2 WHO’S THAT?

PREVIEW THE UNIT

LESSON 1 Describe someone’s personality

Vocabulary Family and personality

Grammar Questions with who and what; Answers
Sa
Pronunciation The vowel sound /ʌ/
Conversation skill Show interest

LESSON 2 Describe someone’s appearance

Vocabulary Words to describe someone’s appearance

m
Grammar Be vs. have for description
Listening Imagine what people talk about

LESSON 3 Talk about skills and abilities

Vocabulary Skills and abilities

pl
Grammar Can for ability
Pronunciation Can and can’t

LESSON 4 Read about a family business

e
Reading skill Find the topic

LESSON 5 Describe yourself on an application

Writing skill Use correct punctuation

un
PUT IT TOGETHER
Media project Photos: Describe someone’s appearance and abilities
Learning strategy Record yourself speaking

Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
it
GET STARTED
• Read the unit title. 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 picture and talk about what they see. Bring the class together and
ask pairs to share. Write words on the board. (For example, people on a city street, a band, people walking)
• Focus on the social media message and bring Ss’ attention to the picture and name. Ask, What do you know about
Yuki? Invite Ss to call out answers. Have them read what Yuki says in Meet the People of TSW Media on page 4 or play
the video of Yuki. Then ask again, What do you know about Yuki?
• Have Ss turn back to page 17. Read the social media message aloud. Ask, Why does Yuki like New York City? (many new
friends)

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 LEARNING GOALS

2
In this unit, you
describe someone’s personality

WHO’S THAT? describe someone’s appearance

talk about skills and abilities
read about a family business
describe yourself on an application
Sa
m
pl
e
un
it

GET STARTED
YUKI OGAWA
Read the title and the learning goals. @YukiO

Look at the photo of the street. What do you see? I can’t believe I’m in New York City with
so many new friends. I love it here!
Now read Yuki’s message. Where is she? Is she happy?
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 LESSON 1 DESCRIBE SOMEONE’S PERSONALITY
YUKI OGAWA
@YukiO

1 VOCABULARY Family and personality Lunch with my good friend Emma

today. We talk a lot, but always
FAMILY RELATIONSHIPS 02-01 Listen. online. Can’t wait!

Then listen and repeat.

Marian John Rita Al Marian John

Sa
I’m Jenny. This grandmother grandfather
is my family. mother father mother-in-law father-in-law grandparents

Ella Brad Jenny Daniel Paul Lily Miles

m
granddaughter grandson

sister-in-law brother wife husband brother-in-law grandchildren

pl
02-02 ADJECTIVES TO DESCRIBE PERSONALITY Listen. Then listen and repeat.
e
outgoing shy funny serious mean kind

PAIRS Talk about people in your family.

A: Is anyone in your family shy? B: Yes, my grandfather is shy. Is anyone …
un
COACH
2 GRAMMAR Questions with who and what; Answers
Questions with who Answers
Who Be Subject Subject Be Note
We almost always use contractions with
that? That
my cousin. question words + is and pronouns + am, is,
it
is is
she? She and are in speaking and informal writing.
Who • Who’s that?
• That’s my cousin.
are they? They are my cousins.
• She’s nice.

Questions with what + be like Answers with seem / look / be + adjective

What Be Subject Like? Subject Seem / Look / Be Adjective
is he He seems / looks / is nice.
What like?
are they They seem / look / are serious.

>> FOR PRACTICE, GO TO PAGE 128

18 UNIT 2

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 LESSON 1 DESCRIBE SOMEONE’S PERSONALITY
• Read the lesson title aloud. Ask, What does personality • Read the social media message aloud and ask, Who is
mean? Say, We use the word personality to talk about Emma? (Yuki’s friend) Why is she excited about seeing
the way someone is inside, not how the person looks. Emma? (They usually talk online but today they will
meet in person.)

1 VOCABULARY
• Focus on the family tree. Point to the picture of Jenny EXTENSION  Have each S draw his or her own family
with the speech bubble. Say, This is Jenny. Then point tree and share it with a small group. You can also
to the picture of Jenny in the bottom row of the family have Ss create their family trees on large pieces of
tree. Say, This is Jenny’s family tree. The words describe paper and hang them around the room. Ask each
how all these people are related to Jenny. Point to the student to present their family members to the class.
picture of John and say, Jenny’s father is John. Point to
Sa
Paul and say, Jenny’s brother-in-law is Paul. • Ask Ss to focus on the pictures and the words as they
• Ask, Is your family similar to Jenny’s family? How many listen to the adjectives. To test understanding, write
brothers and sisters do you have? Call on a few Ss to sentences on the board and have students complete
answer the questions. them with the adjectives. For example:
• Read the blue box aloud. Say, Marian and John are Maria is friendly and talks to a lot of people. She is
Jenny’s parents. Lily and Miles are her children.  . (outgoing)
• Have Ss listen and repeat. • Ask, Which of these words best describes you? Call on
m
volunteers to answer the question.
LANGUAGE NOTE  The word in-law means related
• Then have them listen again and repeat.
by marriage. In English, we use the phrases mother-
• Ask two Ss to read the example conversation aloud.
in-law, father-in-law, sister-in-law, and brother-in-law,
Encourage Ss to use both the family relationships and
but we don’t use in-law to describe other relatives
personality vocabulary to complete the task.
by marriage. For example, most people will say my
pl
husband’s uncle rather than my uncle-in-law.

2 GRAMMAR
• To introduce the grammar, write on the board: Who it is true that she is nice. Point to the second question
is Marian? Have Ss check the family tree in 1A to and answer. When you don’t know a person, you use
e
answer the question. Write Ss’ answer on the board. the words seems or looks. Seems means that the
(For example, She is Jenny’s mother.) Say, This is a speaker is saying what they believe about the person.
question with who and one way to answer it. Looks means the speaker is basing their belief on the
• Present the first part of the grammar chart. Practice way the person looks.
by asking more questions about Jenny’s family. For
EXTENSION  Bring pictures of people students
example, point to Marian and John and ask, Who are
un
do not know personally. Hold up each picture and
they? (They’re Jenny’s parents.)
ask, What’s he / she like? Have Ss answer using the
• Point out that Ss can answer the question Who is that? grammar. (For example, He looks nice.)
with he, she, or that.
• Next, write on the board: What is Jenny like? Tell Ss this
LANGUAGE NOTE  Some care needs to be taken
is a question that uses what, a be verb, and the word
when using these verbs with certain adjectives. For
like. Then write: She seems nice. Explain that this is one
example, someone might say He looks funny because
way to answer this question.
they see a person making people laugh. But this same
it
• Present the second half of the grammar chart. To statement might be offensive because it might be
explain the difference between looks, seems, and is, understood to mean the person is unattractive.
write on the board:
What is your mother like? She is nice. • Draw attention to the Note. Go over the examples.
What is the bus driver like? He seems nice. • For grammar practice, have Ss turn to the grammar
OR He looks nice. activities on page 128.
Point to the first question and answer. Say, You say She
is nice because you know your mother, and you know

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 3 PRONUNCIATION
• Ask, Which letters of the alphabet are vowels? (a, e, i, o • Play the audio. Have Ss listen and check their
u). Read the vowel sound /ʌ/ Note aloud. predictions and circle the words that have the target
• Read the four words aloud. Point out that all the words vowel sound. Play the audio again and have Ss repeat.
contain the vowel sound /ʌ/ despite the spelling • Go over the example. Tell Ss to make sure only one
differences between them. word of the words they say has the vowel sound /ʌ/.
• Play the audio. Have Ss listen and repeat. • As Ss complete the task, circulate and check
• Before they listen, have Ss focus on the underlined pronunciation as needed.
parts of the family words. Have them try to identify
which words have the vowel sound /ʌ/.

