1 BACK!

BE
Welcome 1
●●
 

Unit Contents
Welcome Back!
Vocabulary Classroom objects and
colors; instructions
●● Grammar Simple present of be and

subject pronouns; imperatives

●● Listening Important announcements

●● Reading It’s a New School Year;

Computer Club Rules; Picture It!

●● Conversation Learning a new language

●● Writing A poster with classroom rules

About the Unit

Communication Objectives
●●

●●
Talk about classroom objects
Talk about your favorite school
activities
●● Make statements about yourself

●● Give instructions

●● Spell out loud

●● Discuss a club your are in or

know about

Have a volunteer read the title of Unit 1 aloud, Welcome

Back. Discuss with students that we often say, “Welcome
back!” to people when they come back to a place after they
have been gone for some time—like to students at school
Unit Opener Questions
Unit Videos
1.1  Anuj’s First Day
1.2  Real Talk: How do you
spell your name?
1.3  Jin Yang: A Gymnast

As students look at the picture on page 2, point to different

after summer vacation.
Tell students that in this unit they will learn the words for
Anuj’s First Day
classroom objects (both personal items such as backpacks
and classroom furniture such as chairs, bookshelves, and
desks) and colors. Ask students to name some classroom
objects and say their colors. Continue introducing the unit
by explaining that students will also read about school
activities such as a girls’ football team and after-school
How do you spell
clubs such as a computer club. Encourage students to share
your name?
any of their school activities and after-school clubs. Ask:
1. How many people are in the photo?
Do you play any sports in school? Do you belong to a chess
club or a photographer’s club?
Direct students’ attention to the three photos for the
2. Who are they? videos. Challenge students to predict what each one
is about.
Jin Yang:
A Gymnast
3. Where are they?
objects or details in the picture such as the soccer balls,
notebooks, etc. Ask students to say what each one is. On
the board, write any new vocabulary that students can
use to answer the questions, such as notebook (a book of
paper with lines for writing on), backpack (a bag carried
on the back to carry things such as books and notebooks),
patterns (the way in which colors, shapes, or lines are
arranged or repeated in some order; design), stripes
(lines of different colors), and plaid (a pattern of different
colored straight lines crossing each other at 90 degree
angles). Ask: What are the students wearing? (T-shirts, polo
shirts, shorts, jeans) What colors are they wearing? (red,
white, blue, green, tan, etc.) What patterns do you see?
(stripes, plaid, and dots) Ask students to point to the girl
with the striped shirt, to the boys with the striped shirts,
and to the girl with the plaid shorts. What are two of the
boys holding? (soccer balls) What color are the soccer balls?
(orange and blue; green, gray, and black)
Have one student read the unit opener questions aloud.
Ask volunteers to answer the questions. Then have
students say what in the scene looks the same as in their
daily life and what looks different.

Answers
1. There are six students: three girls and three boys.
2. They are middle school students.
3. They are in a school hallway.

UNIT CONTENTS
Vocabulary Classroom objects and colors; instructions
Grammar Simple present of be and subject pronouns; imperatives
Listening Important announcements Unit 1  Welcome Back!  T-02
2 | Unit 1
 Vocabulary: Classroom Notice it Vocabulary: Classroom objects and colors
objects and colors Read the information in the box aloud. Ask students 1. Match the words with the correct items.
to name the vowels and then write them on the
■■ Have students close their books. Hold up one or two board. Make sure students understand the difference
of the classroom objects featured on the page and tell between a vowel and a vowel sound. Give them an 1. k a backpack
students the names of the classroom objects that you example such as an hour. Say the phrase out loud.
a b 2. a a board
have on or in your desk. Include their colors and make Point out how the h is silent and so the first sound of
hour is a vowel sound. 3. d a book
sure one of the objects uses the article a, and the other
uses an, for example: a blue book, an orange pen. Write 4. b a bookshelf
the phrases on the board and underline the articles. 4 CD1, Track 03
Draw an arrow from the n in an to the beginning vowel
1.03 5. j a chair
of the noun. Say the article and the noun a few times, ■■ Play the audio. Have students check their answers
6. c a desk
emphasizing the “n” sound before the noun. Have and make any necessary changes. Play the audio
students repeat after you several times. Ask if they can again for students to listen and read along with their e 7. e a dictionary
d
guess what other letters take an before them. corrected exercise.
f g h i 8. f a notebook
Ask students to call out as many classroom objects
9. g a pencil
■■

(including their colors) as they can. Make sure they Speaking: My classroom c
include the correct article and write their answers on objects k
10. i a ruler
the board. j
11. h an eraser
Objective: to use vocabulary to talk about classroom
1 objects and colors
■■ Have students open their books and look at the picture
of the classroom scene and the list of classroom objects. 5 2. Listen, check, and repeat.
Explain that these are words to talk about things that ■■ Refer students to the classroom objects in Exercise 1. 1.02
are commonly found in a classroom. Have volunteers Ask students to think about what is in their own desks 3. Look at the picture in Exercise 1. Write the colors of the classroom objects.
read the list aloud. Point out that eraser takes the article or backpacks and call out any objects that have yet to
an. Ask students why this is so. (It starts with a vowel.) 1. a black chair 7. a red dictionary
be mentioned. Help students with vocabulary and write
Introduce unfamiliar vocabulary. any new objects on the board. 2. a gray bookshelf 8. a white board NOTICE IT
■■ Explain the exercise and have students work ■■ Explain that students will check the objects they have Use a before a word that starts
individually to match each labeled object to the 3. a brown desk 9. a blue backpack
in their desks or backpacks and write one additional with a consonant. Use an before
correct phrase. object on the line. 4. a green book 10. a yellow pencil a word that starts with a vowel or
vowel sound.
Vocabulary 5. a pink eraser 11. an orange ruler
6 a chair an eraser
a backpack a dictionary YOUR TURN   Explain the exercise. Have a volunteer a ruler an orange ruler
6. a purple notebook
a board a notebook read the example speech balloon aloud to the class. Assign
a book a pencil partners and have them take turns saying the names and 4. Listen, check, and repeat.
a bookshelf a ruler colors of the items in their desks or backpacks. Then have 1.03

