1

3rd Edition

TEACHER’S EDITION

TEACHING NOTES PAGES

Gretchen Bitterlin ∙ Dennis Johnson ∙ Donna Price ∙ Sylvia Ramirez

K. Lynn Savage (Series Editor)
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© Cambridge University Press 2018
This publication is in copyright. Subject to statutory exception
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no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2008
Second edition 2014
Third edition 2018
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Printed in Mexico by Editorial Impresora Apolo, S.A. de C.V.
A catalogue record for this publication is available from the British Library
ISBN 978-1-108-44955-7 Student’s Book
ISBN 978-1-108-45053-9 Workbook
ISBN 978-1-108-44940-3 Online Workbook
ISBN 978-1-108-44920-5 Class Audio CDs
ISBN 978-1-108-44909-0 Presentation Plus
Additional resources for this publication at [Link]/ventures
Cambridge University Press has no responsibility for the persistence or accuracy
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and does not guarantee that any content on such websites is, or will remain,
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thereafter.
CONTENTS
Introduction Additional Resources
To the teacher . . . . . . . . . . . . . . . . . . . . . . . . iv College and Career Readiness . . . . . . . . .136

Scope and sequence . . . . . . . . . . . . . . . . . . . vi Answer key for College and

Career Readiness . . . . . . . . . . . . . . . . .T-156
Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . .x
Audio script for Class audio . . . . . . . . . .T-161
Features of the Student’s Book . . . . . . . . . . xiv
Tests . . . . . . . . . . . . . . . . . . . . . . . . .T-169
Features of the Teacher’s Edition. . . . . . . . xviii
Audio script for tests . . . . . . . . . . . . . . .T-198
End-of-unit activities . . . . . . . . . . . . . . . . . . . . xx
Answer key for tests . . . . . . . . . . . . . . .T-201
Meet the Ventures author team . . . . . . . . . . xxi
Acknowledgments . . . . . . . . . . . . . . . . . . T-203

Teaching Notes
Welcome unit . . . . . . . . . . . . . . . . . . . . . . . . 2

Unit 1 Personal information . . . . . . . . . .6

Unit 2 At school . . . . . . . . . . . . . . . . . .18

Review: Units 1 and 2 . . . . . . . . . . . . . 30

Unit 3 Friends and family . . . . . . . . . . .32

Unit 4 Health . . . . . . . . . . . . . . . . . . . .44

Review: Units 3 and 4 . . . . . . . . . . . . . .56

Unit 5 Around town . . . . . . . . . . . . . . .58

Unit 6 Time . . . . . . . . . . . . . . . . . . . . .70

Review: Units 5 and 6 . . . . . . . . . . . . . .82

Unit 7 Shopping . . . . . . . . . . . . . . . . . .84

Unit 8 Work . . . . . . . . . . . . . . . . . . . . .96

Review: Units 7 and 8 . . . . . . . . . . . . .108

Unit 9 Daily living . . . . . . . . . . . . . . . .110

Unit 10 Free time . . . . . . . . . . . . . . . .122

Review: Units 9 and 10 . . . . . . . . . . . .134

iii
 TO THE TEACHER
What is Ventures? Teacher’s Edition
The interleaved Teacher’s Edition includes easy-to-follow
Ventures is a six-level, four-skills, standards-based,
lesson plans for every unit.
integrated-skills series that empowers students to
achieve their academic and career goals. ■ Teaching tips address common problem areas for
students and additional suggestions for expansion
■ Aligned to the new NRS descriptors while covering
activities and building community.
key English Language Proficiency, College and Career
Readiness Standards, and WIOA requirements. ■ Additional practice material across all Ventures
components is clearly organized in the More Ventures
■ A wealth of resources provide instructors with the tools
chart at the end of each lesson.
for any teaching situation, making Ventures the most
complete program. ■ Multiple opportunities for assessment such as unit, mid-
term, and final tests are available in the Teacher’s Edition.
■ Promotes 21st century learning complemented by a
Customizable tests and test audio are also available
suite of technology tools.
online ([Link]/ventures/resources/).
Online Teacher’s Resources
How Does the Third Edition Meet [Link]/ventures/resources/
Today’s Adult Education Needs? Ventures Online Teacher’s Resources offer hundreds of
■ The third edition is aligned to the NRS’ interpretive, additional worksheets and classroom materials including:
productive, and interactive outcomes at each level. ■ A placement test that helps accurately identify the
■ To help students develop the skills they need to appropriate level of Ventures for each student.
succeed in college and the workplace, Ventures ■ Career and Educational Pathways Worksheets help
3rd Edition offers a dedicated College and Career students meet their post-exit employment goals.
Readiness Section (CCRS) with 10 worksheets ■ Collaborative Worksheets for each lesson develop
at each level, from Level 1 to Transitions cooperative learning and community building within the
(pages 136–155). classroom.
■ Audio tracks and grammar presentations linked to ■ Writing Worksheets that help literacy-level students
QR codes can be accessed using smartphones recognize shapes and write letters and numbers,
(see page x), promoting mobile learning. while alphabet and number cards promote partner and
■ Problem-solving activities added to each unit cover group work.
critical thinking and soft skills key to workplace ■ Picture dictionary cards and Worksheets that reinforce
readiness. vocabulary learned in Levels Basic, 1, and 2.
■ More rigorous grammar practice has been added to ■ Multilevel Worksheets that are designed for use in
Lessons B and C, and more evidence-based reading multilevel classrooms and in leveled classes where the
practice has been added to Lesson D. proficiency level of students differs.
■ Self-assessments give students an opportunity to reflect on
their learning. They support learner persistence and help
What are the Ventures components? determine whether students are ready for the unit test.
Student’s Book Workbook
Each of the core Student’s Books contains ten topic-
The Workbook provides two pages of activities for each
focused units, with five review units. The main units
lesson in the Student’s Book.
feature six skill-focused lessons.
■ If used in class, the Workbook can extend classroom
■ Self-contained lessons are perfectly paced for one-
instructional time by 30 minutes per lesson.
hour classes. For classes longer than 1 hour, additional
■ The exercises are designed so learners can complete
resources are available via the Workbook and Online
them in class or independently. Students can check their
Teacher’s Resources.
answers with the answer key in the back of the Workbook.
■ Review units recycle and reinforce the listening,
Workbook exercises can be assigned in class, for
vocabulary, and grammar skills developed in the two
homework, or as student support when a class is missed.
prior units and include a pronunciation activity.
■ Grammar charts at the back of the Workbook allow
students to use the Workbook for self-study.

iv TO THE TEACHER
Online Workbooks they generate original answers and conversations. These
The self-grading Online Workbooks offer programs the lessons often include a Culture note, which provides
flexibility of introducing blended learning. information directly related to the conversation practice
■ In addition to the same high-quality practice (such as the use of titles with last names) or a Useful
opportunities in the print workbooks, the online language note, which introduces useful expressions.
workbooks provide students instant feedback. LESSON D Reading develops reading skills and expands
■ Teachers and programs can track student progress and vocabulary. The lesson opens with a Before you read
time on task. exercise, designed to activate prior knowledge and
encourage learners to make predictions. A Reading tip,
Presentation Plus which focuses on a specific reading skill, accompanies
[Link] the Read exercise. The reading section of the lesson
Presentation Plus allows teachers to digitally project the concludes with After you read exercises that check
contents of the Student’s Books in front of the class for comprehension. In Levels Basic, 1, and 2, the vocabulary
a livelier, interactive classroom. It is a complete solution
expansion portion of the lesson is a Picture dictionary.
for teachers because it includes the Class audio, answer
It includes a word bank, pictures to identify, and a
keys, and the Ventures Arcade. Contact your Cambridge ESL
Specialist ([Link]/cambridgeenglish/contact) to conversation for practicing the new words. The words
find out how to access it. expand vocabulary related to the unit topic. In Books 3
and 4, the vocabulary expansion portion of the lesson
Ventures Arcade
uses new vocabulary from the reading to build skills such
[Link]/venturesarcade/
as recognizing word families, selecting definitions based
The Arcade is a free website where students can find on the context of the reading, and using clues in the
additional practice for the listening, vocabulary, and grammar
reading to guess meaning.
found in the Student’s Books. There is also a Citizenship
section that includes questions on civics, history, government, LESSON E Writing provides practice with process writing
and the N-400 application. within the context of the unit. Before you write exercises
provide warm-up activities to activate the language
needed for the writing assignment, followed by one or
Unit organization more exercises that provide a model for students to
LESSON A Listening focuses students on the unit topic. follow when they write. A Writing tip presents information
The initial exercise, Before you listen, creates student about punctuation or paragraph organization directly
interest with visuals that help the teacher assess what related to the writing assignment. The Write exercise
learners already know and serves as a prompt for the sets goals for the student writing. In the After you write
unit’s key vocabulary. Next is Listen, which is based on exercise, students share with a partner.
conversations. Students relate vocabulary to meaning LESSON F Another view brings the unit together with
and relate the spoken and written forms of new theme- opportunities to review lesson content. Life-skills
related vocabulary. After you listen concludes the reading develops the scanning and skimming skills
lesson by practicing language related to the theme in used with documents such as forms, charts, schedules,
a communicative activity, either orally with a partner or announcements, and ads. Multiple-choice questions
individually in a writing activity. (modeled on CASAS1 and BEST2) develop test-taking
LESSONS B AND C focus on grammar. The lessons move skills. Solve the problem focuses on critical thinking,
from a Grammar focus that presents the grammar point in soft-skills, and workplace development. In Levels 1–4,
chart form; to Practice exercises that check comprehension Grammar connections contrasts grammar points and
of the grammar point and provide guided practice; and, includes guided practice and communicative activities.
finally, to Communicate exercises that guide learners as

1
The Comprehensive Adult Student Assessment System. For more information, see [Link].
2
The Basic English Skills Test. For more information, see [Link]/BEST.

TO THE TEACHER v
 SCOPE AND SEQUENCE
UNIT TITLE LISTENING AND GRAMMAR
TOPIC FUNCTIONS SPEAKING VOCABULARY FOCUS
Welcome ■ Identifying the letters of ■ Saying the alphabet and ■ The alphabet
the alphabet numbers with capital and
pages 2–5 ■ Identifying numbers ■ Spelling numbers and lowercase letters
■ Identifying days and names ■ Numbers

months ■ Saying days and months ■ Months and days

■ Identifying abbreviations ■ Saying your birth month

Unit 1 ■ Identifying names ■ Clarifying spelling ■ Personal information ■ Possessive adjectives

Identifying numbers Using greetings Countries and Subject pronouns
Personal
■ ■ ■ ■
■ Using greetings ■ Using appropriate nationalities ■ Simple present of be
information ■ Identifying countries of language to introduce self ■ Personal titles ■ Contractions

pages 6–17 origin and others

■ Exchanging personal
Topic: information
Introductions

Unit 2 ■ Describing location ■ Asking and giving location ■ Classroom furniture ■ Prepositions of
Finding out location of things Classroom objects location (in, on, under)
At school
■ ■
■ Saying excuse me ■ Where is?
pages 18–29 ■ Singular and plural

nouns
Topic: ■ Yes / No questions
The classroom ■ this / that and

these / those
■ Contractions

Review: Units 1 and 2 ■ Understanding a

pages 30–31 conversation

Unit 3 ■ Describing actions ■ Asking and answering ■ Family relationships ■ Present continuous
Talking about family questions about current Daily activities Wh- questions
Friends and family
■ ■ ■

members activities ■ Descriptive ■ Yes / No questions

pages 32–43 ■ Answering questions about adjectives ■ Object pronouns (him,

your family her, it, them)

Topic:
Family

Unit 4 ■ Describing health ■ Asking about someone’s ■ Body parts ■ Simple present of have
problems and health Health problems Yes / No questions
Health
■ ■

suggesting remedies ■ Expressing sympathy ■ Descriptive with have

pages 44–55 ■ Expressing sympathy ■ Suggesting a remedy adjectives ■ have and need
■ Contractions
Topic:
Health problems

Review: Units 3 and 4 ■ Understanding a narrative

pages 56–57

Unit 5 ■ Describing location ■ Asking about a location ■ Building and place ■ Prepositions of
■ Giving directions ■ Describing your names location (on, next to,
Around town ■ Asking for directions neighborhood ■ Imperatives for across from, between,
pages 58–69 ■ Confirming by repetition ■ Clarifying directions directions on the corner of)
■ Where questions
Topic: ■ Affirmative and negative
Places and imperatives
directions

vi SCOPE AND SEQUENCE

 Student’s Book 1

READING WRITING LIFE SKILLS PRONUNCIATION

■ Reading the alphabet ■ Writing the alphabet ■ Understanding dates ■ Pronouncing the alphabet
■ Reading numbers ■ Writing names ■ Pronouncing numbers
■ Reading months and days ■ Writing numbers ■ Pronouncing days and months
■ Writing days

■ Reading a paragraph ■ Writing sentences giving ■ Reading a registration ■ Pronouncing key vocabulary
describing a student’s personal information form ■ Saying telephone numbers
personal information ■ Identifying and using ■ Understanding cultural ■ Saying addresses

capital letters differences in names

■ Using personal titles
■ Using a directory
■ Reading an ID card

■ Reading sentences ■ Writing sentences about ■ Reading an inventory list ■ Pronouncing key vocabulary
describing a classroom the location of items in ■ Counting objects
■ Using pictorial cues the classroom
■ Using capitalization and

periods

■ Recognizing syllables

■ Reading a paragraph ■ Writing sentences about ■ Reading an insurance ■ Pronouncing key vocabulary
describing a family your own family application form
birthday party ■ Writing number words ■ Using family trees
■ Using a passage’s title for ■ Using formal and informal

comprehension family titles

■ Reading a paragraph ■ Writing an absence note to ■ Using an appointment card ■ Pronouncing key vocabulary
describing a sick family’s a child’s teacher ■ Matching remedies to
visit to a doctor’s office ■ Writing dates ailments
■ Interpreting exclamation ■ Showing concern for

points someone’s health

■ Pronouncing strong syllables

■ Reading an email ■ Writing a description of ■ Reading and drawing maps ■ Pronouncing key vocabulary
describing a neighborhood your neighborhood ■ Giving and getting
■ Interpreting pronoun ■ Capitalizing proper nouns directions
referents ■ Understanding what a

DMV is

SCOPE AND SEQUENCE vii

 UNIT TITLE LISTENING AND GRAMMAR
TOPIC FUNCTIONS SPEAKING VOCABULARY FOCUS
Unit 6 ■ Describing habitual ■ Using usually vs. always ■ Times of the day ■ Simple present tense
activities Using has vs. goes to Habitual activities Wh- questions
Time
■ ■ ■
■ Asking for dates and for classes ■ Prepositions of time
pages 70–81 times ■ Talking about daily (at, in, on, from...to)
■ Giving information about schedules ■ start / end and
Topic:
dates and times open / close
Daily activities and
time

Review: Units 5 and 6 ■ Understanding a

pages 82–83 conversation

Unit 7 ■ Asking about quantity ■ Asking and answering ■ Grocery store items ■ Count and non-count
Reading prices How many? and U.S. currency nouns
Shopping
■ ■
■ Asking the location of How much? ■ How many? /
pages 84–95 items ■ Talking about what there is How much?
and isn’t ■ There is / There are
Topic: ■ Using quantifiers ■ Quantifiers with
Food and money non-count nouns
■ some and any

Unit 8 ■ Identifying past and ■ Talking about your job ■ Occupations ■ Simple past of be
present jobs Talking about skills Work locations (statements and
Work
■ ■
■ Describing skills questions)
pages 96–107 ■ can
■ Contractions
Topic: ■ be with and and but
Jobs and skills

Review: Units 7 and 8 ■ Understanding a narrative

pages 108–109

Unit 9 ■ Describing past actions ■ Talking about household ■ Chores ■ Simple past tense of
Discussing chores activities Household items regular and irregular
Daily living
■ ■
■ Expressing appreciation ■ Time words verbs
pages 110–121 ■ Or questions

Topic:
Home
responsibilities

Unit 10 ■ Describing past actions ■ Talking about free-time ■ Free-time activities ■ Simple past of
Describing future activities Sports irregular verbs
Free time
■ ■

actions ■ Future with be going to

pages 122–133 ■ Discussing plans ■ Contrasting past,

present, and future

Topic:
Free-time activities

Review: Units 9 and 10 ■ Understanding a

pages 134–135 conversation

College and Career Readiness section pages 136–155

Audio script pages 156–163
Photo / Art credits pages 164

viii SCOPE AND SEQUENCE

 SCOPE AND SEQUENCE

READING WRITING LIFE SKILLS PRONUNCIATION

■ Reading a paragraph ■ Writing a description of ■ Using class and other ■ Pronouncing key vocabulary
describing a person’s your schedule schedules
schedule ■ Using indents for ■ Understanding Parent-
■ Using Wh- questions to paragraphs Teacher Associations
interpret a reading ■ Understanding

volunteerism
■ Using calendars
■ Reading clocks

■ Understanding intonation in questions

■ Reading a paragraph ■ Writing a note about a ■ Reading supermarket ads ■ Pronouncing key vocabulary
describing a shopping trip shopping list ■ Reading receipts and
■ Looking for clues to ■ Using commas in a list using basic consumer
understand new words math
■ Using U.S. currency
■ Using multiple payment

methods

■ Reading a letter describing ■ Writing a paragraph about ■ Completing job ■ Pronouncing key vocabulary
a person’s job and work your skills applications
history ■ Checking spelling ■ Identifying skills
■ Interpreting narrative time ■ Understanding job

through verb tense certification

■ Reading email

■ Pronouncing the -s ending with plural nouns

■ Reading a letter describing ■ Writing an email describing ■ Using a job-duties chart ■ Pronouncing key vocabulary
daily events household chores ■ Understanding household
■ Interpreting the narrative ■ Using the simple past in chores and the tools used
voice writing for them

■ Reading an email ■ Writing an email describing ■ Reading a TV schedule ■ Pronouncing key vocabulary
describing a vacation a past and future vacation ■ Using schedules
■ Interpreting time words in ■ Creating new paragraphs ■ Understanding the cultural

a passage as the tense changes features of sports

■ Pronouncing the -ed ending in the simple

past

SCOPE AND SEQUENCE ix

 CORRELATIONS
Florida Adult ESOL LAUSD ESL Beginning Low
UNIT CASAS Competencies Low Beginning Competencies
Welcome Unit
Pages 2–5
Unit 1 0.1.2, 0.1.3, 0.1.4, 0.1.5, 0.1.6, 2.01.01, 2.01.02, 2.01.03, I. 1, 2, 4, 5, 7
Personal 0.2.1, 0.2.2, 2.1.1, 2.1.8, 2.4.1, 2.01.04, 2.03.12, 2.03.16 II. 9, 11
information 2.5.5, 2.7.2, 4.8.1, 6.0.1, 7.2.4, III. 16, 26
Pages 6–17 7.4.3, 7.5.6 V. 40
VIII. 58a, 58b, 58c

Unit 2 0.1.2, 0.1.4, 0.1.5, 2.5.5, 4.5.3, 2.01.02, 2.01.04, 2.03.12, I. 1

At school 4.6.2, 4.6.5, 4.7.2, 4.7.4, 4.8.1, 2.03.16, 2.04.01 II. 9
Pages 18–29 6.0.1, 6.0.2, 6.1.1, 7.1.4, 7.4.5 III. 15

Unit 3 0.1.2, 0.1.4, 0.1.8, 0.2.1, 0.2.4, 2.01.01, 2.01.02, 2.01.03, I. 3, 6, 7

Friends and 1.4.1, 2.6.1, 2.7.1, 2.7.2, 6.0.1, 2.01.04, 2.01.05, 2.01.06, II. 12, 13
family 6.0.2, 7.1.4, 7.2.4, 7.4.7, 7.4.8, 2.03.12, 2.03.16, 2.04.01, III. 19
Pages 32–43 7.5.6, 8.1.3, 8.2.1, 8.3.1 2.05.01, 2.05.02 IV. 38

Unit 4 0.1.1, 0.1.2, 0.1.3, 0.1.4, 0.2.1, 2.01.02, 2.01.03, 2.01.04, IV. 43, 44
Health 0.2.3, 2.1.8, 2.3.2, 2.5.3, 2.5.5, 2.01.05, 2.01.09, 2.01.10, VI. 44
Pages 44–55 3.1.1, 3.1.2, 3.1.3, 3.2.1, 3.2.3, 2.02.02, 2.03.12, 2.03.16, VII. 57
3.3.1, 3.4.1, 3.4.3, 3.5.7, 4.6.1, 2.04.09, 2.06.03
4.8.1, 6.0.1, 7.2.2, 7.2.4, 7.2.6,
7.3.2, 7.5.5, 7.5.6

Unit 5 0.1.1, 0.1.2, 0.1.3, 0.1.4, 0.2.1, 2.01.04, 2.01.10, 2.02.01, I. 2

Around town 0.2.3, 1.1.3, 1.3.7, 1.4.1, 1.9.2, 2.02.02, 2.03.12, 2.03.16, II. 9, 11
Pages 58–69 1.9.4, 2.2.1, 2.2.3, 2.2.5, 2.5.4, 2.04.09, 2.06.02, 2.06.03 III. 17, 23, 23
2.6.3, 4.8.1, 5.2.4, 6.0.1, 6.6.5, V. 42
7.1.2, 7.1.4, 7.2.2, 7.2.4, 7.2.7, VI. 49
7.3.2, 7.3.4, 7.4.8, 7.5.6, 8.3.2

For more details and correlations to other state standards, go to: [Link]/ventures/correlations

x CORRELATIONS
 English Language
Proficiency and College and
NRS Educational Functioning Level Descriptors Career Readiness Standards

Interpretive: (1, 6, 7, 8) ELP Standards 1-10

■ Identify key words in conversations and a reading about introductions.
■ Recognize the meaning of common words and phrases about introductions.
■ Recognize key words in a paragraph describing a student’s personal information
Reading Anchors
■ Recognize key words in a registration form 1, 2, 3, 4, 5, 7, 9, 10
Productive: (3, 4, 7, 9, 10) Speaking & Listening Anchors
■ Use possessive adjectives, subject pronouns, simple present of be and contractions 1, 2, 3, 4, 6
■ Write sentences giving personal information
Interactive: meaning (2, 5)
■ Participate in conversations about introductions
■ Gather and record information about popular names
Interpretive: (1, 6, 7, 8) ELP Standards 1-10
■ Identify key words in conversations and a reading about the classroom
■ Recognize the meaning of common words and phrases about the classroom
■ Recognize key words in sentences describing a classroom
Reading Anchors 1, 2, 3, 4, 5, 7,
■ Recognize key words in an inventory list 9, 10
Productive: (3, 4, 7, 9, 10) Speaking & Listening Anchors 1,
■ Use prepositions of location (in, on, under), Where is?, singular and plural nouns, Yes / No 2, 3, 4, 6
questions , This / that and these / those, contractions
■ Write sentences about the location of items in the classroom

Interactive: meaning (2, 5)

■ Participate in conversations about the classroom
■ Gather and record information into a chart about school employees
Interpretive: (1, 6, 7, 8) ELP Standards 1-10
■ Identify key words in conversations and a reading about friends and family
■ Recognize the meaning of common words and phrases about friends and family
■ Recognize key words in a paragraph describing a family birthday party
Reading Anchors 1, 2, 4, 5, 7,
■ Recognize key words in an insurance application form 9, 10
Productive: (3, 4, 7, 9, 10) Speaking & Listening Anchors 1,
■ Use present continuous, Wh- questions, Yes/No questions and object pronouns (him, her, it, them) 2, 3, 4, 6
■ Write sentences about your own family
Interactive: meaning (2, 5)
■ Participate in conversations about friends and family
■ Gather and record information about people’s birthdays and send an electronic card
Interpretive: (1, 6, 7, 8) ELP Standards 1-10
■ Identify key words in conversations and a reading about health problems
■ Recognize the meaning of common words and phrases about health problems
■ Recognize key words in a paragraph describing a sick family’s visit to the doctor’s office
Reading Anchors 1, 2, 4, 5, 7,
■ Recognize key words in an appointment card 9, 10
Productive: (3, 4, 7, 9, 10) Speaking & Listening Anchors 1,
■ Use simple present of have, questions with have, have and need, and contractions 2, 3, 4, 6
■ Write an absence note to a child’s teacher
Interactive: meaning (2, 5)
■ Participate in conversations about health problems
■ Gather and record information about your health and emergency information
Interpretive: (1, 6, 7, 8) ELP Standards 1-10
■ Identify key words in conversations and a reading about places and directions
■ Recognize the meaning of common words and phrases about places and directions
■ Recognize key words in an e-mail describing a neighborhood
Reading Anchors 1, 2, 4, 5, 7,
■ Recognize key words in a map 9, 10
Productive: (3, 4, 7, 9, 10) Speaking & Listening Anchors 1,
■ Use prepositions of location (on, next to, across from, between, on the corner of), Where 2, 3, 4, 6
questions and affirmative and negative imperatives
■ Write a description of your neighborhood