4 CONVERSATION
• Point to the picture of the two women talking. Ask, • Have them listen and fill in the gaps with the words
Sa
Who are these people? (Yuki and Emma) Point to the they hear.
picture of the wedding. Ask, What is happening? (a • Call on two Ss to read the completed conversation. Go
wedding) What are the people like? (They seem funny.) over any questions.
Say, Now we are going to listen to Yuki and Emma talk • Play the audio and have Ss repeat chorally, line by line.
about Emma’s sister’s wedding.
• Model the conversation.
• Before they listen or watch, have Ss read the questions
• Have Ss listen and repeat again.
to get an idea of the conversation.
m
• Then in pairs, have Ss practice the conversation.
• Have Ss listen or watch. Give them time to answer
Circulate and listen for pronunciation issues. Time
the questions. Have Ss listen again if necessary.
permitting, have Ss swap roles and practice again.
• Go over the answers as a class.
• Have Ss use the model in 4B to make new
• Focus on the Conversation Skill box on the right. Read
conversations using the new words. They should
it aloud. Then play the audio once more. Make sure replace the highlighted words in the model with the
pl
Ss raise their hands when the characters say Really?, Is words with the same color.
that right?, and Wow!
• Have Ss use the model in 4B to make new
• Ask Ss to preview the conversation and predict ways conversations again. This time, they should replace the
the gaps might be filled. highlighted words with their own ideas.

5 TRY IT YOURSELF
e
• Call on two volunteers to read the example EXIT TICKET  At the end of the class, have the class
conversation aloud. stand in a circle. Say, Now we are going to practice
• In pairs, have Ss show pictures of their family or friends questions with What + be like, family vocabulary, and
on their phones and describe them. Circulate and help personality vocabulary. Ask the S next to you, What’s
un
as needed. your sister like? Have the S answer. (For example,
My sister is shy.) Then have the S ask the S next to
OPTION  For lower-level Ss, review the family and
him or her a question about another family member.
lesson vocabulary on page 18 before Ss complete
Continue around the circle until all the Ss have asked
the task.
and answered questions. Identify areas for review
• Have Ss walk around and repeat the activity with three in later lessons and individual Ss who may need
other Ss in the class. additional practice.

LOOK FOR  While Ss are completing the Try It

it
Yourself activity, walk around the class and listen to Ss’
conversations. Check to see if Ss are
✓ using family relationship and
personality vocabulary
✓ asking and answering who and what / be +
like questions
✓ pronouncing the vowel sound /ʌ/ correctly
✓ showing interest in the conversation

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 COACH
3 PRONUNCIATION The vowel sound /ʌ/

Listen. Notice the vowel sound /ʌ/

02-04 The vowel sound /ʌ/ is usually spelled with the letter
u. In some words, it is spelled with the letter o.
in these words. Then listen and repeat.
funny husband lunch love

Listen. Circle the family words that have the sound /ʌ/. Then listen
02-05

and repeat the words with /ʌ/.

1. mother 3. daughter-in-law 5. brother 7. uncle
2. father 4. son 6. aunt 8. cousin

PAIRS Student A: Say two words to your partner—one word with the sound /ʌ/ and one
word with a different vowel sound. Student B: Say which word has the /ʌ/ sound.
Sa
A: sister, brother B: brother

4 CONVERSATION
02-06 Listen or watch. Complete the sentences. CONVERSATION SKILL Show interest
1. Laura and her husband look happy .
m
To show that you are interested in what
2. Emma’s grandparents are kind . someone says, say:
3. Emma’s brother is outgoing . • Really? • Wow! • Is that right?
4. Emma’s brother-in-law isn’t serious . Listen to or watch the video again. Raise your
funny hand when you hear someone show interest.
He’s .
pl
02-07 Listen or watch. Complete the conversation.

Yuki: Who’s that?

Emma: That’s my brother-in-law.
Yuki: He looks serious.
e
Emma: Really? Well, he isn’t
serious at all! He’s funny!

Listen and repeat. Then practice with a partner.

un
02-08

PAIRS Make new conversations. Use these words or

your own ideas. Change he to she if necessary.
grandfather shy outgoing
it
5 TRY IT YOURSELF
MAKE IT PERSONAL Show your partner photos of your friends and family.
Talk about the people in your photos. What are they like?
A: Who’s that?
B: That’s my friend Mona.
A: What’s she like? She looks kind.
B: She’s kind, and she’s …
WALK AROUND Show three other students
your photos. Talk about the people. I CAN DESCRIBE SOMEONE’S PERSONALITY.

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 LESSON 2 DESCRIBE SOMEONE’S APPEARANCE
YUKI OGAWA
@YukiO

1 VOCABULARY Words to Did you see Marcy on Star Power last

night? She’s a great singer. Really beautiful.
describe someone’s appearance
02-09 Listen. Then listen and repeat. long hair blond hair curly hair brown hair
Sa

blue eyes brown eyes

m
tall short average height
thin average weight heavy black hair short hair gray hair

PAIRS Look at the example chart for

weight words. Make charts for hair
pl
color, hair type, height, and eyes on
a piece of paper.
Hair color: blond, brown, black, gray
Hair type: long, curly, heavy
straight, short
e
Height: tall, average weight
average height, WEIGHT
short
straight hair green eyes
Eyes: blue, brown, thin
green
2 GRAMMAR Be vs. have for description
un
COACH

Questions with How tall / How old Descriptions with be

How Adjective Be Subject Subject Be
tall average height.
How is he? He is
old five years old.

Questions with look like Descriptions with be

it
What Do / does Subject Look like Subject Be
She tall and heavy.
is
Her hair long and straight.
Her eyes are blue.
What does she look like? Descriptions with have
Subject Have
green eyes.
She has
curly, brown hair.

