to do every day and list them on the board (e.g., do homework, do laundry, cook dinner, write emails, etc.).

• Model the grammar by telling learners what you need to do today (e.g., I have some emails to write and a lot of homework to grade.).

• Go around the class and have learners make similar sentences of their own.

Grammar B Answer key1 to read 2 to see 3 to write 4 to bake 5 to give 6 to wash

ReadingPreparation



Reading C Answer key1 F 2 F 3 T 4 T 5 T 6 F






Listening C Answer key1 b 2 a 3 b 4 a 5 b 6 a 7 b 8 b







7272 UNIT 20

Audio script1

I’m a doctor in a busy downtown medical clinic. I have thirty patients to see today. Many people are coming in to get a flu shot. I always tell my patients to wash their hands several times a day. It helps to prevent you from getting the flu virus.

2

I’m an eighth-grade teacher. I have twenty essays to grade this weekend. I love teaching, but it’s a lot of work. Some people think we have an easy job, but I always have more work to do after classes. Sometimes it’s hard to have a social life.

3

I’m a mechanical engineering student. I have ten chapters to read this week. I have a month to go before my final exams. It’s interesting, but there is a lot of information to learn. I have a lot of motivation to succeed. I’ve wanted to be an engineer since I was a kid.

4

I’m a chef. I have 100 meals to cook tonight. Our restaurant is always busy. I have two cooks to help me in the kitchen. Every day we go to the farmers’ market to choose the freshest produce for the evening’s menu. We have a policy to use only organic ingredients in our dishes.

SpeakingPreparation





WritingPreparation







https://gme-connected.com/l3-video-u11-20#f86eff96-407e-4ea4-9e43-db2518a9f2c2



VocabularyAnswer key1 spice2 calories3 humid4 fresher5 raw6 calendar7 patients8 profile9 practice10 garlic

GrammarAnswer key1 The hotel is in the most traditional part of the city.2 Taking the train isn’t as convenient as driving a car.3 Mexico City is less populated than São Paulo.4 I don’t eat cheese because it has too much fat.

5 I try to use less sugar in my coffee now. 6 Do you get enough protein in your diet?7 They asked us, “Where are you going?”8 Does anyone still write letters to people?9 I don’t post anything on social media.10 There are many nice paintings to see there.

Two truths and a lie• Model how to do Activity A by filling in number 1 with the truth about a place you love and an adjective that

describes it. Make sure learners understand that this is true. Then answer number 1 again with a place you don’t like. Make sure learners understand that this is not true. You really don’t like that place.

• Have learners continue with the rest of the activity, filling in some of the items with true statements and others with false statements.

• For Activity B, have learners work in groups to share two true statements and one lie. Point out the speech bubble examples.





learning goals.

Assessment • Have learners take the Connected 3 Final Test.

UNITS




74

WORKBOOK ANSWER KEYUNIT 1 THINGS I’M INTO Vocabulary A, p 2

1 poetry2 coaching3 marathons4 language5 chess6 messy

Vocabulary B, p 2Across1 marathon3 chess6 badminton7 drums8 excitingDown2 arranging4 exhausting5 coaching

Grammar A, p 31 is writing2 writes3 isn’t going4 are playing5 goes6 run

Grammar B, p 31 Incorrect; The shirt feels very soft.2 Incorrect; The music sounds exciting.

3 Correct4 Incorrect; The game looks easy to play.5 Incorrect; Your book sounds fun to read.6 Correct7 Incorrect; His soup tastes too salty.8 Incorrect; Her dress looks/feels comfortable.

