---------- -SECONDEDITION Brian Abbs ChrisBarker. IngridFreebairn with JJWisonand StellaReilly .. ,. j " II.. [ . .... I I: " " " ~PEA RSON Lonzrnani ~ . ~Postca rds 2, Second Edition Authorizedadaptation fromtheUnited Kingdom edition, entitledSnapshot. first edition,publishedbyPearson Education.Limitedpublishing under itsLongman imprint. Copyright 1998. American Engli sh adaptation, publishedbyPearson Educati on,Inc. Copyrig ht 2008. Copyright 2008 by Pea rsonEducation, Inc. All rights rese rved. No part of this publication may be rep rod uced, storedin aretr ieval system, or transmitted inany form orby a ny means,electronic, mechanical, photocopyi ng,recordi ng, or otherwise, wit hout the prior permiss ionof the publisher. Pea rsonEducati on, 10 Bank Street, White Plains. NY10606 Staff credits: The people who made up thePostcards 2, Second Edition team, representing editorial, prod uction, design , andma nufactu ring, a re Aerin Csigay, Dave Dickey, Nancy Flaggman, AnnFrance, Geraldine Cen iusas,Charles Gr een, Mike Kemper, DanaKlinek, Ed Larnpr ich, Mel issa Leyva, Liza Pleva, and StellaReilly. Cover an dtext design : Ann Fran ce Text composition: TSI Grap hics Textfont:1'1 / 14pal at ine ISBl-13: 978-0-13-8 15045-7 ISBN-"IO: 0-13-815045-1 1 2 34 5 6 78 91O-QWD- 13121110 09 Illustrationcredits Mark Coll ins:p. 2 (top); FrancoisEscalmel, p. 23; Tim Hagger ty: pp. 18,74,86, 111;Peter Gunther: p. 69; Bria n Hug hes : pp. 5,12; AlanNeider : p.78; Chris Reed : pp. 19, 40,54, 101; Bar t Rivers, pp. 50, 81,121; Robert Roper : p. 65; And rewShiff: pp. 44, 70, 85; Jim Starr: pp. 22, 106; Anna Vc1tfort: p. 28. Text credits P: 2 Source forHarry Potter's familytre e: wikipedia.org: p. 20 "Becoming aFat Nation,"adap tedfromUSA TODAY, February 19, 2002; p. 40 Source of chart: U.S. Bureauof the Census: p. 68 "A Modern-day Mozart," ad aptedfrom 60 Mi nutes' "Prodigy12, Comparedto Mozart," Novemb er 28,2004; P: 76 "A Laught er a Day Keeps theDoctor Away," adapt edfrom"CommunityHero: Dr. MadanKataria" by Wendy Jewel l, which appearedon www..laughteryoga.org; p. '103 Rules of behavior, adapted from'Teaching Manne rs inaManner-less World" byEllen R. Delisi o, wh ich appe ared oned ucat ion-world.com. Photocredits All anginal photography byStephenOg ilvey; cove r (city) DavidNotan/ Getty Images, (button) Da rlin g Kindcrsley: borders (globe) LarryWil1iams/Corbis, (clouds)Royal ty-Frec/ Corbis: p. 2 (friends ) Leland Bobbc/ Corbis, (classmates) WizData, Inc./Shutter stock. com; p. 9 And resRod riguez/Shutt erstock.com; p. 11 (top)Andrew Redington/ Get ty images, (bottom) Fabrice Coffrini /CettyIma ges: p. 14 Shu tterstock.com: p. 15 Shutterstock. corn: P:20(top)Bananabt ock/ agefotostock, (bottom) Mar k Richards/Photoli dit: p. 26 Pearson Educat ion/ PeterLake: p. 30 Bavaria/ Gett y Images; P: 32 (top) DavidYoung-wolf f/Photolid it, (middle left)Darling Kinde rsley. (middleright) Dor ling Kinderslcy, (bottom left) Cra ig}.Brown/Index Stock Imagery; p. 33 (top) DorlingKindersley, (bottom) Dorli ngKinderslcy: p. 36 (biking) myli fe photos/ age fotostock, (hockey)Dennis Macfronald/agc fotos tock, (skateboar ding) Hemera/ age fotost ock, (sw imming) Joh n Cu mming/ age fotostock, (table tennis) Image OJ/ age fotostock, (bowling)jose Mari aRiola/ agefotost ock, (camp ing) imagelOO/a gc fotostock, (running)SuperStock/ age fot ostock, (roc k cli mbing) CateFrosc/Shut tcrstock.com, (wall climbing) S. Pala zov/ Shutterstock.com; p. 51 Royalt y-Frce/ Corbis, (lamp) SteveHorrell/ PhotoResearchers, Inc.; p. 52 (left) KazChiba/ Ce tt y Images, (right) ThomasNorthcut/ Get tyImages; p. 53 Contographer/ Corbis; p. 57 (1) Lon don Feat ures Intern ati onal, (2) Idols Licensi ngand Publicityua, (3) Rex Feat ur es, (4) BigPictu res; p. 58 (left) Bobby Deill/RealDeaIPhoto/Shuttcrstock.com, (righ t) Jupiterirnages Corporation: p. 60 (a)Royalty-Free/ Corbis, (b) Ch ri stophe Lovi ny/Corbis: p. 61 (c) Tom& Dee Ann McCarthy/ Corbis, (d) Chri stine Osborne/ Corbis, (e) NationalGaller y Collect ionbykindper mission of theTrustees of t heNat ionalCallery, Londori/ Cor bis. (f) Fra ns Lanting /Corhis; p. 66 (left) Ma ry Eva nsPict ur e Library /Al arny, (right)Victor ia &Albert Museum, London/ Art Resource, NY; P: 75 Dyn amic Graphics Croup/ Crcat as/ Alamy: p. 76 (left) Dr. MadanKataria, (right) AP Images; p. 79 (top)Vic Bidder / PhotoEdit, (midd le left)Robert Bren ncr/Photolidit, (middleright) JamesLeynsc/ Corbis, (bottomright) James Connelly/ Corbis, (bot tomleft) FoodPix/Gett y Images; P: 80 (S' p ... oduct sOIlboots is nt. 16 Comprehension Answer the questions. 1. What are floating markets? 2. Who are the sellers in these markets? 3.What dothe sellers sellinthese markets? 4. What time dothe markets open? 5. Why dothe women sellfrom their boats? 6.What can you do at a floating market? 17 Speaking GROUPS.Describe Thailand's floating markets with information from the article. For example: A: Thailand's floating markets are really interesting. There area lotof. . . B:And there are... 30Unit 3 .r\1LtII pecial talent eea child? 3.(HowoldI he when he began playingthe piano) 4.(What Ihe learnat the age of four) 5. (What I he write at the ageof ftve) 6.(What I he do when he wassix) 7. (Where Ihisfather take him) 8.(Who Ihe play for) 9.(When Ihe get married) 10.(he make Ia lot of money) 11.(Why Ihiswife become sick) 12.(When Ihe die) B. PAIRS.Student A.role-playa reporter int erview ingan expert onMozart. Askthe questions inExerciseA.Student B, you're anexpert onMozart. Answer the reporter's questions. F01' example: Q: Wherewas he born'? A: He was born in Salzburg, Austria. 11Practice Playa game. Go to page132. learn to learn.., ~ " ,,, __--,.r ~ . f Learn irregular past forms ingroups You canlearnirregular past formsfasterif you memorize themin groups. Writethe pastformsof theseverbs.You may usea dictionary.In yournotebook, groupthem accordingto how theyformthesimple past. bendchoose takefeel knowsleep leavespend breakgrow buildkeep ridemeet sendwrite 12Listening 88list en to the interview. Then circle the correct answers. 1. Robis going to study (at (IIIniversit y/ at home). 2.Robsaysit's (exciting I difficult)being gifted . 3.Rob'sschool friends thought hewas (smartIweird). 4.Robfailed an exa m becausehe (didn'tknowtheanswers/ didn'twantto bedifferent), s.Rob'sparents make sure he (has a balanced schedule /st udies many hours) . 