Interactive: meaning (2, 5)

■ Participate in conversations about places and directions
■ Gather and record information to create a community directory

CORRELATIONS xi
 Florida Adult ESOL LAUSD ESL Beginning Low
UNIT CASAS Competencies Low Beginning Competencies
Unit 6 0.1.2, 0.1.4, 0.2.4, 2.3.1, 2.01.04, 2.01.05, 2.01.10, II. 12, 13
Time 2.3.2, 2.5.5, 2.6.1, 2.6.3, 2.02.09, 2.02.10, 2.03.12 III. 16, 22, 23, 25, 26
Pages 70–81 2.7.1, 4.1.6, 4.1.7, 4.2.1, VII. 55
4.3.1, 6.0.1, 6.0.3, 7.1.2,
7.1.4, 7.2.4, 8.1.1, 8.1.2,
8.1.3

Unit 7 0.1.2, 0.2.4, 1.1.6, 1.1.7, 2.01.04, 2.03.12, 2.04.01, IV. 30, 31, 35, 36
Shopping 1.2.1, 1.2.2, 1.2.5, 1.3.1, 2.04.02, 2.05.06 VII. 50, 51, 52
Pages 84–95 1.3.6, 1.3.8, 1.5.1, 1.5.3,
1.6.4, 1.8.1, 1.8.2, 2.6.4,
6.0.1, 6.0.2, 6.0.3, 6.0.4,
6.1.1, 6.1.2, 6.2.1, 6.2.2,
6.2.5, 6.5.1, 6.6.7, 6.9.2,
7.1.3, 7.1.4, 7.2.3, 7.5.6,
8.2.1

Unit 8 0.1.2, 0.2.1, 0.2.2, 1.9.6, 2.01.02, 2.01.03, 2.01.04, I. 7

Work 4.1.1, 4.1.2, 4.1.5, 4.1.6, 2.03.01, 2.03.02, 2.03.04, II. 14
Pages 96–107 4.1.8, 4.4.2, 4.4.4, 4.4.7, 2.03.05, 2.03.12, 2.03.13, IV. 31, 35
4.5.1, 4.6.2, 7.1.1, 7.1.4, 2.03.14, 2.03.15, 2.03.16 VII. 50, 51, 54
7.2.3, 7.2.4, 7.5.1, 7.5.6,
8.2.1, 8.2.6

Unit 9 0.1.2, 0.2.4, 1.4.1, 1.7.4, 2.01.03, 2.01.04, 2.03.10, II. 12, 13
Daily living 2.3.2, 4.6.3, 7.1.4, 7.2.2, 2.03.12, 2.05.05 IV. 31, 35, 38
Pages 110–121 7.4.8, 7.5.1, 7.5.5, 8.1.1, VII. 55
8.1.4, 8.2.1, 8.2.2, 8.2.3,
8.2.4, 8.2.5, 8.2.6, 8.3.1

Unit 10 0.1.2, 0.1.4, 0.2.4, 2.3.2, 2.01.03, 2.01.04, 2.01.10, II. 12, 13
Free time 2.6.1, 2.6.2, 2.6.3, 5.2.4, 2.02.02, 2.03.12, 2.03.16 III. 19, 22, 23
Pages 122–133 6.0.1, 6.0.3, 7.1.4, 7.5.1, 7.5.6 VII. 52, 54, 55

For more details and correlations to other state standards, go to: [Link]/ventures/correlations

xii CORRELATIONS
 CORRELATIONS
English Language
Proficiency and College and
NRS Educational Functioning Level Descriptors Career Readiness Standards
Interpretive: (1, 6, 7, 8) ELP Standards 1-10
■ Identify key words in conversations and a reading about daily activities and time
■ Recognize the meaning of common words and phrases about daily activities and time
■ Recognize key words in a paragraph describing a person’s schedule
Reading Anchors 1, 2, 4, 5, 7,
■ Recognize key words in a schedule 9, 10
Speaking & Listening Anchors 1,
Productive: (3, 4, 7, 9, 10)
■ Use simple present tense, Wh- questions, prepositions of time (at, in, on), start/end and
2, 3, 4, 6
open/close
■ Write description of your schedule

Interactive: meaning (2, 5)

■ Participate in conversations about daily activities and time
■ Gather and record information about businesses in your town

Interpretive: (1, 6, 7, 8) ELP Standards 1-10

■ Identify key words in conversations and a reading about food and money
■ Recognize the meaning of common words and phrases about food and money
■ Recognize key words in a paragraph describing a shopping trip
Reading Anchors 1, 2, 4, 5, 7,
■ Recognize key words in a supermarket ad and receipt 9, 10
Speaking & Listening Anchors 1,
Productive: (3, 4, 7, 9, 10)
■ Use count/non-count nouns, How many?/ How much?, There is/There are, quantifiers with
2, 3, 4, 6
non-count nouns and some/any
■ Write a note about a shopping list

Interactive: meaning (2, 5)

■ Participate in conversations about food and money
■ Gather and record information using ads to create a grocery list

Interpretive: (1, 6, 7, 8) ELP Standards 1-10

■ Identify key words in conversations and a reading about jobs and skills
■ Recognize the meaning of common words and phrases about jobs and skills
■ Recognize key words in a letter describing a person’s job and work history
Reading Anchors 1, 2, 4, 5, 7,
■ Recognize key words in a job application 9, 10
Speaking & Listening Anchors 1,
Productive: (3, 4, 7, 9, 10)
■ Use simple past of be (statements and questions), can, contractions and be with and and but
2, 3, 4, 6
■ Write a paragraph about your skills
Interactive: meaning (2, 5)
■ Participate in conversations about jobs and skills
■ Gather and record information about a job search

Interpretive: (1, 6, 7, 8) ELP Standards 1-10

■ Identify key words in conversations and a reading about home responsibilities
■ Recognize the meaning of common words and phrases about home responsibilities
■ Recognize key words in a letter describing daily events
Reading Anchors 1, 2, 4, 5, 7,
■ Recognize key words in a job-duties chart 9, 10
Speaking & Listening Anchors 1,
Productive: (3, 4, 7, 9, 10)
■ Use simple past tense of irregular and regular verbs and Or questions
2, 3, 4, 6
■ Write a letter describing household chores
Interactive: meaning (2, 5)
■ Participate in conversations about home responsibilities
■ Gather and record information about a time-management calendar

Interpretive: (1, 6, 7, 8) ELP Standards 1-10

■ Identify key words in conversations and a reading about free-time activities
■ Recognize the meaning of common words and phrases about free-time activities
■ Recognize key words in an email and a letter describing vacation
Reading Anchors 1, 2, 4, 5, 7,
■ Recognize key words in a TV schedule 9, 10
Speaking & Listening Anchors 1,
Productive: (3, 4, 7, 9, 10)
■ Use simple past of irregular verbs, future with be going to and contrasting past, present
2, 3, 4, 6
and future
■ Write a letter describing a past and future vacation

Interactive: meaning (2, 5)

■ Participate in conversations about free-time activities
■ Gather and record information using the internet about public parks in your area

CORRELATIONS xiii
 UNIT TOUR
The Most Complete Course for Student Success
■ Helps students develop the skills needed to be college and career ready and function successfully in
their community
■ Covers key NRS and WIOA requirements
■ Aligned with the English Language Proficiency (ELP) and College and Career Readiness (CCR) standards

The Big Picture

• Introduces the unit topic and creates an
opportunity for classroom discussion. Unit Goals
• Activates students’ prior knowledge and Introduces the competencies
previews the unit vocabulary. students will learn.

UNIT 8 WORK
UNIT GOALS
Identify common jobs Describe skills
Complete a job application

Lesson A Listening 2 Listen

A Listen. Write the letter of the conversation.
1 Before you listen
A Look at the picture. What do you see?
B Point to: ■ a server ■ a busperson ■ a cashier ■ a cook CD2, Track 21
■ an electrician ■ a nurse ■ a nursing assistant ■ a construction worker

1. 2. 3.

4. a 5. 6.

B Listen again to the conversations. Write the years or dates you hear.
A. from 2012 to 2016 D. from to

B. from to E. in
CD2, Track 21
C. from to F. years ago

Mai Linh Listen again. Check your answers.

3 After you listen

Where do the people work? Write the words

busperson cashier doctor nurse receptionist server

1. doctor 4.

2. 5.

3. hospital 6. restaurant

How to use a QR code

96 UNIT 8 Listen for and identify jobs and length of time UNIT 8 97

• Open the camera on your smartphone.

• Point it at the QR code.
• The camera will automatically scan the code. 3 Easy Ways to Access Audio
If not, press the button to take a picture. • Scan QR codes
* Not all cameras automatically scan QR codes. • Download from Ventures Online
You may need to download a QR code reader. Resources:
Search “QR free” and download an app. [Link]/ventures/audio/
• Play from Class audio CDs

xiv UNIT TOUR

Every unit has two grammar lessons taught using the same format.

Grammar Chart Grammar Presentation

• Presents and practices the grammar point. Animated presentations to watch
• Extra grammar charts online can be used for on mobile devices using QR codes
reference and give additional support. allow for self-directed learning and
develop digital literacy.

UNIT 8
Lesson B I was a teacher. B Talk with a partner. Look at the pictures. Change the bold words and make conversations.
1. A Was she a teacher? 2. A Were they receptionists?
B Yes, she was. B No, they weren’t. They were nurses.
1 Grammar focus: simple past of be
Use was with I, he, she, and it. Use were with you, we, and they.

QUESTIONS ANSWERS
Were you a student? I was. I wasn’t. I was a teacher.

Was he a student? he was. he wasn’t. He was a teacher.

Watch
Was she a student? Yes, she was. No, she wasn’t. She was a teacher.
1. a teacher? 2. receptionists? 3. a server?
Were you students? we were. we weren’t. We were teachers.

Were they students? they were. they weren’t.. They were teachers.
wasn’t = was not | weren’t = were not

2 Practice
A Write. Look at the pictures. Complete the sentences. Use is, are, was, or were.
4. doctors? 5. a cook? 6. a cashier?
Amy Cho EMPLOYMENT HISTORY

Additional
JOB HISTORY FOR JOB APPLICATION

2010 – present Nurse Jane’s experience John and Jack’s work history 3 Communicate
2005 – 2010 Teacher 2015 – present Manager 2016 – present Electricians
2010 – 2015 Cashier 2010 – 2016 Students Talk with three classmates. Complete the chart.

Grammar 1. She was

teacher before. Now she
a 2. She
a manager now.
3. They
students before. Now
A Sylvia, what do you do now?
B Now? I’m a homemaker.
USEFUL LANGUAGE
In conversation, What do you

Activities
do? means What’s your job? OR
is a nurse. She a they A Oh, really? Were you a homemaker before? What’s your occupation?

cashier before. electricians. B No, I wasn’t. I was a receptionist in a bank.

JOB APPLICATION FOR

Ensures students Ben Liao

JOB HISTORY:
2009 – present
Employment history
Adam Hill
Work experience for
SARA AND RAUL LOPEZ
Name

Sylvia
Job now

a homemaker
Job before

a receptionist
Construction Worker

have the chance

2015 – present Managers
2017 – present Nursing Assistant
2005 – 2009 2010 – 2015 Cooks
2010 – 2017 Server
Server

6. Now they are

to practice more
4. He a server 5. He a server
before. Now before. Now .
a construction a nursing

grammar to meet worker. assistant. cooks before.

Write two sentences about your classmates. Use information from the chart.

Sylvia is a homemaker now. She was a receptionist before.

the rigor of CCRS.
Listen and repeat.

CD2, Track 22
98 UNIT 8 Use simple past of be (was, were); ask and answer Yes / No questions UNIT 8 99

Natural Progression Real-life Practice

Moves from controlled to communicative Engages students and
activities for students to ask and answer provides meaningful
questions about familiar text, topics, and application of the
experiences. grammar.

UNIT 8
Lesson C Can you cook? B Write. Look at the pictures. Complete the sentences.
build things fix cars paint sell things take care of children take care of plants

1 Grammar focus: can

Use can + verb in base form to show the ability to do something.
STATEMENTS QUESTIONS ANSWERS
I you I I
He he he he
can cook. Can cook? Yes, can. No, can’t.
She she she she Watch

They they they they

can’t = cannot
1. A painter can 2. A salesperson can 3. A carpenter can
2 Practice paint . . .
A Write. Complete the sentences. Use yes, no, can, or can’t.

1. A Can she speak 2. A Can he drive a 3. A he fix a car?

Spanish? truck? B , he .
B Yes , she can . B No , he can’t .

4. A gardener can 5. A child-care worker can 6. An auto mechanic can

. . .

Listen and repeat.

4. A she paint a 5. A they work 6. A you cook? C Talk with a partner. Look at the pictures in 2B. Change the bold words and make
house? with computers? B ,I . conversations. CD2, Track 24

B , she . B , they .
A Hi. I’m looking for a job. Can you help me?
B What can you do?
A I’m a painter. I can paint very well.

7. A they build 8. A she read a 9. A you operate 3 Communicate

houses? book? on someone? Talk with a partner. Ask and answer questions.
B , they . B , she . B ,I .
What can you do? I can cook. I can work with computers.
Listen and repeat. Then practice with a partner.

100 UNIT 8 Use can to identify skills UNIT 8 101

CD2, Track 23

UNIT TOUR xv
 Reading
• Uses a 3-step
reading approach Picture dictionary
to highlight the Expands unit vocabulary and
skills and strategies practices pronunciation for deeper
students need to understanding of the topic. UNIT 8
succeed. Lesson D Reading 4 Picture dictionary Occupations
• Combines reading Harmon Hills Nursing Home
1 Before you read
with writing and Talk. Mai Linh is looking for a new job. Look
at the picture. Answer the questions.

listening practice 1. Who are the people in the picture?

2. Where are they?

for an integrated 3. What is Mai Linh’s volunteer job now?

housekeeper
1. 2. 3.
approach to 2 Read
A Listen and read.
ensure better
CD2, Track 25

New Message
Send

comprehension. Dear Ms. Carter:

I am writing to recommend my student Mai Linh Lam.

• Brings text complexity

Mai Linh was a teacher in Vietnam. She is looking for a new job in the United States. She is a certified
nursing assistant now. She volunteers in a nursing home Monday through Friday from 12:00 to 4:30. She
takes care of senior citizens.
4. 5. 6.

into the classroom to

Mai Linh has many good skills. She can write reports. She can help elderly people move around and sit
down. She can help them eat. She can also speak English and Vietnamese. These skills are useful in
her job, and she is very good at her work. A Write the words in the Picture dictionary. Then listen and repeat.
Verb forms can tell you if something

help students read

Sincerely,
happened in the past or is happening custodian factory worker housekeeper
Elaine Maxwell
now. Mai Linh was a teacher in Vietnam. dental assistant hairstylist pharmacist technician
VALLEY ADULT SCHOOL She is looking for a new job.

independently and
CD2, Track 26

B Work with a partner. Match the words in the Picture dictionary with
these places.
3 After you read
proficiently. A Read the sentences. Are they correct? Circle Yes or No.
1. Elaine’s email is to apply for a job. Yes No
1. a beauty salon
2. a dental office
hairstylist 4. a hotel
5. an office building
CULTURE NOTE
2. Mai Linh volunteers in a hospital. Yes No For some jobs, you need a 3. a factory 6. a pharmacy
certificate. You have to take
3. She can write reports. Yes No a test to get the certificate.
Talk with a partner. Point to a picture in the dictionary. Ask and answer
4. She finishes work at 8:30. Yes No I’m certified. means I have
questions about the occupations.
a certificate. USEFUL LANGUAGE
5. She is good at her job. Yes No
occupation = job
What’s her occupation? She’s a housekeeper.
Write. Correct the sentences.
1. Elaine’s email is to recommend someone for a job.
Where does she work? She works in a hotel.
B Write. Answer the questions about Mai Linh.
1. What was Mai Linh’s job before?

2. Is Mai Linh certified?

3. What are her work skills? For college and career readiness practice, see pages 150–151.
102 UNIT 8 Read a recommendation email; use vocabulary for occupations UNIT 8 103

College & Career Readiness Section Speaking Practice

Builds critical-thinking skills and uses Helps students internalize
Writing
informative texts to help master the more the vocabulary and relate it
• Helps students complex CCR standards. to their lives.
develop a robust
process-writing
approach. UNIT 8
Lesson E Writing
• Supports students to 2 Write
A Write about your occupation. Complete the sentences.

meet the challenges 1 Before you write

A Write. Check ( ✓) what you can do.
I am a

I work at .
.

of work and the Skill I can...

B Write. What are your skills? Make a list.

classroom through 1. drive

2. cook

academic and 3. use a computer

4. fix a car

purposeful writing 5. read to children

practice.
6. pay bills

7. shop

8. read a schedule
C Write a paragraph about your skills.

Talk with a partner.

A What about number 1? Can you drive?

B Yes, I can. What about you?
A I can drive, too. I just got my driver’s license last month

B Read. Answer the questions.

New Message
Send

My name is Carla. I am a homemaker. I work at home. I have many skills. I can do

housework. I can drive a car, and I can fix a car, too. I can speak two languages. I can
cook tasty meals for my family. I can help my children with their homework, and I can use
a computer.

1. What are Carla’s skills?

3 After you write Check your spelling. Use a
dictionary if necessary. Correct
2. What can Carla do that you can do, too?
A Read your paragraph to a partner.
spelling is important in writing.
B Check your partner’s paragraph.
■ What are your partner’s skills?
■ Is the spelling correct?

104 UNIT 8 Write a paragraph about skills UNIT 8 105

Writing Tips
Gives students confidence in writing with
easy-to-follow writing tips and strategies.

xvi UNIT TOUR

 UNIT TOUR
Document Literacy
Builds real-life skills through
explicit practice using Grammar connections
authentic document types.
Contrasts two grammar forms in
a communicative way to help with
grammar [Link] 8
Lesson F Another view
2 Grammar connections: be with and and but
Use and to show things that are the same. Use but to show things that are different.
1 Life-skills reading
Sid is at work today, and he was at work Natt is at work today, but she wasn’t at
yesterday. work yesterday.
Application for Employment
A Read the questions. Look at the job application. Fill in the answer. Ana isn’t at work today, and she wasn’t at Len and Eva aren’t at work today, but they
1. Name 2. Soc. Sec. No. 000-99-9103 work yesterday. were at work yesterday. Watch

3. Address 4. Phone
A Work with a partner. Look at the pictures. Talk about the people. Take turns.
Test-taking 5. Are you 16 years or older? Yes No 6. Position desired A John is at work today, and he was at work yesterday.

Skills
B Carmen is at work today, but she wasn’t at work yesterday.
Employment History (List most recent job first.)
Dates Employer Name and Address Position Today Yesterday
7.

Prepares 8.
9.
John Sandra Maggie Pedro
John Sandra Maggie Larry

students for 10. Important: Show your Social Security card at the time you present this application.

John
Sandra
Phil Maggie Pedro

John
Laura
Sandra
Bao
Maggie

Lar r y

standarized tests
Carmen Phil Laura Bao
A Read the questions. Look at the job application. Fill in the answer.
1. Where do you write the job you want? 3. What do you show with your application? Lisa Lisa

like the CASAS A

B
line 5
line 6
A

B
a library card
a photograph Mike Mike

by familiarizing C

D
line 8
line 10
C

D
a driver’s license
a Social Security card

them with bubble 2. The form says List most recent job first.
Which of the following dates is the most
4. Where do you write your phone number?
A line 4
B Talk in a group. Tell about your classmates. Take turns.

answer format.
recent?
Mario: I’m here today, but I wasn’t here yesterday.
B line 5
A 2012–2014 Ina: Mario is here today, but he wasn’t here
C line 8 yesterday. I’m here today, and I was
B 2015–2017
D line 9 here yesterday.
C 2015–present
Bing: Mario is here today, but he wasn’t here
D 2010–2016 yesterday. Ina is here today, and she was
B Solve the problem. Which solution is best? Circle your opinion. here yesterday. I’m here . . .

Carla is filling out a job application. She had two jobs before, but she can’t remember the dates.
What should she do?
1. Leave it blank. 3. Call her old employer.
2. Take the application home. 4. Other:

106 UNIT 8 Scan and complete a job application; contrast and and but UNIT 8 107

Problem-solving Activity
Covers critical thinking and soft
skills – crucial for workplace
readiness – and helps students
meet WIOA requirements.

UNITS 7 & 8
REVIEW
1 Listening 3 Pronunciation: the -s ending with plural nouns
A Listen to the -s ending in these plural nouns.
Read the questions. Then listen and circle the answers.
1. What did Carlos do before? 4. Where is Carlos right now? /s / /z / /ɪ z /
a. He was an office worker. a. at SaveMore Supermarket cakes tomatoes peaches CD2, Track 28
CD2, Track 27
b. He was a construction worker. b. at work
hairstylists electricians nurses
2. What does Carlos do now? 5. What is he buying at the supermarket?
a. He is an office worker. a. milk, tea, bread, and eggs B Listen and repeat.
b. He is a construction worker. b. milk, cheese, bread, and eggs
/s / /z / /ɪ z /
3. When does Carlos buy groceries? 6. How much are the groceries? assistants bananas nurses CD2, Track 29
a. every Tuesday a. $11.75
cooks cashiers oranges
b. every Thursday b. $7.75

Review Pages Talk with a partner. Ask and answer the questions. Use complete sentences.
students

mechanics
drivers

cookies
packages

boxes

2 Grammar receptionists servers peaches

Allows students to review theA Write. Complete the story. books teachers visited

vocabulary and grammar after Peter

Talk with a partner. Take turns. Practice the words. Make sentences
with the words.

every two units to confirm

C Listen. Complete the chart.
Peter was a server in his country. Now he a
1. is / was 2. is / was
1. bags 4. dimes 7. desks

retention. cashier. He can do many things. He

He
3. can / can’t
use a cash register.

use a computer, too. But Peter has two problems.

2. bottles
3. clerks
5. pages
6. carrots
8. languages
9. glasses
CD2, Track 30

4. can / can’t
First, he speak English well. Second, he works a lot of /s / /z / /ɪ z /
5. can / can’t
hours. He find time to go to school. bags
6. can / can’t

B Write. Unscramble the words. Make questions about the story.

1. a / teacher / Was / Peter / country / his / in / ? Was Peter a teacher in his country?
D Talk with a partner. Ask and answer the question. Use correct pronunciation.
2. use / cash register / a / Can / he / ?
3. speak / well / English / Can / he / ?
What’s in your refrigerator?
Pronunciation Activities
4. he / construction worker / Is / now / a / ? Last weekend, I . . . There is .

108
Talk with a partner. Ask and answer the questions.

REVIEW: UNITS 7 & 8

Gives additional opportunities REVIEW: UNITS 7 & 8 109

to practice pronunciation and

promotes spoken fluency.