>> FOR PRACTICE, GO TO PAGE 129

20 UNIT 2

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 LESSON 2 DESCRIBE SOMEONE’S APPEARANCE
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

• Read the lesson title aloud. Ask, What is someone’s CULTURE NOTE  American Idol is an American reality
appearance? (the way they look) show in which people compete to win a recording
• Focus on the social media message. Ask, Who do you deal with a major label.
think Marcy is? (a singer) What does Yuki think about
Marcy? (She is a great singer. She is beautiful.) What is EXTENSION  Read the Culture Note aloud to the
Star Power? (Answers will vary, but it is likely a reality class. Ask Ss if their countries have similar shows and
talent show.) What kind of show does Star Power if they are fans.
resemble in real life? (American Idol, The Voice, etc.)

1 VOCABULARY
Sa
• Have Ss listen to the vocabulary words, then listen • Have Ss complete their word webs.
and repeat.
OPTION  For lower-level Ss, add one word to each
• Describe yourself using the target vocabulary words.
word web on the board. For example, draw a line from
(For example, say, I have brown hair and brown eyes.
the HAIR COLOR circle and write blond.
My hair is curly.) Then test understanding of the words
by showing Ss pictures of famous people and asking • Bring the class together and go over the answers.
Ss to describe their appearance.
m
OPTION  Divide the Ss into four groups and have
OPTION  Write blond hair, black hair, brown hair, each group draw the word web for one set of
and gray hair on pieces of paper and hang them in vocabulary on the board.
different corners of the classroom. Ask Ss to go to
the corner with the vocabulary that describes them.
TEACHING TIP  Word webs and other graphic
Repeat the activity with tall, short, and average height
organizers are useful tools in English language
and again with the vocabulary for eyes and hair types.
pl
instruction. They help Ss visually organize information
in order to classify ideas and communicate, examine
EXTENSION  In pairs, have Ss describe themselves relationships, summarize a reading, analyze a text, or
using the vocabulary. structure a writing project. Other graphic organizers
help generate ideas and encourage creativity.
• Focus on the word web. Then, to model the task, draw
e
an empty word web on the board for each of the
following: HAIR COLOR, HAIR TYPE, HEIGHT, and EYES.

2 GRAMMAR
• If appropriate, as a warm-up, ask Ss to turn back • Read the second chart section of descriptions with be.
un
to page 10 to do a quick review of simple present Point out the difference between the subjects used
information questions and answers. with singular and plural forms of the be verb.
• Present the grammar chart. Read the questions with • Explain that have can also be used in descriptions.
How tall and How old aloud. Elicit the difference Read the example aloud. Then write on the board:
between the questions. (We use how tall to ask about Her eyes are blue. She has blue eyes. Ask, Why do
height; we use how old to ask about age.) we use are in the first sentence and has in the second
• Read the descriptions with be aloud. Say, These sentence? (In the first sentence, Her eyes are the
phrases answer the How tall and How old questions. subject, and they are blue. We use be to describe
it
Explain that there are three different ways to answer the subject of the sentence. In the second sentence,
the how old questions. (five years old, about twenty, the subject is She. The rest of the sentence describes
in his thirties) Say, We use years old when we know something the subject possesses or has (eyes), not the
exactly how old someone is. We use about and in his or subject herself.)
her thirties when we’re not sure how old the person is. • For grammar practice, have Ss turn to the grammar
Explain that we can substitute any ten-year period of activities on page 129.
time for thirties. (For example, twenties, forties, fifties)
• Show Ss pictures of famous celebrities and ask, How
old is he / she? Accept any reasonable answers.
• Focus on the second part of the chart and read the
question with look like aloud. Point out that this
question uses do or does, not the verb be.

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 3 LISTENING
• Before Ss listen, focus on the Listening Skill box. Read • Play the audio and have Ss listen for names and match
it aloud. Explain that when Ss create a picture in their them to the pictures. Then play the audio again to
mind as they listen, it can help them understand better. check. Let them listen again if appropriate.
• Books closed. Read the directions aloud. Ask, What
OPTION  For lower-level Ss, draw their attention
kind of listening passage will we hear? (a podcast
to the pictures first. Have them describe the people.
about the TV show Star Power) Reread Yuki’s social
Then play the audio again for Ss and have them
media message at the beginning of the lesson. Say,
complete the task.
This podcast is about the show that Yuki watched.
• With books still closed, have Ss listen to the podcast. • Read the directions and the example aloud. Give
Encourage them to imagine what the people look another example using one of your favorite shows
like and where they are. If necessary, have them or a popular show on television. For example, My
listen again. favorite show is The Big Bang Theory. One of the main
Sa
• Solicit a volunteer to complete the sentence. Go over characters is Penny. She is pretty. She has blond hair.
the answer. For lower-level Ss, show a picture of the character you
• Books open. Focus on the photo of the women in the are talking about.
recording studio. Ask, What do these people look like? • Have Ss talk about their favorite shows and characters.
Where are they? Is this what you imagined about the Then ask volunteers to describe their shows and
people who are talking in the podcast? characters to the class.

4 TRY IT YOURSELF
m
• Go over the game directions. Read the first line of the EXTENSION  Have Ss return to Yuki’s social media
example conversation aloud. Let Ss guess the answer message at the beginning of the lesson. Ask a S
using the second line of the conversation. to read it aloud. Then write it on the board. Have
• Have Ss write sentences to describe the people volunteers come to the board and write responses
individually. Then, in groups, have them read their to Yuki’s message about their favorite singers. For
pl
descriptions and see if others can guess who their example, Taylor Swift is a great singer, too. She’s
description is of. beautiful. She has blond hair and blue eyes.
OPTION  Bring in pictures of famous singers and
actors that Ss will know. Hand one picture to each LOOK FOR  While Ss are completing the Try It
student. Tell Ss not to show their picture to anyone. Yourself activity, walk around the class and listen to Ss’
e
Give them a few minutes to write a description of the conversations. Check to see if Ss are
person in their picture. Then collect the pictures and ✓ using words to describe someone’s appearance
hang them in the front of the room. Ask Ss to read ✓ using questions with How tall / How old
their description and let the other Ss identify the ✓ using questions with look like
picture based on the description. ✓ giving descriptions with be and have
un
• Go over the directions and example. Then, to illustrate
how the game works, play one round by giving an EXIT TICKET  Have Ss work in pairs. Give each pair a
example of two of your friends. Solicit a volunteer to picture from a magazine. Have Ss write a description
play the second role and repeat your description. Mark of the person on the back of the picture or a piece
the points on the board so Ss can see how the point of paper. Collect the pictures and papers as Ss leave.
system works. Check their descriptions to note any vocabulary
or grammar issues that need to be reviewed in
• Have Ss play the game in pairs. Circulate and help
future classes.
as needed.
it

T-21 UNIT 2

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 3 LISTENING LISTENING SKILL Imagine what people talk about