13Your turn GROUPS.Discuss the following: 1.What sortof problems doyou think Robhad atschool? 2.What do you think his friends thought of him? What about his teacher s? 3.Would you liketo begifted? Why or why not? Unit 767 like anorche stra in hishead. These days, whilekidsare downloading musicoff the Internet , Jay downloadsmusic from his head. Usinga computer program, he composes so fast that heoften crashes hiscomputer. Jay's father, Robert,whobecame blind at 36, is a linguist . His mother is a painter from Israel.Neither of hisparentsis a professional musician, but as a child J ay heard music in hishead all the time. He started comp osing when he was in elementa ryschool. His teachers didn't know what t o dowit h him . At age 10, hebegan hisstudies at Juilliard. When Jay was11 , he began studying with third-year college students . Jay continuestohear music inhis head. Whenmusic enters hishead,he writes it down. Beethovenchanged hiscompositions many times. Jay never has to. He says, "It just comes out right th e first time." AMODEf'..N-DAY MOZA..f'..1 The Juilliard School is anint ern at ionally famousperforming arts school inNew York City. Thereis a student at Juilliard who, accordi ng tomusic experts, is the greatest talenttocome along in200 years. This st udent recently wrot e five complet e symphonies, and heis only 12years old! His name is Jay Greenberg. Jay wrote a musical piece called The Storm in jus t a few hours forthe New Haven Symphony inConnect icut , U.S.A.A well-respected Ameri can composer, Sam Zyman,compares Jay to gr eatpro digies likeMozart . Jay cancompose a pia nosonataintwenty-five minutes, and it'sa great piece of classical mus ic! In aninterview, Jay said that hedoesn't know where the music comesfrom. The music comes fully written, playi ng 14 Reading A.Think of a famouspersonorsomeone youknow who has exceptional talent. What specialtalent doeshe orshe have? B.89,'Read along as youlisten to the story about a young musicalprodigy. 15 Comprehension Answer the questions. 1.What kind of school is [uilliard? 2.What is Jay Greenberg's exceptional ability? 3.Which great composer is Jay comparedto'? 4.What's special about Jay's composing talent? Unit 7 16 Speaking PAIRS.Take three minutes to reread Jay's story. Thenask andanswer questions about Jay. Trynot to look backatthe reading. For example: A:Where is Jay studying? B:At Juilliard, in New York. A:Whflt did hewrite fortheNew Haven Symphony? B:I think it'scalled The Storm. 17 Writing Inyour notebook, write a summary for a teen rnaqazine about Jay andhis exceptional talent. 68 The good news A.810Read along as youlisten. What's Paul's good news? B. GROUPS.Discuss: Why doesAlex say, "You j ustmade myday"? Give examples of other situat ionswhen someone orsomething makes your day. Uni t769 1 Vocabulary Basic emotiIons -: A.811l"isten and repeat. ComrnunicatiElan xpress opinion Grammar Conj unctions' aUsed to f .tid,but,so or pasthabits Vocabulary BasicernotiIons 70Unit 8 B.Complete the sentences with the adjectives fromExerciseA. Thenmatch them to the pictures onpage 70. _ 5 _He's tired because he spent allafternoon cutting thegrass. __ She's because her mom gave her some candy. __ He'sbecause he's speaking infront of a lot of people. __ She'sbecause her friends suddenlyarrived. __She's broke the window. __He's is shouting at him. __ He's .. . ISwmnmg. __He's flewaway. __ He's because her son because his mom because his team because his bird because he's watching a horror film. __She'sbecause her friend istalking to someone else.~v,. __ She's because her mom found her diary. __ She's.because her ~-baby's sick. C.PAIRS.Talk toaclassmate about how you :: ....feel today. Personalize what you learn inschool It is easier to learnandmemorize vocabulary whenyourelateit to yourownlife. A.Choose oneemotion from page70thatyou canrelateto your ownexperience. For example: __--'-'--'--__ 5ad I 8.PAIRS.Whoor what doyouremember when youthinkof theemotion? Talk about the situation. I For example: A:I wasverysadwhenmydogdied.OR Mydogdied,andI wasverysad. 8:I was. ..l,/J GROUPS.Talk about what makes youhappy and what makes you sad orangry. IIUsefullanguage: What makes youhappy/sad/angry? I'mhappy/sad when.. .III getangry when. . . Seriously? You'rekidding! No way! 2 Your turn A. Choose three adjectives fromExercise1A. Writethem in the chart.Then Iist three things that make youfeeleach emotion. Adjective happy I Things that make me feeleach emotion summer vacation,a new CD, soccer game5 8.PAIRS.Compare your charts. For example: A: What makes you happy? B:Well, summer vacation is one thing. A:Me,too! 3 Listening 812What makes people happy? Listento the interview. Circle the people's answers. It,lb.1my Job cmYp,irlfriellDmvhusbandmysonI mystudentsmy family \ mynewhouse U'-"/.1I "ycar ,, "" mv lIideo games UnitS71 I~Dialogue (S"13Cove r the dialogue andlisten. Alex:Youknow, Joe,I usedtodreamofbeing anactor. Joe:Keep dreaming, Alex. Alex:I' mserious.I di d n' t lise tocare about my s tudies.I just w antedtobeanactor. Joe:AndyOlldon' t want to do that anymore? Al ex:Not anymore.I' mgoing tobeaprofessional musician. Joe:Waita minute. Did you get into [uilliard? Alex:I wish, butthat's never going tohappen. I'm not that good! Joe:Never sayneuer.Hey, it's nottoolat etoapply. Al ex:I know, but Paul's recommending meto Star Performers, soI'mkeeping my fingers crossed. Joe:Star Performers! That's awesome! There's Lori.Hey,Lori . Paul's recommending Alexto Star Performers. Lori :Oh? When didPaultalk toyou, Alex? Alex:Just now. Lori :J just talkedtoPaul,too, but he didn't mention it. Excuse me. I have togo. Alex:Wai t.Lori.are you coming totheparty? I! Joe:\Vhat'swrong with her? 5 Comprehension A.Wr ite Trueor Falsefor each st at emen. True1.Alexwants to bea professional mus icia n. ____ 2.He got acceptedat[uilliard. ____3.Joeishappy forAlex. ____4.AlextoldLori thegoodnews. ____5.Lorilearned the news fromPauI. ____6.Lori is excited about Alex 's news. B.814Readal ongasyou listenagain. Check your answers. 72Unit 8 I 6 Usefulexpressions A. ~Listenandrepeat. Keepdreaming. Not anymore. I wish. Never say never. I'm keeping my .fingers crossed. Justnow. B. Write the appropriate response.Use the expressionsinExerciseA. 1.A:Doyou still enjoy watching cartoons? B:Not anymore. 