UNIT TOUR xvii

 FEATURES OF THE TEACHER’S EDITION
Introduction Application A teacher must provide opportunities for
students to practice newly-acquired language in realistic
The Ventures Teacher’s Edition includes step-by-step situations. These situations could be in class or outside
teaching notes for each lesson. The teaching notes divide of class. The important point is that students use what
the lesson into six stages. Each lesson begins with a they have learned in new ways. In the grammar lessons,
warm-up and review followed by a presentation stage. for example, the Communicate section asks students to
The practice, comprehension, application, and evaluation role-play, interview, share information, or ask questions.
stages do not follow a strict sequence in the Teacher’s
Evaluation An ongoing part of the lesson is to
Edition. They vary depending on the content of the lesson
determine whether students are meeting the lesson
being presented.
objectives. This can be done formally at the end of a
unit by having students complete the Self-assessment
Stages of a lesson and then giving the unit test, but it can also be done
informally toward the end of the lesson. Each lesson in
Warm-up and review Each lesson begins with a
the Ventures Teacher’s Edition ends with a review and
review of previous material and connects that material
verification of understanding of the lesson objectives. Any
to the current lesson. Quick review activities prompt
in-class assignment or task can serve as an evaluation
students’ memories. Warm-up activities at the beginning
tool as long as it assesses the objectives. Having
of class introduce the new lesson. These activities
students complete Workbook pages can also serve as
may take many forms, but they are quick, focused, and
an informal evaluation to gauge where students may be
connected to the new material to be introduced. A warm-
having difficulty.
up also helps teachers ascertain what students already
know about the topic and what they are able to say. The following chart presents the most common order of
lesson stages and suggests how long each stage could
Presentation During this stage of the lesson, the
take within a one-hour class period.
teacher presents new information, but it should not be
a one-way delivery. Rather, it is a dynamic process of
Stages of the lesson Approximate time range
student input and interaction – a give-and-take between
the teacher and students as well as among students. Warm-up and review 5–10 minutes
The teacher may give examples rather than rules, model
Presentation 10–20 minutes
rather than tell, and relate the material to students’
experiences. Practice 15–20 minutes
Practice It is important that students have enough time Comprehension check 5–10 minutes
to practice. A comfortable classroom environment needs
Application 15–20 minutes
to be created so students are not afraid to take risks.
Practice needs to be varied and interesting. There should Evaluation 10–15 minutes
be a progression from guided to independent practice.
In the Ventures grammar lessons, for example, practice
begins with mechanical aspects such as form, moves
to a focus on meaning, and ends with communicative
interactions.
Comprehension check Asking, “Do you understand?”
is not enough to ascertain whether students are following
the lesson. The teacher must ask concrete questions
and have students demonstrate that they understand. In
this stage, students are asked to repeat information in
their own words. Students are also invited to come to the
board or to interact with other students in some way.

xviii FEATURES OF THE TEACHERS’S EDITION

 The Teacher’s Edition includes:

• Interleaved Student’s Book pages with answers

• Lesson objectives and step-by-step teaching instructions
• Expansion activities, extra teaching tips, and culture notes
• Activities to encourage learner persistence and community building
• Tests and games
• Ideas for multilevel classroom management
• Class audio listening scripts

LESSON A Listening
UNIT GOALS
Identify common health problems Write an email to excuse an absence
Identify remedies for common health problems

PRESENTATION • Ss complete the audio individually.

• Write letters A−F on the board. Ask five Ss to come to the 2 Listen
• Direct Ss’ attention to the pictures in Exercise 2A. board and write the numbers they circled.
Ask: What do you see? Elicit as many of the health
A Listen. Write the letter of the conversation.
• Point to each one in turn. Ask: Is this correct? Ask volunteers
problems as Ss know, for example: sore throat, headache, to make corrections as needed.
stomachache, sprained ankle, earache, fever.

Teaching Tip APPLICATION

CD1, Track 33
Do not expect Ss to know all of these words. These
questions are meant to show which Ss already know • Direct Ss’ attention to the picture in Exercise 3. Ask two Ss
some of the unit vocabulary and to encourage students to to read the example question and answer aloud.
draw on prior knowledge. If Ss don’t know any words, write • Read the instructions. Model the exercise. Act out a e a d
them on the board. 1. 2. 3.
headache and elicit headache from the Ss. Say: Yes. Then,
ask a S to stand up. Tell the S: Pick a word. Act it out. Elicit
guesses from the Ss until they have the right answer. Say:
PRACTICE Yes. Continue modeling the task until Ss understand it.
• Ss complete the exercise in pairs. Walk around and help as
CD1, Track 33 Play or read the audio. Pause after the needed.
first conversation. Ask: Which picture matches conversation
A? (picture number 2.) Point to the handwritten a written next • Ask several pairs to act out their conversations for the rest
to number 2. Be sure that Ss understand the task. of the class.
CD1, Track 33 Play or read the complete audio (see 4. c 5. f 6. b
Useful Language
audio script, page T-173). Ss complete the rest of the
Read the tip box. Have Ss practice their conversations
exercise individually.
again, choosing either Yes, right, or No, guess again. You B Listen again to the conversations. Circle the words you hear.
could also write other ways of responding on the board
Learner persistence (individual work) and have Ss practice, such as: Yep, Yeah, Uh-huh, That’s A. I’m sorry to hear it. I’m sorry to hear that. I’m sorry about that. CD1, Track 33
CD1, Track 33 Ss can listen to the audio for Exercises correct or Sorry, try again.
2A and 2B at home for reinforcement and review. They can B. I hope it gets better soon. I hope you get better soon. I hope you get well soon.
also listen to the audio for self-directed learning when class C. I hope it gets better soon. I hope you get better soon. I hope you get well soon.
attendance is not possible. EVALUATION
D. That’s too bad. That’s terrible. I’m sorry.
COMPREHENSION CHECK • Direct Ss’ attention to the health problems you wrote on
the board at the beginning of the lesson. For each of the
E. That’s too bad. Oh, I’m sorry. That’s terrible.
vocabulary words, ask a Yes / No question about people F . That’s too bad. Oh, that’s terrible. I’m sorry.
• Write the numbers 1–6 on the board. Ask a few Ss to come in the picture on page 44, for example: Does he have
to the board to write the correct answers to Exercise 2A next Listen again. Check your answers.
a backache / an earache / a cold / etc.? Elicit Yes or
to each number.
No answers.
• Check off each word as Ss demonstrate an understanding of
PRACTICE what they have learned in the lesson. 3 After you listen
• Direct Ss’ attention to Exercise 2B. Read the instructions More Ventures, Unit 4, Lesson A Talk with a partner. Take turns. Act out and guess the problem.
aloud.
Workbook, 15–30 min.
CD1, Track 33 Play or read the audio again. Pause the
Multilevel Worksheets, 30–45 min. [Link]/ Sore throat?
audio after the first conversation. Ask: Which words did you ventures/resources/
Collaborative Worksheets, 30–45 min.
hear in the conversation? (I’m sorry to hear that.) Hold up the Yes
Student’s Book. Show Ss where number 2 has been circled Student Arcade, time varies [Link]/
in conversation A. venturesarcade/ USEFUL LANGUAGE
Yes.
That’s right.
No. Guess again.

T-45
T-4 Unit 4 Listen for and identify health problems and people’s responses UNIT 4 45

FEATURES OF THE TEACHERS’S EDITION xix

 END-OF-UNIT ACTIVITIES
Ventures provides several resources to help wrap up The Projects are another useful tool and a fun way to
a unit: wrap up a unit. They are available via the Teacher’s
The Self-assessments are available via the Teacher’s Online Resources.
Online Resources ([Link]/ventures/ The Unit Tests are a third end-of-unit activity. They
resources/). They can be used in several ways: are available at the back of this Teacher’s Edition.
■ To identify any needs for additional practice before the Customizable tests and test audio are available via
unit test. a secure download site. Contact your Cambridge ESL
■ For portfolio assessment. Print out copies for each Specialist ([Link]/cambridgeenglish/contact)
student and keep completed Self-assessments in for more information.
a folder.
■ For pre- and post-assessment. Print out two Self-
assessments for each student. Have students
complete one before beginning and another after
finishing the unit.

Class time guidelines

Ventures is designed to be flexible enough for use with
one-, two-, and three-hour classes.

Component One-hour class Two-hour class Three-hour class

Teacher’s Edition Follow lesson plan in Teacher’s Edition

Workbook Assign as homework Use in class

Student Arcade Assign for lab or homework

Online Teacher’s Use Collaborative

Resource Room Worksheets in class

xx END-OF-UNIT ACTIVITIES
MEET THE VENTURES AUTHOR TEAM

(Top row) Dennis Johnson, K. Lynn Savage; (bottom row) Gretchen Bitterlin, Donna Price, and Sylvia G. Ramirez. Together,
the Ventures author team has more than 200 years teaching ESL as well as other roles that support adult immigrants and
refugees, from teacher’s aide to dean.

Gretchen Bitterlin has taught Citizenship, ESL, and family literacy through the San Diego Community College District
and served as coordinator of the non-credit Continuing Education ESL program. She was an item writer for CASAS tests and
chaired the task force that developed the TESOL Adult Education Program Standards. She is recipient of The President’s
Distinguished Leadership Award from her district and co-author of English for Adult Competency. Gretchen holds an MA in
TESOL from the University of Arizona.

Dennis Johnson had his first language-teaching experience as a Peace Corps volunteer in South Korea. Following that
teaching experience, he became an in-country ESL trainer. After returning to the United States, he began teaching credit and
non-credit ESL at City College of San Francisco. As ESL site coordinator, he has provided guidance to faculty in selecting
textbooks. He is the author of Get Up and Go and co-author of The Immigrant Experience. Dennis is the demonstration teacher
on the Ventures Professional Development DVD. Dennis holds an MA in music from Stanford University.

Donna Price began her ESL career teaching EFL in Madagascar. She is currently associate professor of ESL and vocational
ESL / technology resource instructor for the Continuing Education Program, San Diego Community College District. She has
served as an author and a trainer for CALPRO, the California Adult Literacy Professional Development Project, co-authoring
training modules on contextualizing and integrating workforce skills into the ESL classroom. She is a recipient of the TESOL
Newbury House Award for Excellence in Teaching, and she is author of Skills for Success. Donna holds an MA in linguistics
from San Diego State University.

Sylvia G. Ramirez is a Professor Emeritus at MiraCosta College, a teacher educator, writer, consultant, and a recipient
of the California Hayward award for excellence in education, honoring her teaching and professional activities. She is an
online instructor for the TESOL Core Certificate. Her MA is in education / counseling from Point Loma University, and she has
certificates in ESOL and in online teaching.

K. Lynn Savage first taught English in Japan. She began teaching ESL at City College of San Francisco in 1974, where she
has taught all levels of non-credit ESL and has served as Vocational ESL Resource Teacher. She has trained teachers for adult
education programs around the country as well as abroad. She chaired the committee that developed ESL Model Standards for
Adult Education Programs (California, 1992) and is the author, co-author, and editor of many ESL materials including Crossroads
Café, Teacher Training through Video, Parenting for Academic Success, Building Life Skills, Picture Stories, May I Help You?, and
English That Works. Lynn holds an MA in TESOL from Teachers College, Columbia University.

MEET THE VENTURES AUTHOR TEAM xxi

Teaching objectives
• Provide practice recognizing, saying, and writing
the alphabet
• Provide practice spelling names
• Point to the conversation on the board. Say each part aloud.
Ask Ss to repeat after you.
WARM-UP • Indicate to Ss that they should practice the conversation with
a partner. Walk around and help as needed.

• Before class. Write today’s lesson focus on the board. • Ask pairs to perform the conversation for the class.
Welcome unit: • Direct Ss’ attention again to the picture on page 2. Ask
Names, introductions Ss: Where is this? (a classroom.) What do you see? Elicit
The alphabet any vocabulary words that Ss know about the picture, for
• Begin class. Books closed. Say: Welcome to English class. example: woman, man, teacher, books.

• Write your name on the board. Point to it. Say: My name is • Hold up the Student’s Book. Direct Ss’ attention to the name
. I am your teacher. tags in the picture. Ask: What are these? If Ss don’t know,
write name tags on the board. Say the words aloud and ask
Teaching Tip Ss to repeat them after you.
You may have beginning-level Ss in your class who will not • Point to the name tags on the two Ivans. Ask: What’s the
understand what you are saying. Be patient. Ss will slowly name on these two name tags? (Ivan.) Ask two male Ss to
build up vocabulary and will be able to understand what stand up. Point to each one in turn and say: You are Ivan.
you are saying. Point to the conversation on the board. Ask the two Ss to say
the conversation, using the name Ivan for each one of them.
• Slowly repeat: My name is . Point to a S. Ask: What’s
your name? If the S doesn’t answer, ask different Ss until Teaching Tip
someone can answer you.
If you have name tags, bring them to class. Give one out
to each S. Ask Ss to write their names on the name tags.
Expansion activity (whole group) This models what is happening in the big picture and
• Bring to class a small, soft object, such as a bean bag, a helps Ss remember each other’s names.
ball, or a stuffed animal.
• Say: My name is . What’s your name? Toss the object to
a S (try to pick a S you think will be able to COMPREHENSION CHECK
respond). The S will say: My name is . Encourage
the S to throw the object to another S and ask: What’s your • Hold up the Student’s Book. Teach Ss the verb point by
name? Continue until all Ss have had a chance to say their pointing to the pictures in the book. Ask Ss to point to
names and ask other Ss their names. different items in their books. If Ss need help, they can look
at what other Ss are pointing to in their books. Say: Point to
Option If you feel this game is too challenging, say your
a window. Point to a man. Point to a woman. Point to a table.
name only; then toss the object to another S, who will say his
Point to a book. Point to the name tags. Point to Eduardo.
or her name and toss the object to someone else. Continue
Point to Ivan.
until all Ss have said their names.
Teaching Tip
PRESENTATION Do not expect Ss to know all the new vocabulary words.
These warm-up exercises are intended to find out what Ss
• Books open. Hold up the Student’s Book. Direct Ss’ attention already know in English.
to the picture on page 2. Point to the two men shaking
hands. Expansion activity (whole group)
• Ask a S to stand up. Hold out your hand for a handshake. • Show Ss items from the picture on page 2 that are in your
Say: Hello, my name is . What’s your name? Elicit: My own classroom. Hold up or point to items and say their
name is . Say: Nice to meet you. Encourage the S to names in English. Ask Ss to repeat the words after you, for
say: Nice to meet you, too. example: window, teacher, man.
• Write this conversation on the board.
A Hello. My name is . What’s your name? Learner persistence (whole group)
B My name is . • If possible, take your Ss on a tour of your school. Show
A Nice to meet you. Ss different rooms in the building. As you are walking, say
B Nice to meet you, too. things such as: This is the office. This will help Ss feel more
comfortable on their first day of English class.

Welcome T-2
WELCOME
WARM-UP AND REVIEW Expansion activity (student pairs)
• Ask pairs to read the alphabet to each other. Walk around
• Books closed. Ask for a S volunteer to stand up. Say: Hi, and help as needed.
I’m (your name ). What’s your name? (Elicit an appropriate
response.) Ask: How do you spell that? If the S doesn’t Expansion activity (whole group)
know how to spell his / her name in English, write the • Teach Ss the ABC song. This is a fun way for them to learn
name on the board. Underline each letter as you say how to say the names of the letters in English.
it aloud.
• Ask another S volunteer to stand up. Repeat the above COMPREHENSION CHECK
conversation with this S.
• Read aloud the second part of the instructions for Exercise 2B.
PRESENTATION • Model the task. Hold up the Student’s Book. Ask a S to
come to the front of the room. Say: H. Encourage the S to
• Direct Ss’ attention to Exercise 2A. Read the instructions point to the letter H.
aloud. Draw a check mark on the board. Hold up the • Ss complete the exercise in pairs. Walk around and help as
Student’s Book and point to the blanks in front of the names needed.
in Exercise 2A. Say: Check the names when you hear them.
• Direct Ss’ attention to Exercise 2C and read the instructions
CD1, Track 2 Play or read the audio (see audio script, aloud.
page T-171.) Ss listen and check the names they hear.
Repeat the audio as needed.
CD1, Track 4 Play or read the audio (see audio script,
page T-171). Ss listen and repeat the questions and
Learner persistence (individual work) answers. Repeat the audio as needed.

CD1, Track 2 Ss can listen to the audio for Exercise 2A Learner persistence (individual work)
at home for reinforcement and review. They can also listen to
the audio for self-directed learning when class attendance is
CD1, Track 4 Ss can listen to the audio for Exercise 2C
at home for reinforcement and review. They can also listen to
not possible.
the audio for self-directed learning when class attendance is
not possible.
PRACTICE
APPLICATION
• Direct Ss’ attention to the letters in Exercise 2B. Say: These
are capital and lowercase letters. Write your name in capital
letters on the board. Say: My name is in capital letters. Write
• Read aloud the second part of the instructions for Exercise 2C.
your name in lowercase letters on the board. Say: My name • Focus Ss’ attention on the class list in the exercise. Hold
is in lowercase letters. Remind Ss that the first letter of a up the Student’s Book. Point to the name Helena. Say: Write
name written in lowercase is always a capital letter, and this your classmates’ names here.
is only an example. • Model the task. Ask a S to stand up. Ask him or her the
• Read the instructions aloud. Hold up the Student’s Book. questions from the conversation. Write his or her name on
Point to the example of the letter A written in the book. Say: the board.
Write capital and lowercase letters. • Ss complete the exercise individually. Walk around and help
as needed.
PRACTICE AND EXPANSION ACTIVITIES • Write a class list on the board. Ask individual Ss to write
their classmates’ names on the board. Ask: Are the names
CD1, Track 3 Play or read the audio (see audio script, spelled correctly? If not, ask a volunteer to correct the
page T-171.) Ss listen and write the alphabet in capital and spellings if needed.
lowercase letters. Repeat the audio as needed.
EVALUATION
Learner persistence (individual work)
CD1, Track 3 Ss can listen to the audio for Exercise 2B • Direct Ss’ attention to the lesson focus on the board.
at home for reinforcement and review. They can also listen to
• Ask Ss to say the alphabet.
the audio for self-directed learning when class attendance is
not possible. • Check off the lesson focus as Ss demonstrate understanding
of what they have learned in the lesson.

T-3 Welcome
Teaching objectives
• Provide practice recognizing, saying, and writing
numbers 1-20
• Provide practice recognizing, saying, and writing
the days of the week and the months of the year CD1 Track 6 Play or read the rest of the audio. Ss listen
and circle the numbers that they hear. Repeat the audio as
needed.
WARM-UP • Write the numbers 1–9 on the board. Write a 6 next to
number 1. Ask Ss to write the numbers they circled next to
the remaining numbers on the board.
• Before class. Write today’s lesson focus on the board.
Welcome unit:
Learner persistence (individual work)
Numbers 1–20
Days of the week CD1, Track 6 Ss can listen to the audio for Exercise 3B
Months of the year at home for reinforcement and review. They can also listen to
the audio for self-directed learning when class attendance is
• Begin class. Books closed. Write the word numbers on the not possible.
board. Point to the word. Say it aloud. Ask Ss to repeat after
you. Ask: What numbers do you know in English? Write any
numbers on the board that Ss know. PRACTICE
Teaching Tip • Direct Ss’ attention to Exercise 3C. Read the instructions.
Do not expect Ss to know all the new vocabulary words. CD1, Track 7 Play or read the audio (see audio script,
These warm-up questions are intended to find out what page T-171). Pause the audio after the first number. Ask:
Ss already know about numbers. What number did you hear? Elicit: 3. Hold up the Student’s
Book. Point to where 3 is written. Say: Write the numbers you
hear.
PRESENTATION
CD1, Track 7 Play or read the rest of the audio. Ss
listen and write the numbers they hear. Repeat the audio as
• Books open. Direct Ss’ attention to the numbers in needed.
Exercise 3A. Read the instructions aloud.
CD1, Track 5 Play or read the audio (see audio script, • Write the numbers 1–10 on the board. Ask Ss to write the
answers on the board. Ask other Ss to correct errors.
page T-171). Ss listen and repeat the numbers. Repeat the
audio as needed. Learner persistence (individual work)
Learner persistence (individual work) CD1, Track 7 Ss can listen to the audio for Exercise 3C
at home for reinforcement and review. They can also listen to
CD1, Track 5 Ss can listen to the audio for Exercise 3A
the audio for self-directed learning when class attendance is
at home for reinforcement and review. They can also listen to
not possible.
the audio for self-directed learning when class attendance is
not possible.
COMPREHENSION CHECK
PRACTICE
• Direct Ss’ attention to Exercise 3D and read the instructions
aloud.
• Read aloud the second part of the instructions for
Exercise 3A. • Model the task. Hold up the Student’s Book. Point to the
number 1. Then point to the word one. Trace the line connecting
• Model the task. Hold up the Student’s Book. Ask a S to them with your finger. Say: Match the number with the word.
stand. Say a number. The S points to that number.
• Ss complete the exercise individually. Help as needed.
• Ss complete the activity in pairs. Help as needed.
• Check answers. Write 1 – one on the board. Ask Ss to write
• Write the numbers 1–20 on the board. Ask pairs to come to the numbers in this format from two to ten.
the board. One S will say a number. The other S will point to
that number on the board. • Read aloud the second part of the instructions for
Exercise 3D. Ask two Ss to read the example aloud.
• Direct Ss’ attention to Exercise 3B. Read the instructions.
CD1, Track 6 Play or read the audio (see audio script, • Model the task again. Ask a different S to stand up. Spell
out the number ten (T-E-N). Encourage the S to respond by
page T-171). Pause the audio after the first number. Ask:
saying ten.
What number did you hear? Elicit: 6. Hold up the Student’s
Book. Point to where 6 has been circled in number 1. Say: • Ss complete the exercise in pairs. Help as needed.
Circle the numbers that you hear. • Ask several pairs to perform the exercise for the class.

Welcome T-4
WELCOME
WARM-UP • Hold up the calendar. Point to the current month. Say: This is
the month right now.
• Books closed. Show class a calendar. Point to each day on • Direct Ss’ attention to the months in Exercise 4C. Read the
the calendar. Say the day aloud. Ask Ss to repeat. instructions aloud.
CD1, Track 9 Play or read the audio (see audio script,
PRESENTATION page T-171). Ss listen and repeat the months after they hear
them. Repeat the audio as needed.
• Books open. Direct Ss’ attention to the days of the week in • Read aloud the second part of the instructions for
Exercise 4A. Exercise 4C. Ask two Ss to read the example aloud.
CD1, Track 8 Play or read the audio (see audio script, • Model the task again. Ask a different S to stand. Say the
page T-171). Ss listen and repeat the days. Repeat the audio number 2. Have the S say February.
as needed.
Teaching Tip
• Read aloud the second part of the instructions for
Exercise 4A. Encourage Ss to look at the months written in Exercise
4C to help them remember the names of the months
• Model the task. Hold up the Student’s Book. Ask a S to in English.
stand up. Say a day of the week. Ask the S to point to
that day. • Ss complete the exercise in pairs. Help as needed.
• Ss complete the exercise in pairs. Help as needed. • Ask several pairs to perform the exercise for the class.
• Hold up the calendar again. Ask pairs to come to the front of
the room. One S will say a day. The other S will point to that Learner persistence (individual work)
day on the calendar. CD1, Track 9 Ss can listen to the audio for Exercise 4C
at home for reinforcement and review. They can also listen to
Learner persistence (individual work) the audio for self-directed learning when class attendance is
CD1, Track 8 Ss can listen to the audio for Exercise 4A not possible.
at home for reinforcement and review. They can also listen to
the audio for self-directed learning when class attendance is COMPREHENSION CHECK
not possible.
• Focus Ss’ attention on Exercise 4D. Read the instructions
PRACTICE aloud. Ask two Ss to read the example question and
answer aloud.
• Point to Sunday on the calendar. Say: This is Sunday. Write • Ss complete the exercise in pairs. Walk around and help as
Sun. on the board. Say: This is the short form. needed.
• Direct Ss’ attention to Exercise 4B. Read the instructions. • Ask a few S pairs to say their questions and answers for the
• Hold up the Student’s Book. Point to the example. Say: rest of the class.
S-U-N-period is the same as Sunday.
Community building (whole group)
• Ss complete the exercise individually. Help as needed.
• Have Ss arrange themselves in the front of the classroom
• Write the numbers 1–7 on the board. Ask individual Ss to according to their birthdays. They can ask each other: What
write the days of the week on the board. month is your birthday? until they are arranged from January
• Ask: Are the days correct? If not, ask a volunteer to correct to December. Model the task if necessary.
the spellings if needed.