Listen to the podcast about the

02-11 When you listen, imagine the things you hear. Think
about what the people look like and where they are.
TV show Star Power. Circle the correct answer.
Make a picture in your head. Imagining this picture
The performers on Star Power sing / act / can help you understand what the people say.
tell stories.
02-12 Listen again and write each singer’s name on the lines below.
Sa

Marcy Edgar Richard Kate

m
PAIRS Talk about your favorite show.
What do the characters look like?
My favorite show is True Story. The main
character is short. He has brown hair …
pl
4 TRY IT YOURSELF
GAME Choose four people from this photo. Write sentences about them. Then
e
read your sentences to your group. Can they guess which people you chose?
A: He’s tall and thin. He has black hair and ….
B: Is it …?
Jan
Sara Evan Kevin
un
Anna
it
Zack
Leo Kim
Trisha
Mark

GAME Student A: Describe two friends. Student B: Repeat the descriptions. Student
A gets a point if Student B makes a mistake. Student B gets a point if the descriptions
are correct.
I CAN DESCRIBE SOMEONE’S APPEARANCE.

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 LESSON 3 TALK ABOUT SKILLS AND ABILITIES
YUKI OGAWA
@YukiO

1 VOCABULARY Skills and abilities I love music! New music,

old music … I love it all
02-13 Listen. Then listen and repeat.
Sa
play the piano sing dance draw paint

Bonjour
m
play the violin speak French ride a horse ride a motorcycle play the guitar
pl
What words go with these words? For each word, write as many More languages
phrases as you can. You have two minutes. Possible answers: Arabic Portuguese
Chinese Russian
the piano soccer Hindi Spanish
Japanese
e
play
French Arabic
the guitar the violin
un
speak
a horse a bicycle
Chinese Hindi

ride

a motorcycle an elephant
it
COACH
2 GRAMMAR Can for ability

Statements Yes / no questions Short answers

Subject Can / can’t Base form Can Subject Base form Yes / no Subject Can /
of verb of verb can’t
I can you Yes, I can.
sing. draw?
She Can he he
can’t dance. paint? No, can’t.
We they they

>> FOR PRACTICE, GO TO PAGE 130

22 UNIT 2

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 LESSON 3 TALK ABOUT SKILLS AND ABILITIES
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

• Read the lesson title aloud. Ask, What are skills and • Read Yuki’s social media message aloud. Ask, What
abilities? (things people can do; things people are kinds of music does Yuki love? (all kinds)
good at)

1 VOCABULARY
• Draw attention to the pictures and their captions. Play • Have Ss complete the other word webs. For lower-
the audio and have Ss follow along. level Ss, draw all the word webs on the board and fill
• Have Ss listen and repeat. in each word web with one answer to help them get
• Call on a S to read the first description aloud. Then ask
started. For example, speak Japanese or ride a horse.
volunteers to read the remaining descriptions. • In small groups, have Ss check their answers. Assign
Sa
• Focus on the Note about languages. Say, Some people
each group a word web to draw on the board. Ask
speak French. Other people speak Arabic, or Chinese, the rest of the class to check their answers against the
or these other languages. Poll the class. Ask, How many version on the board.
of you speak French? Have Ss raise their hands. Repeat OPTION  For higher-level Ss, ask Ss to think of more
the same question for each language in the box. Keep answers to add to each word web.
a tally of answers on the board to see which language
is spoken by the most Ss in the class.
TEACHING TIP  When teaching a new vocabulary
m
EXTENSION  Play a game of charades. Form groups set, give Ss the opportunity to suggest additional
of Ss. Ask one S to act out one of the skills or abilities examples of words or phrases that belong to the set.
silently while the other Ss in the group guess what the Encourage Ss to add any new words and phrases to
skill or ability is. their textbooks or notebooks.

• Say, Some words go with other words. Focus on the

pl
word web for play. Elicit other sports or instruments
that can complete the word web. (For example,
basketball, football, the trumpet)

2 GRAMMAR
e
• Write two statements about yourself on the board, one • Explain that can’t is the short form of cannot, but
describing something you can do and one describing English speakers rarely say cannot.
something you can’t do. For example, I can play the • Bring Ss’ attention to the yes / no questions and short
piano. I can’t play the violin. answers. Read the examples aloud. Point out that in
• Ask, What is the difference between these two short answers, people usually only say can or can’t, not
un
sentences? (The first uses the affirmative form can, and the base form of the verb.
the second uses the negative, contracted form can’t.) • Ask one S, Can you draw? Elicit the answer Yes, I can
Say, The verb can is often used to describe ability. or No, I can’t. Then ask another S a question about the
• Focus on the statements section of the grammar first student: Can [he / she] draw? (Yes, he / she can.
chart. Read the examples aloud. Point out that we OR No, he / she can’t.) Solicit a few volunteers to ask
use the base form of the verb after can or can’t. Give and answer more yes / no questions with can.
additional examples if appropriate. For example, I can • For grammar practice, have Ss turn to the grammar
speak Arabic. activities on page 130.
it

UNIT 2 T-22

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 3 PRONUNCIATION
• Read the can and can’t pronunciation box aloud. Focus • Have Ss listen and circle the words they hear. Play the
on the example sentences. Then have Ss listen and audio again if appropriate.
repeat. Make sure that Ss do not stress can unless it is • Go over the answers as a class. Then listen and repeat.
at the end of a sentence (for example, Yes, I CAN), and • Circulate as Student As read the sentences aloud and
that they stress can’t. Student Bs stand or sit as they listen to their partners.
• Before they listen, have Ss skim the exercise items. Check that Ss are stressing the words correctly. Make
sure Ss switch roles.

4 CONVERSATION
• Have Ss look at the video still. Ask, Who is in the • Call on two Ss to read the completed conversation. Go
picture? (Carlos and Yuki). What are they doing? over any questions.
(listening to music) • Play the audio and have Ss repeat chorally, line by line.
Sa
• Before Ss listen or watch, have them preview the • Model the conversation.
exercise to get an idea of the conversation. • Have Ss listen and repeat again.
• Books closed, have Ss listen or watch the video.
• Then in pairs, have Ss practice the conversation.
• Books open, have Ss complete the exercise Circulate and listen for pronunciation issues with can
individually. and can’t. Time permitting, have Ss swap roles and
• Go over the answers as a class. Replay the audio if practice again.
m
necessary. • Have Ss use the model in 4B to make new
• Ask, What happens at the end of the video? Does Yuki conversations using the new words. They should
like Carlos’s singing? Can Carlos sing? 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. Remind Ss again to listen • Have Ss use the model in 4B to make new
carefully for can versus can’t. conversations again. This time, they should replace the
pl
• Have them listen and fill in the gaps with the words highlighted words with their own ideas.
they hear.

