4 WHOSE PHONE IS THIS?

PREVIEW THE UNIT

LESSON 1 Talk about who owns something

Vocabulary Personal possessions

Grammar Questions with whose; Possessive nouns and pronouns
Pronunciation Stress in compound nouns

LESSON 2 Ask for and give / refuse permission

Vocabulary Verbs used with personal possessions

Speaking Ask for and give / refuse permission
Conversation Show you’re confused

LESSON 3 Compare things

Vocabulary Technology adjectives

Grammar Comparative adjectives: Regular and irregular
Pronunciation Stress in comparative sentences

LESSON 4 Read about a lost object

Reading skill Understand time order

LESSON 5 Write an online product ad

Writing skill Add details

PUT IT TOGETHER
Media project Photos: Describe things that are important to you
Learning strategy Write a conversation

Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

GET STARTED
• Read the unit title again. Then tell Ss to read the Learning Goals individually. Ask, Which topics do you feel confident
about? Which topics are new for you? If Ss have studied the topics before, reassure them that they will learn some
new things.
• Ask, What do you see? In pairs, have Ss look at the photo and talk about what they see. (For example, people working,
desk, computers, papers) Bring the class together and ask pairs to share.
• Focus on the social media message and bring Ss’ attention to the photo and name. Ask, Where is Simon? (at work, in
New York) What day is it? (Monday) Invite Ss to call out answers. Have them read what Simon says in Meet the People of
TSW Media on page 4 or play the video of Simon. Then ask again, What do you know about Simon?
• Have Ss turn back to page 41. Read the social media message aloud. Ask, What does Simon have to do today? (go to
a meeting)

T-41
LESSON 1 TALK ABOUT WHO OWNS SOMETHING
• Read the lesson title aloud. Ask, Do you own a lot • Read the social media message aloud and ask, Where
of things? is Simon going? (to a meeting) Why does Simon think
he needs to bring a suitcase to the meetings? (because
he has so many things)

1 VOCABULARY
• Focus on the photos and captions. Have Ss listen OPTION  For higher-level Ss, ask Ss to describe
and repeat. why they brought each item with them and what they
TEACHING TIP  If possible, when you present new use it for. Talk about an item you have to get them
vocabulary, use realia. Bring authentic examples of started. (For example, I have my water bottle because
each item to class. As vocabulary items are presented, sometimes I get thirsty in class.)
show the authentic example.
EXTENSION  Show Ss other items you have on your
• Put Ss into small groups. Go over the directions and desk or in your bag, such as notebooks, the textbook,
the example. Say, Show us all the items you have with pens, or a laptop. Challenge Ss to name additional
you today. After you check to see which group has the personal possessions. Solicit volunteers to share
most things, extend the game by seeing which group other words for the personal possessions they have
has the most of each individual item. with them in class. Encourage Ss to write any new
vocabulary words in their books.