Expansion activity (whole group) EVALUATION

• Hold up the calendar. Ask: What day is today? Elicit the
correct response. If no one can answer, point to the correct • Direct Ss’ attention to the lesson focus on the board.
day on the calendar. Ask a S to read the day. • Ask Ss to say the days of the week and months of the year.
• Write the word months on the board. Point to the word. Say it • Check off the lesson focus as Ss demonstrate understanding
aloud. Ask Ss to repeat after you. of what they have learned in the lesson.

T-5 Welcome
UNIT 1
Teaching objectives
• Introduce students to the topic Is Svetlana’s last name Kulik? (Yes.)
• Find out what students know about the topic Is Svetlana’s area code 717? (No.)
• Preview the unit by talking about the picture Is this a classroom? (No.)
• Provide practice of key vocabulary Is this an office? (Yes.)
• Provide practice that develops listening skills Is this a registration office? (Yes.)

Teaching Tip
WARM-UP AND REVIEW Do not expect Ss to answer with more than Yes or No. The
purpose of these questions is to check understanding of
new vocabulary.
• Before class. Write today’s lesson focus on the board.
Lesson A:
Personal information PRACTICE
• Begin class. Books closed. Point to the words Personal
information on the board. Say: Today’s class is about personal • Direct Ss’ attention to Exercise 1B. Model the task. Hold up
information. What is personal information? Elicit words such the Student’s Book. Say to a S: Point to the last name. The S
as name, address, telephone number. Write Ss’ responses on points to the appropriate line on the registration form.
the board.
• Ss in pairs. Say to one S: Say the words in Exercise 1B. Say
• Point to name. Ask Ss: What is this? (name.) Ask a S: What to his or her partner: Point to the registration form.
is your name? Elicit response. Repeat with address and
telephone number.
• Ss in small groups. Ask Ss to take turns pointing to and
naming different items in the picture. If the word is correct,
Teaching Tip the group members say Yes; if it is incorrect, they say No.
Walk around and help as needed.
Do not expect all Ss to be able to respond in English with
their addresses and telephone numbers. These warm-up Expansion activity (whole group)
questions are intended to find out which Ss already know
how to talk about personal information. • Point to the map pictured behind Mr. Clark. Ask Ss: What is
this? (It’s a map.) Point to your country on the map (or on a
larger map, if you have one). Say: My name is . I am
PRESENTATION from .
• Ask Ss: What’s your name? Where are you from? Ss can use
• Books open. Set the scene. Direct Ss’ attention to the single word answers. Go around the class until as many Ss
picture on page 6. Say: Ss are registering for classes at as possible have had a chance to answer.
a school.
• Ask: What do you see? Elicit as much information as Expansion activity (whole group)
possible: school, student, registration form, man, woman, etc. • Turn Ss’ attention to the filing cabinet right next to the map.
• Direct Ss’ attention to the key words in Exercise 1B. Read Ask Ss: What is this? Encourage Ss to say cabinet or filing
each word aloud while pointing to the corresponding item on cabinet.
the registration form. Ask the class to repeat and point. • Point to the top drawer. Tell Ss: A–G means A, B, C, D, E, F,
G. Ask Ss: What does H–P mean? (H, I, J, K, L, M, N, O, P.) Ask
Teaching Tip Ss: What does Q–Z mean? (Q, R, S, T, U, V, W, X, Y, Z.)
The key words are intended to help students talk about • Write on the board:
the picture and learn some of the vocabulary in the unit. 1. A–G 2. H–P 3. Q–Z
Ask a S: What is your first name? What is your last name? Ask
COMPREHENSION CHECK the S: Where do I write your first name, 1, 2, or 3? Where do I
write your last name?
• Point to people and items in the picture and ask • Write the S’s first and last names in the appropriate
Yes / No questions. columns. Go around the class until as many Ss as possible
Is Ricardo a student? (Yes.) have had a chance to answer. If necessary, take time to
Is Mr. Clark a man? (Yes.) review the letters of the alphabet. Turn to the Welcome unit if
Is Svetlana a teacher? (No.) additional practice is needed.

Lesson A T-6
LESSON A Listening
PRESENTATION APPLICATION

• Books closed. Write the name, address, and telephone • Books closed. Write on the board: My first name is .
number of your school on the board. Ask a S to circle the • Complete the sentence using your first name. Read the
area code. Ask another S to circle the zip code. sentence. Erase your name. Ask a S to come to the board
• Ask Ss: What is your area code? What is your zip code? and complete the sentence with his or her first name.
• Direct Ss’ attention to Exercise 3 and read the instructions
PRACTICE aloud. Be sure Ss understand the task. Ss complete the
exercise individually. Help as needed.
• Books open. Direct Ss’ attention to the pictures in Teaching Tip
Exercise 2A. Hold up the Student’s Book. Point to the first
picture. Say: Last name. Point to the second picture. Ask a S: Read the tip box aloud. Ask Ss to point to the numbers as
What’s this? (first name.) they repeat them. For zero, say: This is a zero. We say “oh”
when we read telephone numbers.
• Read the instructions for Exercise 2A aloud.
CD1, Track 10 Play or read the audio (see audio script, • Read aloud the second part of the instructions for Exercise
page T-171). Pause after the first conversation. Ask: Which 3. Ask two Ss to read the example.
picture matches conversation A? (picture number 6.) Be sure • Ss complete the exercise in pairs. Help as needed.
Ss understand the task. Then play or read the complete
audio. Ss complete the task individually. Repeat the audio as Learner persistence (student pairs)
needed. • Ss in pairs. Give each S an envelope. Say: Ask your partner
• Check answers. Write numbers 1−6 on the board. Ask Ss for personal information. Write your partner’s name, address,
to tell you the letters that they wrote for each question. city, state, and zip code on the envelope.
Before writing the letters on the board, ask the class: Is that • Model the activity with a S. First ask for the S’s name and
correct? address. Write it on a large envelope you’ve drawn on the
board. Tell the same S: Now ask me my name and address,
Culture Tip
and write it on your envelope.
You may want to ask Ss if they have a middle name. • Tell Ss that the pairs are now “buddies.” Explain the word,
Middle names are not common in many cultures. In some
and tell Ss buddies will help each other in class.
cultures, a middle name is the last name of a parent.
• Collect and save the envelopes, and ask buddies to send
• Read aloud the instructions for Exercise 2B. assignments to Ss who miss classes.
CD1, Track 10 Play or read the audio again. Pause after
the first conversation. Ask: Which word or number do you EVALUATION
hear in conversation A? (555–8907.) Be sure Ss understand
the task. Then play or read the complete audio. Ss complete
• Have Ss look at the lesson focus on the board. Ask Ss to
the task individually.
give you examples of personal information.
Learner persistence (individual work) • Check off the lesson focus as Ss demonstrate an
understanding of what they have learned in the lesson.
CD1, Track 10 Ss can listen to the audio for Exercises
2A and 2B at home for reinforcement and review. They can
More Ventures, Unit 1, Lesson A
also listen to the audio for self-directed learning when class
attendance is not possible. Workbook, 15–30 min.
Multilevel Worksheets, 30–45 min.
[Link]/
COMPREHENSION CHECK Collaborative Worksheets, ventures/resources/
30–45 min.
Student Arcade, time varies [Link]/
• Write the letters B–F on the board. Ask a few Ss to come to venturesarcade/
the board and write the correct answers to Exercise 2B next
to each letter. Play or read the audio again if needed.
• Read aloud the second part of the instructions for
Exercise 2B. Have Ss listen again and check the answers on
the board as well as their own answers.

T-7
T-4 Unit 1
Teaching objectives
• Introduce possessive adjectives
• Provide practice asking and answering What questions
about personal information
COMPREHENSION CHECK

WARM-UP AND REVIEW • Ask Ss questions from the grammar chart. Point to yourself
and ask: What’s my name? Point to a female student and
ask: What’s her name? Continue practicing the different
Focus on meaning / personalize
possessive adjectives until Ss show an understanding of the
• Before class. Write today’s lesson focus on the board. teaching point. If Ss don’t know each other’s names yet, they
Lesson B: can ask: What’s your name?
Possessive adjectives
my   his PRACTICE
your  her
 their • Direct Ss’ attention to Exercise 2A and read the instructions
• Begin class. Books closed. While pointing to yourself, ask: aloud. Ask two Ss to read the example question and answer.
What’s my first name? What’s my last name? Write responses Be sure Ss understand the task.
on the board: Your first name is . Your last name is • Ss complete the exercise individually. Help as needed.
. CD1, Track 11 Read aloud the second part of the
• Ask a S: What’s your first name? Give extra emphasis to the instructions for Exercise 2A. Play or read the audio (see
possessive adjective. Write the response on the board: My audio script, page T-171). Have Ss check their answers as
first name is . they listen and repeat. Correct pronunciation as needed.
• Ask all the male Ss to stand up. Point to each male S. Ask: • Ask Ss to come to the board and write the questions
What’s his first name? Write on the board: His first name is and answers. Ask different Ss to read them aloud. Ask a
. Elicit responses. Then invite Ss to sit. volunteer to make any necessary corrections on the board.
• Ask all the female Ss to stand up. Point to each. Ask: What’s • Ss in pairs. Ask Ss to choose role A or B and practice the
her first name? Write on the board: Her first name is . questions and answers. Then, have students switch roles
Elicit responses. Then invite Ss to sit. and practice again. Walk around and help as needed.
• Ask any two Ss to stand up. Point to both of them. Ask: What
are their first names? Write on the board: Their first names Expansion activity (small group)
are and . • Play a name game. Put Ss in groups of five. The first S says
his or her name. The second S says the first S’s name, then
Teaching Tip his or her own name. The third S says the first S’s name,
If you have a married couple, siblings, or two Ss with the then the second S’s name, then his or her own name. The
same last name in your class, ask them to stand in front game continues until all Ss have introduced themselves.
of the class. Point to them and ask: What’s their last
name? Write the response on the board: Their last name
is . PRACTICE

• Write on the board: 0 1 2 3 4. Point to 0. Ask: What’s this?

PRESENTATION (zero.)
• Point to and read each number aloud. Ask Ss to repeat.
Focus on form • Write on the board: (201) 555–1234. Read the number aloud
• Use the animated grammar presentation in one or more of twice; be sure to pronounce the 0 as oh. Ask Ss to repeat
the following ways: the numbers after you. Remind Ss that zero is pronounced
oh in telephone numbers.
• Preview it before class
• Show it in class • Direct Ss’ attention to Exercise 2B and read the instructions
aloud. Model the example with a S. As you read his, point to
• Encourage Ss to watch it outside of class. the picture of the man in number 1. As you read 555-9314,
• Books open. Direct Ss’ attention to the grammar chart in point to the phone number next to the man’s picture. Be sure
Exercise 1. Read the questions and answers aloud. Ask Ss Ss understand the task.
to repeat after you. Point to the contraction What’s. Hold up
• Ss complete the exercise in pairs. Help as needed.
one finger and say: One word = What’s. Hold up two fingers
and say: Two words = What is. They are the same. You could • Ask pairs to perform the conversations for the class.
introduce the word contractions to talk about these short
Expansion activity (whole group)
forms.
• Practice making sentences using other possessive pronouns:
• Ss in pairs. Have students practice reading the grammar our, your (plural), its.
chart to each other. Say to one S: Read the questions. Say to
his or her partner: Read the answers.

Lesson B T-8
LESSON B What’s your name?
PRESENTATION APPLICATION

• Books closed. Ask a S with an unusual name: What’s your • Point to a S and say: His / Her first name is . His / Her
first name? Elicit: My first name is . last name is .
Ask: How do you spell that? Write the name on the board. • Have the S introduce another S in the same way.
Ask: What’s your last name? How do you spell that? Write the
last name on the board.
• Direct Ss’ attention to Exercise 3A and read the instructions
aloud. Ask a S to read the example aloud.
• Books open. Direct Ss’ attention to Exercise 2C and read
the instructions aloud. Teaching Tip
CD1, Track 12 Play or read the audio (see audio script, Tell Ss that after a person is introduced, it is polite to say
page T-171). Ask students to follow along. Nice to meet you. The correct response after this is to say
CD1, Track 12 Play or read the audio. Listen to Ss’ Nice to meet you, too. Ask Ss to introduce each other in
this way.
pronunciation as they repeat each line of the conversation.
Correct pronunciation as needed.
Culture Note
Teaching Tip
Read the culture note aloud. Ask: Who has two first
A review of pronouncing the letters of the alphabet might names? Who has two last names? Ask these Ss to write
be helpful. Write the alphabet on the board. Ask the class their names on the board.
to read the entire alphabet aloud.
• Direct Ss to Exercise 3B. Ask pairs to read the examples.
• Ask different Ss to read the examples again, but say: This
PRACTICE time, use your own names.
• Ss complete the task in pairs. Help as needed.
• Read aloud the second part of the instructions for
Exercise 2C. Teaching Tip
• Write on the board: Explain that Good morning is a morning greeting. Hi and
First name Last name Hello are other greetings. Good night is not a greeting.
We say good night only when we’re saying good-bye or
Jennifer Kent when we’re going to bed. Talk about gestures used with
• Model the activity. Ask a S his or her name, as in the model greetings (handshake, hug, kiss, wave, bow) and with
conversation. Write the S’s first and last names in the whom the gestures are used.
appropriate column on the board exactly as he or she spells
the name to you.
EVALUATION
• Ss complete the task in small groups, using the conversation
from Exercise 2C as a model and their own information.
Walk around and help as needed. • Direct Ss’ attention to the lesson focus on the board. Show
Ss the pictures on page 8. Say: Make sentences about the
• Ask several Ss to write a classmate’s first and last name in people. (His name is Alfred. Her name is Sue. His telephone
the appropriate column on the board. number is 555-9314.)
Useful Language • Check off the items as Ss demonstrate an understanding of
what they have learned in the lesson.
Read the tip box aloud and have Ss repeat after you.
Have Ss make conversations using the Useful language in
place of How do you spell that? More Ventures, Unit 1, Lesson B
Workbook, 15–30 min.
Expansion activity (whole group) Multilevel Worksheets, 30–45 min.
[Link]/
Collaborative Worksheets,
• Show Ss pictures of famous people. Ask: What is his / her 30–45 min.
ventures/resources/
first name? How do you spell that? What is his / her last
name? Please spell that. Write the names in the chart. Student Arcade, time varies [Link]/
venturesarcade/
Community building (whole group)
• Do the preceding expansion activity using pictures of well-
known community people so that Ss learn about them.

T-9 Unit 1
Teaching objectives
• Introduce simple present of be questions, statements,
short answers, and contractions
• Provide practice asking and answering Yes / No and
Where questions about where Ss are from Teaching Tip
• Review subject pronouns An explanation of he’s vs. his might be helpful. Write he’s
and his on the board. Read the words aloud. Ask Ss to
repeat. Correct pronunciation as needed. Explain that his
is a possessive adjective: His name is Bill. He’s means he
WARM-UP AND REVIEW is: He’s from Mexico.

Focus on meaning / personalize

COMPREHENSION CHECK
• Before class. Write today’s lesson focus on the board.
Lesson C:
• Review subject pronouns. Ask individual Ss Yes / No questions
Subject pronouns and the verb “be”
and elicit answers, for example: Are you from Mexico? Elicit
Are you?   I am I’m not
Yes / No answers. Point to the places on the map.
Is he?   He is He isn’t
Is she?   She is She isn’t
Are they?   They are They aren’t PRACTICE
• Before class. Bring in a world map, a map of the United
States, or a city map and display it at the front of the class. • Direct Ss’ attention to Exercise 2A. Ask Ss to look at the
If a map is not available, draw an outline of a world map and map. Ask if they can find Canada on the map. Help Ss locate
a map of the United States on the board. Canada and other countries they know.

• Begin class. Books closed. Review Lesson B. Ask different • Read the instructions aloud.
Ss: What’s your name? What’s his name (pointing to a male • Ask two Ss to read the example aloud. Write the example on
S)? What’s her name (pointing to a female)? What are their the board. Be sure Ss understand the task.
names (pointing to a few Ss)? • Ss complete the exercise individually. Help as needed.
• Introduce the lesson focus. Point to a place on the map and • Ask Ss to write their answers on the board. Ask different Ss
say: I’m from (the United States). Ask different Ss: Are you to read the answers aloud. Ask a volunteer to correct the
from the United States? Elicit: Yes, I am. or No, I’m not. answers if needed.
• Ask different Ss: Are you from (Mexico, China, CD1, Track 13 Read the second part of the instructions
Ethiopia, etc.)? Elicit Yes / No answers. for Exercise 2A. Play or read the audio (see audio script,
page T-171). Listen to Ss’ pronunciation as they repeat the
PRESENTATION conversations. Correct pronunciation.
• Say: Practice with a partner. Have Ss practice the
Focus on form conversations in pairs. Walk around and help as needed.

• Use the animated grammar presentation in one or more of • Ask pairs to read the conversations for the class.
the following ways:
Community building (small group)
• Preview it before class
• Before class. For each small group, write the subject
• Show it in class pronouns on index cards. Write the names of 12 countries
• Encourage Ss to watch it outside of class. (including the countries represented in the class) on different
• Books open. Direct Ss’ attention to the grammar chart in cards. Keep the two sets of cards separate.
Exercise 1. Read the questions in the grammar chart aloud. • In class. Ask Ss to take turns choosing one card from each
Point to individual Ss as you ask the questions. Elicit true pile and asking a classmate a question using the words
short answers. Encourage Ss to use the form of the short on the cards (e.g., he and South Korea = Is he from South
answers seen in the grammar chart. For example: Are you Korea?). When the classmate answers, Ss return the cards
from Canada? No, I’m not. I’m from Mexico. to the bottom of the two piles and repeat the task until all
• Put Ss in groups of three. Have Ss practice reading the the cards have been used.
grammar chart to one another. • Ask Ss to introduce their classmates. Review introductions
from Lesson B: This is my new classmate, . He is from
Contractions South Korea.
Read the contractions in the grammar chart aloud. Point Expansion activity (whole group)
to I’m. Say: This is a contraction. It is short for “I am.” Hold
up two fingers and say: He is. Put down one finger and • Practice making sentences using other pronouns: we, you
say: He’s. This is short for “He is.” Continue to introduce (plural), it with the simple present of be.
the contractions.

Lesson C T-10
LESSON C Are you from Canada?
PRESENTATION Expansion activity (student pairs)
• Remind Ss about the Useful language box on page 9. Say:
• Point to the picture in Exercise 2B. Ask Ss: What do you see? You can say “Please spell that” or “How do you spell (name of
Write responses on the board: people, camera. country)?”
• Point to each person in the picture. Ask: Is he / she from • Encourage Ss to practice the conversation again using these
(name of a country)? Ss can read the country names on different phrases.
each T-shirt in the picture. Elicit Yes / No answers. For No
answers, encourage Ss to give long answers. (No, he isn’t / APPLICATION
they aren’t. He’s / They’re from India.) Review long answers
in the grammar chart on page 10.
• Direct Ss’ attention to Exercise 3 and read the instructions
aloud.
PRACTICE • Ask two Ss to read the conversation aloud. Then model the
task again. Point to a S and say: This is (student’s name).
• Read aloud the instructions for Exercise 2B. Model the Where is she from? or Where does she come from? Have
example with two different Ss. You read first. As you read he, Ss guess by asking and answering Yes / No questions until
point to the man in the group picture. As you read they, point they discover where the S is from. Be sure Ss understand
to the two women in the group picture. the task.
• Model number 1 with a S to be sure Ss understand how to • Ss complete the exercise in groups. Help as needed.
use the group picture and the cues.
• Ss complete the exercise in pairs, taking turns asking and Learner persistence (small groups)
answering questions. Walk around and help as needed. • Ask Ss to find classmates who come from the same country.
• Ask pairs to perform their conversations for the class. Have Ss walk around and ask: Are you from (name of their
country)? Ss write the names of the Ss from the same
Expansion activity (whole class) country. Be sure these Ss speak the same language in their
country of origin.
• Ask two Ss to stand up. Model the activity with the Ss. Point to
one S. Ask the other S: Is he / she from India? Elicit: Yes, he is. / • Put same-language Ss together. If they are comfortable
No, he isn’t. He’s from Mexico. Continue with more pairs. exchanging telephone numbers, have Ss make a telephone
directory. If one of the Ss misses class, the other Ss can call
to explain the lesson.
APPLICATION

• Books closed. Ask a S: Where are you from, (S’s name)? EVALUATION
Elicit: I’m from (name of country). Ask: How do you spell that?
• Write on the board: • Direct Ss’ attention to the lesson focus on the board. Have
Ss turn to the picture in Exercise 2B and ask and answer
Name Country questions.
(S’s name) (S’s native country)
• Have Ss make sentences about their own names and
Continue to ask Ss or have Ss ask and answer nationalities and those of their classmates.
the questions.
• Check off the lesson focus as Ss demonstrate understanding
• Direct Ss’ attention to Exercise 2C and read the instructions of what they have learned in the lesson.
aloud.
CD1, Track 14 Play or read the audio (see audio script, More Ventures, Unit 1, Lesson C
page T-171). Listen to Ss’ pronunciation as they repeat each Workbook, 15–30 min.
line of the conversation. Repeat the audio as needed.
Multilevel Worksheets,
• Model the example with a S. The S speaks first. This time, use 30–45 min. [Link]/ventures/
your own information to answer the question. Make sure Ss Collaborative Worksheets, resources/
understand that they are to answer with their own information. 30–45 min.
• Say: Now practice with a partner. Help as needed. Student Arcade, time varies [Link]/
venturesarcade/
Useful Language
Read the tip box aloud. Ask Ss to repeat the questions
after you. Model the conversation again using Where do
you come from? instead of Where are you from?

T-11 Unit 1
Teaching objectives
• Introduce a paragraph about someone’s personal
information
• Introduce how to say numbers in addresses
• Provide practice getting information from a reading COMPREHENSION CHECK
• Provide practice with new topic-related vocabulary
• Read aloud the instructions for Exercise 3A. Ask a S to read
the example aloud.
WARM-UP AND REVIEW • Ask: Is this reading about a new teacher? Point to where No is
circled for number 1. Be sure Ss understand the task.
• Before class. Write today’s lesson focus on the board. • Ss complete the exercise individually. Help as needed.
Lesson D:
• Check answers with the class.
Read and understand “A New Student”
Learn words about personal information • Ask Ss to take out a piece of paper. Read aloud the second
part of the instructions for Exercise 3A.
• Begin class. Books open. Show Ss the picture on page
6. Point to Svetlana. Ask: Who is she? Elicit: Her name is • Model the task of correcting the sentences. Point to No for
Svetlana. She is a student. Point to the registration form. number 1 in Exercise 3A. Read the sentence aloud. Tell
Ask: What is this? Elicit: It’s a registration form. Say the word Ss: This sentence is incorrect. Tell me the correct sentence.
registration aloud. Ask Ss to repeat after you. This reading is about . . . (student). Write on the board: This
reading is about a new student.
Teaching Tip • Ss complete the exercise individually. Help as needed.
It might be helpful to show Ss an example of the • Ask Ss to write their answers on the board. Then ask
registration form that they filled out in order to be in the different Ss to read the answers aloud. Ask: Are the
class. Say: This is a registration form for our school. What sentences correct? Make any necessary corrections on the
personal information is on this form? board.