a chair an eraser students tell the class about their partner’s objects and
their colors. Speaking: My classroom objects
a desk
Optional Survey the class about what they have in their 5. Check (✓) the items that are in your desk or your backpack.
desks and backpacks. Write a chart on the board with a list Add another item.
2 1.02 CD1, Track 02
of items. Have students call out items that they have and a laptop a notebook a ruler
■■ Tell students to listen to the audio and check their keep a tally on the board. See which is the most common
answers. Play the audio again and have students repeat. item and what is the most unusual item. a book a dictionary Other:
Have students listen for pronunciation and correct any an eraser a pencil
mistakes. Play individual words again for students to Workbook
listen and repeat, if necessary. Students complete the exercises on Workbook 6. YOUR TURN Work with a partner. Say the items in your desk or backpack and their colors.
page 2 in class or for homework. See Teacher’s Book
3 page T-121 for Workbook answer key. A yellow and gray book, an orange eraser, . . .
■■ Explain to students that they will write the colors of the Workbook, p. 2
various classroom objects on the lines. Have students
complete the exercise individually.

Reading It’s a New School Year; Computer Club Rules; Picture It!
Conversation Learning a new language
T-03  Unit 1  Welcome Back! Writing A poster with classroom rules
Unit 1 | 3
 It’s a NEW SCHOOL YEAR! Reading: Notices on a Background information
bulletin board In the United States, school clubs are very popular.
Most schools have several kinds of competitive
Objective: to read announcements on a middle school sports clubs for both boys and girls. Students must
bulletin board try out for these clubs, and teams compete against
other schools.
■■ Have students look at the image and discuss what it
Music clubs such as band and chorus are also
is. (a bulletin board) Have a volunteer explain what very popular. Other examples are foreign language
MONDAY TUESDAY WEDNESDAY a bulletin board is, say if there is one in their school, clubs, art clubs, debate clubs, and model United
and if so, where it is located. Explain that the kind of Nations clubs. These clubs are an important part of

WELCOME FAMOUS FOOTBALL information on a bulletin board is called a notice and a student’s college applications too, as universities

INVENTORS: isn’t only for boys! that another word for bulletin board is notice board. like to see that a student is well rounded, not just

BACK Thomas Edison,

■■ Have a volunteer read the title of the page aloud. Ask
students what kind of information can be found on a
academically gifted.

to Clinton Marie Curie, bulletin board at the beginning of a new school year. 3
Middle School! and YOU!
The first ■■ Draw students’ attention to the pictures and ask them ■■ Draw students’ attention to the chart. Read the
NexGen Ms. Barnes is the coach
to identify any objects or activities that they see. headings and then the first column aloud.
Meet new friends and see your old Inventors’ Club of
new girl s’ football team. the
friends at an ice cream party. It’s in are on Wednesday afte
Tryouts ■■ Explain to students that they should read the notices
meeting is at r school. 1
the cafeteria after lunch. 4:00 in Room 6.
Meet on the football fiel
d. again and then complete the chart with the correct
■■ As students look at the pictures, ask a volunteer to say time and place for each club. Point out that the first
how many notices are on the bulletin board (5). Then
THURSDAY FRIDAY ask students to read the bulletin board notices silently
one was done for them. Have a volunteer point to that
information on the bulletin board.
Are you a photographer? ROCK OU T! to themselves. Then have volunteers say what each
■■ Have students complete the chart individually and
notice is about.
Yes, I am. check their answers with a partner. Then check answers
Answers as a class by having students read each event and saying
Then take its time and place aloud.
pictures for It’s about events at a school: ice cream party,
the school inventors’ club, girls’ football team, website
website. The photographer, and band contest 4
first meeting is YOUR TURN   Have students work with a partner to make
on Thursday at Are you and your friends
4:30 in Room
in
Contest is for musicians a band? The Rock ■■ Make sure students understand vocabulary such as a list of activities that are available at their school and then
. It’s in the gym at 6:00.
12. Prize: Play after the firs
t girls’ football game! cafeteria (a restaurant where people choose what they take turns saying the list to each other. Have students share
want from the food and drinks offered and carry them their list of activities with the class.
to a table after paying for them), inventor (someone Optional Have students work in pairs or small groups
Reading: Notices on a bulletin board who designs or makes something that wasn’t here to make their own bulletin board for the first day of the
1. Look at the pictures. What is the calendar about? before), and tryouts (a competition for a position on school year. Alternatively, they can make a bulletin board
a team or a part in a play), field (an area of land with for any group of events that is happening in the school in
2. Read and listen to the notices. Circle the best title. grass or crops growing on it), photographer (someone coming weeks. If available, provide students with poster
1.04 who takes pictures of people and things using a board, colored markers, magazines to cut pictures out
a. People at Clinton Middle School! camera). Explain that NexGen is a shortened form of of, etc.
b. This Week at Clinton Middle School! Next Generation, and in this context, it means the next
group of young people who will be the great inventors Optional Have students work in pairs to make a “wish list”
c. Football Is Now for Boys and Girls! of the future. of after-school activities. Encourage them to be funny and
creative with their lists. Have pairs share their lists with the
3. Read the notices again. Complete the chart with the times and places. 2 CD1, Track 04 class and then vote on the most popular activity idea.
1.04