2.A: Di d you get an Ain math? B: 3.A:I'llnever bean actor! B: 4.A:Whendid you see Jennifer Aniston? B: 5.A:I dream of beingfamous someday. B: 6. A:I hope you get into [uilliard, B: GRAMMAR Focus Conjunctions: and, but, so Alex is excited, and Joe is happy, too. Alex andJoe are happy, but Lori f eels bad. Lori felt sick, so she went home. Discoveringgrammar Lookatthe grammar chart.Complete the ruleswith and, but, orso. 1.Useto show contrast . 2.Useto express a result . 3.Useto addinformation. Practicing grammar 7Practice Fillinthe blanks with and, but, or so. Then insert a comma (,)where it's needed. 1.TeenScene had 0to thebeach. /C. e- Listenagain andcheck your answers. 8 Communication Talkabout summer plans A. :vlisten to the conversation. A: What areyou going todothis summer? B: I'mnot sure. Jmight visit my grandparents. What about you? A:I have a new guitar, so I may take guitar classes. B:That sounds likefun! B. PAIRS.Role-play the conversation. Ask andanswer questions about your summer plans. Replace the underlined parts w it h your ownplans. Unit12111 First conditional: If clause + will or may/might Affirmative statements If clauseResult clause If you want to learn,I' ll teach you. (sure) If the weather's nice,we' ll go to the beach. If I like it,I may/might buy my own Rollerblades. (not sure) If the weather's nice,I may/might go to t he beach. Negati ve statements If I don't try,I won't know. (sure) If it rains thisweekend, wewon 't go to the beach. If it rains thisweekend, we may not/might not go to the beach. (not sure) Look! Youcanreverse the if clauseand the result clause. Result clauseIf clause I' ll go to the beachif the weather'snice. Discoveringgrammar Look atthe grammar chart . Write Trueor False. 1.Use the first conditional to express an activity that will happen under certain conditions.True 2.Use will inthe if clause._ 3.Use will or may/might intheresult clause. 4.Use will for unsure statements. 5.Use mayor might for sure statements. 6.Use a comma between the clauses when the if clause comes first._ Practicinggrammar 9Practice Complete the sentences with either the simple present orwill/won't + the verbs in parentheses. 1.If she(e-mail)methe pictures, I(forward)them. 2.You (meet)my cousin from NewYork if you(come)to my house tonight. 3.If he(win)thespelling bee, he(have)aparty afterwards. 4.If I (not see)youtomorrow, I(call)you. 5.If you(nothurry), you (not catch)thebus. 10 Practice Complete the sentences with may/might or may not/might not + oneof the phrases in the box. eateh thebusenjoy skiing beatschool todayget a table beable tolend yousome want to take anEnglish class this summer 1.If we leave now, wemight catch the bus. 2.If youdon't have money, 1 _ 3.If we don't make areservation, we_ 4.If youdon't likecoldweather, you_ S.If youwant to improve your English, you 6.If she's sick, she 11Practice Have a competition.Go to page 133. 112Unit 12 13 Comprehension 'ore you read,think about this question:Answer the questions. upl an your summer vacation, or do 1.What does WorriedMom's son want to do - go wit h t he flow" (just wait and see this summer?thappens)?(. I (' :oc 2.Whyis Worried Mom worried? - Readalong as youlisten. \ l"3.Whatdoes WorriedMom'ssonsay when she makes plan s for summer? " ~'4.What problem doesFrustrated Dadhave with his daughterevery summer? 5.What are the advantagesof talking with other parents about summer activities? All ofus parents face the same issuesevery summer. Our children don't realizethat "just hanging out" is fun only for a short time. My fourteen-year-oldplans to just "hang out" this summer. I work full-time, so I can't supervise my son during the day. Ifhe has nothingto do for the entire summer, I worry that he'll get into trouble. If I leavehim alone, he'll do nothingbut watchTV,listen to music all day, or hang out withhis friends.My son has several interests. He loves sports and music. But if I talk to him about making plans for the summer, he'll tellme to leavehim alone. Whatshould I do? Worried Mom WorriedMom, i.f your son has a close friend , you might suggest to the friend 's parentsthat your children do an activitytogether. Thisstrategy always workswith my children. Try it. Summer's almost here-time for the yearly argument withmy ... daughter. The issue: Whatshould she do during the long summer vacation? My daughter likes to "go withthe flow,"her exact words. If I make plans for her,she'll sayI'm a control freak.But ifI wait for her to make the decisions, she might end up facinga long, useless summer, and she'll get terribly bored. Help! Frustrated Dad FrustratedDad, you might wantto try talking toother parents. That mightgive you ideas for summer activities. Your daughter might decide to do some of thoseactivities with her friends. Plus, if she realizes that her friendswon't be at homeduring the vacation. she will wantto plan thingswithyou. Goodluck! Unit 12113 14Listening A. ~Listento the radioshow. Write Trueor Falseafter each statement. True1.Summertime is stressful for Irene andher husband. ____2.Irene's son is busy during the summer break. ____3.The radio host advises Irene to plan fun morning act ivities for her son. ____4.Sherri's daughter is always on the Internet. ____5.Shcrri finds it difficult to talk to her daughter. ____6.The radio host says that Sherri's daughter should not have a cellphone. ____ 7.The radio host says it'sOKto listen toan iPod when you're with people. B.860listen again. Check (v) the pieces of adviceyouhear. DPlan different things to dointhe morning. DInvite your son to gobiking or jogging. o Have an instant picnic. oSetthe alarm clock to wake up your son. DTell your children not touse the house, phone toomuch. [jBe firmand consistent with your rules. oLeaveyour teenagers alone. DKeep your teenagers active and busy. GROUPS.Talkabout your plans for the summer. Useful language: Whatare you goingto do in the summer? It depends. I'm not sure. I might justhang out. Nothingmuch. If the weather is, I might. . . That soundslike fun . 