5 TRY IT YOURSELF
• Go over the directions. Ask two Ss to read the example LOOK FOR  While Ss are completing the Try It
e
conversation aloud. Yourself activity, walk around the class and listen to Ss’
• Copy the chart on the board. Say, Let’s find someone conversations. Check to see if Ss are
who can sing. Model how to do this by asking a S, Can ✓ Using skills and abilities vocabulary
you sing? If the answer is yes, write the S’s name in the ✓ Using can and can’t to describe ability
chart under Sing.
✓ Pronouncing can and can’t correctly
un
• Tell Ss to add two other skills to their charts. Tell them
they can choose a skill or ability from page 22 or make
EXIT TICKET  At the end of class, poll the Ss about
up their own.
each activity on page 22. For example, say, Can you
• Have Ss walk around and complete the activity. Tell Ss play the piano? Raise your hand. Count hands and
to keep switching partners until they find a S match for write the number on the board. Repeat for each skill
each of their skills. or ability and keep a tally. See which activity the most
• Have Ss summarize their results. Ss can do.
OPTION  For higher-level Ss, have them write one
it
skill or ability that was not covered in the textbook
to the activity. At the end of the activity, ask Ss to talk
about the skill or ability they added and announce
who they found that has that skill or ability.

EXTENSION  Refer back to Yuki’s social media

message at the beginning of the lesson. Ask the class,
What kind of music do you like? What is your favorite
band? Write a social media message about it. Have
Ss write their messages on a blank card or piece of
paper and collect them. Then read the messages
aloud. Ask Ss to guess who wrote each message.

T-23 UNIT 2

T017_T028_StartUp_TE_L2_U2.indd 14 28/02/19 2:15 PM M01 S

 COACH
3 PRONUNCIATION
Can and can’t
Listen. Notice the pronunciation of can and
02-15

can’t. Then listen and repeat. Can is usually unstressed. The vowel is
short and weak. Note that can is stressed
I can dance. I can’t sing. at the end of a sentence.
Can you play the piano? Yes, I can. Can’t is always stressed. The vowel is
strong and clear.
Can you play the violin? No, I can’t.
02-16 Listen. Circle the word you hear. Then listen and repeat.
1. I can / can’t speak Japanese. 4. I can / can’t draw.
2. He can / can’t play the guitar. 5. He can / can’t ride a motorcycle.
Sa
3. She can / can’t ride a horse. 6. She can / can’t sing, but I can / can’t.

PAIRS Student A: Say each sentence in 3B, choosing can or can’t. Student B: Stand up if
your partner says can. Stay seated if your partner says can’t.

4 CONVERSATION
m
02-17 Listen or watch. Circle the correct answers.
1. Rodrigo can / can’t play the guitar.
2. Carlos can / can’t play the guitar.
3. Yuki can / can’t play the violin.
4. Carlos says he can / can’t sing.
pl
02-18 Listen or watch. Complete the conversation.

Carlos: Can play the guitar?

Yuki: No, I can’t . But I can play the violin.
e
Carlos: Are you any good?
Yuki: Yeah, I’m pretty good. What about you? Can you
play the guitar?
Carlos: No, I can’t , but I can sing!
un
02-19 Listen and repeat. Then practice with a partner.

PAIRS Make new conversations.

Use these words or your own ideas. speak Chinese speak Spanish speak French
it
5 TRY IT YOURSELF
WALK AROUND Can your classmates do these things? Write two more abilities.
Then find one person for each skill.
A: Can you play the piano? B: No, I can’t. Can you?

Ability: sing draw

Name:

I CAN TALK ABOUT SKILLS AND ABILITIES.

UNIT 2 23

M01 StartUp Student Book 2 [Link]

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28/02/19 2:15 PM
 LESSON 4 READ ABOUT A FAMILY BUSINESS
YUKI OGAWA
@YukiO

1 BEFORE YOU READ Ever hear of the Epper family? They’re in hundreds
of movies, but nobody knows their names.
PAIRS What makes a movie
exciting? Name a movie with
a lot of action—for example, car accidents or fights. What do you like or dislike about it?

VOCABULARY 02-20 Listen. Then listen and repeat.

Sa
exploding: breaking into many pieces, often with a loud noise
generation: people who are all about the same age—for example, the brothers and sisters
in a family
bones: parts of your body that are hard and white and give your body its shape
create: make something new
instead: in place of something or someone else
m
result in: make something happen; cause

2 READ
PREVIEW Read the title and subtitles, and look at the photo. What do you think a stunt is?
pl
02-21 Read and listen to an article about the Epper family. What do they do? They’re stunt people.

AN UNUSUAL FAMILY BUSINESS

e
Who was the driver of the exploding bus in the movie What is in the future for the stunt business?
Transformers? His last name is Epper. Who crashed And now, a third and fourth generation of Eppers are
through the window in the TV show Wonder Woman? working in the family business. Will there be a fifth
Her last name is Epper. When you see someone crash generation? Perhaps, but the future of the stunt business
un
a car, run through fire, or jump from a train in a movie or is not clear. Today, many movie directors don’t use
on television, that person may not be a movie star. He people for the most dangerous stunts. Instead, they use
or she is probably a stunt person. Stunt people do the computers to create scenes that are exciting but safe.
dangerous work—the stunts—for movie stars.

The most dangerous job in the movies

More than twenty members of the Epper family are
stunt people. For the Eppers, stunts are a family
it
business that started in the 1930s. John Epper was the
first stunt person in the family. He did stunts for famous
Hollywood actors, including Gary Cooper and Ronald
Reagan. His six children all followed him in the family
business. They learned to ride horses when they were
very young. His daughter Stephanie practiced horse
stunts after school with her father. She jumped off the
horse into his arms over and over, until the stunt was
perfect. His daughter Jeannie had the longest career.
She worked as a stunt person for more than 60 years.
She jumped off roofs and horses, crashed cars, and
had lots of fights. Sometimes she got hurt. All those
stunts resulted in 56 broken bones!

24 UNIT 2

M01 StartUp Student Book 2 [Link]

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28/02/19 2:15 PM
 LESSON 4 READ ABOUT A FAMILY BUSINESS
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

• Read the lesson title aloud. Then read the social media but no one knows their names? Write Ss’ ideas on the
message aloud. Ask, Has anyone ever heard of the board. Leave the predictions on the board to refer to
Epper family? How can they be in hundreds of movies, later. Say, We will see if we’re right after we read.