2 GRAMMAR
• To introduce the grammar, show the class one of your so that other people understand what they mean. Write
possessions, such as a pen, and write on the board: on the board: the students backpacks Ask, How many
Whose pen is this? Say, This is a question with whose. students are there? (We don’t know because there is no
• Then, next to the question, write on the board: It’s my apostrophe.) Then say, There are three students. Where
pen. Explain that this is one way to answer a question do I put the apostrophe? (after the s: students’)
that begins with whose. Leave the sentences on the
OPTION  For higher-level ss, explain that with
board to refer to later.
singular nouns ending in -s, you add ’s at the end of
• Read the Whose questions section of the grammar the noun. Write on the board: the class’s hours. There
chart aloud. Under the question you already wrote on are also irregular nouns that take ’s even when they
the board, write: Whose pens are these? are plural. Write on the board: the children’s books.
• Ask, How is the first question different from the second
question? (The first uses the singular form of the verb • Explain the difference between how possessive
and this. The second uses the plural form of the verb adjectives and possessive pronouns are used. Say,
be and these.) We use a possessive adjective, (for example, my), with
• Draw attention to the Note. Say, You can use whose a noun. We use a possessive pronoun, such as mine,
alone when everyone knows what you are talking alone. Write examples of this on the board:
about. Hold up your textbook and say, This is a good That cup isn’t my cup.
book. Whose is it? Elicit the answer. (It’s your book.) Is it your cup?
• Present the rest of the grammar chart. Say, There are That cup isn’t mine.
several different ways to answer questions with whose. Is it yours?
All these answers are possessive because someone
LANGUAGE NOTE  Native English speakers might not
owns the items. To illustrate the differences, ask and
answer the questions in the grammar chart in complete
answer questions about possessions in the classroom.
sentences. For example, rather than saying It’s mine,
Choose two Ss in the class who have the same
someone might just answer with Mine. Or, rather than
possessions (for example, Jin and Li, who both have
answering Whose phone is it? with It’s the manager’s
backpacks). Ask, Whose backpacks are those? Point to
phone, a person might just answer The manager’s.
the backpacks and elicit answers from Ss. Then write
These incomplete sentences are used in spoken
on the board:
language but are not used in formal, written language.
They’re theirs.
They’re their backpacks.
OPTION  To practice the grammar points, have Ss
They’re Jin’s and Li’s backpacks.
hold up different items and ask each other who they
They’re Jin’s and Li’s. belong to.
• Ss sometimes struggle with the proper use of the
apostrophe + s (’s) versus s + apostrophe (s’). Explain • For grammar practice, have Ss turn to the grammar
that it is important for Ss to get the apostrophes right activities on page 133.
UNIT 4 T-42
 3 PRONUNCIATION
• Read the Note about stress in compound nouns aloud. • In pairs, have Ss complete the task. Circulate and help
• Focus on the list of words. Point out that in some as needed.
compound nouns, there is a space between the first
EXTENSION  Ask Ss to make a list of other compound
word and the second word, (for example, cell phone),
nouns that are possessions. Write a few on the board
and in other compound nouns there is no space
to get Ss started. (For example, textbook, football,
(for example, backpack).
dishwasher, toothpaste, toothbrush, tablecloth)
• Play the audio. Have Ss listen. Then have them listen
and repeat.
EXTENSION  For higher-level Ss, give Ss a list of
• Say, Look at each group of words. Guess which words
words that build compound words. (For example:
are NOT compound nouns before you listen. Then
paper, bag, book, note, text, store, news, pencil)
listen and check. Remind Ss that if the first word of the
Challenge Ss to think of different ways to combine
phrase is stressed, the phrase is a compound noun.
each word with another word to form a compound
If both words in the phrase are equally stressed, the
noun. Give an example. Say, The word book can be
phrase is not a compound noun, and they should
combined with note (notebook) or text (textbook).
circle it.
Ask Ss to read their words aloud and check that they
• Play the audio. Have Ss listen and circle the words. Play
are using the correct stress.
the audio again.

4 CONVERSATION
• Focus on the video still. Ask, Who are these people? • Play the audio and have Ss repeat chorally, line by line.
(Simon and Zoey) What do you think is happening? • Model the conversation.
(Simon found something. He is asking Zoey about it.) • Have Ss listen and repeat again.
Explain that Ss will hear Simon talking to Zoey about
• Then in pairs, have Ss practice the conversation.
possessions they found after a meeting.
Circulate and listen for pronunciation issues. Time
• Have Ss preview the chart. Encourage them to listen
permitting, have Ss swap roles and practice again.
for the objects in the chart headings.
• Have Ss use the model in 4B to make new
• Have Ss listen or watch. Give them time to complete
conversations, replacing the highlighted words in the
the chart. model with the words with the same color. Point out
• Go over the answers as a class. that even though sunglasses is one object, it is plural:
• Ask Ss to preview the conversation and predict ways Whose sunglasses are these?
the gaps might be filled. • Have Ss use the model in 4B to make new
• Then have them listen and fill in the gaps with the conversations again. This time, they should replace the
words they hear. highlighted words with their own ideas.
• Focus on the content of the conversation. Ask, Whose
phone is it? (They don’t know.) Whose keys are they?
(Zoey thinks they’re Janet’s.)

5 TRY IT YOURSELF
• Read the directions aloud. Call on three volunteers LOOK FOR  While Ss are completing the Try It
to read the example conversations. Divide the class Yourself activity, walk around the class and listen to Ss’
into two groups and have each group place their conversations. Check to see if Ss are
possessions into a bag. ✓ using personal possessions vocabulary
• Model the game by pulling an object from one of the ✓ asking questions with whose
bags, such as a phone. Ask, Whose phone is this? Have
✓ using possessive nouns and pronouns
Ss try to guess whose phone it is, using possessive
✓ using apostrophes correctly
nouns and pronouns.
✓ stressing compound nouns correctly
• Have the groups play the game. Tell Ss to keep
playing until they figure out who each item belongs to.
Circulate and help as needed. EXIT TICKET  At the end of the class, have Ss stop
on their way out and show you one of their personal
possessions. Have them say it’s their item in two
different ways. (For example, This is my backpack. It’s
my backpack.) Identify areas for review in later lessons
and individual Ss who may need additional practice.

T-43 UNIT 4
LESSON 2 ASK FOR AND GIVE / REFUSE PERMISSION
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

• Read the lesson title aloud. Ask, What does it mean to • Focus on the social media message. Ask, Where is
ask for permission? (to ask if you can do something) Simon now? (in a meeting room) Why does Simon
What does it mean to give or refuse permission? (to say need a suitcase? (He needs it to carry all the things his
that someone is or is not allowed to do something) co-worker(s) forgot in the meeting room.)