15Writing Write ane-mail to afriendabout your plans for the summer.Use may/might, going to, andwill. What "weyou going to do? Where might you go? W11atactivities areyou going to do?What activities might you do? What about theweather? What if it rains? What are some of your friendsdoing this summer? To: Subject: ~ = = = = = = : : . : = = = = = = = ~Hi. Summer's almost here. I can't wait.Dad sayswemightgoto... Use thepublisher'swebsite for additional information andpractice. Did you know that yourbook's publisher hasa websitethatincludesadditionalactivitiesand games? If you'relookingforadditionalactivities,you'llfind themat www.longman.com/postcards. 114Unit 12 -----------est-taking tip:Stay focused onyour work. Units11and 12 Don' tworry if ot hers fi nish bef oreyoudo. Keepworkinguntil you' re f i nished. ------------------,) mar D.Complet e the sentences with t he simple present or will/won't + verb. - Complete the sentences with should or shouldn't . (1 point each) 1. You6houldlookboth ways before you cross the street. 2.Youspeak when your mouthis full. 3.Wegreet our teacher when we enter theclassroom. 4. Igo out without asking my parents'permission . 5.Youread the directions before answering. 6.Shetake your things without telling you. B. Rewrite the rules using must or must not. (2points each) mwst 1.Students are required towear black shoes to school. 2.Students can't goout during school hours. 3. Studentsare requiredtoaskpermission to goto the bathroom during class. 4.You are required to submit book reports ontime. 5.You can't belatefor school. C.Complete the conversations with will, '11, or won't and the verbs inparentheses. (2 points eachanswer) 1.A:Will (you!be)yoube B:Yup.But I (not!be) befor5:30. A:OK. I (call) 2.A:What timeQ/oll/comc) housetomorrow? B:9:30. A:Promise you(not/be) hometonight? home you around 6:00. to my late. (2 points eachanswer) 3.We (not /finish) intime if we(/lot/start) now. Vocabulary 1.Ifit(be); (not/buy)won't buy 2.If I (go) (you/be) E. Circlethe part of the body that doesn'tl.belong ineachgroup. (2points each) r 1.waistbackshoulders S 2.wristteethelbowhand 3.shouldersanklecheststomach 4.thumbkneeankletoe I 5.eyesmouthnosefinger 6.handfingerthumbnose~ ;5: Communication F.Complete the conversation. Use may/might.... . (3points eachline) A: What areyou going tododuring the term break? B:I'm not sure._ How about you? A:If, B:You're solucky. Now I can ... talk aboutdecisions: give myopi nion onmanners. o talk about summerplans. expensive, I it. out with Tom; upset? our project _ Unit12115 1 Reading Reading skill :Work ing wit h a learni ngpart ner After readi nga t ext, work wi t h a learningpartner to ask and answer comprehension quest ions. A.Read the article. Thenwrite four comprehension questions. 1. 2. 3. 4. B. PAIRS.Take turns askingandanswering your questions with a learning partner. 2 Listening Listento a radioadvertisement. Complete the chart. Ages: __to __ Programs: __to __ weeks Lessons: guit ar, bass,and vocals I Formyour own rock band Writeanoriginal_ Per formIivein a_ Make your own CDand_ Designa poster, T-shirt, and 3 Speaking GROUPS.Discuss these questions. 1.Which oneof these ramps would youmost like to attend? Why? 2.Which of thesecamps areyounot interested in? Why? 3.Arethere summer camps inyour country? 1yes, what kinds? 4.You own a summer camp.What kind of program doyouoffer? 4 Writing Youown a summer camp.Write about your program. 116Wide Angle 4 I A list of ourfavorite songs A.GROUPS .Ona pieceof paper, make two columns with the heads Favorite English songsandFavorite locaf songs. E.Homework: Listento as manyof the songs onthe classlist as youcan. Which songs do youli ke best? Why? B.GROUPS.Talk about your favorite songs. Choose two or three songs for each column.List their titles andthe names F.CLASS.Share your reactions to t he songs with your classmates. of the singers.Use the Usefullanguage in your discussion. C.GROUPS.Present your list to the class. Writ e the songtitles andthe singers' names onthe board. Useful language: What's your f avor it e Englishsong? That's mine, t oo ! I don't know t hatone. Can you sing a few li nes? D.CLASS.Lookatthe titles onthe board. Voteonyour top three favorit e songs in each category.Copy the ti t les oft he top songs into your notebook. Who sings it? It's nott hatpopular, right? What about localsongs? Yeah, that's a really coolsong. 118Fun with songs 1 A booklet of favorite songs A. GROUPS.Lookatthe list of songs you madeinFun with songs 1. Each group member shouldchooseonefavorite song. from the list. B. Homework:Eachgroup member should look for: thelyricstothesong biographical information about thesinger or group pictures to illustrate thesong andbooklet C.GROUPS.Put your booklet together.Use the Usefullanguage in your discussion. Discuss: howto organize thesongs and biographies thetitlefor thecollection thedecorations forthepages and cover of thebooklet D. GROUPS.Present your songbook to the class.If time allows,playonesong Materials: Paper for each group's booklet Markers or colored pencils Lyr ics tofavorite songs Pictures to illustrate the booklet from the collection andshare some information about the singer orgroup. Ask your classmates for their comments and questions. E.CLASS.Vote onthe following: The best presentation Themost creative song collection Your favoritesong collection Useful language: Do wehave t he lyrics to allthe songs? Howshouldweorga nize the songs? How about(by genre/ alphabetically! by singer's name)? Shouldweinclude t he singer's biography before orafter each song? What about the ti t le for the coll ecti on? That 's a really cool title! Let's talk aboutthe cover. Funw ith songs 2119 nitI Rewriting afavorite song Materials: Recording and lyri cs of one ortwoverses of a song A thesaur us and/or a dicti onary A.GROUPS.Yourteacher will give youa copy of oneortwo verses froma song.Read the lyrics as the teacher plays the song. Thendiscusswhat the songis about.Use a dictionary if helpful. B.GROUPS. Yourteacher will tellyouto replaceeither (1) all the verbs,or(2)all the adjectivesin the verse(s).Underline the words to bereplaced. You.rtehiiDknow. awesome YOu.'rtju.s-i ~ r i H 1 e ~C.GROUPS.Work together to findnew words t oreplacetheunderlined words. Choose words that will change the meaning or t one of the song.Usea dictionary ora thesaurus if helpful.Usethe Usefullanguagein your discussion. D.GROUPS. Review your work to makesure your replacements makesense. Practice your new song. E.GROUPS.Perform your songfor the class. Ask your classmates for their comments. F.CLASS.Vote on the following: Themostcreative