1 BEFORE YOU READ

• Read the questions in the directions aloud. Offer your (270 at birth, 206 by adulthood—bones join together as
own personal answers. (For example, I think a movie is people age)
exciting when there is a lot of action. A movie with a lot of
action is Star Wars: The Force Awakens. I like the battles OPTION  For lower-level Ss, write sentences that
between the Galactic Empire and the Rebel Alliance.) include the vocabulary words on the board first. Then
go over the words and definitions.
Sa
• Have Ss discuss the questions in pairs. Then bring the
class together and have them share answers. On the
board, write examples of Ss’ answers. OPTION  For higher-level Ss, books closed. Write
the list of words on the board and have Ss guess the
• If Ss have trouble thinking of movies, give them a few
definitions. Then have Ss open their books and check
examples. (the Mission Impossible series, James Bond
their definitions.
movies, The Avengers [or other superhero movies], the
Fast and Furious series, or Jason Bourne movies)
m
EXTENSION  Ask Ss to write a sentence using each of
• Draw attention to the vocabulary words. Play the audio.
the words. Solicit volunteers to write their sentences
Ask Ss to listen and repeat.
on the board. Ask them to leave a blank line where
• Make sure Ss understand the definitions by asking
the vocabulary word goes. Ask the other Ss to guess
questions using the words in context. For example,
what word is missing from each sentence.
How many generations are there in your family? How
many bones do you think are in the human body?
pl
2 READ
• Consider presenting the Reading Skill box and 3A OPTION  Have Ss underline the vocabulary words
item 1 on page 25 before or in combination with this from 1B in the reading so that they see them used
preview task so that Ss can practice the skill on in context.
e
the reading.
• Focus on the picture. Say, These people are doing a CULTURE NOTE  Some actors are famous for doing
stunt. Solicit volunteers to share their guesses about their own stunts, such as Tom Cruise, Matt Damon,
what a stunt is. Ask, What are some different stunts that Kristin Stewart, Cameron Diaz, Jackie Chan,
people do in movies? (For example, driving cars very Jason Statham, Arnold Schwarzenegger, and
un
fast, hanging from high places, fighting, performing Sylvester Stallone.
martial arts, or doing acrobatics)
• Have Ss read and listen. If appropriate, have them read
EXTENSION  Read the Culture Note aloud. Ask, Do
and listen again. Then, in pairs, have them discuss what
you think actors should do their own stunts? Why or
the Epper family does.
why not? Would you do your own stunts? What stunts
• Remind Ss about the predictions they made about the would you do? Write answers on the board as Ss offer
Eppers at the beginning of the lesson. Say, Remember their opinions.
your predictions? Let’s see how many were correct.
it
Bring the class together and ask Ss how many of them
OPTION  Assign the reading to Ss as homework. In
correctly predicted what the Epper family does.
the next class, answer any questions Ss have about
• Address any questions.
the reading before starting the follow-up exercises on
page 25.

UNIT 2 T-24

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 3 CHECK YOUR UNDERSTANDING
• Have Ss read the Reading Skill box silently. Then read OPTION  For higher-level Ss, have them write their
it aloud. Ask, Why is it important to be able to find the own additional comprehension questions about the
topic in a reading before you read? (It makes it easier reading and quiz a partner.
to understand the reading passage.)
• Call on volunteers to read the title and subtitles from • Read the sentence aloud. Have Ss identify the
the reading on page 24 aloud. correct meaning.
• Have Ss find the repeated words in the reading and • Go over the answer as a class.
underline them. Have pairs compare answers.
EXTENSION  Ask Ss, What have you done over and
OPTION  Divide the class into four groups and assign over? Write answers on the board. Put a check mark
each group one of the words in 3A item 2. Have them next to duplicate answers. See what activities have
find the repeated words and underline them. Then been done over and over by more than one student.
have them present the answers to the other groups.
Sa
• Draw attention to the example. Ask Ss to start their
• Have Ss choose the topic of the reading individually. sentences using this sentence frame.
Check their answers. • Pair Ss to discuss the most important ideas. Have them
• Have Ss complete the exercise. Go over the answers as share their answers with the class.
a class.
OPTION  Focus attention on the box to the right of
OPTION  For each item, have Ss underline the part of 3D. Have Ss complete the research task during class
m
the text that helped them figure out the answer. Then or for homework. Then ask Ss to share what they
have them compare answers with a partner. learned. Put Ss in small groups and have them talk for
a few minutes about their search results.

4 MAKE IT PERSONAL
pl
• Copy the chart on the board. Complete it with details • In pairs, have Ss use their charts to discuss the famous
about the people in the 4B example: Will Smith, Jada family they chose to describe.
Pinkett Smith, and their children. (For example: Will
Smith: Actor, singer, comedian, producer. Will started EXTENSION  Have Ss present their families to
acting in 1986 in the TV show The Fresh Prince of the class.
Bel-Air.) Jada Pinkett Smith: actress, dancer, singer.
e
Jaden Smith: actor, rapper. Willow Smith: actress, singer. EXIT TICKET  Have Ss write a couple of sentences
• Have Ss work individually to complete their own charts
about a family (famous or not) and its business on a
about the famous family they want to describe. Allow piece of paper. Collect the papers as students leave.
them to do research in the school’s computer lab, on Read the papers to identify areas for review in later
their phones, or at home if appropriate. lessons and individual Ss who may need additional
practice.
un
OPTION  For lower-level Ss, give them some
examples of families they can look up. For example,
Baldwin brothers (actors), Banai Family (Israeli
musicians), Barrymore family (actors), Carter-
Cash families (singers), Casadesus family (French
composers, musicians), Hadid sisters (models), Lauren
family (designers).
it

T-25 UNIT 2

T017_T028_StartUp_TE_L2_U2.indd 18 28/02/19 2:15 PM M01 S

 3 CHECK YOUR UNDERSTANDING
READING SKILL Read the Reading Skill. Answer the questions.
1. What is the title of the article? What are the subtitles READING SKILL Find the topic
of each paragraph?
The topic is what the article is
Title An Unusual Family Business
about. When you know the topic
Subtitles The most dangerous job in the movies before you begin, it is easier to
What is in the future for the stunt business? understand the article. One way
2. Which words are repeated in the article? to find a topic is to look at the
a. school c. family title and subtitles. You can also
b. business d. computer stunt look for repeated words.
3. What is the topic of the article?
Sa
a. dangerous stunts b. unusual movie jobs c. a family of stunt people

Choose the correct answer.

1. The Eppers .
a. do stunts for actors b. are famous actors c. direct movies
2. generations of Eppers have worked as stunt people.
m
a. Three b. Four c. Five
3. Stephanie Eppers did stunts with .
a. cars b. fights c. horses
4. Movie directors sometimes use instead of stunt people.
a. the Eppers b. computers c. movie stars
pl
FOCUS ON LANGUAGE Read. What do the underlined words mean?
She jumped off the horse into his arms over and over, until the stunt was perfect.
a. high up b. many times

PAIRS What is the article about? Retell the most important ideas. Use your own words.
e
The article is about the Epper family … Find out about movie stunts. How
much money do stunt people make?