1 VOCABULARY
• Act out the action shown in each picture for the class • Solicit two volunteers to model the example
with a volunteer. Use an actual earring, cookie, or conversation. Then have Ss complete the exercise
pencil as a visual aid. Say, When I give you a pencil, the in pairs.
pencil is yours. You take the pencil and keep it. But if I • Bring the class together. Ask Ss to write one of their
lend you the pencil, you have to give it back. You are conversations and perform it for the class.
borrowing the pencil from me.
• Then have Ss listen, and then listen and repeat. EXTENSION  Draw a chart on the board with a
column for each category: lose, find, give, take,
OPTION  To review the Lesson 1 vocabulary, have borrow, and lend. Divide Ss into small groups. Ask
Ss pretend to lose, give, borrow, find, take, and lend them to put different items in different categories.
items from page 42. Solicit a volunteer to help model Give two examples. Say, I lend money, but I don’t
the activity. Have the volunteer hand you his or her borrow money. I give people pencils, but I don’t give
backpack. Then say, [volunteer’s name] is giving me people cars! Have groups discuss and then ask each
his / her backpack. group to copy their chart on the board.

2 SPEAKING
• Focus on the rows of speech balloons. Say, The speech Call on a few volunteers to act out their
balloons that are the same color are part of the same own conversations using the phrases in
conversation. First, someone asks for permission. Then different combinations. Make sure they are using
another person gives or refuses permission. Then the the phrases correctly.
first person responds. Read the first conversation (the
row of yellow speech balloons) aloud. EXTENSION  Start a discussion about who might
refuse and / or give permission for certain things.
• Play the audio for all the conversations. Have Ss listen
Say, Imagine a person you don’t know asks you this
and repeat.
question: Can I borrow 1,000 dollars? What do you
• Focus on the Ask for permission column. Say, You can say to this person? Elicit ideas from Ss. Then say, Now
use any of the phrases to ask for permission. imagine your child asks you the same question. What
• Draw attention to the Give or refuse permission is your answer? Talk about how the person and the
column. Ask, How do we give permission? (Sure, context change answers. Give other situations for
Here you go. / Of course. Go ahead.) How do we Ss to consider. For example, Can I use your shoes?
refuse permission? (Sorry, no. I don’t have any. / Sorry, Could I please borrow your car?
I need it.)
• Explain that in each conversation in this exercise, one
LANGUAGE NOTE  In the United States, people often
person asks for permission, and the other person gives
offer an apology, such as Sorry or I’m sorry, when they
or refuses permission. Point out that the phrases in the
refuse permission because they don’t want to hurt the
conversations may not be exactly the same as the ones
feelings of the person asking for permission.
presented in the speech balloons.
• Focus on the Respond column. Ask, How do we answer • If appropriate, play the first conversation in the audio
when someone gives permission? (Great, thanks. / as an example. Ask, What does the boy want? (to have
Thanks so much!) How do we answer when someone a soda) Does his mother give or refuse permission?
refuses permission? (That’s OK. Thanks anyway. / OK. (She gives permission.) How do you know? (She says
No problem.) Say, We can combine these phrases in Sure. Go ahead.)
different ways in conversations. To illustrate, write on • Play the audio. Have Ss complete the task.
the board: • Tell Ss to pay attention to the exact words they hear as
A: Can I borrow your phone? they listen once more.
B: Of course. Go ahead. • Play the audio as Ss complete the task. Have them
A: Great. Thanks. listen again if appropriate.

UNIT 4 T-44
 3 CONVERSATION
• Focus on the video still. Ask, Who are these people? • Ask Ss to preview the conversation and predict ways
(The woman is Lucy, Emma’s friend from Unit 3. We the gaps might be filled.
don’t know who the man is.) What are the people • Then have them listen and fill in the gaps with the
doing? (Lucy is looking for something. The man is words they hear.
looking at her.) • Call on two Ss to read the completed conversation. Go
• Before they listen, have Ss preview the questions and over any questions.
answer choices so they know what to listen for. • Focus on the content of the conversation. Ask, What
• Have Ss listen and complete the exercise. If necessary, does Lucy want to borrow? (Ray’s phone) What does
have them listen again. Ray need? (an umbrella)
• Go over answers as a class. • Play the audio and have Ss repeat chorally, line by line.
• To make sure Ss understand the unit storyline, ask, • Model the conversation.
Where did Simon get all the things in his backpack? • Have Ss listen and repeat again.
(at the meeting he went to in Lesson 1) Who do the
• Then in pairs, have Ss practice the conversation.
things belong to? (Lucy)
Circulate and listen for the target language. Time
• Focus on the Conversation Skill box. Read it aloud.
permitting, have Ss swap roles and practice again.
Then have Ss listen to the video again and raise their
• Have Ss use the model in 4B to make new
hands every time they hear that someone is confused.
conversations using the new words. They should
LANGUAGE NOTE  The phrases in the Conversation replace the highlighted words in the model with the
Skill box are not whole sentences or even words (For words with the same color.
example, Huh or Hmmm). Native English speakers • Have Ss use the model in 4B to make new
sometimes use these as fillers to show that they are conversations again. This time, they should replace the
not following the conversation or they are not sure highlighted words with their own ideas.
what to say next.