version The funni estversi on The bestperformance Useful language: Whatcan we replacet his word with? No, t hat 's a noun. We have to use an adjective/ a ver b. Let 's choose a word with the same numbe of syllables. That word really changes t he meaning! I think it makes the songsoundfunny! Does it still makesense? I think this works. A comic strip of afavorite song z Materials: Recordingand lyrics of a song Paper or poster board for each group Markers orcoloredpencils A. CLASS.Your teacher willhand out the lyrics to a short songthat tellsa story.Read the lyrics as youlisten to the song. B. GROUPS.Discuss the songandthe story it tells. Use a dictionary if helpful. Talkabout how to illustrate the songina comicstrip. Use the Usefullanguage as youdiscuss. Answer thesequestions: What's thesong about? Who arethe characters? What's happening inthestory? What pictures and li.nes can you use to illustrate your comic strip? C.GROUPS.Draw your comicstrip.Write lines inspeech bubbles for each frame. D. GROUPS.Show your comic strip to the class.Role-play your comicstrip by reading the linesin the speech bubbles.Ask your classmates for their comments and questions. E.CLASS.Vote on the following: The most creative comic strip The funniest comic strip Your favorite comic strip Useful language: Let 's read t he whole song again first . Do youwantto work on the whole song orgiveeach person a f ewlines? What kind of pictures can we draw? For the first two lines. let'sdraw a ... Next, we can show ... Final ly, the last frame can show .. . That'sso funny/awesomelcool. Fun withsongs 4121 Fo(us on (ulure I 1 "Marco Polo"fromtheUnited States You play thisgame in a swimming pool.One player closeshisor her eyesandcounts to ten. The other players swim to different parts of the pool.With eyesclosed, the player triestofind theothers. He or she calls out "Marco," and theothers say"Polo." Thegame ends when the player catches someone. Then it's that person's tum tofindtheothers inthenext game. 2 "Take fromtheEnd" fromJapan 3 You play thisgame in pairs orgroups. One person says a word that does not end with the "n" sound, for example, "baseball." The next person says aword that begins with thelast sound in that word, for example, "love." Then thenext person says a word beginning with the last sound inthat word, for example, "very."If someone says a word ending with an"n" sound, orif theycan't think of a word, theylose. "The Hunter"fromSaudi Arabia 4 One person is "the hunter." Thehunter closes his orhereyeswhile theother players mn and hide. Then the hunter starts looking forthem.When thehunter findssomeone, theperson starts running and the hunter hasto catch him orher. Thegame ends when thehunter catches everyone. "Caught You!"fromChina A group of people sits in a circle. Oneperson sitsoutside thecircle, eyes closed, with hisor her backto the group.Thegroup quietly passes a small ballfromperson toperson. Theperson outside thecirclesays "Stop!"The person holding theball stands lipand singsa song or tells a story. 122Focusonculture1 1 Comprehension A.Complete eachstatement with the name of the correct game. l. You playinwater. 2.You need a ballfor 3.You answer a call in 4.is a wordgame. 5.In, people run. 6. Tn, someone sings or tells a story. B. GROUPS. Pl ay"Take from the End" or " Caught You!" Ifyou loseorhave the ball, you caneither: sing a song inEnglish OR say fourfunny sentences about yourself (for example, "I like to eat shoes.") 2 Comparingcultures PAIRS.Discuss these questions. 1.Do youplay any games similar to these in your country? 2.What other games dopeople playinyour country? 3. Describe a fun game people playin your country: Howmany peopleplay? What arethe rules? What dopeople do? Howdoes someone win or lose? 3 Your tum Write a paragraph about a gamepeople play inyour country. Focus on culture1123 Fo(us on (ulture Z AWORLDOFSPORTS Do youlike fast sports? Here are three sports fromaround the world with speeds of over 60miles per hour. Sepak takraw is aMalaysian game that people play allover Southeast Asia.It's similar to volleyball, but players can't touchthe ballwith their hands or arms. Instead, they must use their feet,legs, andlower body tohitthe ballandkeepit fromtouching the ground.There are three players oneachteamand they get three chances totrytosendthe ball over thenet, which is 5feethigh. Todo this, players often do a360-degree turninthe air. The opposing team tries toblock theball with their legs and feet. The game isfast,fun, and exciting-in fact,the rattanballcanreachspeeds ofover 60 miles per hour! Inthe frozenArcticNorth, reindeer racingis asport ofskill andspeed. Wethink ofreindeer asthe cute animals that pull Santa's sled.Infact, they are very strong animals that cansurvive extremely low temperatures andcanreachrunningspeeds of60 miles per hour. InSiberia, the reindeer pull asledinwhich the driver sits. InFinland, the reindeer driver is onskisandholds onto the reins withbothhands.Speedingbehind the reindeer over frozenground or iceis very excitinq, Sandboarding is especially popular inSouthAmerica,Australia, andtheUnitedStates-but youcandoit wherever there are sanddunes. Like snowboards, sandboardsare waxedand thereare straps on the board for boots(or bare feet). Sandboarders usually walk upor ride a dunebuggy tothe top ofadune, then hop on their boards for the awesome ride down. Youcan rea chspeeds of60 miles per hour and when youjump up into the air,you feellike you're flying. Unlike snowboarding, you (ansandboard allyear round. Sanddoesn't melt! 5feet =1.5meters60miles =97kilometers Focuson culture 2124 1 Comprehension A. Write short answers to the questions. LWhere dopeople play scpak takraw? all Over Southea@t A@;a 2.How dotakraw players hit the ball? 3.What dotakraw players often doto send theballover the net? 4.Howfast can reindeer run? 5.Lookatthephoto of reindeer racing. Is th is inSiberiaorFinland? 6.How dosandboarders st ay on theboard? 7.What is anadvantage of sandboarding? B. PAIRS.Take turns pointing to the following inthe pictures: 1.a nets.straps 2.reins6.a 360-degree turn 3.a sand dune7.frozen ground 4. a rattan ba II 2 Comparingcultures . i PAIRS.Discuss these questions. 1.Which of these sports would youliketo watch or do?Why? ..2.Dopeople play ordoany of these sportsin your country? 3.What are some interesti ng orunusual sports in you r country? 