4 MAKE IT PERSONAL
un
Think of famous family members who work in the same area. What jobs do they have?
What do you know about their personalities, appearances, and skills?
Describe each person in the family.
Family:
Family
members
Descriptions
it

PAIRS Tell your partner about your famous family.

A: Will Smith and Jada Pinkett Smith are both famous actors. Their kids are actors, too.
B: That’s right! Will Smith started acting …

I CAN READ ABOUT A FAMILY BUSINESS.

UNIT 2 25

M01 StartUp Student Book 2 [Link]

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28/02/19 2:15 PM
 LESSON 5 DESCRIBE YOURSELF ON AN APPLICATION
YUKI OGAWA
@YukiO

1 BEFORE YOU WRITE TSW has this great program where

employees help students get ready to
Read the poster. Then read Yuki’s work. I hope I can do it!

message. What does Yuki want to do? Yuki wants to become a mentor.

Become
Name:

Yuki Ogawa
Sa
a mentor! Job:

Social Media Manager

While you’re at work, Why do you want to be a mentor?

help students who are 1–2 hours
m
a week
looking for work! This is a great idea! I really want to
help some students. A social media
To apply, go to
manager is a very interesting job. Many
TSW’s website
students want to be social media
managers because they use social
pl
Tell us your name, job, media a lot. However, many students
and how you can don’t understand the job well. I can
help students! talk about my work. I can also answer
any questions they have about my job.
Finally, I’m kind, outgoing, and funny.
e
I can be a good mentor.

Read Yuki’s application. Take notes in the chart. What does Yuki write about social media
managers? What does Yuki write about herself?
un
Social media managers Yuki
Interesting job Wants to help students
Students want to be social media managers. Can talk about her work

Students don’t understand the job well. Can answer questions

Is kind, outgoing, and funny

it
PAIRS What is a good mentor like? Write 3–5 things.

I think a good mentor is friendly.

Possible answer: A good mentor is friendly, smart, and kind.

26 UNIT 2

M01 StartUp Student Book 2 [Link]

T017_T028_StartUp_TE_L2_U2.indd 20 26 27/11/2018 11:57
28/02/19 2:15 PM
 LESSON 5 DESCRIBE YOURSELF ON AN APPLICATION
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

• Read the lesson title aloud. Ask, What is an application? • Ask Ss if they have ever applied for a job. Ask, Did you
(a form that you fill out when you are asking for have to describe yourself on the application? Do you
something, such as a job) think this is easy or hard? Why?

1 BEFORE YOU WRITE

• Draw attention to the poster and application that Yuki • Start a class discussion about mentors. Ask, Does
has completed. Have Ss read them silently. anyone want to be a social media manager like Yuki?
• Read Yuki’s social media message aloud. Say, A mentor Would you like to have Yuki for a mentor? Do you think
is a person who helps students who are looking for Yuki can be a good mentor? Why or why not? Have Ss
work. To be a mentor, it’s good if you have a job. Then justify their answers.
Sa
you can tell students about your job. • Then ask, Have you ever had a mentor? Was he or she
• Ask, Why did Yuki fill out this application? (She wants a good mentor? What kind of person is a good mentor?
to become a mentor.) What is Yuki’s current job? (social Write Ss’ ideas on the board.
media manager) How can Yuki help students? (She can • Draw attention to the example sentence. Ask Ss if
answer their questions about her job.) they agree.
• Answer any other vocabulary or content questions • In pairs, have Ss complete the task. Then go over
about the poster, application, or message. answers as a class.
m
• Have Ss look at the chart. Say, In the first column, write
OPTION  For lower-level Ss, write a list of adjectives
how Yuki describes her job. In the second column, write
or qualities on the board. Then have Ss use them to
how Yuki describes herself and her personal qualities
describe good mentors. (For example, kind, outgoing,
and goals.
smart, funny)
• Have Ss skim the application again and take notes in
the chart.
pl
• Have Ss check answers in pairs.

OPTION  Copy the chart on the board and call on

volunteers to complete it with their answers. Then go
over the answers as a class.
e
un
it

UNIT 2 T-26

11:57 T017_T028_StartUp_TE_L2_U2.indd 21 28/02/19 2:15 PM

 2 FOCUS ON WRITING
• Read the Writing Skill box on punctuation aloud. Ask, OPTION  Have Ss circle ALL the examples of the
Why is it important to use correct punctuation in an punctuation in Yuki’s application.
application? (Employers don’t like applications with
incorrect punctuation. They think the applicant is
EXTENSION  Choose a simple reading from another
careless, or not smart enough for the job.)
lesson in the Student Book. Ask Ss to circle examples
• Direct attention back to Yuki’s application. Have Ss of punctuation in the reading. Have them work in
circle one example of each type of punctuation. pairs or compare answers in groups.
• Go over the answers as a class.

3 PLAN YOUR WRITING

• Tell Ss it is time to start planning their own application. OPTION  Ss might find this challenging. If they need
Encourage them to choose a job or activity that other
Sa
more examples, write an example chart on the board
people want to learn about. They can also make up using Teacher as the job. Write positive qualities to
information if they prefer. describe yourself in the second column or ask Ss to
• Have Ss complete the chart. Say, Complete the second describe what they think you are like.
column with your own personal qualities and goals.
Remind them to use the chart from 1B on page 26 as • Read the example aloud. Then pair Ss to talk about
an example as they work. their charts.
• Circulate to help Ss as needed. • If time allows, ask Ss to share the information in their
m
charts with the class.

4 WRITE
• Have Ss write a short application for the job or activity 3A. Refer them back the Writing Skills box if they need
they want to become a mentor for. Encourage them help with punctuation.
to use the information in the chart they completed in
pl
5 REVISE YOUR WRITING
• Tell Ss to peer review their partner’s applications. Ask s tudent’s paper with the name deleted. Ask Ss to take
them to answer the questions in the book about their a few minutes to read the paper and make comments
partner’s application. using the peer review questions. Display the peer
e
• Ask Ss to make suggestions for improvement. review questions and ask Ss to volunteer comments
on it. Write comments that are constructive, polite,
TEACHING TIP  To ensure that Ss are kind and
and relevant on the board. Encourage Ss to use
constructive during peer reviews, conduct a model
phrases like Maybe you should… or This is good, but
peer review session before pairing Ss to review each
maybe this is better: ... to soften criticism when they
un
other’s work. Write a sample paper, or use a former
conduct their own peer reviews.

6 PROOFREAD
• Have Ss proofread their applications one last time. EXIT TICKET  Give Ss a short punctuation quiz. Write
• Direct their attention to the Note. Ask them to check a few sentences that need punctuation on the board.
their spelling, punctuation, and capitalization again. For example,
• Then collect Ss’ work and offer individual feedback. Juan Carlos Martinez is a social media manager at Twitter
it
He works hard but he really loves his job
Where is Twitter
Twitter is in San Francisco California
Have Ss rewrite the sentences with the correct
punctuation on a blank card or pieces of paper. (Juan
Carlos Martinez is a social media manager at Twitter.
He works hard, but he really loves his job! Where is
Twitter? Twitter is in San Francisco, California.)
Collect cards as Ss leave. Check them to identify areas
for review in later lessons and individual Ss who may
need additional practice.