Event Time Place ■■ Explain to students that they will read, listen, and then
circle the best title for the bulletin board. Read the title
1. ice cream party after lunch the cafeteria choices aloud.
■■ Have students read the bulletin board notices silently
2. NexGen Inventors’ Club meeting 4:00 Room 6 before playing the audio. Then play the audio and have
students follow along in their books.
3. girls’ football team tryouts after school the football field ■■ Give students time to choose the best title. Ask a
volunteer to say the best title and to explain why he or
4. school website meeting 4:30 Room 12 she chose that answer.
5. rock band contest 6:00 the gym

4. YOUR TURN Work with a partner. Make a list of activities at your school. Then say
your favorite activities.
Boys and girls soccer, a science club, a dance group, . . .
Unit 1  Welcome Back!  T-04
4 | Unit 1
 Grammar: Simple present of 7 Grammar: Simple present of be and subject pronouns
Explain to students that they will rewrite the affirmative
be and subject pronouns ■●

sentences to make them negative. Read the example

5. Complete the chart.

Objective: to practice simple present of be in affirmative answer aloud and point out that the verb agrees with Use the simple present of be to identify people and give locations and dates. Subject
and negative statements, yes/no questions and short the subject. Also point out that the contraction isn’t is pronouns can replace the names of the people or things that the sentences are about.
answers, and verb agreement with subject pronouns the same as is not. Review the contraction aren’t as well.
Affirmative Negative
■● Have students complete the task individually and check Get it RIGHT!
I am a photographer. I am not a musician.
5 answers as a class. is Use the singular form of be
Laura 12 years old. She is not 13 years old.
■● Ask students to look at the grammar chart. Read the Tryouts are on the football field. They are not in the gym. for nouns that represent groups
explanation at the top of the chart aloud. 8 of people.
■● Tell students that they will use the words provided to Yes/No questions Short answers The band is good.
■● List some nouns on one side of the board such as Mary, am
write yes/no questions. Read the example answer aloud. Are you a photographer? Yes, I . No, I’m not. NOT: The band are good.
the Miller family, my brother and I, the test, etc. Then list Is
Then have students complete the exercise individually Laura 12 years old? Yes, she is. No, she isn’t. The team is all girls.
the subject pronouns I, you, he, she, it, we, and they on are NOT: The team are all girls.
and compare answers with a partner. Check answers as Are tryouts on the football field? Yes, they . No, they aren’t.
the other side. Remind students that a subject pronoun
a class. Subject pronoun I you he she it we they
replaces a person or thing. Have volunteers come to the
board and draw a line to match one of the nouns to its Simple present of be am are is is is are are
correct pronoun. Say it Right! 1.05 CD1, TraCk 05
Then write example sentences on the board, leaving Draw students’ attention to the information in the box
■● Check your answers: Grammar reference, p. 106
the verb blank, for example: I a teacher. and play the audio. Play the audio again for students
to repeat the examples. Tell students to take turns
You students. The test easy. 6. Complete the sentences with the simple present forms of be.
and ask and answer the questions in Exercise 8.
We happy. Ask a volunteer to explain Circulate and make sure students’ voices rise when is 4. I 'm / am a football player.
1. The ruler gray.
how he or she will know which form of be to put in they ask the questions.
the blank. (by looking at the subject) Have volunteers 2. Kyle and Leila are photographers. 5. The band is new.
write the missing text in the blanks on the board. Then are are
3. You in my class. 6. The meetings on Thursdays.
have a volunteer explain how to change an affirmative Speaking: It’s not true!
sentence to a negative sentence. (by adding not after
the verb or using a contraction of the verb and not) Objective: to talk about what is and isn’t a part of your 7. Make the sentences in Exercise 6 negative. Use contractions.
Ask volunteers to come to the board and rewrite the daily routine 1. The ruler isn’t yellow.
affirmative sentences as negative sentences. Have
students fill in the Affirmative/Negative part of the 2. Kyle and Leila aren't photographers.
9
chart and check answers as a class. YOUR TURN Explain to students that they will write 3. You aren't in my class. / You're not in my class.
■● Continue the discussion of the chart with examples of three false sentences about themselves or people they
4. I'm not a football player.
yes/no questions and short answers. Have a volunteer know. Read the example answers aloud and have students
explain how the form of an affirmative short answer is complete the activity individually. 5. The band isn't new.
different from a negative short answer.
10 6. The meetings aren't on Thursdays.
■● Have students fill in the second part of the chart
individually. Check answers as a class. ■● Explain to students that they will take turns and ask
and answer questions with a partner to correct the false 8. Write yes/no questions with the simple present forms of be.
Grammar support sentences from Exercise 9. Have volunteers read the 1. you / 12 years old Are you 12 years old?
For further grammar presentation support and practice, speech balloons aloud. Have pairs complete the activity.
Set a time limit appropriate for your class. 2. you / a teacher Are you a teacher?
see Teacher’s Book page T-106. See Student’s Book
page 106 for the complete grammar chart. 3. your friends / in a band Are your friends in a band?
Video Say it RIGHT!
1.1 Anuj’s First Day Nine-year-old Anuj has his 4. your school / big Is your school big? 1.05
Get it Right! The voice rises in yes/no questions.
first day at a new school in Rishikesh, India. We
Draw students’ attention to the information in the box. Listen and repeat the questions in
Brainstorm other examples of nouns that represent
follow him through his daily routine at this school Speaking: It’s not true! Exercise 8.
where he lives and studies, meeting his teachers
groups of people such as class and club and write and watching him play with his friends. 9. YOUR TURN Write three false sentences about you or people Are you 12 years old?
them on the board. Have volunteers write sentences
Students complete the video worksheet on in your school. Ask and answer the questions in
on the board using the nouns.
Workbook page 72. See Teacher’s Book
1. I’m 15 years old. Exercise 8 with a partner. Make
page T-136 for Video answer key. sure your voice rises when you ask
6 2. Mrs. King is an English teacher. the questions.
■● Explain to students that they will fill in the blanks with 3. Tim is in a band.
Answer
the correct form of be. Ask a volunteer to explain why Find out about Anuj and his
It is Anuj’s first day of school.
the answer to the first item is is. (It agrees with the school. Why is it a special
10. Work with a partner. Share your sentences. Ask and answer BE
subject the ruler.) Have students complete the exercise day? (Workbook p. 72)
Workbook questions to correct them.
individually and compare answers with a partner. Then
check answers as a class. Students complete the exercises on Workbook OK. You aren’t 15 years old.
page 3 in class or for homework. See Teacher’s Book Are you 12 years old?
page T-121 for Workbook answer key. No, I’m not.
Are you 11?
1.1 ANUJ’S FIRST DAY
T-05 Unit 1 Welcome Back! Yes, I am.
Workbook, pp. 2–3 Unit 1 | 5
 1