PRESENTATION PRACTICE

• Direct Ss’ attention to the picture in Exercise 1. Say: This is • Read aloud the instructions for Exercise 3B.
Svetlana again. This is her registration form. • Ask a S to read the first question. Elicit the answer from the
• Read aloud the instructions for Exercise 1. Ask a S to read class and write it on the board: Her last name is Kulik.
the questions aloud. Elicit answers from the class. • Ss complete the exercise individually. Help as needed.
• Direct Ss’ attention to Exercise 2 and point to the title • Ask individual Ss to write their sentences on the board. Ask:
“A New Student.” Ask: What is this reading about? Elicit: Are the sentences correct? Make any necessary corrections
It’s about a new student. Say: Now you will listen to on the board.
the paragraph.
CD1, Track 15 Play or read the audio and ask Ss to Expansion activity (small groups)
follow along (see audio script, page T-171). Repeat as • Before class. Write or type the paragraph “A New Student”
needed. on a piece of paper, breaking sentences at the end of each
line (Svetlana Kulik is a new student. She is from . . . Russia.
Teaching Tip Now she lives in Napa, California. Her . . . etc.). Cut the
Here are other ways of presenting the reading: Ss read sentences out separately. Put each sentence in a different
silently; Ss take turns reading individual sentences aloud envelope.
to the class; Ss read to each other; Ss listen and repeat • In class. Books closed. Put Ss in small groups. Give each
the sentences. It might be helpful to remind Ss: We don’t
group an envelope.
say “zero” with telephone numbers. We say “oh.”
• Ask Ss to read the sentence in their envelope and guess the
next sentence.
Read the tip box aloud. Say: We read addresses with three
numbers like this: eight thirty-one Beach Street. We read • Ask Ss to find the group that has the next sentence. Walk
addresses with four numbers like this: ten forty-one Main around and help as needed.
Street. Ask Ss to repeat the addresses after you. Have • Ss re-create the story. Have one person from each group
Ss write three- and four-number addresses on the board. come to the front of the class. Ss arrange themselves in
Dictate the numbers. Ask other Ss to read the addresses
on the board. the order of the story and read their sentence so as to tell
Svetlana’s story.

Learner persistence (individual work)

CD1, Track 15 Ss can listen to the audio for Exercise 2
at home for reinforcement and review. They can also listen to
the audio for self-directed learning when class attendance is
not possible.

Lesson D T-12
LESSON D Reading
WARM-UP AND REVIEW • Show Ss a school ID card or any other ID card that you have.
Ask: What is this? Elicit: It’s an ID card. It might be helpful to
explain that ID stands for “identification.” Say: This card tells
• Books closed. Introduce new vocabulary. Write these titles
on the board. who you are.

Mr. Miss Mrs. Ms. • Draw an example of a blank ID card on the board.
• Point to the words. Say: These are titles. Read each title • Direct Ss’ attention to Exercise 4B and read the instructions
aloud and ask Ss to repeat. Say: I am (Mr. / Miss / Mrs. / aloud. Explain that Ss will use the words from the Picture
Ms.) . Write your name on the board. dictionary to ask questions and make an ID card for their
partner.
• Ask Ss to tell you their title and name. If necessary, explain
that Mr. is for a man, Ms. is for a woman, etc. • Ask two Ss to read aloud the example question and answer.
Ask pairs of Ss to ask and answer other questions. Write the
Culture Note answers in the blank ID on the board.
Tell Ss that in American culture, titles are used in formal • Ss complete the exercise in pairs. Help as needed.
settings. Teachers in schools and universities are usually
called by their title and last name. Teachers in adult Teaching Tip
education classes are often called by their first name. If Ss are not comfortable using their real addresses, they
can use the school address instead.
• Write middle name on the board.
• Ask Ss if they have a middle name, and write their full name
with the middle name included. Tell Ss that middle names Expansion activity (whole class)
are not common in many cultures. In some cultures, a middle • Draw several blank ID cards on the board. Ask for volunteers
name is the last name of a parent. to write on the board.
• Circle the first letter of the middle name and say: This is the • Ask other Ss to give information (address, apartment number,
middle initial. Rewrite the full name using only the middle initial. signature, title, etc.) for the volunteers to complete the ID card.

PRESENTATION EVALUATION
• Books open. Direct Ss’ attention to the ID card in the Picture • Direct Ss’ attention to the lesson focus on the board.
dictionary. Ask: What do you see? Elicit responses such as a
student ID, a first name, a last name, a city, a zip code. • Put a check mark next to Read and understand
“A New Student.”
• Direct Ss’ attention to word bank words in Exercise 4A. Say:
Repeat the words after me. Say each word. Listen and correct • Elicit sentences for each of the vocabulary words in the
Ss’ pronunciation as they repeat. Picture dictionary.

• Say: Write the words in the Picture dictionary. Point to the first • Check off each part of the lesson focus as Ss demonstrate
example, which has been done. an understanding of what they have learned in the lesson.

• Ss complete the exercise individually. Help as needed. Expansion activity

COMPREHENSION CHECK • Refer Ss to “Class Registration List,” another reading on the
same topic on Student’s Book pages 136-137.

CD1, Track 16 Play or read the audio (see audio script, • Have Ss complete the activity either in class or outside of
class.
page T-171). Ss should check their answers and repeat the
words after they hear them. Repeat the audio if necessary. • Provide feedback to Ss such as through a whole-class
discussion, partners comparing their worksheets, or T
Learner persistence (individual work) reviewing each S’s worksheets.
CD1, Track 16 Ss can listen to the audio for Exercise 4A
at home for reinforcement and review. They can also listen to More Ventures, Unit 1, Lesson D
the audio for self-directed learning when class attendance is Workbook, 15–30 min.
not possible. Picture Dictionary Worksheets,
30–45 min.
[Link]/
PRACTICE Multilevel Worksheets, 30–45 min.
ventures/resources/
Collaborative Worksheets,
30–45 min.
• Write your school’s address on the board. Point to the zip
code. Ask: What is this? Elicit: It’s the zip code. Repeat the Student Arcade, time varies [Link]/
process with city and state. venturesarcade/

T-13 Unit 1
Teaching objectives
• Prepare Ss for writing sentences about personal
information
• Introduce the use of capitals for names of people, streets,
cities, states, and countries • Draw a vertical line (or lines) on the board to divide it into
sections. Say: This is a contest. I will say a name. One person
from each team will go to the board and write the name.
Remember to use capital letters.
WARM-UP AND REVIEW
• Have each team stand in line several feet from its section of
the board. Say a name and have the first student in each line
• Before class. Write today’s lesson focus on the board. go to the board and write the name as quickly as possible,
Lesson E:
and then go to the back of the line. Use the following names
Write your first name, last name, address, zip code, telephone
and add some of your own:
number, country
New York
• Begin class. Books closed. Ask a S: What’s your name? Elicit: the United States
My name is . Ask: What’s your telephone number? Elicit:
(the name of your city)
My telephone number is . Ask: Where are you from?
(the name of your state)
Elicit: I’m from .
(the name of a street in your city)
Teaching Tip Japan
India
If Ss are not comfortable giving out their real telephone Mrs. Smith
numbers, tell them to use the school number.
Miss Johnson
• Give a point to the team that writes each name correctly in
PRESENTATION the shortest time. Then, repeat the process with the next
name. Tally the points at the end of the game. The team with
the most points wins.
• Books open. Direct Ss’ attention to Exercise 1A and read the
instructions aloud.
• Model the conversation with a S. Model the conversation COMPREHENSION CHECK
with a different S, but tell the S: Now use your own name,
telephone number, and country. • Write the following on the board.
• Tell Ss: Stand up. Talk to your classmates. Write their personal Address:
information in the chart. Walk around and help as needed. Area code:
• Check answers with the class. Write these column heads on Last name:
the board. Country:
Name   Telephone number   Country Telephone number:
Zip code:
• Ask different Ss to write one classmate’s name, telephone
number, and country on the board. • Ask Ss to come to the board and write an example next to
each of the words, for example: Country: China.
• Call on different Ss. Say: Tell me about (name of student).
Encourage Ss to make sentences using information from the • Direct Ss’ attention to Exercise 1B and read the instructions
board, such as: (Name of student) is from . Her / His aloud. Ask a S to read the example aloud.
telephone number is . • Ss complete the exercise individually. Walk around and help
as needed.
Direct Ss’ attention to the tip box. Ask a S to read the tip
box to the class. Ask Ss to write some names of cities,
• Check answers with the class. Ask Ss to write their
sentences on the board. Ask: Are the sentences correct? Ask
states, and countries on the board. Make sure they
capitalize these words. volunteers to make any necessary corrections on the board.

Learner persistence (whole group)

Expansion activity (whole group) • To engage Ss in the class, assign daily tasks that Ss can
• Ask Ss to add columns to the chart: Title, Middle initial, and volunteer for. Here are some examples.
Address. Introduce new Ss to the class.
• Tell Ss: Talk to your classmates. Write their title, middle initial, Take attendance.
and address (or school address). Assist Ss who arrive late.
Call Ss back from break time.
Expansion activity (whole group) Manage the book cabinet.
Straighten the room after class.
• Divide the class into two or three teams for a capital-letter Assist the teacher in handing out papers.
writing game.

Lesson E T-14
LESSON E Writing
PRACTICE EVALUATION

• Direct Ss’ attention to Exercise 1C and point to the • Direct Ss’ attention to Exercise 3A and read the instructions
paragraph. Say: This is a paragraph from a class newspaper. aloud.
What is the title of the paragraph? Elicit: Student News. Tell • Ss complete the exercise in pairs. Ss read their
Ss: This paragraph is about a student. His name is Pedro. sentences aloud.
Point to the corrected lowercase p in Pedro. Tell Ss: The
paragraph needs capital letters.
• Walk around and help as needed. Help with pronunciation.
• Read aloud the instructions for Exercise 3B. This exercise
• Write the word single on the board. Say: Pedro is single. He is asks Ss to work together and correct their writing. Ask a
not married. Ask several Ss: Are you single? (Yes, I am. / No,
S to read the questions aloud. Tell Ss to exchange papers
I’m not. I’m married.)
and look at their partner’s sentences for the answers to the
• Read the instructions aloud. Ss complete the exercise questions. Tell Ss to circle the answers on their partner’s
individually. Walk around and help as needed. note. Walk around and help as needed.
• Direct Ss’ attention to Exercise 1D and read the instructions • Ask pairs to answer for the class the questions about their
aloud. Point to the name Pedro in the chart. Point out the partner’s note.
capital P. Say: Look at your paragraph about Pedro. Look at
the words with capital letters. Complete the chart. Community building (whole group)
• Ss complete the chart individually. Walk around and help as • Help Ss write a class newsletter called Student News. Collect
needed. the sentences that Ss wrote. Use them to make a newsletter
• Check answers with the class. Write the headings from the to distribute to the Ss.
chart on the board. Ask Ss to fill in the information about
Pedro. Make any necessary corrections on the board. Learner persistence (whole group, small groups)
• Make a Useful Language poster for the classroom.
Expansion activity (whole group) Brainstorm ideas on the board. Ask: What are some
• Write 10 sentences on the board. Include names of famous questions that we use in the English classroom? For example:
people, addresses, cities, and countries. Write only in “How do you ?” Other suggestions:
lowercase letters. Ask Ss to come to the board. Tell Ss: Can you please repeat that?
Correct these sentences. Use capital letters.
Sorry, I don’t understand.
Can you help me?
APPLICATION
Please speak more slowly.
What does mean?
• Direct Ss’ attention to Exercise 2 and read the instructions
aloud. Sorry, I don’t know.
• Model the activity. Write the first sentence on the board • Ask a S to make the poster at home, or have small groups
using your first name. make posters in class. Hang the posters on the wall as a
reference for Ss.
• Ss complete the exercise individually. Walk around and help
as needed. • Add expressions to the list as Ss learn more English.

Ask Ss to look at the paragraph in Exercise 1C. Invite More Ventures, Unit 1, Lesson E
Ss to read aloud the first word in each sentence (He, Workbook, 15–30 min.
His, His, etc.). Ask Ss to circle the capital letter in each
of these words. Read the tip box aloud. Have Ss look at Multilevel Worksheets, 30–45 min.
[Link]/
their sentences in Exercise 2. Encourage Ss to check that Collaborative Worksheets, ventures/resources/
they have begun each sentence with a capital letter. 30–45 min.
Student Arcade, time varies [Link]/
venturesarcade/

T-15 Unit 1
Teaching objectives
• Introduce reading a registration form
• Provide practice that develops test-taking skills
• Present a problem and possible solutions for Ss to discuss
• Contrast possessive adjectives and subject pronouns COMPREHENSION CHECK

• Check answers with the class. Ask four Ss to read their

WARM-UP AND REVIEW answers aloud. Ask: Are the answers correct? Ask volunteers
to correct any errors.
• Before class. Write today’s lesson focus on the board.
Lesson F: PRACTICE
Read and complete a registration form
Review vocabulary for personal information • Direct Ss’ attention to Exercise 1B and read the instructions
Review subject pronouns and possessive adjectives aloud.
• Begin class. Books open. Direct Ss’ attention to the • Ss fill in the form individually. Walk around and help
registration form in Exercise 1. Ask: What is this? Elicit: It’s a as needed.
registration form. Ask: What words do you see? (Ss can read
aloud some of the words on the form.) Teaching Tip
• Review the meaning of any words that Ss do not remember. Ask: What does apt. mean? Elicit: Apartment number.
• Point to the words Please print on the form. Say: Printing is a Some Ss don’t have middle names or apartment
way of writing. numbers. Teach them to say: I don’t have a middle name
or I don’t have an apartment number. Tell them: Leave that
Teaching Tip part blank, or empty, on the registration form.

Model printing versus writing in script. Print your school’s

address on the board and tell Ss: This is printing. Then Expansion activity (individual work)
write your school’s address in script and tell Ss: This is • Practice filling out other application forms. Make copies
script. of application forms from your school. Explain any new
vocabulary. Ss complete the forms individually. Go over the
• Ask: Where do we use registration forms? Elicit responses forms with the class.
such as: at school, at the doctor’s office.
• Say: Look at the form. Point to the numbers for each line. Expansion activity (whole group)
Ask: What numbers do you see? Elicit: 1, 2, 3, 4, 5, and 6.
• Hand out index cards. Ask each S to write his or her
• Ask: Where do you write your address? (line 2.) Where do you signature on the card. Collect the cards, shuffle, and pass
write your telephone number? (line 4.) Where do you write them out again. Ss can match the signature to the correct S.
your signature? (line 6.)
APPLICATION
PRESENTATION
• Direct Ss’ attention to Exercise 1C and read the instructions
• Read the instructions for Exercise 1A. This task helps aloud. Say: Solve the problem.
prepare Ss for standardized-type tests they may have to take. • Ss complete the task individually. Help as needed.
Be sure Ss understand the task. Have Ss individually skim
• Have Ss discuss the solution as a class. Accept all plausible
for and fill in the answers. answers.
Teaching Tip
Ss may not know the words country of origin. Say: This is
your country. This is where you are from. For example, I am
from Canada. Canada is my country of origin.

Lesson F T-16
LESSON F Another view
WARM-UP AND REVIEW PRACTICE

Focus on meaning / personalize • Direct Ss’ attention to Exercise 2A. Read the instructions
aloud.
• Write on the board:
Mary Smith area code
• Ask two Ss to read the example statements about Victor
aloud.
335 N. Main St. middle initial
212 name • Ss complete the exercise in pairs. Walk around and help as
Ms. title needed.
L. apartment number • Ask several S pairs to describe the people in the picture for
3B address the rest of the class.
• Ask Ss to come to the board and match the words in the
first column with the words in the second column. Model the APPLICATION
exercise by drawing a line to match Mary Smith with name.
• Direct Ss’ attention to the picture in Exercise 2B. Ask:
PRESENTATION What do you see? (Four students.) Ask four Ss to read the
sentences aloud.
Focus on form • Direct Ss’ attention to the instructions and read them aloud.
• Use the animated grammar presentation in one or more of • Ss play the name game in groups of four or five.
the following ways: • Walk around and help as needed.
• Preview it before class • Ask each group to introduce the members of their group for
• Show it in class the rest of the class.
• Encourage Ss to watch it outside of class.
• Write on the board: EVALUATION
My I
Your You • Lead the class in a quick review of the unit. Have Ss turn
to Lesson A. Ask the class to call out what they remember
His He
about this lesson. Prompt Ss with questions: What are the
Her She
conversations about on this page? What vocabulary is in the
Their They
picture? Review each lesson quickly.
• Point to each possessive adjective in turn. Say: My name
is . Expansion activity
• Point to Ss in turn as you say: Your / His / Her name is • Before class. Print, for each student, one copy of the Self-
, and Their names are and . assessment for this unit.
• Point to each subject pronoun in turn. Say: I am a woman / • Have Ss complete the Self-assessment either in class or
man. Point to a female S. Say: You are a woman. Point to a outside of class.
male S. Say: You are a man. Point to another female S. Say: • Provide feedback to Ss such as through a whole-class
She is a woman. Point to two male Ss. Say: They are men. discussion, partners comparing their worksheets, or T
• Write am next to I, making I am. reviewing each S’s worksheet.
• Ask four Ss to write the correct form of the verb be next to • If Ss are ready, administer the unit test on page T-180. The
the other subject pronouns on the board. audio script for the test is available on page T-208.
• Focus Ss’ attention on the grammar chart. Hold up the
Student’s Book and point to the possessive adjectives in the More Ventures, Unit 1, Lesson F
first column. Say: These are possessive adjectives. Ask five Ss Workbook, 15–30 min.
to read the sentences aloud. Multilevel Worksheets, 30–45 min.
• Focus Ss’ attention on the subject pronouns in the second Collaborative Worksheets, 30–45 min. [Link].
org/ventures/
column. Say: These are subject pronouns. Ask five Ss to read Self-assessment, 10 min. resources/
the sentences aloud. CASAS Test Prep Worksheet, 5–10 min.
• Focus Ss’ attention on the contractions. Remind Ss that Student Arcade, time varies [Link]/
contractions are two words that have been combined to venturesarcade/
make one word.

T-17 Unit 1
UNIT 2
Teaching objectives
• Introduce students to the topic Teaching Tip
• Find out what students know about the topic
• Preview the unit by talking about the picture The key words are intended to help Ss talk about the
• Provide practice of key vocabulary picture and learn some of the vocabulary in the unit.
• Provide practice that develops listening skills
COMPREHENSION CHECK
WARM-UP AND REVIEW
• Ask Ss Yes / No questions about the picture or about objects
in your classroom. Say: Listen to the questions. Answer “Yes”
• Before class. Write today’s lesson focus on the board. or “No.”
Lesson A: Is this a book?
At school Is this a table?
• Begin class. Books closed. Welcome Ss to class, and spend Is this a desk?
a few minutes reviewing Unit 1. Ask different Ss: What’s your Is this an eraser?
name? What’s his / her name? Where are you from? Where is Is this a pencil?
he / she from? What’s the school address? What’s the school’s Is this a clock?
phone number? Is this a smart phone?
• Say: Today’s lesson is about classroom objects. Look around. What is this? (point to an item.)
What do you see? Elicit: books, desks, a clock, etc. Write the
words on the board under the lesson focus. PRACTICE
• Point to the words on the board. Read each word aloud and
ask Ss to repeat. Point to the items in your classroom. Show • Direct Ss’ attention to Exercise 1B. Model the task. Hold up
and write the names of other items listed in Lesson A to the Student’s Book. Say to a S: Point to a book. The S points
preview the new vocabulary. to the appropriate part of the picture.
Teaching Tip • Ss in pairs. Say to one S: Say the words in Exercise 1B. Say
to his or her partner: Point to the picture. Ask several pairs to
Ask Ss to make labels for common classroom objects. perform the task for the class to check Ss’ understanding.
Have Ss put the labels on different objects in the
classroom to assist in learning school vocabulary. • Ss complete the exercise in pairs. Walk around and help as
needed. When Ss finish, have them change partners and
change roles.
PRESENTATION
Expansion activity (whole group)
• Books open. Set the scene. Direct Ss’ attention to the • Focus on pronunciation. Write on the board: book. Read the
picture on page 18. Ask: What do you see? Elicit any words word aloud. Ask Ss to repeat. Read the word aloud again
Ss know, such as: dictionary, bookshelf, pencils, calculator. while clapping once. Ask Ss to repeat and clap. Say: “Book”
Write the words on the board. Read each word aloud while has one syllable. Write 1 next to book.
pointing to that item in the picture. Ask the class to repeat • Write on the board: pencil. Read the word aloud while
after you. clapping twice. Ask Ss to repeat and clap. Say: “Pencil” has
• Point to the teacher in the picture and ask: What’s his name? two syllables. Write 2 next to pencil.
(Mr. Liang.) Point to other people in the picture. Ask: What’s • Write on the board more words from the picture. Ask Ss to
his name? What’s her name? Help Ss talk about what’s read aloud the items and to clap for each syllable.
happening in the picture: They’re talking. They’re coming
• Ask Ss: How many syllables? Write the correct number of
to class. Her purse is falling. He’s preparing the lesson. The syllables next to each word.
lesson is on the board. They’re reviewing personal information.
Expansion activity (whole group)
Teaching Tip
• Show the Ss a globe (or a world map). Ask: What is this?
Do not expect all Ss to be able to answer the questions. Elicit: It’s a globe. Write the word on the board. Read the word
These warm-up questions are meant to show what Ss
aloud and ask Ss to repeat after you. Ask: Where is your
already know and to draw on Ss’ prior knowledge.
country on the globe / map?
• Direct Ss’ attention to the key words in Exercise 1B. Read • Ask Ss to come to the front of the class and show their
each word aloud while pointing to the corresponding item in countries on the globe or the map.
the picture. Ask the class to repeat and point.

Lesson A T-18
LESSON A Listening
PRESENTATION • Read aloud the second part of the instructions for
Exercise 2B.
• If possible, bring the following items to class: a calculator, CD1, Track 17 Play or read the audio again. Pause
an eraser, a pencil, a stapler, a pen, a book, a notebook, the audio after each conversation. Point to a letter of the
and a ruler. Show the Ss each item. Ask: What’s this? As Ss conversation on the board. Ask: Is this correct? Ask a
respond, write any new words on the board. Read the words volunteer to make any necessary corrections on the board.
aloud and ask Ss to repeat after you. Provide any unknown
words. APPLICATION
PRACTICE • Direct Ss to the first picture in Exercise 3. Ask:
What’s on the desk? Ask a S to read the example
• Direct Ss’ attention to Exercise 2A. Read the instructions. aloud: Stapler.
CD1, Track 17 Play or read the audio (see audio script, • Read the instructions aloud. Model the exercise. Point to
page T-171). Pause it after the first conversation. Ask: Which pencil in the word bank in Exercise 3. Ask: Where’s the
picture matches conversation A? (picture number 4.) Hold up pencil? Elicit: Under the chair. Point to the pencil in the third
the Student’s Book. Show Ss where the letter a is written picture. Write the word next to number 5.
next to picture 4. Be sure Ss understand the task. Continue • Ss complete the exercise individually. Help as needed.
playing the audio. Repeat the audio as needed.
• Check answers with the class. Ask Ss to read their answers
• Check answers. Write numbers 1−6 on the board. Ask six aloud. Correct any errors.
Ss to write their answers on the board. Point to each one in
turn. Ask: Is it correct? Make corrections Expansion activity (small groups)
if necessary. • Memory game. Put Ss in small groups. Put several
• Direct Ss’ attention to Exercise 2B. classroom items on a desk in your classroom. Put some
• Read aloud the instructions for Exercise 2B. Write location items on top of each other. Say: Look at this desk for 1
on the board. Say: Location is a place. Put a notebook on a minute. Don’t write anything. After 1 minute, I will cover the
desk. Ask: Where’s the notebook? (on the desk.) If Ss don’t desk. Work with your group. Write everything you saw.
know, say: The notebook is on the desk. • When Ss are finished, ask each group to read its list to the
CD1, Track 17 Play or read the audio again. Pause class. The group with the most correct items wins.
after the first conversation. Ask: Where are the pens? (in
the drawer.) Hold up the Student’s Book. Say: Circle “in the EVALUATION
drawer.”
CD1, Track 17 Play or read the complete audio. Ss • Direct Ss’ attention to the lesson focus on the board.
complete the exercise individually.
• For each item, ask a Yes / No question about the picture on
page 18, e.g.: Is there a calculator in the classroom? (Yes.)
Teaching Tip
Have Ss point to the object as they answer.
It might be helpful to go over the words drawer, floor, and
box, which appear in the audio. Write the words on the • Check off the item as Ss demonstrate an understanding of
board. Say each word aloud and ask Ss to repeat. Point to what they have learned in the lesson.
the objects in your classroom or in the pictures to clarify
the meaning of each word. More Ventures, Unit 2, Lesson A
Workbook, 15–30 min.
Learner persistence (individual work) Multilevel Worksheets, 30–45 min. [Link]/
CD1, Track 17 Ss can listen to the audio for Exercises Collaborative Worksheets, 30–45 min. ventures/resources/
2A and 2B at home for reinforcement and review. They can
Student Arcade, time varies [Link]/
also listen to the audio for self-directed learning when class venturesarcade/
attendance is not possible

COMPREHENSION CHECK

• Write the letters A–F on the board. Ask a few Ss to come

to the board and write their answers to Exercise 2B next to
each number.