Language in Context A, p 4

1 looks2 are3 doing4 m doing5 looks6 is7 do8 run9 do10 run11 run12 m training13 run14 is15 s16 are17 doing18 m doing19 looks

UNIT 2 A DAY OUT Vocabulary A, p 6

1 comfortable2 sunglasses3 sunscreen4 repellent5 map6 hiking

Vocabulary B, p 61 decide2 charge3 bottle4 hiking5 umbrella6 headphones

Grammar A, p 71 when2 unless3 If4 Unless5 When

6 unless

Grammar B, p 71 e2 a3 b4 c5 f6 d


1 Unless2 don’t3 unless4 take5 taking6 take7 When8 wear9 come

UNIT 3 GOOD VACATION, BAD VACATION Vocabulary A, p 10

1 ziplining2 rafting3 fishing4 poisoning5 wallet6 sprained

Vocabulary B, p 101 Did you get a sunburn?

2 She lost her wallet when she visited Spain.3 Paulo got lost after we left.4 Alice got food poisoning when she was traveling.5 My cousin fell and broke her arm.6 Carter sprained an ankle while he was hiking.

Grammar A, p 111 was sleeping2 sent3 was working4 went5 broke6 were traveling

Grammar B, p 111 before; while2 after; before3 after; while4 While; After5 Before; When6 After; When


1 did2 do3 went

4 Did5 have6 was7 got8 were9 fell10 fell11 sprained12 fell13 broke14 fell15 went16 was17 were18 met19 Did20 go21 were22 left23 went

UNIT 4 IN THE OLD DAYS Vocabulary A, p 14

1 drive-in movies2 card catalog3 hide-and-seek4 cassettes5 channels6 arcade

Vocabulary B, p 141 record2 pen pal3 cartoon4 drive-in5 cassette6 videotape7 rotary phone8 encyclopedia

Grammar A, p 151 uses; used2 used; use3 do; did4 use; used

5 uses; used6 did; didn’t

Grammar B, p 151 use2 used3 use4 used5 use6 use7 use8 use


1 use to have2 used to have3 used to watch4 use to go5 used to look6 used to have7 used to live8 used to live

UNIT 5 HAVE YOU EVER? Vocabulary A, p 18

1 solo2 race car3 crocodile4 insect5 skydiving6 stormchasing7 hypercoaster

Vocabulary B, p 181 ride2 eat3 gone4 dyed5 give6 fed

Grammar A, p 191 give; given2 gone; went3 every; ever4 I’m; I’ve

5 haven’t; hasn’t6 ever; never

Grammar B, p 191 have2 haven’t3 hasn’t4 ever5 never6 has


1 eaten2 won3 were4 heard5 eaten6 been7 been8 gave9 driven10 was

75

11 have12 heard

13 went14 changed

UNIT 6 MY RÉSUMÉ Vocabulary A, p 22

1 raised2 robotics3 events4 community5 tutored6 written

Vocabulary B, p 221 charity2 creative3 volunteered4 flexible5 members6 articles

Grammar A, p 231 studied2 has

3 He’s4 volunteered5 taught6 for

Grammar B, p 231 d2 c3 d4 a5 c6 c


1 for2 since3 for4 since

UNIT 7 MY BUCKET LIST Vocabulary A, p 26

1 ridden2 written3 entered4 famous5 northern6 driven

Vocabulary B, p 26Across1 cooking5 appear6 helicopter7 athleteDown1 camel2 novel3 contest4 safari

Grammar A, p 271 yet2 has3 haven’t4 hasn’t5 have6 already

Grammar B, p 27

1 Correct2 Incorrect; She hasn’t visited France yet.3 Incorrect; I haven’t ridden a camel yet.4 Correct5 Incorrect; Pia and I haven’t visited Tokyo yet.6 Incorrect; I haven’t seen the movie yet.7 Correct8 Incorrect; They’ve already gone on a safari.