Listen Listening: Important

announcements
3 1.06
CD1, Track 06

CAREFULLY!
■■ Explain to students that they will circle the letter of
Objective: to listen to information in important the correct answer as they listen. First have students
announcements skim the questions to see what information they will
be listening for. Then play the audio and have students
1 complete the task individually. Check answers as a class.
Listening: Important announcements ■■ Direct students’ attention to the pictures on the page.
Ask them to predict what they will be listening to. Ask
1. Look at photo 1. When are announcements at your school?
individual students or have students raise their hands to
Vocabulary: Instructions
2 1.06 2. Listen to the club announcements. Check (✓) the club activities. build consensus, etc.
■■ Read the first question aloud and elicit answers. Vocabulary
art projects chess ✓ cooking classes be raise
✓ nature walks ✓ sports 2 CD1, Track 06 close read
1.06
come sit
3 4 ■■ Explain to students that they will listen to the details
3. Listen again. Circle the correct answers. listen stand
1.06 of school announcements. Play the audio and have
1. The name of the club is . open turn
students listen for information about the different
a. The Sports Club b. Club Go c. The Food Club activities and check the club activities that are
mentioned. 4 1.07
CD1, Track 07
2. The activities are after school.
Ms. Moore: Hello, students! Welcome back to school. ■■ Draw students’ attention to the images and have
a. on Mondays and b. on Tuesdays and c. every day And welcome to Club Go! OK, everyone, volunteers identify what the people are doing. Explain
Wednesdays Thursdays please be quiet and sit down. Now, to students that they will look at each image and then
please listen carefully to some important complete the label with the correct verb. After students
3. The sports activities are . announcements. I’m Ms. Moore, your club
complete the task individually, play the audio for
5 a. in the park b. on the soccer field c. in the cafeteria leader. Club Go is a sports, exercise, and
health club. And it’s fun! Are you ready
students to check their answers. Play the audio again
4. Diego is . for fun? Activities are every day after for students to repeat.
a. a club member b. the club leader c. a soccer coach school. Meet on the soccer field at 4:00
on Mondays and Wednesdays. Sports 5
activities are at 4:15. On Tuesdays and ■■ Explain the exercise. Read aloud the places and the
6 Vocabulary: Instructions Thursdays, meet in the park for nature example. As a class, brainstorm other places that have
walks. Fridays are special! Meet in the instructions. Set a period of time for pairs to make their
4. Look at the pictures. Complete the labels with the correct verbs. school cafeteria for cooking classes.
1.07 lists and then have them share them with the class.
Then listen, check, and repeat. Learn to cook and eat healthy meals! Are
you ready for some good food? Now, let’s Workbook
be come open read stand hear from last year’s club member Diego
Students complete the exercises on Workbook
close listen raise sit turn Guzman. Diego, come here, please.
page 4 in class or for homework. See Teacher’s Book
Diego: Thanks, Ms. Moore. Hi, everyone! Club page T-121 for Workbook answer key.
1. Listen to the announcements. Go is great! Fifty people are in the club
Close this year! Fantastic! Ms. Moore is really
2. the door.
nice, and the activities are a lot of fun.
3. Open your book. My favorite activities are soccer and the
nature walks. The cooking classes are new
7 8 4. Turn to page 15. this year! Enjoy!
Read Ms. Moore: Thanks, Diego. Now, some rules. Don’t
5. the article.
worry. They aren’t bad! First, wear
6. Sit down. comfortable clothes. Second, be on time.
And third, have fun! OK, it’s time to go.
9 7. Stand up. Don’t run! Stand up and leave carefully,
Come please. See you on Monday at Club Go!
8. here. Now, go!
9. Be quiet!
10 10. Raise your hand.

5. Work with a partner. Where do you hear the instructions in Exercise

4? Make lists.
In a . . . library gym cafeteria (your own idea)

Library: be quiet, sit down, listen to . . .

Unit 1  Welcome Back!  T-06

6 | Unit 1
 Grammar: Imperatives
Grammar: Imperatives
Listen 8
■■ Ask student volunteers to look at the classroom rules
6. Complete the chart.