CULTURE NOTE  In the United States, it is okay to say

that you are confused. Americans feel that is better to
show confusion than to pretend to understand when
you don’t.

4 TRY IT YOURSELF
• Go over the directions and the example in the chart. LOOK FOR  While Ss are completing the Try It
Have Ss work individually to make a list of things they Yourself activity, walk around the class and listen to Ss’
want to ask permission for, using the chart. conversations. Check to see if Ss are
OPTION  For lower-level Ss, help Ss think of ideas for ✓ using verbs used with personal possessions
the chart by pointing out items around the classroom. ✓ asking for permission
✓ giving or refusing permission
• Solicit volunteers to read the example ✓ responding appropriately
conversation aloud.
✓ showing confusion if needed
• Have Ss walk around and have conversations.
Encourage them to use different ways to ask for
EXIT TICKET  At the end of the class, place a variety of
permission, give or refuse permission, and respond.
items on a desk by the door. As Ss leave, have them
If appropriate, have them turn back to the Speaking
ask you for permission to borrow one of the items on
section on page 44 for ideas.
the desk. Respond to each S’s request by giving or
EXTENSION  For higher-level Ss, give Ss homework. refusing permission. Then ask to borrow one of the
Have them ask someone else permission for S’s possessions. Have the S give or refuse permission.
something outside of class. Ask them to share their Identify areas for review in later lessons and individual
experience during the next class period. Ss who may need additional practice.

T-45 UNIT 4
LESSON 3 COMPARE THINGS
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

• Read the lesson title aloud. Ask, What does it mean • Focus on the social media message. Ask, What do you
to compare things? (to find similarities or differences think Simon received in the mail? (something for his
between them) Hold up two books and say, Let’s office) What do you bring to use at school or work?
compare these two books. How are they the same?
How are they different from each other? Accept any
reasonable answers.

1 VOCABULARY
• Read the vocabulary title aloud. If appropriate, remind • Focus on the list of features to the left of each
Ss that adjectives are words to describe nouns. illustration. Say, Compare these features to the
(For example, an OLD computer) information in 1A. This will help you choose words to
• Focus on the illustrations. Make sure Ss understand describe these things.
that the list to the left of each laptop describes the • Draw attention to the first illustration. Ask, What is this?
price, weight, speed, and size of that laptop. Say, The (a watch) How can you describe it? (It is expensive. It
first laptop is fast because its speed is 3.4 gigahertz. weighs 30 g.) Say, Look at 1A. A laptop that weighs
The second laptop is slow because its speed is only 1 kg is light. So is this watch light or heavy? (It is light.)
1.1 gigahertz. • Have Ss work individually to decide which words can
• Play the audio and have Ss follow along. be used to describe each illustration.
• Have Ss listen and repeat. • Go over the answers as a class.
• Go over the directions and solicit volunteers to read
EXTENSION  Write each adjective from 1A on the
the example conversation.
board and hold up pictures from magazines that
show different items. For each picture, say, Raise • In pairs, have Ss use the vocabulary in 1A to talk about
your hand if you think this is expensive. Then say, which devices they have or use.
Raise your hand if you think this is cheap. Count • Circulate to make sure Ss are using the
the hands for each word. Then write expensive and target language.
cheap on the board and tape the picture to the board • Call on volunteers to share their conversations with
under the word that has the most votes. Repeat the the class.
questions, using different vocabulary words each time.

2 GRAMMAR
• Write on the board: I am short. I am shorter than my comparative. Draw an X through gooder and write
brother. Ask, Which sentence compares my brother better above it.
and me? (the second one) How do you know? (because • Say, We often use the words one and ones to make
of the -er in shorter). Say, We add this suffix, -er, to an comparisons because they are pronouns and they
adjective when we compare two things. replace nouns. Write examples on the board:
• Focus on the grammar chart. Say, There are different This phone is cheaper than that one.
ways to form the comparative. Here are some rules for These laptops are better than those ones.
regular adjectives. Read the explanation and examples
Underline one in the first sentence. Ask, What does this
in the first line aloud. Ask, What other words can you
mean? (another phone) Underline ones in the second
think of that follow this rule? (For example, old / older)
sentence. Ask, What does this mean? (other laptops)
• Read the second rule aloud. Ask, What other words
can you think of that follow this rule? (For example, EXTENSION  Divide the class into two teams. Send
fat / fatter) Repeat this process for the third and fourth one person from each team to the board. Read an
rules. (Third rule: heavy / heavier; fourth rule: difficult / adjective and have the two Ss write the comparative
less difficult) form on the board. Teams get one point for every
• Draw attention to the first Note. Read the example correct spelling. For example, slow (slower), fat
sentence aloud. (fatter), funny (funnier), intelligent (more intelligent),
• Focus on the second Note. Say, Some adjectives are dangerous (more dangerous), good (better), bad
irregular. This means they do not follow the rules in (worse)
the chart. Write good book and gooder book on the
• For grammar practice, have Ss turn to the grammar
board. Say, Good is irregular, so we do not form the
activities on page 134.
comparative by following the rules above. This is the