T-19 Unit 2
Teaching objectives
• Introduce the prepositions in, on, and under
• Provide practice asking and answering Where questions
about the location of classroom objects
on the chair in the picture. Ask: Where’s the dictionary? (The
dictionary is on the chair.) Write the sentence on the board.

WARM-UP AND REVIEW • Ss in pairs. Ask Ss to make five sentences about the picture
using in, on, and under.
• Check answers with the class. Ask Ss to write their
Focus on meaning / personalize sentences on the board.
• Before class. Write today’s lesson focus on the board.
Lesson B: COMPREHENSION CHECK
Prepositions Question
in, on, under Where is? • Show Ss a pencil. Put the pencil on the table. Write on the
board: Where’s the pencil? Read the question aloud and ask
Teaching Tip Ss to repeat. Call on a S to answer the question. Elicit: The
Bring a bag (any kind) to class for this lesson. You will use pencil is on the table. or It’s on the table. Repeat the process,
it to demonstrate the prepositions in, on, and under. putting the pencil in, on, and under different places around
the classroom.
• Begin class. Books closed. Review topic vocabulary and
introduce new vocabulary in Lesson B by holding up or • Read aloud the instructions for Exercise 2A.
pointing to classroom items and asking: What’s this? (a • Direct Ss’ attention to picture number 1. Ask two Ss to read
pencil, a dictionary, an eraser, a calendar, etc.) the example question and answer.
• Preview in, on, and under. Show Ss a bag. Write bag on the • Ss complete the exercise individually. Help as needed.
board. Say: This is a bag. Take an item, such as a pencil, and CD1, Track 18 Read aloud the second part of the
place it on top of the bag. Tell Ss: The pencil is on the bag. instructions for Exercise 2A. Play or read the audio (see
Write the sentence on the board. Then, read the sentence audio script, page T-172). Have Ss check their answers as
aloud and ask Ss to repeat. they listen and repeat. Correct pronunciation as needed.
• Put the pencil inside the bag. Tell Ss: The pencil is in the bag. • Ask Ss to come to the board and write the answer
Write the sentence on the board. Then, read the sentence sentences. Ask different Ss to read the sentences aloud.
aloud and ask Ss to repeat. Ask volunteers to make any necessary corrections on the
• Put the pencil under the bag. Tell Ss: The pencil is under board.
the bag. Write the sentence on the board. Then, read the • Ss in pairs. Say: Now practice with a partner. Walk around
sentence aloud and ask Ss to repeat. and help as needed.
• Put the pencil on top of the bag and ask: Is the pencil in the
bag, on the bag, or under the bag? (on.) Continue asking Expansion activity (whole group)
questions in that way. • Question-and-answer practice. Draw this chart on the board.
• Ask a S to come to the front of the room. Say: Now you ask a Ask Ss to copy it.
question. Use “in,” “on,” or “under.” The S asks a question. A Question with Where Names Answers
different S answers the question.

PRESENTATION

Focus on form
• Use the animated grammar presentation in one or more of
the following ways:
• Say: Look around the classroom. Write questions about six
• Preview it before class classroom items. For example, “Where is the clock?” Write the
• Show it in class questions in the first column of the chart (point to the first
• Encourage Ss to watch it outside of class. column).
• Books open. Direct Ss’ attention to Exercise 1 and point to • Say: Ask your questions to six different classmates. Write their
the illustrations in the grammar chart. Model the example names in the second column (point to it). If necessary, ask
questions and answers with a S. Have the S ask the “What’s your name? How do you spell that?” Then write their
questions. As you say the answers, point to the object in answers in the third column (point to it). For example, “It’s on
the picture to make sure the difference between in, on, and the wall.”
under is clear. • Model the activity with a S.
Expansion activity (student pairs) • Ss walk around the room and complete the task. Ask
individual Ss to come to the board and fill in the chart with
• Practice making sentences with in, on, and under. Direct Ss’ some of the information they obtained from their classmates.
attention to the picture on page 18. Point to the dictionary Go over the chart and correct any errors.
Lesson B T-20
LESSON B Where is the pen?
PRACTICE • Books closed. Ask a S: Where is the ? The S tries to
remember where this item was in the picture.
• Direct Ss’ attention to the picture in Exercise 2B. Ask: What • Ss in pairs. Say: One person looks at the picture and asks
do you see? Elicit appropriate responses to describe the questions. The other person tries to remember. Then, the other
picture. Write the responses on the board. person asks questions. Walk around and help as needed.
• Ask a S to come to the board. Read a word from the board
and ask the S to circle it. Repeat until Ss understand how to APPLICATION
circle the items they hear. Then read aloud the instruction to
Exercise 2B. • Point to an item in the classroom and ask: Where is the
CD1, Track 19 Play or read only the first conversation (name of item)? Elicit a response from the class using a
from the audio (see audio script, page T-172). Ask: What did preposition of location: It’s on the . / It’s in the ./
you hear? (calculator.) Say: Circle the calculator in the picture. It’s under the .
Check to be sure Ss understand the task. • Direct Ss’ attention to Exercise 3 and read the instructions
CD1, Track 19 Play or read the audio again. Ss complete aloud. Ask two Ss to read the example. Then, ask them to
the task individually. Repeat the audio as needed. make up a new example about an item in your classroom.
• Ask: What did you circle? Ask Ss to come to the board to • Ss ask and answer questions in pairs. Walk around and help
write the names of the items they circled. as needed.
CD1, Track 19 Play or read the audio again and ask Ss to
check their answers. Expansion activity (group work)
• Read aloud the second part of the instructions for • Practice questions with What’s and the prepositions in, on,
Exercise 2B. and under.

• Model the task. Ask two Ss to read the example • Ask Ss to look at the picture on page 18 and answer your
conversation. Then repeat the conversation with a S. questions: What’s in the drawer? (a notebook, pens.) What’s
Substitute a word from the picture in place of calculator and on the chair? (a dictionary.) What’s in her purse? (a dollar
prompt the correct response to complete the conversation, bill, a pen, etc.) What’s on the cabinet? (a pencil sharpener,
for example: Excuse me. Where’s the calendar? books, a pencil.) What’s in his briefcase? (a cell phone.)
What’s under the desk? (coins, lipstick, a dollar bill, etc.)
Teaching Tip Introduce new vocabulary if the Ss are ready for it.
Students may not be familiar with the word bold. Explain
that the bold words in the conversation are darker. In EVALUATION
many exercises, Ss are asked to substitute words in place
of the bold words.
• Direct Ss’ attention to the lesson focus on the board. Ask
each S to make a sentence using in, on, or under. Go around
• Ss complete the exercise in pairs. Walk around and help as
needed. the class.

• Ask several pairs to perform their conversations for the rest • Ask Ss to make questions using Where is.
of the class. • Check off each part of the lesson focus as Ss demonstrate
an understanding of what they have learned in the lesson.
Useful Language
Read the tip box aloud. Write on the board: Excuse me. More Ventures, Unit 2, Lesson B
Say the words. Ask Ss to repeat after you. You may want
Workbook, 15–30 min.
to explain that Excuse me can be used in several ways: to
get attention, to apologize, and to indicate someone is in Multilevel Worksheets, 30–45 min. [Link]/
your way and you would like to get by. Model the different Collaborative Worksheets, 30–45 min. ventures/resources/
uses for the class.
Student Arcade, time varies [Link]/
venturesarcade/
Expansion activity (student pairs)
• Give Ss 1 minute to study the picture on page 21.

T-21 Unit 2
Teaching objectives
• Introduce singular and plural nouns
• Provide practice asking and answering Yes / No questions
about the location of classroom objects
in the plural words. Have Ss read the words, exaggerating the -s
ending. Explain that the -s makes these words plural.

WARM-UP AND REVIEW Contractions

Write on the board: is not = isn’t and are not = aren’t. Ask
Focus on meaning / personalize Ss to repeat the words. Cross off the o and show how
the word closes up with the insertion of the apostrophe:
• Before class. Write today’s lesson focus on the board. isn’t / aren’t. Ask Ss to repeat the contractions.
Lesson C:
Singular and plural nouns
Is the pencil on the desk?    Yes, it is. / No it isn’t. PRACTICE
Are the pens on the desk?    Yes, they are. /
No, they aren’t. • Direct Ss’ attention to the picture in Exercise 2A.
Where is the pencil?      It’s under the table. Ask: What is singular in the picture? (cabinet, calendar,
Where are the pens?      They’re on the table. clock, lamp, notebook, table.) Ask: What is plural? (books,
• Begin class. Books closed. Demonstrate Yes / No questions calculators, pencils, pens, rulers.)
with singular and plural nouns. Hold up a pencil. Hold up one • Ask Ss questions about the picture and elicit responses: Are
finger. Say: One pencil. Singular. Put the pencil on a desk. the calculators on the table? Yes, they are. Are the rulers on
Write on the board: the table? No, they aren’t. Is the clock on the table? No, it isn’t.
Is the pencil on the desk?   Yes, it is. / No, it isn’t. • Read the instructions for Exercise 2A aloud. Ask two Ss to
• Ask: Is the pencil on the desk? Elicit: Yes, it is. read the example question and answer aloud. Be sure Ss
• Ask: Is the pencil in the cabinet? Elicit: No, it isn’t. understand the task.
• Hold up two pencils. Hold up two fingers. Say: Two pencils. • Ss complete the exercise individually. Walk around and help
Plural. Emphasize the -s ending. Put the pencils on a desk. as needed.
Write on the board: • Check answers with the class. Call on Ss to write the
Are the pencils on the desk?  Yes, they are. / No, they aren’t. questions and answers on the board. Ask: Are these
sentences correct? Make any necessary corrections.
• Ask: Are the pencils under the chair? Elicit: No, they aren’t.
• Ask: Are the pencils on the desk? Elicit: Yes, they are.
COMPREHENSION CHECK
PRESENTATION • Read aloud the second part of the instructions for Exercise 2A.
CD1, Track 20 Play or read the audio (see audio script,
Focus on form page T-172). Listen to and correct Ss’ pronunciation as they
• Use the animated grammar presentation in one or more of repeat the conversations.
the following ways: • Ss practice the conversations in pairs.
• Preview it before class Expansion activity (small groups)
• Show it in class
• Ss in small groups. Have Ss identify the singular and plural
• Encourage Ss to watch it outside of class. nouns in the classroom. Write on the board:
• Books open. Direct Ss’ attention to the grammar chart in Singular nouns   Plural nouns
Exercise 1 and point to the pencil in the chart. Ask: Pencil:
Singular or plural? Elicit: Singular. Point to and ask about the
• Say: Look around the classroom. Tell me a singular noun. Tell
me a plural noun. Elicit one example for each category and
clock and the book.
write it on the board in the correct column.
• Point to the pencils in the chart. Ask: Pencils: Singular or
plural? Elicit: Plural. Point to and ask about the clocks and
• Ask each group to find as many singular and plural items
as it can. Say: Write each word in the correct column on the
the books.
board. Walk around and help as needed.
• Read aloud the questions and answers in the grammar chart
and ask Ss to repeat.
• Check answers with the class.
• Point to the questions you wrote on the board. Underline it Expansion activity (whole group)
and is. Say: Use “it” and “is” with a singular noun. Underline • Before class. Write each line from Exercise 2A on a separate
they and are. Say: Use “they” and “are” with plural nouns. index card.
• Write on the board: • In class, shuffle the cards and pass them out. Ask Ss to
Singular nouns   Plural nouns walk around the class and find someone with the answer
or question matching their card. When Ss have found their
Write book, pencil, and clock on the board under Singular nouns.
matches, have each pair read their cards aloud.
Write books, pencils, and clocks on the board under Plural
nouns. Say: Look at the pairs of words. Circle the plural -s ending
Lesson C T-22
LESSON C Where are the pencils?
PRACTICE APPLICATION

• Place some items on your desk or on a table in the • Read aloud the instructions for Exercise 3. Ask two Ss to
classroom. Make sure some are singular items and some model the conversation.
are plural. Point to the items in turn. Ask the class: Singular • Ss complete the exercise in pairs. Help as needed.
or plural?
• Point to items on different Ss’ desks. Ask: Where is the Expansion activity (whole group)
(name of item)? Where are the (names of items)? Elicit: It is • Play “Ten Questions.” Ask a S to sit at the front of the
(location of item). They are (location of items). class, facing away from the other Ss. Ask another S to put
• Direct Ss’ attention to the picture on page 23. Point to the a classroom item such as a pen or pencil in, on, or under
computer and ask: Laptop computer: Singular or plural? something in the classroom.
(singular.) Repeat for books, blackboard, maps, pencil, • Tell the first S: Ask Yes / No questions to find out where the
calendar, calculator, and dictionary. item is hidden. You can ask 10 questions, for example: Is it in
• Read aloud the instructions for Exercise 2B. Ask a S to read a drawer? Is it on the wall? Is it under a chair?
the example question aloud. Ask: Why do we say is? Elicit: • Once the S has guessed the location, continue the game by
“Laptop computer” is singular. hiding a plural object, such as two pens, two erasers, etc.
• Ss complete the exercise individually. Walk around and help Now the S who is guessing must ask: Are they on a desk? Are
as needed. they on a chair? etc.
• Ask Ss to read their questions aloud. Write verbs on the • Encourage the class to answer with: Yes, it is; No, it isn’t;
board as Ss read their questions. Correct any errors. Then Yes, they are; or No, they aren’t.
ask Ss to look at the picture in Exercise 2C and answer the
questions from Exercise 2B: Where is the laptop computer? Expansion activity (whole group)
(It’s on the small table.) Where are the notebooks? (They’re • Picture description. Draw a picture on a piece of paper. For
in the filing cabinet.) Where is the calendar? (It’s on the wall.) example, draw a table with classroom objects on it.
Where is the dictionary? (It’s on the desk.) Where are the • Model the activity. Ask a S to come to the board. Don’t show
maps? (They’re on the small table.) Where is the pencil? (Its the S your picture. Say: Draw a table. The S draws a table on
under the dictionary.) Where is the calculator? (It’s on the the board. Say: Draw a book on the table. The S draws a book
filing cabinet.) Where are the books? on the table.
Teaching Tip • Ask Ss to take out a piece of paper. Say: Listen. I will
describe my picture to you. Draw what I say. Describe your
Explain the difference between a cabinet and a filing picture. When you are finished, show Ss your picture. Ask: Is
cabinet. Tell Ss: A filing cabinet holds files. Point to the
files pictured inside the filing cabinet on page 18. your picture the same or different?
• Continue by asking a S to draw a new picture.
Expansion activity (student pairs)
• Read aloud the instructions for Exercise 2C. Be sure Ss
EVALUATION
understand the task.
• Ss complete the exercise individually. Help as needed. • Direct Ss’ attention to the lesson focus on the board. Have
Ss look at the picture on page 18 and ask and answer
• Read aloud the second part of the instructions for Exercise 2C. questions.
CD1, Track 21 Play or read the audio (see audio script, • Check off the lesson focus as Ss demonstrate an
page T-172). Have Ss correct their sentences as they listen understanding of what they have learned in the lesson.
and repeat.
• Ss in pairs. Say: Now practice with a partner. More Ventures, Unit 2, Lesson C
• Walk around and listen to Ss’ pronunciation. If you notice any Workbook, 15–30 min.
problematic words, write them on the board. When Ss are
finished, point to the words on the board. Say: Listen to the Multilevel Worksheets, 30–45 min. [Link]/
Collaborative Worksheets, 30–45 min. ventures/resources/
words. Repeat after me.
Student Arcade, time varies [Link]/
Expansion activity (student pairs) venturesarcade/
• Turn Ss’ attention back to page 22. Ask Ss to make similar
conversations using Where to ask about the picture in
Exercise 2A.

T-23 Unit 2
Teaching objectives
• Introduce reading a classroom notice
• Introduce using visual cues to help comprehension
• Provide practice with new topic-related vocabulary
• Provide practice getting information from a reading Read the tip box aloud. Ask Ss: Where is the basket in the
picture? Have Ss point to the basket on the desk. If there
are any other new words in the reading or on the board,
ask Ss to point to the objects in the picture.
WARM-UP AND REVIEW
Learner persistence (individual work)
• Before class. Write today’s lesson focus on the board. CD1, Track 22 Ss can listen to the audio for Exercise 2
Lesson D: at home for reinforcement and review. They can also listen to
Read and understand “Attention, new students!” the audio for self-directed learning when class attendance is
Learn words about school objects not possible.
• Begin class. Books open. Show Ss the picture on page 18.
Point to Mr. Liang. Ask: What’s his name? (Mr. Liang.) Is he a COMPREHENSION CHECK
student? (No, he isn’t. He’s a teacher.) Point to different Ss in
the picture and ask Is he / she a student? (Yes, he / she is.)
• Read the instructions for Exercise 3A aloud. Ask a S to read
Are they teachers? (No, they aren’t.)
the example aloud.
• Review the prepositions in, on, and under. Ask: Where are • Ask: Is the laptop on the desk? Point to where No is circled
the pens? (They’re in the drawer.) Where is the map? (It’s on
for number 1. Be sure Ss understand the task.
the wall.) Where is the pencil sharpener? (It’s on the cabinet.)
Continue with other objects pictured on page 18. • Ss complete the exercise individually. Walk around and help
as needed.

PRESENTATION • Check answers with the class. Ask Ss to read their

sentences and answers aloud.

• Direct Ss’ attention to Exercise 1. Say: This is Mr. Liang • Ask Ss to take out a piece of paper. Read aloud the second
again. This is his classroom. part of the instructions for Exercise 3A.

• Read aloud the instructions for Exercise 1. Ask a S to read • Model the task of correcting the sentences. Point to No for
the questions aloud. Elicit answers from the class. number 1 in Exercise 3A. Read the sentence aloud. Tell Ss:
This sentence is incorrect. Tell me the correct sentence. The
• Direct Ss’ attention to Exercise 2 and point to the title laptop is on . . . (the small table). Write on the board: The
“Attention, new students!” Ask: What is this reading about? laptop is on the small table.
Elicit: It’s about items in a new classroom. Say: Now you will
listen to the paragraph. • Ss complete the exercise individually. Walk around and help
as needed.
• Tell Ss to use a notebook to keep a running list of new
vocabulary words. They can write the definitions or draw a • Check answers with the class. Ask Ss to write their answers
picture next to the words to remember the meanings. on the board. Then ask different Ss to read the answers
aloud. Ask: Are the sentences correct? Make any necessary
CD1, Track 22 Play or read the audio and ask Ss to corrections on the board.
follow along (see audio script, page T-172). Repeat the audio
as needed.
PRACTICE
Teaching Tip
Here are other ways of presenting the reading: Ss read • Read the instructions for Exercise 3B aloud.
silently; Ss take turns reading individual sentences aloud • Ss complete the exercise individually. Walk around and help
to the class; Ss read to each other; Ss listen and repeat as needed.
the sentences.
• Check answers with the class. Ask Ss to read their questions
and answers aloud.

Lesson D T-24
LESSON D Reading
WARM-UP AND REVIEW • Hold up two or more notepads. Put the notepads on a
table. Write on the board: Where are the notepads? Ask the
question aloud. Elicit: They’re on the table.
• If possible, bring the following items to class: chalk, a globe,
index cards, a marker, notepads, paper clips, a hole puncher, • Direct Ss’ attention to Exercise 4B and read the instructions
scissors. aloud. Point to picture number 1 at the top of the page. Ask
a S: Where’s the hole puncher? It’s under the basket. Point to
• Show each item to the class. Ask: What is this? or What are
these? If Ss don’t know the answers, say: This is a (name picture number 7 and ask: Where are the paper clips? Elicit:
of item) or These are (names of items). Point to larger They’re in the drawer.
items from the Picture dictionary if you have them in your • Ask two Ss to create another conversation. Be sure Ss pay
classroom (bulletin board, whiteboard). If you don’t have attention to the correct form of singular and plural sentences.
these items, point to the pictures in the book. • Say: Ask and answer questions about the pictures. Ss
complete the exercise in pairs. Check the answers.
PRESENTATION
Learner persistence (student pairs)
• Direct Ss’ attention to the word bank in Exercise 4A. Say: • Give Ss 5–10 minutes to check in with their classroom
Repeat the words after me. Say each word. Listen to Ss’ buddies. Encourage them to ask their buddies how the class
pronunciation as they repeat. Correct pronunciation. is going for them. Is it easy? Is it hard? Are there problems?
• Say: Write the words in the Picture dictionary. Point to the first This will allow buddies to help each other.
example, which has been done.
Community building (small groups)
• Ss complete the exercise individually. Walk around and help
as needed. • Ss in small groups. Ask Ss to make a “Welcome to your new
classroom” poster for their own classroom. Use the reading
on page 24 as a model.
COMPREHENSION CHECK
• Collect the group posters and display them in the room.
CD1, Track 23 Play or read the audio (see audio script,
page T-172). Ss should check their answers and repeat the EVALUATION
words after they hear them. Repeat the audio.
• Direct Ss’ attention to the lesson focus on the board.
Learner persistence (individual work)
• Put a check mark next to Read and understand “Attention,
CD1, Track 23 Ss can listen to the audio for Exercise 4A new students!”
at home for reinforcement and review. They can also listen to
the audio for self-directed learning when class attendance is • Point to classroom objects. Ask Ss Where questions for the
not possible. words in the Picture dictionary, for example: Where is the
bulletin board? (It’s on the wall.)
Community building (small groups)
Expansion activity
• Before class, collect catalogs or flyers from an office-supply
store and bring them to class.
• Refer Ss to “Order Form,” another reading on the same topic
on Student’s Book pages 138-139.
• In class, write on the board:
• Have Ss complete the activity either in class or outside
Classroom object Page Price of class.
• Ss in small groups. Model the activity. Locate one of the • Provide feedback to Ss such as through a whole-class
items from the Picture dictionary in the catalog and write its discussion, partners comparing their worksheets, or T
name, page number, and price on the board. reviewing each S’s worksheets.
• Ask Ss to find the other items in the catalog and write down • Check off the lesson focus as Ss demonstrate an
the information on a piece of paper. understanding of what they have learned in the lesson.
• Check answers with the class, and ask Ss if they found new
vocabulary items they want to share with the class. More Ventures, Unit 2, Lesson D
• Compare prices and determine the best store in which to buy Workbook, 15–30 min.
these items.
Picture Dictionary Worksheets,
30–45 min. [Link].
APPLICATION Multilevel Worksheets, 30–45 min.
org/ventures/
resources/
Collaborative Worksheets, 30–45 min.
• Hold up a marker. Put the marker in a drawer. Write on the Student Arcade, time varies [Link]/
board: Where’s the marker? Ask the question aloud. Elicit: It’s venturesarcade/
in the drawer.
T-25 Unit 2
Teaching objectives
• Prepare Ss for writing sentences about the location of
classroom objects
• Introduce how to begin (capital letter) and end (period)
sentences • Erase your drawing and say: Please repeat. Elicit: The
is in / on the . Draw on the board whatever the S
describes. Ask the S: Is my drawing the same as yours? Elicit:
Yes, it is.
WARM-UP AND REVIEW
• Ss complete the exercise in pairs. Walk around and help as
needed.
• Before class. Write today’s lesson focus on the board.
Lesson E:
• When Ss are finished, say: Look at your partner’s picture. Is it
the same? Is it different?
Write about the location of classroom objects
Start each sentence with a capital letter
Expansion activity (student pairs)
End each sentence with a period
• Peer dictation. Before class. Type the following dictation
• Begin class. Books closed. Draw a calculator on the board. sentences based on the picture on page 18. Some
Ask: What is this? When a S guesses correctly, ask him or
sentences can be silly. Make enough copies for Ss working
her to write the word on the board under the picture. Repeat
in pairs.
with other vocabulary from the unit (for example, globe,
ruler, clock). Set 1
1. The globe is on the wall.
• Draw several pens on the board. Ask: What are these? When
a S guesses correctly, ask him or her to write the word on the 2. The books are on the cabinet.
board under the picture. Repeat with other vocabulary from 3. The map is on the bookcase.
the unit (for example, paper clips, markers, notebooks). 4. The pencil sharpener is in the cabinet.
5. The notebooks are under the desk.
Set 2
PRESENTATION
1. The dictionary is on the chair.
2. The whiteboard is on the wall.
• Books open. Point to the words in the word bank in Exercise
3. The pencils are in his hand.
1A. Read each word aloud. Ask Ss to repeat after you.
4. The clock is in the drawer.
Correct Ss’ pronunciation if necessary.
5. The pens are under the drawer.
Teaching Tip • In class. Ss in pairs. Say: Take out a piece of paper. Write
Whenever possible, use real objects in the classroom to numbers one to five. Model the activity by writing numbers
remind Ss of the meaning of this new vocabulary. 1–5 on the board in a vertical line.
• Say: I will give you five sentences. Don’t show them to your
• Read aloud the instructions for Exercise 1A. Say: Now, in partner. Read the sentences to your partner. Your partner will
your books, you will draw and write the name of classroom write the sentences.
objects. How many things will you draw on the desk? (two.)
How many on the wall? (one.) How many in the cabinet? (two.)
• Walk around and help as needed.
How many under the table? (one.) • When Ss are finished, say: Check your work. Look at your
partner’s sentences. Are your sentences correct?
• Ss complete the exercise individually. Walk around and help
as needed. • Direct Ss’ attention to the picture on page 18. Write on the
board two sentences from the dictation: The globe is on the
wall. The dictionary is on the chair. Read each sentence and
PRACTICE ask: Is this correct or incorrect? Ask a volunteer to come to
the board and correct the first sentence. (The globe in on
• Read aloud the second part of the instructions for the bookshelf.)
Exercise 1A. Say: Talk about your picture. Don’t show your
partner your picture. Tell your partner what to draw. Your
• Ask each pair to work together to read the dictation
sentences, look at the picture on page 18, and make
partner will draw your picture.
corrections. The sentences should correctly describe
• Model the task. Ask a S: Tell me about one thing in your the picture.
picture. Elicit: The is in / on the . Draw
something different. Ask the S: Is my drawing the same as
yours? Encourage the S to hold up his or her book for the
class to compare the two pictures. Don’t let the Ss show you
the picture. Elicit: No, it isn’t.