CAREFULLY!
Objective: to practice using imperatives to give and write imperative sentences with please. Have
commands and instructions students work individually to complete the activity. Use imperatives to give commands or instructions.
Check answers as a class.
Affirmative Negative
6
Close the door. Don’t close the door.
■■ Ask students to look at the grammar chart. Read the
explanation at the top of the chart aloud.
Speaking: Do it! Don’t do it! Turn to page 7. Don't turn to page 8.
Meet on the soccer field. Don’t meet in the gym.
■■ Write some imperative sentences on the board such as Objective: to practice giving instructions
Close the door, Open the window, Turn to page 5, etc. Contraction do not = don't
Ask a student to stand up. Say one of the imperative 9
YOUR TURN   Explain to students that they will practice
sentences and guide the student to do what you say. Check your answers: Grammar reference, p. 106
Continue with the other sentences. Then write the giving and completing instructions. Read the speech
negative forms of the sentences on the board. Ask a balloons aloud. As a class, brainstorm other commands
7. Match the phrases.
student to close the door, but stop the student as he or and write them on the board for students to refer to during
she is about to close it by saying, “Don’t close the door.” the activity. Then have students work in pairs taking turns 1. Be a. for help.
NOTICE IT
Continue with the other negative sentences. giving and following instructions. Use please to make a command
2. Please turn b. at the answers.
■■ Have a volunteer explain how the forms of the Optional Have a student point to another student in the softer. It can go at the beginning or
affirmative and negative sentences are different. class and give an instruction. The student that completes
3. Write c. your name on your paper, please. end of a sentence. Use a comma
before please when it goes at the
■■ Have students fill in the blanks in the chart, the instruction then points to another student and gives 4. Don’t look d. to music on your phone. end of a sentence.
individually. Check answers as a class. a command. Continue until all students have a chance to Please listen carefully.
give and follow an instruction or command. 5. Don’t listen e. on time for class, please.
Listen carefully, please.
Grammar support 6. Ask the teacher f. to page 6 in your book. Please don’t open your books.
Optional Have a class discussion about how and when to
For further grammar presentation support and practice, give commands and instructions. Explain to students that, Don’t open your books, please.
see Teacher’s Book page T-106. See Student’s Book 8. Look at the classroom rules. Write imperative sentences with please.
sometimes, giving a command to someone can sound a
page 106 for the complete grammar chart.
little bit rude or harsh and it is a good idea to begin or end

Notice it
Read the information aloud. Direct students’ attention
to the sentences you wrote on the board. Have
volunteers come to the board and rewrite each of the
sentences with please at the beginning or the end of
the sentence. Make sure students include a comma in
sentences with please at the end.
7
■■ Tell students they will match the verb to the phrase
to make complete imperative sentences. Read the
example aloud.
■■ Have students complete the exercise individually and
then compare answers with a partner. Check answers as
a class.
a command with please. Have several volunteers give a
command to a classmate using please. Then discuss with CLASSROOM RULES
students situations when someone might not use please DO DON’T
when giving a command. (in an emergency, such as rain 1. read the rules 4. run in the classroom
coming in a window, “Close the window!”)
2. raise your hand 5. talk on the phone
Workbook 3. listen carefully 6. sit on your desk
Students complete the exercises on Workbook
page 5 in class or for homework. See Teacher’s Book
1. Please read the rules. / Read the rules, please.
page T-121 for Workbook answer key.
2. Please raise your hand. / Raise your hand, please.
3. Please listen carefully. / Listen carefully, please.
4. Please don't run in the classroom. / Don't run in the classroom, please.
5. Please don't talk on the phone. / Don't talk on the phone, please.
6. Please don't sit on your desk. / Don't sit on your desk, please.

Speaking: Do it! Don’t do it!

9. YOUR TURN Work with a partner. Give instructions.
Your partner does the actions. Take turns.
Sing a song! Sit down. Don’t sing.

T-07  Unit 1  Welcome Back!

Workbook, pp. 4–5 Unit 1 | 7
REAL TALK 1.2 HOW DO YOU What does rule Conversation: That’s my name! 2
YOUR TURN Explain to students that they will tell

MEAN?
SPELL YOUR NAME?
Objective: to ask questions to get information a partner how to spell their name. Circulate and help
as needed.
Video
1.2 Real Talk: How do you spell your name? 3 1.09
CD1, TraCk 09
Six speakers answer the question: How do you Explain to students that they will hear a dialogue
Conversation: That’s my name! spell your name?
■●

between two classmates. Draw students’ attention to

1. REAL TALK Watch or listen to the teenagers. Complete their the Useful language box and read the phrases aloud.
1.08
names with the correct letters. 1 CD1, TraCk 08 Explain that these phrases are commonly used to
1.08
1. E- M -I- L -Y ask for information and that they will hear them in
REAL TALK Explain to students that they will watch a the conversation.
2. P-E- T - R -A video (or listen to the audio version) about students saying
■● Play the audio and have students complete the
and spelling their names. Then they will complete the
3. R -A- C -H-E-L J -A-N- E conversation. Play the audio again, if necessary. Check
names with the correct letters.
answers as a class.
4. C -O- U - R -T- N -E- Y ■● Play the video or audio and have students complete the