UNIT 4 T-46
 3 PRONUNCIATION
• Have Ss read the pronunciation Note on stress in • Have Ss read sentences from 3A and 3B aloud
comparative sentences silently. Then read it aloud. and discuss which they think are true. If possible,
• Focus on the examples. Point out that both the encourage Ss to explain why they think they are true
adjectives and the nouns (laptops, tablets) in these or false.
sentences are stressed. • Circulate as Ss talk. Listen to make sure Ss are using
• Have Ss listen, then listen and repeat. the correct stress.
• Go over the directions. Have Ss preview the exercise EXTENSION  In pairs, have Ss rewrite the sentences
items. in 3A and 3B. Ask them to replace the adjectives in
• First, have Ss listen and underline the stressed words. the sentences with different adjectives. (For example,
Then play the audio again and ask Ss to circle the Laptops are heavier than tablets.) Then ask them to
letters that have the unstressed sound /ər/. Play the read the sentences aloud to the class. Make sure they
audio again if necessary. are using the correct stress.
• Go over the answers as a class. Then listen and repeat.

4 CONVERSATION
• Have Ss look at the video still. Ask, Who are these • Play the audio and have Ss repeat chorally, line by line.
people? (Zoey and Simon) What does Simon have? • Model the conversation.
(a laptop) • Have Ss listen and repeat again.
• Books closed, have Ss listen or watch.
• Then in pairs, have Ss practice the conversation.
• Books open, have Ss complete the exercise Circulate and listen for pronunciation issues. Time
individually. Remind Ss that more than one answer permitting, have Ss swap roles and practice again.
can be correct for each item. • Have Ss use the model in 4B to make new
• Go over the answers as a class. Replay the audio conversations using the new words. They should
if appropriate. replace the highlighted words in the model with the
• Ask Ss to preview the conversation and predict ways words with the same color.
the gaps might be filled. • Have Ss use the model in 4B to make new
• Have them listen and fill in the gaps with the words conversations again. This time, they should replace the
they hear. highlighted words with their own ideas.
• Call on two Ss to read the completed conversation.
Go over any questions.

5 TRY IT YOURSELF
• Go over the directions and ask two Ss to read the EXIT TICKET  Bring photos of a number of different
example conversation aloud. Tell Ss they can compare objects to class. You should have two examples of
their own possessions or other objects. each type of object. As Ss leave the classroom, stand
• In pairs, have Ss complete the task. Circulate to help Ss at the door and hold up pictures of one pair of
as needed. objects. (For example, hold up photos of two
different cars: a sports car and a large, bulky SUV.)
EXTENSION  Refer back to Simon’s social media Say, Compare these two things. Elicit a comparison
message. Ask the class, Did you buy something new from each S. (For example, The sports car is faster than
lately? Are you excited about it? Ask Ss to write a the SUV.) Switch photos often so that Ss can produce
social media message about the new object they a variety of sentences. Identify areas for review in later
bought. Collect the messages and read them aloud. lessons and individual Ss who may need additional
Then ask Ss to guess whose message is whose.  practice.

LOOK FOR  While Ss are completing the Try It

Yourself activity, walk around the class and listen to Ss’
conversations. Check to see if Ss are
✓ using technology adjectives
✓ using comparative adjectives
✓ using irregular forms of comparatives
✓ stressing comparative sentences correctly

T-47 UNIT 4
LESSON 4 READ ABOUT A LOST OBJECT
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

• Read the lesson title aloud. Ask, What does lost mean? EXTENSION  If your school has a Lost and Found
(Something is lost when you want it and you don’t location where lost items are kept, take Ss there to
know where it is.) Ask, Have you ever lost anything? see what items have been turned in. See how many
• Then read the social media message aloud. Ask, What items from the book are in the school’s lost and
is a lost and found department? (a place where people found. Add any new items to the vocabulary list on
leave things that they find so that the owner can come page 42.
and get them) Has anyone ever been to a lost and
found department? Give Ss time to share their stories.

CULTURE NOTE  Many offices, schools, and other

public places in the United States have a Lost and
Found where lost property is kept. When people lose
their belongings, they can go to the Lost and Found
and reclaim them.