1 yet2 already3 yet4 already5 already6 yet7 yet8 yet9 yet10 yet11 yet12 yet

UNIT 8 LATE AGAIN Vocabulary A, p 30

1 upset; dead2 cold; late3 travel; traffic4 expensive; nervous5 delay; cold6 happy; hungry

Vocabulary B, p 30

Words in puzzle: cold, lost, upset, hungry, traffic, delayed, nervous, expensive

Grammar A, p 311 be2 may be3 could4 might5 couldn’t6 must

Grammar B, p 311 may be2 must be3 could, be4 might be

5 might, be6 may be


1 may be

2 Could, be3 might be4 may be5 might be6 couldn’t be7 must be

UNIT 9 MY PLANS MIGHT CHANGE Vocabulary A, p 34

1 misses2 repairs3 finishes4 late5 nice6 awful

Vocabulary B, p 341 down2 nice3 miss4 finish5 closed6 assignment

Grammar A, p 351 If2 we’ll3 could4 if5 could6 probably

Grammar B, p 351 we; If we drive to the concert, we’ll probably bring your cousins.2 until; We’ll probably finish our errands if we start right now.3 right; You might meet a famous artist if you go to the museum.4 maybe; If the internet is down, we may go to another café.5 couldn’t; If the weather is awful, we could stay home.


1 probably2 If3 probably4 could

UNIT 10 WHAT WOULD YOU DO? Vocabulary A, p 38

1 left2 stealing3 broke4 change5 heard6 cutting

Vocabulary B, p 381 caught2 secret3 forgot4 littering5 found6 received7 two difficult choices

Grammar A, p 391 I’ll; I’d2 win; won3 Had; Would4 hear; heard5 break; broke

6 did; would

Grammar B, p 391 would2 wouldn’t3 found4 find5 have6 had


1 saw2 I’d3 would you do4 I’d ask5 caught up6 would you feel7 dropped8 broke9 I’d call10 saw

UNIT 11 TIME TO TRAVEL Vocabulary A, p 42

1 book2 passport3 bathing suit4 luggage5 hiking6 guide

Vocabulary B, p 421 c2 c3 c4 b5 b

6 a

Grammar A, p 431 don’t2 must3 have4 mustn’t5 should6 ought

Grammar B, p 431 to; You must get a passport right away.2 do; Travelers don’t have to rent a car if they travel to

76

another country.3 buying; We shouldn’t buy too many guide books.4 ought; If you go to Paris, you ought to book a hotel before you get there.5 to; If you take a cab, you should look at a map first.


1 have2 have

3 should4 ought5 should6 must7 should8 must9 mustn’t10 should11 shouldn’t12 Should13 ought14 must15 have

UNIT 12 BUSY DAY Vocabulary A, p 46

1 off2 back3 out4 up5 away6 down

Vocabulary B, p 461 c2 f3 a4 e5 b6 d

Grammar A, p 471 them off2 word up3 her back4 it on

5 threw it6 it down

Grammar B, p 471 drop her off2 turn it down3 put it back4 put them back5 call her back


1 call back2 fill out3 wrote down4 threw it5 drop off6 it up7 on8 him back

UNIT 13 HEALTHY HABITS Vocabulary A, p 50

1 looking; drinking2 waist; weight3 stress; breaks4 having; reducing5 taking; staying6 gaining; getting

Vocabulary B, p 50Across2 breaks4 regularly7 fruits8 vegetablesDown1 late3 fried5 losing6 stress

Grammar A, p 511 Smoking2 exercising3 reducing4 Having

5 playing6 Eating

Grammar B, p 511 correct2 incorrect; He wants to start losing weight.3 incorrect; She learned yoga by watching videos.4 incorrect; Getting up early is normal for me.5 correct6 incorrect; That noise isn’t helping my stress.


1 going2 Losing3 Exercising4 eating5 Going6 staying7 reducing8 Smoking

UNIT 14 AN AMAZING MOVIE Vocabulary A, p 54

1 disappointing2 acting3 amusing4 shocking5 story6 soundtrack

Vocabulary B, p 54

Words in puzzle: boring, tiring, amusing, exciting, shocking, confusing, depressing, surprising, interesting, disappointing

Grammar A, p 551 amazing2 surprised3 confused4 exciting5 depressing6 tired

Grammar B, p 551 d2 b3 d4 c

5 a


1 exciting2 boring3 bored4 disappointed5 interesting6 confusing7 confused8 disappointed9 exciting10 surprised11 surprising12 interesting13 exciting14 exciting

UNIT 15 GOOD MANNERS Vocabulary A, p 58

1 compartment2 shade3 receipt4 few5 credit6 seat

Vocabulary B, p 581 extra2 carry3 overhead4 wake-up5 forward6 specials

Grammar A, p 591 don’t2 Could3 I’ll4 not5 Can6 will

Grammar B, p 59

1 Could you bring me the receipt?2 I’ll be right back with it.3 Can you close the car window?4 I’ll do that right away.5 Would you help me with my suitcase?6 I’ll put it in the overhead compartment.