task individually. Check answers as a class. 4

5. E- V - A -N
Interviewer: How do you spell your name? ■● Have students practice the conversation from Exercise 3
6. B - I -N-N- Y with a partner, taking turns with each part. Challenge
Emily: E-M-I-L-Y, that’s Emily.
S - T -E- V -E-N them to try to say as much as they can from memory,
7. Interviewer: E-M-I-L-Y. Emily.
rather than just reading their lines. Have students
F -R-E-D-D- I - E Petra: My first name is Petra, P-E-T-R-A. act out the conversation, using appropriate facial
8.
Interviewer: P-E-T-R-A. Petra. expressions and gestures.
2. YOUR TURN How do you spell your name? Tell your partner. Rachel: R-A-C-H-E-L, Rachel, J-A-N-E, Jane.
Interviewer: R-A-C-H-E-L J-A-N-E. Rachel Jane. 5
YOUR TURN Draw students’ attention to the words in
3. Listen to Cesar and Leah. Complete the conversation. Courtney: My first name is Courtney, and it is
1.09
C-O-U-R-T-N-E-Y. purple in the conversation in Exercise 3. Then have them
USEFUL LANGUAGE: Learning a new language look at the pictures and labels. Tell students that they
Interviewer: C-O-U-R-T-N-E-Y. Courtney.
will use those labels (a marker, a pen, etc.) to change the
Evan: My first name is Evan. E-V-A-N.
Can you repeat that How do you say I don’t understand What does . . . mean words in purple in the conversation in Exercise 3 to create
Interviewer: E-V-A-N. Evan. a new conversation with a partner. Give students time to
Leah: Hi, Cesar. Binny: Binny, B-I-double N-Y. write their own idea to substitute into the conversation.
Interviewer: B-I-N-N-Y. Binny. Circulate and help as needed.
Cesar: Hey, Leah. Look at this cool notebook. It’s for new English words.
Steve: So, my first name is Steven, S-T-E-V-E-N.
Leah: Nice. Workbook
Interviewer: S-T-E-V-E-N. Steven.
Cesar: 1
How do you say regla in English? Students complete the exercises on Workbook
Freddie: Uh, F-R-E-double D-I-E, Freddie. page 6 in class or for homework. See Teacher’s Book
Leah: Ruler. Interviewer: F-R-E-D-D-I-E. Freddie. How do you spell page T-121 for Workbook answer key.
Cesar: I’m sorry. 2
I don't understand . How do you your name?
spell it?
Leah: R-U-L-E-R.
Cesar: 3
Can you repeat that , please?
Leah: Sure, it’s R-U-L-E-R.
Cesar: Oh, ruler. Thanks. Here’s a new word for me, too . . . rule.
4
What does rule mean ?
Leah: Rules are things you can and can’t do . . . you know, like listen to the
teacher and don’t use your phone in class!
Cesar: I see. Thanks!

4. Practice the conversation with a partner.

5. YOUR TURN Repeat the conversation in Exercise 3, but change the words in
purple. Use your own names, the items below, and the words for them in your first
language.

a marker a pen a calculator a map

(your own idea) Unit 1 Welcome Back! T-08
8 | Unit 1
 Reading to write: A poster 9

Computer Club Rules

Tell students that they will complete this exercise by
with classroom rules ■■

adding missing punctuation (periods or exclamation

Objective: to read a poster with information about points). Have students work individually and then
classroom rules compare answers with a partner. Check answers as a
class.
6 Optional Have students read each sentence aloud, once 1 Be on time! Club meetings are at 4:00 on Mondays.
Have students close their books. Ask them what kind of with an exclamation point and once without so they can 2
■■

rules they think there would be in a computer club (a

club where students play computer games, create their
own computer games, or learn how to use different
kinds of computer programs). Encourage them to use
affirmative and negative commands: Don’t sit on the
desks, Don’t take the laptops out of the classroom, Please
be quiet, etc.
Have students open their books and read the poster
■■
title and look at the pictures to see if their predictions
match the poster. (Possible answer: Yes, two of my
predictions matched: Be careful with the laptops. / Turn
off the computers at the end of the day.)
Focus on Content
Read the information aloud. Make sure students
understand that rules are usually organized in a list
with all the things that you can do grouped together
and things you can’t do grouped together.
7 and things not to do.
■■ Read the list of rules aloud. Tell students that they will
read the list of Computer Club Rules from Exercise
6 again and write the number of the rule from that
exercise that means the same as each rule in Exercise 7.
Have students complete the task individually and then
compare answers with a partner. Check answers as
a class.
Focus on Language
Review the information in the box with students.
Explain that it is important not to use exclamation
points too often because they lose their impact and
importance.
To check understanding, ask students to call out short
sentences that should end in an exclamation point,
such as Help! Look out! and Fire!
8 own writing individually and then exchange lists with
■■ Explain the exercise and have students complete it
individually. Check answers as a class.
Answers
Be on time!; very important
Don’t sit on the desks!; dangerous
hear the difference. Encourage them to be dramatic and
have fun with their reading.
Workbook
Students complete the exercises on Workbook page 7
before beginning the Plan, Write, and Check activities.
See Teacher’s Book page T-122 for Workbook
answer key.
Writing: Classroom rules
Objective: to write a chart of classroom rules
Reading to write: A poster with classroom rules
Plan
■■ Review the poster of rules in Exercise 6. Have
a volunteer read the rules aloud. Then ask
comprehension questions: Can you talk in the lab?
Can you sit on the desks? Can you use headphones?
What other things can’t you do in the lab? (You can’t use
phones, and you can’t eat or drink.)
■■ Direct students’ attention to the chart and tell them that
using the chart to organize their rules will help them to
plan their writing.
■■ Have students model the information in the chart
to organize their own rules. Remind students to
number their rules in order of importance. To check
understanding, ask volunteers to give examples of rules
they will put in each column.
Write
■■ Have students use the poster in Exercise 6 as a model
for their own rules. Remind them to write things to do
and things not to do. Suggest that they put the rules in
order of importance.
Check
■■ Read the questions aloud and have students check their
a partner. Have partner’s check each other’s lists and
offer suggestions.
■■ Encourage several students to share their lists with
the class.
Optional Ask all students to share their lists and as a class
vote on the most important ones. Have a volunteer make a
class poster of rules and display it in the classroom.
Be careful with the laptops. They are new.
3 Please be quiet in the lab. Use headphones.
4 Don’t eat or drink in the computer lab.
5 Please take turns.
6 Don’t sit on the desks!
7 Don’t use phones in the lab.
8 Turn off the computers at the end of the day.
6. Look at the title and pictures on the poster. What do you think
some of the rules are? Read the poster to check.
Focus on CONTENT
A list of rules can include examples of things to do Writing: Classroom
rules
7. Read each rule below. Write the number of the rule in PLAN
Make a chart with ideas for classroom
the poster that means the same thing.
rules. Then number your ideas in the
1. Don’t be late. 1
order of importance.
2. Don’t talk loudly in the lab. 3
Do Don’t
3. Sit on the chairs. 6
4. Turn your phones off. 7
5. Don’t leave the computers on. 8
Focus on LANGUAGE
Exclamation points
Use an exclamation point to show something is: WRITE
- very important: Listen carefully! Now write your rules. Use the best
- dangerous: Don’t sit on the table! (It might break.) ideas in your chart. Write at least
Don’t use too many exclamation points. eight rules.
CHECK
8. Find the rules in the poster with exclamation points. Which Check your writing. Can you answer
one shows something is very important? Which one shows “yes” to these questions?
something is dangerous?
• Do you include things to do and
9. Add missing periods or exclamation points to the sentences. things not to do?
1. Don’t talk in the library ! It’s very important. • Do you use exclamation points
. correctly?
2. Help me with my homework, please
3. Don’t run in the hallway ! You might fall.
4. The English class is at 10:00 .