1 BEFORE YOU READ

• Have Ss discuss the questions in pairs. Then bring the OPTION  Have Ss cover 1B in their books so that they
class together and have them share answers. Take a cannot read the words and their definitions. Then
poll to determine the most common items in the class. write the vocabulary words on the board. Have Ss
Solicit a volunteer and ask, What is one thing you have locate the words in their context in the reading. Then
in your wallet? When the volunteer gives an answer (for ask them to guess definitions for the words. Books
example, driver’s license), ask How many other Ss have open, have them check their definitions.
a driver’s license? Write the item and the number of
Ss who have one on the board. Repeat the activity for
EXTENSION  To make sure Ss understand the
different items.
definitions, ask them to write a sentence using
OPTION  Show Ss what is in your wallet, or solicit a each of the words. Solicit volunteers to write their
volunteer to show his or her wallet to the class. Elicit sentences on the board. Ask them to leave a blank
a list of items that are commonly found in wallets. line where the vocabulary word goes. Have the rest
(driver’s licenses, credit cards, photos, cash (bills and of the class guess which words are missing from the
coins), and insurance cards) volunteers’ sentences.

• Draw attention to the vocabulary words and

their definitions.
• Play the audio. Ask Ss to listen and repeat.

2 READ
• Read the title and the first sentence aloud. Draw • Bring the class together and ask Ss if their predictions
attention to the photo. Ask, What do you see in the in 2A were correct. Remind them that it is okay if their
photo? (a wallet, a woman walking away) What is in predictions were incorrect. Tell them thinking about
the wallet? (money, credit cards) What do you think the content before reading helps their comprehension,
happened? (The woman lost her wallet.) even if they guess incorrectly.
• Have Ss predict what happens in the story. Solicit • Answer any questions Ss have about the reading.
volunteers to share their answers.
OPTION  To make sure Ss understand, have them act
• Give Ss time to read the story silently.
out what happens in the second paragraph of the
• Have Ss read and listen. If appropriate, have them read reading, when Matt goes to the bookstore. In pairs,
and listen again. Then in pairs have them answer have one S play the role of Matt and the other play
the question. the role of Sara.

UNIT 4 T-48
 3 CHECK YOUR UNDERSTANDING
• If appropriate, review the Reading Skills on finding the • Do the first item with the class as an example. Then
topic from Unit 2, page 25, and finding the main idea have Ss complete the task.
from Unit 3, page 37, before Ss complete this task. • Go over the answers as a class.
• Have Ss answer the question individually. Go over the
answers as a class. OPTION  To check answers, draw a timeline on the
board. Say, This is a timeline. We are going to use it to
• Have Ss complete the exercise, referring back to the
show what happens in the story. Call Ss to the board
reading as necessary.
to fill in events on the timeline in the correct order.
• Go over the answers as a class.
• Read the directions and the sentence aloud. Have Ss • Pair Ss to retell the story. Have Ss begin with the
complete the task individually and compare answers in example sentence frame. Encourage them to use time
pairs. order words. They can also rephrase the statements
• Call on volunteers to share something that they can’t in 4D.
get out of their mind. Follow up by asking, Why can’t EXTENSION  In pairs, have Ss predict what they think
you get that out of your mind? happens next in the story. Ask, What happens that
• Have Ss read the Reading Skill box silently. Then read it night? The next week? The next year? Tell Ss to be
aloud. Explain that paying attention to time words and as creative as they want. Then have pairs share their
phrases can help them understand what is happening predictions with the class. If appropriate, have the
in a story. class vote on the most convincing, funniest, or most
• Have Ss highlight the time words and phrases in the interesting prediction.
reading on page 48.
• Tell Ss to write 1 next to the event that happened OPTION  Ask, What do you think people lose most
first in the story, 2 next to the event that happened often? Elicit suggestions and write them on the board.
after that, and so on. Explain that Ss can’t do the task Then focus attention on the box to the right of 3E. Say,
correctly by simply writing down the events in the We are going to find out what people lose most often.
same order they appear in the reading. They have Have Ss complete the research task during class or for
to pay attention to the time words and use common homework. Then ask Ss to share what they learned.
sense. For example, Sara lost her wallet must have Put Ss in small groups and have them talk for a few
happened before Matt found a wallet, even though minutes about their search results. Ask, Were your
Matt found a wallet is the first thing Ss will read in the guesses correct?
article.