4.Choose one int eresting orunusual sport. What equipment do youneed? Where doyoudoorplay it? How doyoudo orplay it? What is exciting about it? 3 Your tum Write a paragraph about aninteresting or unusual sport inyour country. Focus on culture 2125 Fotus on tulture J Traditioal Style Traditional clothing can bevery styliskIn fact,ifyoulook attoday'shighfashion,you'llseema ny ideas borrowed from traclitionalstyles.Here aresome beau lifultraditionalitems of clothing from around the wor ld. ~ ~ ~ ~ 1 2-----' 1 Comprehension A.Lookatthe pictures. Read the descriptions andfill inthe namesof the clothingitems. kilt1.Men in this country wear a _----'-='--_ on special occasions. It'sa short wool skirt, usually plaid. You wear it with a wide black belt.Men sayit's warm and comfortable. 2.Women wear aonspecial occasions in this country. This headdress ismade of cloth and can beround or pointed. Itsitsontopof the head, and isdecorated with embroidered designs. Beads often hang down to cover the woman's hair and forehead. 3. Men and women inthis country sometimes wea raonspecial occasions. It'sa beautiful multi-colored piece of cloth. You wear it over the shoulder. Women also tieit under their arms to make a dress. 4.Inthe summer, men and women inthis country sometimes wear a_ to festivals.It'salight cotton robe with a sash.Women's robes are usually in colorful prints, while men's robes are usually blueand white. S.Menand women in thistropical country usually wear ato keep them cooland comfortable. It'sa piece of cotton doth that comes in beautiful prints or solidcolors.People usually tiethe cloth around their waist, sometimes with a sash, and wear itwith ashirt orblouse. B. PAIRS.Take turns pointing to the following inthe pictures: 1. skirt4.robe 2.beadsS.shirt 3. sash C.Write the nameof each clothing item next to the country where you think people wear it. ____Scotland____Russia ____ Ghana--- - Japan ____Indonesia 2 Comparingcultures PAIRS.Discuss these questions. 1.Which of these traditional clothing items would you liketo wear? Why? 2.Which of the items would younot liketo wear? Why not? 3.What are some traditional clothing items in YOllr country? Describe them: Who wears them? When and where do peoplewearthem? What are they made of? What colorsor patterns dothey corne in? 3 Your turn A. Write a description of a traditional clothing item from your country. B. GROUPS.Take turns describing the clothing item youwrote about. See if others inthe group canguess what it is. Focus onculture 3127 ofDu Fous on (ulture q 8.4 miles= 14 km5.1 miles",8.5 km89 feet= '27m 50 miles = 80 km100F = 40C30F =-1'C Dubaiisoneof theseven eml r atIn the United Arab Emirates, asmall country betweenSaudiArabiaand Oman. It'. oneof the most popular tourist destinations in the Middle East. Dubaiis on thePersian Gulf, andIt's fomousfor its beaches.The most beautiful beachIn Dubal is JumeirahBeach,withItswhitesandandclear bluewater.Thereare alot of IlLXuryhotels around thebeach,IncludingtheBurJAI Arab, oneof thelargesthotelsIn theworld. It's on a man-madeIsland,andtt looks like thesailof a boat. It's oneof thebest hotels in theworld, andIt's alsooneof themostexpensive . It costs over $1,000 anight to stay in theleastexpensive room,whJlethemost expensive roomis $28,000 anight. Nearby are thePalmIslands.These are the threelargest artificial IskmdsIn theworld.The biggest of thethree is thePalm Dlero-it's 8.4 miles longand5.1miles wide.Each islandis in theshapeof apcllm tree.They weremadefrom sandandrock fromthePersian Gulf.The islands havebeach-front hotels,villas,malls, andwater parks. The most excitingwater park In DubclIs theWild WadiWaterPark . It features thirty rides and attractions,Includingahugewavepool withan artificialbeach.The most eXCiting ride Is the JumeirahScelrah,one of thetallestandfastest speed slidesIn theworld.Youdrop anincredible 89 feet andreachaspeedof SOmiles per hour! One of thenewestandlargest shopping malls in Dubaiis theMall of theEmirates.There are over 400 shopsandrestaurants ando fourteen-screenmovie theater. Best of all,the mall features theMiddle Ecsfs firstindoor ski r-esort-Skl Dubal.It's a2S-story skiresort with chair lifts ondfive skiruns.When youenterSki DubQI,besure toputon acoat.Althoughitmay be over 100 degrees Fahrenheitoutside, it's alwaysat least 30degrees in SkiDubai. 128Focus on culture 4 1 Comprehension A. PAIRS.Identify whichattraction each phot oshows. Discuss what featuresofthe attraction youcan see inthe photo. B.What superlatives areused to describe Dubai 'sattractions? Complete the chart. Dubai oneof the mOfJt popular tourifJt deetinettone inthe Middle EafJt [umcirah Beach_ BurjAlArab_ The Palm Tslands_ WildWadi Water Park_ [umeirahSceirah_ The Mall ofthe Emirates_ 2 Comparingcultures GROUPS.Discussthese questions. 1.Which oftheattractions inDubai wou ldyou most liketo visi t? Why? 2. What arethe five best placestovisit and thi ngs to doin your count ry? Why? 3.What are the five bestplacestovisit and thingsto do inyour town?Why? 3 Your turn GROUPS. With your group, decide whether t owrite about your town oryour country. Choosewhichattractions to write about. Eachgroup member should write a paragraphabout one ofthe fivebest places to visitor things to do. Fun with culture 4129 Fun witla ,Fananaar Uni1,PractiG, page For the teacher:Youwillneedany objectthatyoucan spin, such as a pen. Have students sitina circle. Before playin g t he game,expla in the mechanics of t hegame : You, t he teacher, will beginby spinning the pen.When it st ops spinni ng, t he student the' penis pointing to will answer your question; After that st udentanswers, he.or she wil l spin t he pen. When t he pen stops spinning, the student t he penis pointing to will answer S1 's quest ion,andso on. For example: T:OK. Let'sstart![Teacher spins pen, whichpointsto 51. ] Are youready? 51:Yes, I am.[51 spinspen, which pqints to52.1 51:My name's Luis.What 's your-mime? 52:My name's Clara.[52'spins pen, whichpoints to 53. ] 52: I'm13.Areyou13?. 53:Yes, Iam.[53.spins pen, wHich points to 54.J 53:I'mver y competitive.Areyouvery competi tive? 54:No. I'm not.