T-09  Unit 1  Welcome Back!

Workbook, pp. 6–7 Unit 1 | 9
 PICTURE NYC SALT is an after-school photography program in New York
City. The students are 13 to 19 years old. The teens’ photos are
Culture: Student photographers DID YOU KNOW . . .?

IT!
Read the information in the box aloud. Ask students
about their interests and cultures. The classes are one day a week. Objective: to read and then talk about NYC SALT, an if they know any other facts about photography or the
after-school photography program history of photography.
Here’s a list of things you do at NYC SALT:
You can share the following facts with them:
■ Learn about your camera. 1
The inventor of the black-and-white photograph was
■ Learn from professional photographers. ■● Have students look at the title and the photos and
Joseph Nicéphore Niépce of France. He took the first
■ Use your camera on photo shoots. predict what they will read about. Have volunteers photo while looking out of his window in 1826 or
discuss familiar things from the images. Or have 1827. The picture wasn’t very clear, but you can see
■ Show your photos in the SALT gallery.
students point to and call out vocabulary words from the roof of his barn, a pear tree, and the horizon.
■ Make videos. the photos, such as camera. The first color photo, taken in 1861, is actually three
■ Become an artist! ■● Discuss with the class why they think people like to photos on top of each other: one with a red filter, one
take photos. Ask students if they like to take photos with a blue filter, and one with a yellow filter. Together,
Some teens are part of group projects. For example, Life in they made a full-color image. The photo was of a
themselves and if so, what their favorite subjects are to
Washington Heights is a collection of photos about a neighborhood plaid ribbon.
photograph.
in New York City. The photos are on the streets and in the parks Today people take photos all the time. Many people
■● Read the topics aloud. Tell students to look at the
in Washington Heights. The photos are also in the photographers’ post them to Facebook. In fact, 250 million photos
pictures and title again and check what they think the are uploaded to Facebook daily. The total number of
homes, on subways, and in supermarkets. Some photos are black
article will be about. photos on Facebook is 10,000 times more than the
and white, and others are in color.
total number of photos in the U.S. Library of Congress.
Are you a photographer? Is there an
2 1.10
CD1, TraCk 10
after-school program in your city? ■● Explain to students that they will read the text 3
and check if their prediction from Exercise 1 is ■● Explain to students that they will read the article
YES Join today! correct. Before students begin reading explain any again and circle the correct answers. Suggest that
NO Start your own photography club! unfamiliar words or phrases such as program (a group they read the sentences first to see what information
of activities), photo shoot (photographers taking they are looking for. Have students complete the
photographs), gallery (a room or building that is used task individually and check answers as a class. Ask
for showing or selling art), collection (a group of things volunteers to point to the place in the text that helped
gathered together), and neighborhood (an area of a city them choose the correct answer.
or town people live in).
Culture: Student photographers Optional Ask students to write 3–4 comprehension
■● Have students read the article and then play the
1. Look at the title and pictures. What is the article about? questions about the article. Then have students take turns
audio for students to check their answers to Exercise
asking a partner their questions. Challenge students to
Check (✓) your guess. 1. Review the answers as a class. To confirm
answer the questions from memory.
understanding, ask several students to read the parts of
professional photographers in New York City
DID YOU KNOW . . .? the article that helped them choose the correct topic.
4
✓ a photography program in New York City
First black and white photo: 1826 Optional Have students research any photography YOUR TURN Explain the exercise. Have a volunteer
teens in New York City First color photo: 1861 programs or classes in their area and share their findings read the speech balloons aloud. Have pairs of students
First digital camera: 1975 with the class. discuss the question and report their partner’s responses to
2. Read and listen to the article. Check your answer in the class.
1.10
Exercise 1.
Video
3. Read the article again. Circle the correct answers. 1.3 Jin Yang: A Gymnast We meet Jin Yang, an
1. The teachers / students at NYC SALT are teens. aspiring gymnast in Beijing, China. She shows
us where she lives at the school, and we see
2. The students’ photos are about their her during her intense practice regimes with her
interests and cultures / schools and teachers. classmates. Jin Yang’s highlight is an afternoon
outing at a local park with her father before
3. The classes are one / five day(s) a week. returning to school for more practice.
4. Students learn how to use cameras / computers in Students complete the video worksheet on
Workbook page 73. See Teacher’s Book
the program. page T-136 for Video answer key.
5. Life in Washington Heights is a photography / video
project. Answer
Jin Yang’s school is in Beijing, China.
4. YOUR TURN Work with a partner. Talk about a club that Find out about Jin Yang, a
you are in or a club that you know about. BE gymnast. Where is her school?
(Workbook, p. 73)
Are you in a club?