Lesson E T-26
LESSON E Writing
COMPREHENSION CHECK • Ss complete the exercise individually. Walk around and help
as needed.
• Direct Ss’ attention to the picture in Exercise 1B. Point to Read the tip box aloud. Remind Ss to use these rules of
the desk, cabinet, and table. Ask: What do you see? (a desk, capitalization and punctuation when writing sentences in
cabinet, and table.) English.
• Point to the laptop. Ask: What is this? Elicit: It’s a laptop. Ask:
Where is it? Elicit: It’s on the desk. Write on the board: The
laptop is on the desk. EVALUATION
• Write on the board: The notebooks the shelf.
Ask Ss to say the correct sentence. Write the words in the • Direct Ss’ attention to Exercise 3A and read the instructions
blanks (are / on). Be sure Ss understand plural / singular aloud.
and in / on / under. • Ss complete the exercise in pairs. Walk around and help as
• Read aloud the instructions for Exercise 1B. needed. Help with pronunciation.
• Ss complete the exercise individually. Walk around and help • Read aloud the instructions for Exercise 3B. This exercise
as needed. asks Ss to work together and correct their writing. Ask a
S to read the questions aloud. Tell Ss to exchange papers
• Go over answers with the class. Ask Ss to write the complete
and look at their partner’s sentences for the answers to
sentences on the board. Ask different Ss to read them aloud.
the questions.
Ask: Are the sentences correct? Have volunteers make any
necessary corrections on the board. • Take a S’s book (or paper). Ask the class: What do I need to
check? (two singular and two plural objects, is / are, in / on /
Teaching Tip under, capital letters and periods.)
Another way to correct the exercise is to put Ss in pairs • Ss complete the exercise in pairs. Help as needed.
and have them compare their sentences. If they are • Ask several Ss to write one of their sentences on the board.
different, they can look through the lessons in the unit
Ask different Ss to read them aloud. Ask the questions
and discover the correct answers. Walk around and help
as needed. from Exercise 3B. Ask volunteers to make any necessary
corrections on the board.

APPLICATION Expansion activity (whole group)

• Writing competition. Divide the class into two teams. Say:
• On the board, draw a chart as for Exercise 2. Hold up a One person from each team will come to the board. I will tell
pen. Ask: Singular or plural? (singular.) Write pen under the you a word. You need to write a sentence with that word.
Singular column. Hold up two pencils. Ask: Singular or plural? • Model the activity. Ask a S to come to the board. Say:
(plural.) Write pencils under the Plural column. Circle the -s in Cabinet. Make a sentence with “cabinet.” The S will write
pencils and remind Ss that plural nouns usually end in -s. a sentence on the board. Ask the class: Is this sentence
• Direct Ss’ attention to Exercise 2 and read the correct? Ask a volunteer to make any necessary corrections
instructions aloud. Be sure Ss understand the task. on the board.
• Ss complete the exercise individually. Walk around and help • Use the words from the word bank on page 26. Call out one
as needed. word at a time. The person who writes a sentence correctly
in the shortest time gets a point. Tally the points at the end
• Ask Ss to read their list of classroom objects. As they read, of the game. The team with the most points wins.
write the objects in the columns on the board and ask: Is
this right? Listen and correct for the pronunciation of plural -s
ending. More Ventures, Unit 2, Lesson E
• Read aloud the second part of the instructions for Workbook, 15–30 min.
Exercise 2. Ask two Ss to read the example sentences Multilevel Worksheets, 30–45 min. [Link]/
aloud. Say: Remember to use “is” with singular nouns and Collaborative Worksheets, 30–45 min. ventures/resources/
“are” with plural nouns. Remember to add -s to plural nouns.

T-27 Unit 2
Teaching objectives
• Introduce reading a classroom inventory list
• Provide practice that develops test-taking skills
• Present a problem and possible solutions for Ss to discuss
• Introduce this / that and these / those • Direct Ss’ attention to Exercise 1A and read the instructions
aloud. This task helps prepare Ss for standardized-type tests
they may have to take. Be sure Ss understand the task. Have
Ss individually scan for and fill in the answers.
WARM-UP AND REVIEW
• Ss complete the exercise individually. Walk around and help
as needed.
• Before class. Write today’s lesson focus on the board.
Lesson F:
Read and talk about a classroom inventory list
COMPREHENSION CHECK
Review vocabulary for classroom objects
Recognize and use “this,” “that,” “these,” and “those” • Check answers with the class. Ask Ss to read the
questions and answers and point to the correct information
• Begin class. Books closed. Write on the board: Classroom
in the chart.
Inventory List. Point to the words. Say: This is a list of items in
the classroom.
• On the board, copy the first two rows from the chart: PRACTICE
Item Number Location
• Direct Ss’ attention to Exercise 1B and read the instructions
calculators   15 in the drawer
aloud. Say: Solve the problem.
• Point to calculators. Ask: What item is this? (calculators.)
Point to 15. Ask: How many calculators are there? (15.) Point Teaching Tip
to in the drawer. Ask: Where are the calculators? (They’re in Remind Ss of the grammar chart in Exercise 1 on page 22.
the drawer.) It might help to review asking and answering both Yes / No
• Review the meaning of any words that Ss do not remember. questions and Where questions.

Teaching Tip • Ss complete the exercise individually. Walk around and

help as needed.
Ss may not be familiar with the question words How
many? Write them on the board. Say: “How many?” asks • Have Ss discuss the solution as a class. Accept all plausible
for a number. Give Ss examples using objects in the answers.
classroom.
Expansion activity (small groups)
• Ss in small groups. Say: Think about another room in our
PRESENTATION school. (It can be another classroom, the reception area,
a teacher’s office, or any other room with which Ss are
• Books open. Direct Ss’ attention to the Classroom Inventory familiar.) Ask questions about this room. For example: Is there
List in Exercise 1. a computer in the (name of room)? Where is it? Write five
• Ask Ss questions using information from the inventory list: questions about this room. Ask another group your questions.
How many calculators are in the drawer? (15.) Do they know the answers?
How many pencils are on the table? (20.) • If possible, have Ss go to the other room to see if they have
Where are the calculators? (They’re in the drawer.) answered the questions correctly.
Where is the laptop? (It’s on the desk.)

Lesson F T-28
LESSON F Another view
WARM-UP AND REVIEW • Read the instructions for Exercise 2A aloud.
• Model the activity. Ask Ss’ permission to put some of their
Focus on meaning / personalize belongings (a pen, pencils, keys, etc.) in a bag. Include at
least one singular and one plural item. Take a singular object
• Hold up the Student’s Book and show it to the class. Say: from the bag. Ask a S: Is this your (name of item)? (Yes, it
This is my book. Hold up other objects that belong to you. is. / No, it isn’t.) Take a plural object from the bag. Ask: Are
Say: This is my pen. This is my pencil, etc. these your (name of items)? (Yes, they are. / No, they
• Take one of your pencils, and walk to the opposite corner of aren’t.)
the room. Place your pencil somewhere where Ss can see it.
• Tell Ss they are to hold on to or keep the object they picked
Go back to the front of the room. Point to the faraway pencil. until the game is finished.
Say: That is my pencil.
• Ss complete the activity in small groups. Walk around and
• Write this and that on the board. Point to the words and say help as needed.
them aloud. Ask Ss to repeat after you.
• Also, remind Ss that if the object is close to them they use
• Ask Ss questions. Point to a Ss’ book. Ask: Is that your this or these, but if the object is not close, they use that or
book? (Yes, it is.) Hold up another Ss’ book as you stand those.
beside him / her. Ask: Is this your book? (Yes, it is.)
• Hold up two pencils. Ask: How many pencils are in my hand? APPLICATION
(two.) Say: These are my two pencils.
• Walk to the back of the room and place the pencils where Ss • Direct Ss’ attention to Exercise 2B. Read the instructions
can see them.
aloud. Ask two Ss to read the example conversation aloud
• Walk back to the front of the room. Point to the pencils. Say: while taking or giving back the object they held in the game.
Those are my pencils.
• Explain that now they will ask for their item back.
• Ss complete the activity in the same small group. Walk
PRESENTATION around and help as needed.

Focus on form EVALUATION

• Use the animated grammar presentation in one or more of
the following ways: • Lead the class in a quick review of the unit. Have Ss turn to
• Preview it before class Lesson A. Ask the class to tell what they remember about
• Show it in class this lesson. Prompt Ss with questions, for example: What are
the conversations about on this page? Review each lesson
• Encourage Ss to watch it outside of class. quickly.
• Direct Ss’ attention to the grammar chart. Point to the first
and second pictures, and read each sentence aloud. Ask: Is Expansion activity
“book” singular or plural? (singular.) Point to this and that on • Before class. Print, for each student, one copy of the Self-
the board. Say: singular − one. assessment for this unit.
• Focus Ss’ attention on the third and fourth pictures in the • Have Ss complete the Self-assessment either in class or
grammar chart, and read the sentences aloud. Ask: Is outside of class.
“books” singular or plural? (plural.) Write these and those on • Provide feedback to Ss such as through a whole-class
the board. Point to them and say: plural − more than one. discussion, partners comparing their worksheets, or T
reviewing each S’s worksheet.
PRACTICE • If Ss are ready, administer the unit test on page T-182. The
audio script for the test is available on page T-208.
Teaching Tip
More Ventures, Unit 2, Lesson F
It might be helpful to bring in some plastic or paper
grocery bags for this activity. Bring in enough so that each Workbook, 15–30 min.
small group of Ss in your class can use one bag. Multilevel Worksheets, 30–45 min.
Collaborative Worksheets, 30–45 min. [Link]/
• Direct Ss’ attention to Exercise 2A. Talk about the two Self-assessment, 10 min. ventures/resources/
pictures, one at a time. Ask: What do you see? Read the
CASAS Test Prep Worksheet, 5–10 min.
speech bubbles in both pictures, or have two Ss read them.
Explain that the woman is guessing who the keys belong to. Student Arcade, time varies
Make sure that Ss understand that the pictures represent a
game the Ss will be playing.
T-29 Unit 2
Teaching objectives
• Review vocabulary, pronunciation, and grammar from
Units 1 and 2

• Model the activity. Point to I on the board. Say: I am a

teacher. Write am in the blank next to I.
WARM-UP AND REVIEW • Ask Ss to continue by writing the correct form of to be in the
remaining blanks.
• Before class. Write today’s lesson focus on the board. • Direct Ss’ attention to Exercise 2A. Read the instructions
Review unit: Review vocabulary, pronunciation, and grammar aloud.
from Units 1 and 2
• Ask a S to read aloud the title of the paragraph (“A New
• Begin class. Books closed. Review questions about personal Student”).
information. Ask individual Ss:
• Ask another S to read aloud the first sentence in
What’s your last name? the paragraph.
Where are you from?
• Ss complete the exercise individually. Walk around and help
What’s your address?
as needed.
What’s your zip code?
What’s your telephone number? • Write the numbers 1–7 on the board. Ask Ss to come to the
What’s your area code? board to write the answers.

Teaching Tip
PRESENTATION Ask Ss to write only the missing words on the board, not
the complete sentences.
• Books open. Focus Ss’ attention on Exercise 1. Read the
instructions aloud. • Ask individual Ss to read aloud a sentence from the
paragraph. After each sentence, ask: Is the answer correct?
• Ask individual Ss to read the questions aloud. Say: Now
listen to the conversation. Circle the correct answers. Ask a volunteer to correct any errors.

CD1, Track 24 Play or read the audio (see audio script, • Books closed. Write on the board:
page T-172). Ss listen to and circle the answers to the name / is / What / your / ?
questions. Repeat the audio as needed. • Ask Ss to unscramble the words on the board to make
• Write the numbers 1–6 on the board. Ask individual Ss to a question. (What is your name?) Write the question on
write their answers on the board. Ask other Ss: Are these the board.
answers correct? Have volunteers make any necessary • Books open. Focus Ss’ attention on Exercise 2B. Read the
corrections on the board. instructions aloud.
• Ss complete the exercise individually. Walk around and help
PRACTICE as needed.
• Write the numbers 1–4 on the board. Ask four Ss to write the
• Read aloud the second part of the instructions for Exercise unscrambled questions on the board. Ask other Ss: Are the
1. questions correct? Ask volunteers to correct any errors.
• Ss complete the exercise in pairs. Walk around and help as • Read aloud the second part of the instructions for
needed. Exercise 2B.
• Ask several pairs to ask and answer the questions for the • Model the task. Ask a S the first question: Where is Layla
rest of the class. from? Elicit: She is from Iran.
• Write on the board: • Ss complete the exercise in pairs. Walk around and help as
I   You   She   He needed.
We They • Ask several pairs to ask and answer the questions for the
rest of the class.

Review: Units 1 & 2 T30

REVIEW
WARM-UP AND REVIEW Teaching Tip
If there are any questions about how many syllables are
• Write the word syllables on the board. Point to the word. Say in each word, clap out the word in question with the class
it aloud. Ask Ss to repeat. and then count the number of claps for that word.

• Underline the syllables in the word syllable (syl-la-ble). Clap • Read aloud the second part of the instructions for Exercise 3C.
while you say the word, emphasizing each of the three
CD1, Track 27 Play or read the audio. Listen to Ss’
syllables. Say: These are syllables.
pronunciation as they repeat the words and clap out the
syllables. Repeat the audio as needed.
PRESENTATION
Expansion activity (small groups)
• Focus Ss’ attention on Exercise 3A. Read the instructions. • Flash card pronunciation practice. Make a set of 10 flash
CD1, Track 25 Play or read the audio (see audio script, cards for each small group of four or five Ss in your class. On
page T-172). Repeat the audio as needed. one side of the card, write a word from Unit 1 or 2. On the
other side, write the number of syllables in that word.
PRACTICE • Ss in small groups. Give each group a set of cards. Tell Ss to
test their classmates by holding up a card with a word on it.
The other Ss have to say the word and clap out the correct
• Read aloud the instructions for Exercise 3B. number of syllables. They will say the number of syllables
CD1, Track 26 Play or read the audio (see audio script, in the word. Then the person holding the card will show the
page T-172). Ss listen and repeat the words they hear from reverse side of the card to show the S if he or she is correct.
the audio. Encourage Ss to clap one time for each syllable.
Repeat the audio as needed.
PRACTICE
Teaching Tip
Clap with your Ss the first time they repeat the words to • Read aloud the instructions for Exercise 3D.
show them the correct way to do this exercise. • Model the task. Look through Units 1 and 2 in the Student’s
Book. Write a word on the board that isn’t in Exercise 3B.
• Read aloud the second part of the instructions for Say: Find other words to write in the chart.
Exercise 3B.
• Ss complete the exercise individually. Help as needed.
• Model the task. Ask a S to stand up. Hold up the Student’s Option Ask Ss to write their words on the board.
Book. Point to the word map. Say the word. Ask the S to clap
the syllable after you say the word. • Read aloud the second part of the instructions for Exercise 3D.
• Ss complete the exercise in pairs. Walk around and help as • Model the task. Point to the word you wrote on the board. Say
needed. it aloud. Ask a S to tell you how many syllables are in the word.
• Ask several pairs to say the words and clap the syllables for • Ss complete the exercise in pairs. Help as needed.
the rest of the class.
Option Ask the class to pronounce and clap the words. EVALUATION
• Read aloud the instructions for Exercise 3C.
CD1, Track 27 Model the activity. Play or read only the • Direct Ss’ attention to the lesson focus on the board.
first word on the audio (see audio script, page T-172). Ask: • Go around the room. Ask Ss to say a sentence about
How many syllables did you hear? (one.) themselves using the personal information vocabulary they
learned in Unit 1.
CD1, Track 27 Play or read the audio. Ss listen and write
the number of syllables they hear in each word. Repeat the • Ask Ss to pronounce names of classroom objects and say
audio as needed. how many syllables are in each word.
• Write the letters A–H on the board. Ask individual Ss to write • Check off the items in the lesson focus as Ss demonstrate
their answers on the board. Ask: Are the answers correct? an understanding of what they have learned in the lesson.
Ask volunteers to correct.

T-31 Unit 2
UNIT 3
Teaching objectives
• Introduce students to the topic COMPREHENSION CHECK
• Find out what students know about the topic
• Preview the unit by talking about the picture
• Provide practice with key vocabulary • Ask Ss Yes / No questions about the picture. Point to Carlos.
Ask: Is Carlos the daughter? (No.) Point to Luisa. Ask: Is Luisa
• Provide practice that develops listening skills
the daughter? (Yes.)
• Repeat the procedure with the grandfather, the grandmother,
the father, and the mother.
WARM-UP AND REVIEW

• Before class. Write today’s lesson focus on the board.

PRACTICE
Lesson A:
Friends and family • Direct Ss’ attention to Exercise 1B. Model the task. Hold up
brother grandfather mother the Student’s Book. Say to a S: Point to the mother. The S
daughter grandmother sister points to Maria.
father husband son • Ss in pairs. Say to one S: Say the words in Exercise 1B. Say
• Begin class. Books closed. Say: Today’s class is about the to his or her partner: Point to the person in the picture.
people in your life. Point to the word family on the board. Ask: • Ss complete the exercise in pairs. Walk around and help as
What’s a family? Ss may respond with some of the words on needed. When Ss finish, have them change partners and
the board or with other words they know. change roles.
• Show a magazine picture or a photograph of a family, or draw • Ask several pairs to perform the exercise for the class to
one on the board. Point to the mother in the family. Ask: check Ss’ understanding.
Is this the mother or the father? (the mother.) Continue by
pointing to other family members and asking questions with Expansion activity (small groups)
or. • Bring in a family photograph and pictures of families from
magazines.
Teaching Tip
• Show your family photo. Point to and identify one family
Asking Yes / No or or questions as a warm-up activity is a member. Say: This is my (name of family member). Write on
good idea because the questions are easy to respond to
the board: This is my . Read the sentence aloud. Ask
and create a relaxed atmosphere in the classroom.
Ss to repeat.
• Ask: Who lives with you? Point to the list of family members • Point to and identify the other members of your family.
on the board. Help Ss answer, if necessary. • Ss in small groups. Give pictures of families to the groups.
Ss identify the family members in their pictures in their
PRESENTATION groups.
• Ask Ss to stand up and describe their pictures to the rest of
• Books open. Set the scene. Direct Ss’ attention to the the class. Encourage as many Ss to do this as possible.
picture on page 32. Ask: What do you see? Elicit as much
vocabulary about the picture as possible and write the words Expansion activity (whole group)
on the board: phone, lamp, bed, TV, chair, etc. • Direct Ss’ attention to the rooms in the picture on
page 32. Ask: Where is he? (in the bedroom.) Where are
Teaching Tip they? (in the kitchen / in the living room.) Where is she? (in
Do not expect all Ss to be able to respond in English. the bedroom.) Write the names of the rooms on the board.
These warm-up activities are meant to identify what Ss Say each room. Ask Ss to repeat.
already know and to involve Ss in the topic.
• Point to the first picture. Ask: Who’s in the first bedroom?
• Direct Ss’ attention to the key words in Exercise 1B. Read (son.) Who’s in the second bedroom? (daughter.) Who’s in the
each word aloud while pointing to the corresponding person kitchen? (mother and grandfather.) Who’s in the living room?
in the picture. Ask the class to repeat and point. (grandmother and father.)

• Listen to Ss’ pronunciation and repeat the words if needed. • Encourage pairs to ask each other the questions.

Teaching Tip
The key words are intended to help Ss talk about the
picture and learn some of the vocabulary of the unit.

Lesson A T-32
LESSON A Listening
PRESENTATION APPLICATION

• Books open. Direct Ss’ attention to the pictures in Exercise • Say: I live with (list people you live with). Ask a S: Who lives
2A. Ask: What do you see? (grandfather, father, son, mother, with you? Continue by asking Ss the same question.
grandmother, etc., or Luisa, • Direct Ss’ attention to Exercise 3 and read the instructions
Carlos, etc.) aloud. Model the task. Write on the board the family
• Hold up the Student’s Book. Point to each room in turn. Ask: members. Draw boxes with check marks next to the family
What room is this? (kitchen, living room, bedroom, dining members you live with.
room.) • Ss complete the exercise individually. Walk around and help
as needed.
PRACTICE • Read aloud the second part of the instructions for
Exercise 3. Read the example aloud.
• Read aloud the instructions for Exercise 2A. • Ss complete the exercise in small groups.
CD1, Track 28 Play or read the audio (see audio script, • When the groups are finished, ask several Ss to tell the class
page T-172). Pause after the first conversation. Ask: Which about their families.
picture matches conversation A? (picture number 4.) Point to
the handwritten a written next to number 4. Culture Tip
• Continue playing the audio. Ss complete the rest of the You may want to explain that many Americans do not live
exercise individually. with their extended families. They usually live with their
immediate families, with roommates, or alone.
Learner persistence (individual work)
CD1, Track 28 Ss can listen to the audio for Exercises Learner persistence (small groups)
2A and 2B at home for reinforcement and review. They can
• Put Ss in small groups according to their countries. Say: Talk
also listen to the audio for self-directed learning when class in your group. Prepare to tell the class about how people live
attendance is not possible. in your country. Do they live with friends? Do they live with
their extended family?
COMPREHENSION CHECK • Write on the board: In (name of country), people live with
. Have Ss share information.
• Write the numbers 1–6 on the board. Ask a few Ss to come
to the board and write their answers to Exercise 2A next to EVALUATION
each number.
• Point to each answer in turn. Ask: Is this correct? Make • Direct Ss’ attention to the lesson focus on the board. Point
corrections as needed. to the names of family members. Say: Look at page 32. Make
sentences with the words on the board.
PRACTICE • Check off the items as Ss demonstrate understanding of
what they have learned in the lesson.
• Direct Ss’ attention to Exercise 2B. Read the instructions
aloud. More Ventures, Unit 3, Lesson A
CD1, Track 28 Play or read the audio again. Pause after Workbook, 15–30 min.
the first conversation. Ask: Who is calling? (Mrs. Brown.) Hold
up the Student’s Book. Show them the circle around Mrs. Multilevel Worksheets, 30–45 min. [Link]/
Collaborative Worksheets, 30–45 min. ventures/resources/
Brown.
• Continue playing the audio. Ss complete the rest of the Student Arcade, time varies [Link]/
venturesarcade/
exercise individually.
• Write letters A−F on the board. Ask Ss to write the names
of the person who is calling on the board. Say each answer
aloud. Ask: Is this correct? Make corrections as needed.