[54 spins pen, which points to 55.1 Unit 2,9 Practice, page18 For the t eacher:This game can be played either as a team compet it ion oras a Whole -class activity. To makethe activity more fun andchallenging, give the commands as f astas you can. Assigntwo to three students to help youmonitor the activity. Say outloud a command for students to follow. Those who don ' tfollow the command areout of the game.Use the suggest ed commands below oruse your own. 1.Standup. 2.Don't sitdow n. 3.Sit do wn. 4.Standup. 5.Rai se bothhands. 6.Put down your right hand. 7.Raise yourright hand. 8.Don't put down your hands. 9.Put down bothhands. 10.Turntothe classmate onyour left. 11. Smi le at your classmate. 12. Turnaround and face the board. ice, For the teacher:Tell students they are going to pl ay a game calledTen Quest ions. This can be done in groups off iveor six, or wi t h the ent ire class. Expl ain the mechanicsof the game:Students think of a well -known placein their town orcit y. Itmustbe a placeot her student s know. Students make a listof all the things t hatthey can fi ndthere (people, animals, obj ect s, et c.). Student 1 says one sentence begi nning withThere is orThere are that describes his or her place. The other st udent s take tu rns askin g questions t oget more information. Once stu dent s have asked ten questions orguess the place, anot her student describes his or herplace. Studentscontinue unt il all places have beenguessedor revealed . For example: 51:There are a lot of people inthisplace. 52: Are there any carsin that place? 51:No, there aren't. 53:Isthere much noise? 51:N o, there isn't. 84:Arethere any trees there? 51:Yes, there are a lot of trees. 85: Is it Central Park? 81: Yes,itis. 130Funwith grammar , 10 Praice, page 38 or the t eacher: 1.Actout an act ivit y for the class, for example, pl aying basketba ll. Ask t he class," WhatdoI li ke doing?"Elicit the answer "You likeplayingbasket ball." 2.Divid e t he class into two teams.Ask f or3-4volunteers f rom each team to act out activi ties.For example, choose a studentfrom Team A andwhisper an act ivit y t o himor her, for example,eatingice cream. Thatstudent acts out t he activity,andthe opposing t eam get st he first chance to guess. Ifthe opposing teamis unable to guess, they pass, and the student's team getst he chance to stealthe point. 3.Once.all acti vities have beenactedout , add up each team's poi nts. The team that guessed t he mostactivities wins. For t he teacher : 1. Divi de the classinto two t eams. Give ListA t o Team A; List B t o Team B. Tell students to try to memorize t he -ing f orm of the verbs. Tell t hem to pay attent ion to spelli ng. After three minut es, t ake t he list s away. 2. On t he board, make t woli st s ofthe base fo rm of some of the verbs. Eachlist should have the same verbs but arranged ina different order. 3.Have a studentfrom each teamgoto t he board and choose any verbt o writeinit s -ing form. 4.Eachstudentshould write only one verb, buthe orshe may also correctt he previous student's answer. The first team t o give allthecorrect answerswins. Li slALi stB 1.waitwaiti ng1.explai nexplaining 2.arguearguing2.havehaving 3.jogjogging3.paypaying 4.itsitting4.eraseerasing 5.practicepracticing5.waitwaiting 6.havehaving6.arguearguing 7.hanghanging7.listenlistening 8.eraseerasing8.runrunning 9.paypaying9.hanghanging 10.xpla inexplaining10.sitsitting 11.r unrunning11.practicepract icing 12.listenlisten ing12.jogjogging .......~ - -'------Unit 6, 2 Practice, page52 For the teacher: 1.Have students draw a chart with three colu mns, one labeled Cor rect,t he other Partly Incorr ect, and the third labeled Incorrect. 2.Play some music. While t he music is playing,have students walk around' theroom,obser ving their classmates' clot hing, footwear,and accessories. This activity should be done quickly; the music should playfor less than oneminute per round.As soonas the music stops, tell stud ents to pair upwith another student. Student s should standback to back with their charts.Tell stud ent s t o take turns making statements about the other's appearance. For example: A:You'rewearing blue jeans. B:No, I'm not.I'm wearing blue pa nts, not jeans. If th e studentis 100percent cor rect , he or she gets 2points. Part ialresponses are 1 point . Startt hemusic agai n. The student s walk around the roo m again. Whenthe music stops, tell stude nt s to pair off with a different partner. Continue for four orfiverounds. Fun with grammar131 it. srananaar n7,ract c , 9 7 For the teacher: Cutup slips of paper andwrite a different word or shortphrase oneach. Give one to each student. Tell st udent s they wi ll use their word or phrase in a simplepast sent ence. Explain t hat they each will contribute a sentenceto a "chai n story." On a sheetofpaper, writ e a sentence in the simple past . (If the class has been divided int o groups, write the same sent ence on separatesheets of paper, one for each group.) Pass t he pieceof paper with the sentenceonit toSt udentA. Student A writes his or her sentence onthe sheet , f olds the paper, so thatonly his or her sentencecan be seen,not the original sentence, andpasses itonto the next student . The process continuesuntil all students have contributed a sentence. Call ona student or a representative from each group to read the entire story.Vote onthe best st ories by category: the funniest, themost ridiculous, the scariest,etc. Unit 8,.. ~.....ice, ge75 For the teacher: Think of fiveplaces andfive people your students know. On separate sheet sof paper,write a description of what eacfof theseplaces andpeople used to be and whatthey arenow. You may displ ay pictures oftheseplaces andpeople on t he board.Option: You may also ask student s t o work ingroups andassign them a place or person.Each group writes a descripti on of their place or person. Tell themnott o writ e the nameof the place or person they are describing. For example: This person used to be veryfamous as an action star.He didn't use t o bebald. He usedtobemarried toDemi Moore. He is still a movie star,buthe is not as famous as before. He has threedaughters. Fold the pieces of paper with the descriptions and put them i n a box . Divide the classinto t wo t eams. Have a representative from each team drawa description from the boxandreadit out loud. Therepresentative's group has the first chance to guess. If the teamguesses incorrectly,t he other team gets the chance to stealthepoint . adice, page 81 For theteacher:Make paper money or use Monopoly money. Write tenpastcontinuous sentences on the board-some with mistakes. Divide the classinto small groups. Give each group $1,500-$2,000.Explainthat inan auction, people compete to buyanite m by offering an amount of money.Thehi ghest bidder gets theitem. In thisgame, you will auction off each senten ce ont he board, andeach group should make a bi d for it . If someone in the group' is sure t hata sentence is grammatically corr ect ornot , t he group should make a good bid.If t he group is not sure, it should notbidor should bidlow. Start the bidding at$100. Studentscan only increase thebids inincrementsof$50 . After a sentenceis sold, ask the group that bought itifit is correct.If itis incorrect , they have fifteen seconds t o correctit. Continue until all the sent ences are correct ed.Have the groups total t heir points. 