Yes, I am. I’m in a music club. It’s on Mondays,

and it’s in the band room. It’s fun. It . . .

1.3 JIN YANG: A GYMNAST Unit 1 Welcome Back! T-10

10 | Unit 1
 Unit 1 Review UNIT 1 REVIEW
Vocabulary 4. Write the negative form of the imperative
Vocabulary Useful language sentences.
1. Write a/an, the color, and the classroom object.
■■ Explain that Exercises 1 and 2 will review the ■■ Explain that Exercise 5 will review the useful language 1. Run in the gym.
vocabulary that students learned in this unit. Before that students have learned in this unit, such as: Can you Don't run in the gym.
students look at the exercises, allow them time to repeat that? How do you say? I don’t understand, and
review the vocabulary exercises in the unit. Remind What does. . . mean? Allow students time to review the 2. Come here.
1. a black laptop
students that they have learned articles, colors, Useful language exercises in the unit.
Don't come here.
classroom objects, and classroom commands. Ask
students to say aloud together the name of this unit, 5 3. Please ask questions.
Welcome Back! Then ask: How is the vocabulary you ■■ Explain to students that they will circle the correct
learned in this lesson important to coming back to school? answers. Have students do the exercise individually and 2. a purple eraser Please don't ask questions.
(It addresses items we need to do our school work and check answers as a class. Have a few pairs of students 4. Raise your hand.
rules we need to understand to get along in school.) read the completed conversation aloud.
Review and explain any vocabulary as necessary. Don't raise your hand.
Extension Activity
3. an orange notebook 5. Stand up now.
1 ■■ Challenge students to play a Game of “Do As I Say”
■■ Explain that students will look at the pictures and write using the vocabulary, grammar, and useful language Don't stand up now.
a/an, the color of the object, and the name of the object. from this unit.
Have students complete the exercise individually. 6. Talk to your classmates.
■■ Number your students and then call them in order or
Check answers as a class. Don't talk to your classmates.
random order. Ask them to do something, such as, 4. a blue chair
Open the door, Hold up a yellow pencil, What would the
2
■■ Explain that students will number the commands in the
past of be be in this sentence? I __ in the school yesterday. Useful language
What would you say to someone if you didn’t hear what
order that they usually do them in class. Have students 5. Circle the correct answers.
they said?
complete the exercise individually. Check answers as 2. Put the sentences in the most logical order.
■■ If students do not do as you say correctly, they are “out” Hiro: Hello, Mika.
a class.
(sit down). Continue the game until there is one person 5 Close your book. Mika: Morning, Hiro.
Grammar left standing—the winner who did everything you
2 Open your book. Hiro: (1) How / What do you say sensei in
said correctly!
■■ Explain to students that Exercises 3 and 4 will review English?
1 Sit down in your chair.
the grammar that students have learned in this unit. Progress Check Mika: Teacher.
Before students look at the exercises, allow them time 4 Read the article.
to review all of the grammar exercises. Remind them ■■ Review the Progress Check items with students. Hiro: I don’t (2) mean / understand.
that they have learned simple present forms of be in ■■ In pairs, students take turns giving examples or 3 Turn to page 13. How do you spell it?
affirmative and negative statements, yes/no questions, explanations for each of the Progress Check items. Mika: T-E-A-C-H-E-R.
short answers, and subject pronouns. Review and ■■ Students complete the Project Check by checking the Grammar Hiro: Can you (3) repeat / say that,
explain any grammar as necessary. items they know and leaving blank those they are not
3. Write sentences with the simple present forms of please?
confident about.
3 be. Use subject pronouns for names and objects. Mika: Sure. T-E-A-C-H-E-R.
■■ Identify the class’s problem areas and review or reteach
■■ Explain to students that they will use the words Use contractions. Hiro: Oh, teacher. Thanks.
them as needed. Help individual students as required.
provided to write sentences with the simple present of 1. Amy / not 17 / . Mika: Hey, Hiro. What does dictionary
the verb be. Remind students that they will substitute To review Vocabulary, refer students to Student’s
subject pronouns for any names or objects. To check
■■
She’s not 17. / She isn’t 17. (4) say / mean?
Book pages 3 and 6 and Workbook pages 2 and 4.
understanding, read the first example aloud. Have Hiro: Oh, I know that word. It’s a book with
■■ To review Grammar, refer students to Student’s 2. Paula and Rico / in an English club / .
students complete the exercise individually and check Book pages 5, 7, and 106 and Workbook pages 3 words in it.
answers as a class. and 5. They're in an English club. Mika: Yes! Buy a dictionary, please!
■■ To review Useful language, refer students to 3. the chair / not / green / .
4 Student’s Book page 8 and Workbook page 6.
■■ Tell students that they will write the negative forms of It isn't green. / It's not green.
the classroom commands. Have students complete the
exercise individually and check answers as a class. 4. the rulers / yellow / ?
Are they yellow?

PROGRESS CHECK: Now I can . . .

■ identify classroom objects and colors. ■ ask for help learning English.
■ identify people in my school. ■ write a list of rules.
■ give and follow instructions. ■ talk about a school club.
T-11  Unit 1  Welcome Back!
Unit 1 | 11