4 MAKE IT PERSONAL
• Have Ss complete the chart with the first thing they EXIT TICKET  To practice the Reading Skill in this
did and then the next thing they did when they lost lesson and time signal words, write these sentences
something. Remind them to use the time signal words on the board:
in the Reading Skill box. I used my roommate’s phone to call my own number.
• Go over the directions. Have two Ss read the example I lost my phone.
conversation aloud.
My phone rang, and I found it under my bed!
• In pairs, have Ss complete the task.
I looked for it everywhere.
• Circulate to provide feedback on language as Ss I borrowed my roommate’s phone.
discuss. If appropriate, review the past forms of
Say, Write these sentences in the correct order. Add
irregular verbs.
a time signal word to each sentence. If appropriate,
EXTENSION  Bring in a picture of a person and a give Ss the first sentence to start them off: First, I
picture of an object. In pairs, have Ss write a short lost my phone. Collect Ss’ papers and check to see
story about the person and how they lost the object. if they have correctly ordered the sentences and
Require Ss to include at least three events in their used time signal words to indicate in which order
story. Remind Ss to use time signal words. Then have their sentences happened. (For example, First, I lost
volunteers share their stories with the class. my phone. Then I looked for it everywhere. Later, I
borrowed my roommate’s phone. Next, I used my
roommate’s phone to call my own number. Then my
phone rang, and I found it under my bed!) Identify
areas for review in later lessons and individual Ss who
may need additional practice.

T-49 UNIT 4
LESSON 5 WRITE AN ONLINE PRODUCT AD
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

• Read the lesson title aloud. Ask, What is an online CULTURE NOTE  Online shopping is very popular in
product ad? (an ad for a product on the internet) Why the United States. Many Americans also sell their own
do people or companies post online product ads? new or used products online.
(because they want to sell products)

1 BEFORE YOU WRITE

• Read the social media message aloud. Ask, What is OPTION  Draw two word webs on the board and elicit
Simon buying online? (headphones) Then focus on the answers from Ss to complete them as a class.
two online product ads. Say, These are the ads Simon
is asking his friends to look at. He is thinking about
TEACHING TIP  Have Ss put down their pens as soon
buying one of these two headphones.
as they finish a task. Ss who finish early can then help
• Have Ss read the two ads silently. Answer any Ss who are still working.
vocabulary or content questions Ss have.
• Ask questions to make sure Ss understand the format
EXTENSION  Have Ss underline where they
of the online product ad. Ask about the website
found each detail in the ads. Then have Ss
banner and menus. (For example, ask, What button
compare answers.
do you click on if you want to buy the “Sound Swim”
headphones? (the “Contact” button) What do you do • Solicit two volunteers to read the example
if you want to look at online ads for bicycles? (You click conversation. Ask, What can Student A say next?
on “bicycles” in the “Categories” box.).)
• Pair Ss to compare the headphones. Tell them to use
• Have Ss work in pairs to discuss the two sets their word webs in 1B.
of headphones.
• Bring the class back together and ask each pair, Which
• Explain that word webs are a good way to understand headphones do you think Simon should buy? Why?
details about things so that they can be compared to
other things. EXTENSION  Start a class discussion about buying
• Have Ss work individually to skim the ads again and and selling products online. Ask, Do you like online
complete the two word webs. shopping? Why or why not? What do you buy online?
• For lower-level Ss, draw the word webs on the board
Do you often read online product ads? Do you always
and fill in the first word in each one. Then have Ss buy new products, or do you sometimes buy used
complete the rest of the word webs on their own. ones? Do you ever sell products online? What kind of
products do you sell? Have you ever written an online
• Have Ss compare answers in pairs.
product ad yourself? Tell Ss they will practice writing
an online product ad themselves in this lesson.

UNIT 4 T-50
 2 FOCUS ON WRITING
• Read the Writing Skill box on adding details aloud. the class identify the adjective and the noun in each
Explain that including adjectives in writing is one easy sentence.
way to add details to it. • Go over the directions. Underline the first adjective in
• If appropriate, review adjective word order. Write these the ads (cheap) as an example for the class.
sentences on the board: Juana has a pretty dress. • Have Ss work individually to complete the task.
Jim is very tired. The math class was a little boring. • Go over the answers as a class.
Say, Look at the first sentence. What is the noun?
(dress) What is the adjective? (pretty) Where does the EXTENSION  Bring in printouts of online product
adjective go in this sentence? (before the noun) Repeat ads. Make sure the ads use simple language and are
the questions for the other sentences, clarifying that appropriate in content for your class. Make copies of
the adjective comes after the verb be. the ads for each S. Have Ss underline the adjectives
• Have Ss write their own sentences to fit each pattern. in the ads.
Elicit sentences and write them on the board. Have

3 PLAN YOUR WRITING

• Tell Ss it is time to start writing their own online • Pair Ss to talk about the items they want to sell, using
product ad. Have Ss work individually to complete the information in their word webs in 3A. Encourage
their word webs. Remind them to use the word webs them to start their discussion with the example
from 1B as models as they work. sentence frame provided.
• Circulate to help Ss as needed.
EXTENSION  Have Ss describe the items they want to
OPTION  For lower-level Ss, complete an example sell to the class. Then have Ss vote on the items they
word web for the class. Bring a photo of an object would like to buy.
such as a car to class. Draw a word web on the board.
Tell Ss you want to sell the car in your photo. Elicit
details about the car from Ss and add them to the
word web.