1 could2 I’ll3 would4 wouldn’t5 will6 Would7 won’t8 can9 don’t10 would11 would

UNIT 16 FAVORITE PLACES Vocabulary A, p 62

1 freshest2 polluted3 driest4 convenient5 touristy6 humid

Vocabulary B, p 621 convenient2 humid3 quiet4 touristy5 populated6 relaxing7 traditional8 wherever you haven’t been

Grammar A, p 631 more; most2 prettier; prettiest3 freshest; fresh4 less; least5 humider; humid6 most; more

Grammar B, p 631 as2 more3 common4 comfortable5 isn’t6 most


1 best2 freshest3 most4 as5 more6 more7 least8 most9 most10 loudest11 least12 as13 as

77

UNIT 17 FOOD CHOICES Vocabulary A, p 66

1 chili peppers2 caffeine3 protein4 gluten-free5 garlic6 calories

Vocabulary B, p 66

Words in puzzle: raw, fat, garlic, protein, desserts, caffeine, calories, olive oil, gluten-free, chili peppers

Grammar A, p 671 many2 fewer

3 less4 many5 much6 fewer

Grammar B, p 671 c2 a3 c4 d5 c


1 much2 enough3 more4 any5 many6 more7 fewer8 much9 fewer

UNIT 18 MY GRANDFATHER ALWAYS SAYS Vocabulary A, p 70

1 Fiction; Variety2 worm; worth3 stranger; thicker4 truth; cover5 pictures; perfect6 language; leopard

Vocabulary B, p 701 Laughter is the best medicine.2 The early bird catches the worm.3 Old habits die hard.4 Don’t put all your eggs in one basket.5 There are plenty of fish in the sea.6 Truth is stranger than fiction.

Grammar A, p 711 says2 said3 means

4 asked5 explain6 asked

Grammar B, p 711 My brother says, “An apple a day keeps the doctor away.”2 It means, “Making smart food choices will keep you healthy.”3 Dr. Owens said, “Apples are great, but so are doctors.”4 Martina says, “Clothes don’t make the man.”5 But she also says, “Everyone looks good in a suit.”


1 told2 said3 told4 said5 said

UNIT 19 EVERYDAY TECHNOLOGY Vocabulary A, p 74

1 photocopy2 download3 printed4 update5 link6 video

Vocabulary B, p 741 media2 post3 profile4 download5 planner6 calendar

Grammar A, p 751 nobody2 anything3 someone4 anybody

5 everything6 something

Grammar B, p 751 e2 a3 b4 c5 f6 d


1 No2 Every3 any4 every5 Every6 any7 every8 some

9 any 10 no

UNIT 20 WE HAVE WORK TO DO Vocabulary A, p 78

1 paint; design2 clean; deliver3 grade; decorate4 have; see5 tests; tours6 grow; grade

Vocabulary B, p 78Across1 wipe3 deliver6 websites7 toursDown2 patients3 decorate4 chapters5 pools

Grammar A, p 791 write2 to walk3 put4 give5 run6 to fix

Grammar B, p 791 Incorrect; I have two papers to write by Friday.2 Correct3 Incorrect; They have a meeting to attend.4 Incorrect; We have two tests to take this week.5 Incorrect; He has one more car to wash.6 Incorrect; Pam has another tour to give tonight.7 Incorrect; His soup tastes too salty.8 Incorrect; Her dress looks comfortable.


1 to give2 to design3 to finish4 to decorate5 to attend6 to go

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