T-27 UNIT 2

T017_T028_StartUp_TE_L2_U2.indd 22 28/02/19 2:15 PM M01 S

 2 FOCUS ON WRITING
WRITING SKILL Use correct punctuation
Read the Writing Skill. Use a period (.) at the end of a sentence. Use
Read Yuki’s application again. Circle one a question mark (?) at the end of a question.
example of a period, a question mark, Use a comma (,) after transition words (but,
and, etc.) and between things in a list. Use an
a comma, and an exclamation point.
exclamation point (!) to show excitement.

3 PLAN YOUR WRITING

Look at the chart in 1B. Then think about a job or other activity you know how to do.
Choose something other people want to learn about. Complete the chart below. Write
notes about the job or activity and about yourself.
Sa
Job or activity: You
m
PAIRS Tell your partner about the job or activity and about yourself.
My activity is playing the guitar. I really like playing the guitar. I’m a good teacher …
pl
4 WRITE
Imagine you can become a mentor. What can you help people learn about?
Write an application to be a mentor for a job or activity and why you can be a good mentor.
Remember to use correct punctuation. Use 1A as a model.
e
5 REVISE YOUR WRITING
PAIRS Exchange applications and read your partner’s application.
un
1. Check the ends of sentences and any lists in the application.
2. Did your partner use periods at the ends of sentences and commas in lists?
3. Did your partner include good details about himself or herself?

PAIRS Can your partner improve his or her application? Make suggestions.

6 PROOFREAD Check your

it
• spelling
Read your application again. Can you improve your writing?
• punctuation
• capitalization

I CAN DESCRIBE MYSELF ON AN APPLICATION.

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 PUT IT TOGETHER

1 MEDIA PROJECT
02-22 Listen or watch. Who does Alex describe? Alex describes
his father, his mother, and himself.
02-23 Listen or watch again. Describe the people.
1. Describe Alex’s father. Alex’s father is tall. He has brown eyes
and curly black hair. He’s really funny. He rides a motorcycle in his free time.
2. Describe Alex’s mother. Alex’s mother is kind and pretty. She has
brown eyes and long, straight black hair. She is short and average weight. She plays the
piano and sings. 3. Describe Alex. Alex has brown eyes and black hair. He is short.
He can’t ride a motorcycle or play the piano. He
Show your own photos. can draw and paint.
Sa
Step 1 Think about your family and friends. Choose or take photos of three
people you know.
Step 2 Show the photos to the class. Talk about each person’s appearance and
abilities.
Step 3 Answer questions about the people. Get feedback on your presentation.
m
2 LEARNING STRATEGY
RECORD YOURSELF SPEAKING
Choose 3–5 sentences to read out loud. Write
pl
them down. Then record yourself speaking
and listen to your recording. What parts were
hard for you to say? Practice these words and
get feedback from your teacher or classmates.
e
Go to Exercise 4A on page 19. Write down 3–5 sentences from Yuki and Emma’s conversation.
Then read the sentences out loud and record yourself. Listen to your recording. What words are
difficult for you? Practice the words and phrases. Ask your teacher or classmates for help.

3 REFLECT AND PLAN

un
Look back through the unit. Check the things What will you do to learn
you learned. Highlight the things you need to learn. the things you highlighted?
Write notes.
Speaking objectives Pronunciation
Describe someone’s The vowel sound /ʌ/
personality Can and can’t
Describe someone’s
it
Notes Done
appearance Grammar
Talk about skills and Questions with who and In the app, do the Lesson 3
abilities what; Answers vocabulary practice:
Skills and abilities
Be vs. have for
Vocabulary description
Family Can for ability
Personality
Words to describe Reading
someone’s appearance Find the topic
Skills and abilities
Writing
Use correct punctuation

28 UNIT 2

M01 StartUp Student Book 2 [Link]

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28/02/19 2:15 PM
 PUT IT TOGETHER
1 MEDIA PROJECT
• Have Ss look at the picture. Ask, What do you see? • Tell Ss they can film themselves or have someone else
(a woman) film them.
• Tell Ss they will hear Alex describe people in his family. • For homework, tell Ss to take and organize the
Play the audio. Have Ss answer the question. Then ask, pictures. Clarify that they don’t have to print their
Which person in Alex’s family does this picture pictures out, but that they should have them easily
show? (Linda) accessible on their phone.
• Before they listen or watch, have Ss preview the • Assign the filming as homework or schedule time in
sentences. Tell them that this is the information they the computer lab or in class for Ss to work on
need to listen for. their videos.
• Play the video. Then have Ss complete the task • Back in class, write the following questions on
Sa
individually. If appropriate, have them listen or the board:
watch again. Feedback: Is the student well-prepared?
• In pairs, have Ss compare answers. Then bring the Are the pictures well-organized?
class together to go over any questions. Does the student speak loudly and clearly?
EXTENSION  To review, ask Ss to write down all Does the student make eye contact?
the vocabulary words from the unit that they hear Give Ss a few minutes to read over the questions. Then
say, Before each student presents, write his or her
m
in the video. To check answers, print copies of the
script and ask Ss to underline the words. Ask, How name on a piece of paper. Then take notes during his
many of these words did you hear? Also review the or her presentation. You will use these notes later when
unit grammar. Ask, What can Alex’s father do? Elicit you answer the questions on the board.
answers using He can. Repeat for Alex’s mother • Invite Ss to ask questions and give feedback.
and Alex. • You may choose to save the feedback until the very
pl
end. Have Ss walk around and refer to their notes
• Explain to Ss that they will create a similar project to to tell Ss individually what they did well or could do
the one they watched. better. Remind Ss to speak kindly and constructively.
• Give Ss a few minutes to read the three steps.
Encourage them to make a list of what pictures they
want to use.
e
2 LEARNING STRATEGY
• Ask Ss to read the Learning Strategy box silently. Then and to let their classmates know if they are successfully
read it aloud. Ask, Do you think this is a good way to pronouncing the difficult words.
practice English? Why or why not?
OPTION  Give Ss time to record three to five other
un
• Have Ss complete the task. Circulate to help as
sentences and actually implement the strategy in
needed. Encourage Ss to listen to each other’s
class. Ask them the questions in the Learning Strategy
recordings and attempts to practice difficult words
box. Solicit volunteers to share answers.

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.
it
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 2 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, and so on to help them
GET STARTED
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 2 T-28

11:57 T017_T028_StartUp_TE_L2_U2.indd 25 28/02/19 2:15 PM