4 WRITE
• Go over the directions and have Ss complete the task. OPTION  Most online ads feature photos of the item.
Encourage them to include the details from their word Encourage Ss to take photos of the item they want to
webs in 3A. sell and include them in their ads if possible.

5 REVISE YOUR WRITING

• Tell Ss they will peer review their partner’s online ads. • Ask Ss to make suggestions for improvement.
Tell them to answer the questions in the book about
their partner’s ad.

6 PROOFREAD
• Have Ss proofread their ads one last time. EXIT TICKET  Have Ss describe an object they want to
• Focus on the Note. Ask Ss check their spelling, sell or buy (not the same one they wrote about in this
punctuation, and capitalization. lesson) on a blank card or piece of paper. Have them
• Then collect student work and offer write three details about the item. Encourage them to
individual feedback. use adjectives. Collect cards as Ss leave. Read them to
identify areas for review in later lessons and individual
TEACHING TIP  When offering feedback to Ss, Ss who may need additional practice.
consider correcting only the errors that involve the
grammar being taught in the lesson. Ignore other
errors. This will help Ss focus on the lesson at hand. It
may also prevent them from becoming discouraged if
there are a lot of errors in their writing.

T-51 UNIT 4
PUT IT TOGETHER
1 MEDIA PROJECT
• Have Ss look at the picture on the right. Ask, What are • Explain the project to Ss. Say, You will create a project
these? (sunglasses) Say, These are one of the special similar to the one you just watched.
things Sara is going to talk about in the video. • Give Ss a few minutes to read the three steps.
• Have students listen or watch. Elicit answers to Encourage them to make a list of what photos they
the question. want to use.
• Tell Ss they will listen again. This time, they should pay • For homework, tell Ss to take and organize the
attention to details, focusing on the four items that pictures. Clarify that they don’t have to print their
Sara talks about. pictures out, but that they should have them easily
• Have Ss listen again. Tell them to write one thing about accessible on their phone.
each object. • Back in class, write the following questions on
the board:
OPTION  For higher-level Ss, challenge them to write
Feedback: Is the student well-prepared?
more than one detail per item.
Are the photos well-organized?
• In pairs, have Ss compare answers. Then bring the Does the student speak loudly and clearly?
class together to go over any questions. Does the student make eye contact?
Does the student talk about four items?
EXTENSION  Ask additional questions to make sure
Ss understand the content of the video: Does the student explain why each thing is important?
Who owns the wallet? (Sara) • Give Ss a few minutes to read over the questions. Tell
them to write each person’s name on a piece of paper
Why is it special to her? (It is from her mother.)
before they present and then take notes during the
Where does Ana love to go? (the beach)
presentation, referring to the questions on the board.
Why can’t Sara wear the sunglasses? (Ana loves them
• Then invite classmates to ask questions and
and never lends them to her.)
give feedback.
Who owns the computer? (Alexa)
• You may choose to save the feedback until the very
What does she use it for? (to write blog posts)
end and let Ss walk around and refer to their notes
What are Sara’s keys for? (house, office, car) and tell Ss individually what they did well or could do
better. Remind Ss to speak kindly and constructively.

2 LEARNING STRATEGY
• Have Ss read the Learning Strategy box silently. Give • Draw attention to the picture and example
an example of a grammar point to practice. Say, I want conversation. Then read the direction line. Say, This is
to work on using past tense verbs. Here is an example the kind of conversation you should write.
of a conversation I can write to practice that. Write on • Have each S work individually to write a conversation
the board: using whose and possessive pronouns. Then have each
A: Yesterday I went to the movies. S check their partner’s conversation.
B: What did you see? • At the end of class, ask, Do you think this is a good way
A: I saw the new Avengers movie. to practice English?
B: Was it good?
A: Yes. I loved it.

3 REFLECT AND PLAN

• Have Ss complete the checklists individually. Circulate • Then invite Ss to walk around and compare ideas for
and answer any questions. Encourage Ss to look back learning different topics.
at each lesson in the unit.
UNIT REVIEW BOARD GAME  To review the
• Have Ss compare checklists in pairs and talk about the
Unit content, go to the Pearson English Portal /
things they need to study or practice more.
Reproducibles / Unit Review Board Games folder
• Have Ss work individually to think about what might and print out and make copies of the Unit 4 Board
help them learn the topics they don’t feel they know Game. You’ll find instructions for the game in the
yet. Refer individual Ss to specific handouts, app same folder.
practice, workbook pages, etc., to help them master
any problem areas. If Ss feel confident about all of the
topics in this unit, encourage them to think of other
topics they need to learn.

UNIT 4 T-52