1point for every $100 left over 2points for every correct sentence 5points for every incorrect sentence students correct - 3point s for everyincorrect sentence students can't correct 132Funwith grammar 1, 7 ...r2,."It 93Uni For the teacher:Prepare sets of cards withdifferent pairsofnouns oneach card. You should have roughly one cardfor eachst udent.Each pairshouldbe fromthe same cat egory, for example, soccer/baseball, gui t ar/piano, apples/oranges,New York/London, train/plane, sofa/armchair,TomCruise/ George Clooney. Dividet he class int o Teams A and B. Ask the t eams to stand in two lines. Give the first student from each team one card from each set.Expl ain the game: The two student s fro mTeam A and Team Bread outloudt hepair of nouns on t heir cardto th e rest of their team. Thenextpair of stude ntsin line t henrush to the board, andeach st udentwrit es one comparat ivesentence using t he pair s ofnouns ontheir team's card. Students may write, for example, Socceris more popularthan baseball . If st udent s needmore support, elicit some familiar adjecti ves and write them on t heboard. For example, boring, int erest i ng, popular, healthful,etc. Don't correct the sent ences at t his sta ge. Thetwo student s who justwrote sentences now t ake a card, and t he sameprocess is repeatedunt il everybody hashada chance towrite a sentence.Give student s a few minut es t o check their sent ences formistakes and then goover the sent ences wit h t he wh ole class. Awardapoint for eachcorrect sentence.(Someteachers may prefer to award 2 point s for eachsentence-1 point for a correct comparative, 2 point s if the sentence is complet ely correctin all other respect s.) Thegroup withthe most points wins. nll,61 0 For t heteacher: Cut piecesof cardboard or paper t he size ofplaying cards,enough for all t he students in your class. Draw a symbol on-each cardto illustrate varioustopics, for example, 't revei.ter: airplane),relationships (aheart and abrokenheart). and soon . Explain what the symbols mean and the predictions t heymight prom pt . For example, the cardfor travelmight el icit "You will catch aplanetomorrow'to another country. !You will travelto manycountries thisyear. /You will become anairlinepilot."Make a pile ofall the cards. Tellstudent s they will all befortunetellers as wellas clients. Callona student to draw a cardfrom the pile, choose a fort uneteller,and give that fortune.t eller the cardthe student picked. Thefortune t eller will then read t hatstudent's fortune out loud . For example,if a student picks-a card with the drawingof ten children, the fort uneteller will say. "You'll have abig family. You' llhaveten children!" Do the activity untileverybody has had a chance to beboth a fort une teller and client.You candividet he class into groups so thatmore people-candothe activity at t he same time. Uni12, 11 Pradice, page112 For the teacher: Prepare severaltic-tac-toe sheets withparts ofconditional sentences. For example: Condnlonalfle-fac-foe " " i-" Ifit rallts,WelItight QOIf he doe.srs't st\owboanllWtlpraetiee, You!MaVdecideIf our teacherfheywilliose toleave earlysaysyes.thegattte If youdon'tIf Idon't PlUSShe wors't be calllite,the testhappy Have the students formgroups of three or four.Distribute atic-tac-toe sheet to each group.Each group should get the same sheet for each round of the game. Explain to the students that they should complete each conditional sentence directly in the grid. Have the groups exchange sheets and checkeachother's sentences. Check that the sentences are grammatically correct. Students markanXforeachsentence that is grammatically correct andmakessense and an0for eachincorrect sentence. Thegroup that has the most correct sentences wins. Fun w ith grammar133 Peer eclitio. c:laec:klist o Is the firstletter ofeach sentence capitalized? Areproper nouns capitalized? - a student.---+- Sheis a student. Our direct:or's name Ie---+- Our di rector's name Is Paul. He lives in w---+- He lives in NewYork. o Is there aperiod (.) orexclamation mark (I) at the end ofeach sentence? I like Michele Wie0---+- I like Michele Wie, She"sawesome 0---+- She's awesomel o Is there aquestionmark (?) at the end ofeach question? Whatis yourname 0---+- What's your name? o Is the vocabulary correct? Nicole Kidman is ve@---+- t'-licoleKidman is very tal l. o Is the spelling correct? That's a ---+- That's a beaurifulnecklace . o Do sentences and questionshavethe correct word order? C:&Ustudent?---+- Are youa student? o Are the verbs and their tenses correct? tenne.---+- t amnne. HeSrock climbing.---+- He ll kee rock clinlbing. youg ut yesterday?---+- Did you go out yesterday? o Are sequence words suchasfirst, next, orafter that used if needed? the bread.Spre adt he buttej---+- First, toast the bread, Next. spread the butter. o Arethe paragraphs clear and easy-to-understand? I like school. I meetmy friends there.---+ I like school becauseI meet my f riends I don't sornet. lmeelike school. I get upthere. We have alot of fun. But sometimes, early. Wehave a lotof fun.I don 't like school because I have to get up early . 134Peer editing checklist ord list Unit7surprised, 70fashion able , 94mouth, 99 amazi ng, 63 awesome, 63 awful,63 compose, 68 composer,68 di sgusting. 63 dow nload, 68 fantastic, 63 ho rrible, 63 incredibl e, 63 tnll, 74 thin, 74 tired, 70 upset , 70 worried,70 Unit9 cloudy, 80 cold ,80 fair y tale. 85 fast, 90 good- looking, 94 gorgeous, 94 handsom e, 94 heavy, 93 successful .v-l t