T-33 Unit 3
Teaching objectives
• Introduce the present continuous and Wh- questions
• Provide practice asking What questions and answering
about actions happening now
• Ask Ss questions about other Ss in the class using What
and the present continuous. For example, ask one S: What’s
(student’s name) doing? (He’s / She’s studying, He’s / She’s
WARM-UP AND REVIEW sitting, etc.) Say to the same S: Now you ask a question
about a S in the class. The S stands up and asks another S
Focus on meaning / personalize what someone else in the class is doing. Write new words on
• Before class. Write today’s lesson focus on the board. the board.
Lesson B:
What are you doing? I’m reading. PRACTICE
What’s he doing? He’s reading.
What’s she doing? She’s reading. • Direct Ss’ attention to Exercise 2A and point to number 1.
What are they doing? They’re reading. Ask: What’s she doing? (She’s reading.) Point to read in the
• Begin class. Books open. Direct Ss’ attention to the picture example. Say: Use this verb to help you write the answer.
on page 32. Say: Point to Carlos. Ss point. Say: He’s listening Continue with the other items.
to music. Write the sentence on the board. • Read aloud the instructions for Exercise 2A.
• Ask Ss to point to other family members in the picture. Tell • Ss complete the exercise individually. Walk around and help
them what those family members are doing and write the as needed.
sentences on the board.
CD1, Track 29 Read aloud the second part of the
• Pantomime these actions: eating, reading, talking, sleeping, instructions for Exercise 2A. Play or read the audio (see
studying, watching TV. Ask Ss to say what you’re doing. Write audio script, page T-173). Have Ss check the answers as
on the board as a cue: You’re . Fill in the verbs as Ss they listen and repeat. Correct pronunciation as needed.
guess. Help with vocabulary as needed.
• Ss in pairs. Say: Practice the conversations with your partner.
• Write on the board as cues: He’s . She’s . Walk around and help as needed. Write on the board any
Ask Ss to pantomime and have the class guess. Fill in the pronunciation errors that you hear. When Ss are finished
verbs as Ss guess. practicing in pairs, point to the words on the board. Say:
Listen and repeat after me.
PRESENTATION
Expansion activity (whole group)
Focus on form • Tic-tac-toe. Draw a tic-tac-toe grid on the board. Ask the class
to tell you some verbs that they learned in today’s lesson.
• Use the animated grammar presentation in one or more Write the verbs in the grid, for example:
of the following ways:
• Preview it before class
read eat study
• Show it in class
• Encourage Ss to watch it outside of class.
• Books open. Direct Ss’ attention to the grammar chart in sleep watch talk
Exercise 1. Read the questions and answers aloud. Ask Ss
to repeat. listen
• Write on the board:
What’s =   I’m =   he’s =   she’s =   they’re = Ask Ss to give two more verbs to complete the grid.
• Point to the words. Say: These are contractions. Write I am • Divide the class into two teams, X and O. Say: One person
after I’m. Say: “I’m” is the same as “I am.” Point to the other from each team will choose a verb on the board. He or
contractions. Ask: What are two words for “he’s”? (he is.) she has to make a sentence with the verb and the present
Repeat with she’s, they’re, and What’s. Write I am, he is, she continuous. I will say “correct” or “incorrect.” If you are correct,
is, and they are under the corresponding contractions. draw an “X” or an “O” in the square.
• Focus Ss’ attention on the yellow box in the grammar chart. • The first team to get three Xs or Os in a row (vertically,
Say: This is the present continuous tense. We use it to say horizontally, or diagonally) wins the game.
what we are doing right now. Point to I am, he is, she is, and
they are on the board. Underline the verbs. Say: These are Teaching Tip
forms of the verb “be.” We form the present continuous tense This game can be played with many grammar points and
by using “ be + verb + -ing.” vocabulary words learned in a lesson. It is a fun way to
close a class.
COMPREHENSION CHECK

• Ask: What am I doing right now? Elicit: You’re teaching. Write

on the board: You are teaching or You’re teaching.
Lesson B T-34
LESSON B What are you doing?
PRESENTATION • Ask: When the phone rings (make a ringing noise), what do
you say in English? (Hello.) Make a ringing noise again. Hand
the phone to a S. The S can pick it up and say Hello. Write
• Direct Ss’ attention to the picture in Exercise 2B. Ask: Where
are the people? (They’re in the living room.) Ask: What do you Hello on the board.
see in the picture? Write Ss’ answers on the board. (baby, • Give another S the phone. Make a ringing noise. Encourage
mother, couch, bookshelf, TV, etc.) the S to say Hello. Say: Hi, (S’s name). This is (your name).
Write these sentences on the board. Practice with a few
• Read the instructions aloud. Ask four Ss to read aloud the 2
example conversations. more Ss, taking different roles.

Teaching Tip Learner persistence (whole class)

Ss may not be familiar with the word bold. Explain that • If there are new Ss in the class, include them in this
the bold words in the conversation are darker. In many telephone practice exercise. Encourage Ss to ask them
exercises, Ss are asked to replace the bold words with What’s your name? before they practice the conversation.
other words in the exercise. Write their names on the board as a way of introducing them
to the class and making them feel welcome.
• Books open. Have Ss look at the pictures in Exercise 3. Ask:
PRACTICE What do you see? (a man and a woman.) Ask: What are they
doing? (They are talking on the phone.)
• Model the task. Point to another person in the picture. Ask: • Read the instructions aloud. Model the example with a S.
What’s he / she doing? (watching TV, eating, talking on the
phone, etc.) • Ask two Ss to model the example again using their own
names and a different verb for watching TV.
• Ss in pairs. Say: Ask and answer questions about the picture.
Walk around and help as needed. • Ss practice the example in pairs and then make new
conversations. Walk around and help as needed.
• Ask several pairs to perform their conversations in front of
the class. • Ask several pairs to perform their conversations.
• Books closed. Ask several Ss to stand up. Ask each one Expansion activity (whole group)
in turn: What are you doing? Elicit sentences, such as: I’m
standing. / I’m talking. / I’m studying English. • If you want to expand the grammar presentation, turn to the
grammar charts at the back of the Student’s Book. Practice
• Books open. Direct Ss’ attention to Exercise 2C and read making sentences using the present continuous and the
the instructions aloud. pronouns we, it, and you (plural).
• Ss complete the exercise individually. Help as needed.
• Ask Ss to write their answers on the board. Ask different EVALUATION
Ss to read the sentences. After each sentence, ask: Is this
correct? Ask volunteers to correct any errors on the board.
• Direct Ss’ attention to the sentences you wrote on the board
at the beginning of the lesson. Ask questions about people
Expansion activity (whole class)
in the picture on page 32. For example, point to the mother
• Total Physical Response. Give Ss commands as a whole and ask: What’s she doing? Elicit answers in the present
group, such as: Stand up, sit down, open your books, close continuous: She’s cooking.
your books, etc.
• Check off the questions and answers as Ss demonstrate an
• After each command, ask a S: What are you doing? understanding of what they have learned in the lesson.
(I am standing / I am sitting / I am opening my book, etc.)

More Ventures, Unit 3, Lesson B

APPLICATION Workbook, 15–30 min.
Multilevel Worksheets, 30–45 min. [Link]/
• Books closed. Show Ss a cell phone. Ask: What’s this? (It’s a ventures/resources/
Collaborative Worksheets, 30–45 min.
cell phone.)
Student Arcade, time varies [Link]/
venturesarcade/

T-35 Unit 3
Teaching objectives
• Introduce Yes / No questions in the present continuous
tense
• Provide practice asking Yes / No questions and answering
about actions happening now • Write busy on the board. Point to the word and pronounce it.
Say: Repeat the word after me. Ask: What does “busy” mean?
If no one knows the answer, say: “Busy” means that you are
doing something.
WARM-UP AND REVIEW
• Read the instructions aloud. Ask two Ss to read the example
question and answer.
Focus on meaning / personalize
• Ss complete the exercise individually. Help as needed.
• Before class. Write today’s lesson focus on the board. • Ask Ss to write the questions on the board. Make sure that
Lesson C:
Ss spell driving and taking correctly.
Are you ing? Yes, I am. / No, I’m not.
Is he ing? Yes, he is. / No, he isn’t. • Read aloud the second part of the instructions for
Is she ing? Yes, she is. / No, she isn’t. Exercise 2A.
Are they ing? Yes, they are. / No, they aren’t. CD1, Track 30 Play or read the audio (see audio script,
• Begin class. Books closed. Ask a S: Are you studying page T-173). Listen to Ss’ pronunciation as they repeat the
English? Elicit: Yes, I am. conversations. Correct pronunciation as needed.

• Ask another S: Are you studying French right now? Elicit: No, • Ss practice the conversations in pairs. Clear up any problems
I’m not. with pronunciation or the meanings of words.
• Ask several pairs to read the conversations for the rest of
Teaching Tip the class.
Point to the answer on the board: Yes, I am. Say: In
English, we say “Yes, I am.” We never say “Yes, I’m.” Expansion activity (whole group, small groups)
• Question and answer practice. Make copies of this chart.
Give one to each S.
PRESENTATION
Names What is he or she doing?
John
Focus on form
Mary
• Use the animated grammar presentation in one or more of Sally
the following ways:
Nancy
• Preview it before class Tim
• Show it in class James
• Encourage Ss to watch it outside of class. Jack
• Books open. Direct Ss’ attention to the grammar chart in Lily
Exercise 1. Say: This is how we ask Yes / No questions about Betty
something we are doing right now.
Susan
• Ask three Ss to stand up. One S reads the questions, one
reads the Yes answers, and one reads the No answers. • Write each of the following sentences on an index card, and
give one card to each S. If you have more than 10 Ss in your
Teaching Tip class, give cards to pairs, or divide the class into groups of
Read the spelling note aloud. Say: When we change 10 and give each group a set of cards. The cards will have
“drive” to “driving” we don’t write the “e.” This is true for the following information on them (one sentence per card):
verbs ending in “e.” “Take” is another example. John is sleeping. James is buying gas.
Mary is working. Jack is listening to music.
Expansion activity (whole group) Sally is taking a break. Lily is watching TV.
• Ask Ss to brainstorm other verbs that end in e. Write the Nancy is reading. Betty is talking.
verbs on the board. Ask: How do we change the spelling when
we add “-ing”? Ask Ss to come to the board and add -ing. Tim is driving to work. Susan is eating dinner.
Make sure they don’t write the new form with e. Some words • Write two questions on the board: What is the name on your
that Ss might think of are make, bake, etc. card? What is he or she doing?
• Say: Look at your card. Then fill in your chart. Ask your
PRACTICE classmates the two questions on the board. Write your
classmates’ answers in the chart.
• Direct Ss’ attention to the first picture in Exercise 2A. Point • Ss complete the activity individually. Walk around and help as
to the woman. Ask: What is she doing? (She is crying. She is needed. Check answers with the class.
using the computer.)

Lesson C T-36
LESSON C Are you working now?
WARM-UP AND REVIEW • Ss complete the exercise in pairs. Help as needed.
• Ask pairs to perform their conversations for the class.
• Direct Ss’ attention to the lesson focus on the board.
Are you ing? Yes, I am. / No, I’m not. Teaching Tip
Is he ing? Yes, he is. / No, he isn’t. If Ss don’t know the words in the word bank, write them
Is she ing? Yes, she is. / No, she isn’t. on the board. Point to each word and pronounce it. Ask
Are they ing? Yes, they are. / No, they aren’t. Ss to repeat. Show the meanings of the words by acting
them out.
• Hold up the Student’s Book. Point to the boy in the picture on
page 32. Ask: Is he sitting? Elicit: No, he isn’t.
Expansion activity (student pairs)
Teaching Tip • Materials needed Magazine pictures of people performing
If no one can answer the question, point to No, he isn’t on everyday actions (eating, sleeping, etc.)
the board. • Ss in pairs. Give a picture to each pair. Write on the board:
What’s he doing? What’s she doing? What are they doing?
• Continue asking Yes / No questions about the other people
in the picture using the present continuous. • Point to the questions. Say: Ask and answer questions about
the picture. When you’re finished, give your picture to another
• Ss in pairs. Say: Ask your partner questions about the people pair of students.
in the picture. Walk around and help as needed.
• Help as needed. Continue the activity until all Ss have seen
each picture. Ask several pairs to hold up their pictures and
PRACTICE ask and answer questions for the class.

• Direct Ss’ attention to the picture in Exercise 2B. Ask: Expansion activity (whole group)
Where are the people? (in the park.) Who do you see? (Joe,
• If you want to expand the grammar presentation, turn to the
Mike, Lisa, Peter, Paul, Karla and Jennifer, etc.) Read the grammar charts at the back of the Student’s Book. Practice
instructions aloud. asking questions using the present continuous and the
• Point to the example question. Say: Is Joe driving to work? pronouns we and you (plural).
(No.) Point to the check mark in the No box.
• Ss complete the exercise individually. Help as needed. EVALUATION
• Read aloud the second part of the instructions for Exercise 2B.
• Ask two Ss to read the example question and answer aloud. • Direct Ss’ attention to the lesson focus on the board. Say:
Point to the man in the picture. Ask: Is Joe driving to work? These questions need verbs. Elicit appropriate questions,
(No, he isn’t. He’s cooking lunch.) such as: Are you studying? Is he driving? Is she sleeping? Are
• Ss complete the exercise in pairs. Walk around and help as they drinking coffee?
needed. • Check off the lesson focus as Ss demonstrate an
understanding of what they have learned in the lesson.
PRACTICE
More Ventures, Unit 3, Lesson C
• Direct Ss’ attention to Exercise 3 and read the instructions Workbook, 15–30 min.
aloud. Ask Ss to read aloud the example questions and Multilevel Worksheets, 30-45 min. [Link]/
answers. Collaborative Worksheets, 30-45 min. ventures/resources/
• Read each of the words in the word bank and ask Ss to Student Arcade, time varies [Link]/
repeat after you. venturesarcade/

Teaching Tip
Explain the meaning of act out. Write the word tired
on the board. Yawn and lean on the desk and look
very tired. Say: That’s what “act out” means.

T-37 Unit 3
Teaching objectives
• Introduce reading a descriptive paragraph about a
birthday party
• Introduce using titles to help understand a story
• Provide practice getting information from a reading Learner persistence (individual work)
• Provide practice with new topic-related vocabulary CD1, Track 31 Ss can listen to the audio for Exercise 2
at home for reinforcement and review. They can also listen to
the audio for self-directed learning when class attendance is
WARM-UP AND REVIEW not possible.

• Before class. Write today’s lesson focus on the board. COMPREHENSION CHECK
Lesson D:
Read and understand “The Birthday Party” • Read aloud the instructions for Exercise 3A. Ask a S to
Learn names of family members: read the example. Ask: Is Juan’s story about his grandson’s
daughter    husband son birthday party? (No.) Point to the circled No.
granddaughter nephew son-in-law • Ss complete the exercise individually.
grandson    niece wife
• Check answers with the class.
• Begin class. Books open. Show Ss the picture from Lesson
A on page 32. Ask: Do you remember this picture? Point to • Ask Ss to take out a piece of paper. Read aloud the second
part of the instructions for Exercise 3A.
the grandfather in the kitchen. Ask: Who is he? (He is the
grandfather.) What’s he doing? (He’s eating.) • Model the task of correcting the sentences. Point to No for
number 1 in Exercise 3A. Read the sentence aloud. Tell Ss:
• Say: The grandfather’s name is Juan. Today is his birthday.
This sentence is incorrect. Tell me the correct sentence. Juan’s
How old do you think he is? Ss will guess his age. Ask several
story is about...(his birthday party). Write it on the board.
Ss: When is your birthday? Make sure everyone understands
the meaning of birthday. • Ss complete the exercise individually.
• Check answers with the class. Ask Ss to write their corrected
PRESENTATION sentences on the board and ask other Ss to read them aloud.

• Direct Ss’ attention to the picture in Exercise 1. Ask: Who PRACTICE

do you see in this picture? (Juan and his family.) What are
they doing? (They are eating cake / celebrating Juan’s • Direct Ss’ attention to the picture in Exercise 1. Ask
birthday, etc.) questions based on the reading, such as: What’s Juan doing?
• Read the instructions and questions for Exercise 1. (He’s celebrating his birthday.) What’s his wife doing? (She’s
eating cake.) Is Juan happy? (Yes, he is.) Is his wife sad? (No,
• Ss in pairs. Say: Ask your partner these two questions. Talk
she isn’t.)
about the picture and birthdays. Ask several pairs to ask and
answer the questions for the class. • Direct Ss’ attention to Exercise 3B and read the instructions
aloud.
• Direct Ss’ attention to Exercise 2. Ask: What is the title?
(“The Birthday Party.”) What is the reading about? Elicit • Model the task. Ask a S to read the first question aloud.
appropriate answers about a birthday party. Ask: What’s the answer? (Juan is 70 years old.) Write the
sentence on the board.
• Ask Ss to read the story individually.
• Ss complete the exercise individually. Help as needed.
Culture Tip • Check answers with the class. Ask Ss to write their
Explain that in many places, people celebrate their sentences on the board, and ask other Ss to read them
birthdays with family and friends. The birthday person’s aloud. Ask: Are these sentences correct? Ask volunteers to
family and friends have a party for him or her. There is a make any necessary corrections on the board.
birthday cake, and the birthday person receives presents.
Many people send birthday cards or email greetings. Learner persistence (individual work)
CD1, Track 31 Play or read the audio and ask Ss to • Encourage Ss to keep a vocabulary notebook. In addition to
follow along (see audio script, page T-173). Repeat the audio writing new words, they can write a sentence with the word,
as needed. After Ss listen to the paragraph, they can practice draw a picture to remind them of the meaning, or keep words
reading it to each other. in categories (family words, party vocabulary, etc.).

Ss may be unfamiliar with some of the words in the

reading. Encourage Ss to use visual literacy skills to look
at the picture closely to guess the meaning of these words.
They can also guess meaning from the title of the reading.

Lesson D T-38
LESSON D Reading
WARM-UP AND REVIEW Useful Language
Read the tip box aloud. Explain that these are affectionate
• Books closed. Write on the board: family tree. Point to the ways to address parents and grandparents. Explain use of
words. Ask: What does this mean? If Ss do not know the possessive -s in Tony’s wife if necessary.
answer, say: A family tree is a map of your family.
• Say: This is my family tree. Draw a stick figure of yourself on the Community building (whole group)
board. Write your name under it. Add family members you wish
to include, drawing lines to show family relationships. Point to • Ask: What do children call parents and grandparents in your
country? Ask Ss from different countries to tell affectionate
each person in your family tree and say: This is my .
names people use for their parents and grandparents.

PRESENTATION
PRACTICE
• Books open. Direct Ss’ attention to the family tree in the
Picture dictionary. Point to Tony (number 5). Say: This is Tony’s • Direct Ss’ attention to Exercise 4B and read the instructions
family tree. Ask Ss questions about Tony: aloud. Model the example with a S. You speak first. Point to
Is he married? (Yes.) Yoko in the picture.
Who is his wife? (Yoko.) • Ss complete the exercise in pairs. Help as needed.
Who is Tony’s mother? (Cathy.) • Ask pairs to perform their conversations. Make sure all the
Who is Tony’s father? (Ted.) words from the word bank have been practiced.
Who is Tony’s aunt? (Marta.)
Who are Tony’s grandparents? (Sam and Mary.) Expansion activity (small groups)
• Divide the class into groups of ten. Say: Make a family tree in
PRACTICE your group. Who is the grandfather? Who is the grandmother?
Have Ss make comical choices, such as a teenager being a
• Direct Ss’ attention to the word bank in Exercise 4A. grandparent. Say: Introduce your “family.” “This is my (family
member), (name of family member)” = “This is my cousin, Anne.”
• Say each word in the word bank and ask Ss to repeat.
Correct Ss’ pronunciation. Expansion activity
• Model the task. Hold up the Student’s Book. Point to Tony • Refer Ss to “The 60th Birthday in Chinese Culture,” another
and say: This is Tony. Point to Cathy and say: This is his . reading on the same topic on Student’s Book pages 140–141.
Elicit: mother. Point to Mary and say: This is his . Elicit: • Have Ss complete the activity either in class or outside of class.
grandmother. Point to the word grandmother written in the
family tree. Say: Write the words in the Picture dictionary. • Provide feedback to Ss such as through a whole-class
discussion, partners comparing their worksheets, or T
• Ss complete the exercise individually. Help as needed. reviewing each S’s worksheets.
Culture Tip
These relationships may be different for some cultures.
EVALUATION
If possible, ask same-culture Ss to work together to help
each other understand the words used to express these • Direct Ss’ attention to the lesson focus on the board. Ask
relationships. Ss questions about “The Birthday Party,” such as: How old is
Juan? Who is eating cake?

COMPREHENSION CHECK • Point to the words for family members. Elicit sentences for
each of the words in the family tree on page 39.

CD1, Track 32 Play or read the audio (see audio script, • Check off each part of the lesson focus as Ss demonstrate
an understanding of what they have learned in the lesson.
page T-173). Ss should check their answers and repeat the
words after they hear them. Repeat the audio if necessary.
• Write the numbers 1–7 on the board in a vertical line. Ask More Ventures, Unit 3, Lesson D
six Ss to come to the board and write their answers from the Workbook, 15–30 min.
Picture dictionary. Picture Dictionary Worksheets,
30–45 min. [Link]/
Learner persistence (individual work) Multilevel Worksheets, 30–45 min. ventures/resources/
CD1, Track 32 Ss can listen to the audio for Exercise 4A Collaborative Worksheets, 30–45 min.
at home for reinforcement and review. They can also listen to
Student Arcade, time varies [Link]/
the audio for self-directed learning when class attendance is venturesarcade/
not possible.
T-39 Unit 3
Teaching objectives
• Prepare Ss for writing sentences about family
• Introduce rules for when to spell and when to write out
numbers
• Direct Ss’ attention to the picture in Exercise 1B. Ask:
What is happening in this picture? (Two girls are cooking, a
woman is studying, a man is reading the newspaper, a boy is
WARM-UP AND REVIEW watching TV, a man is standing.)
• Say: The man on the right is David. We are going to read about
• Before class. Write today’s lesson focus on the board. him.
Lesson E:
Write about your family • Read the instructions aloud.
Practice new words: married, single • Ask Ss to read the paragraph silently.
• Also write on the board: • Point to the two girls in the picture. Ask: What are they doing?
What’s your name? (They’re cooking.) Write on the board: My nieces are cooking.
Where are you from? Point to cooking in the picture. Say: Fill in the other blanks
Please tell me about your family. with words in the reading.
• Begin class. Greet Ss by asking the questions you wrote • Ss complete the task individually. Walk around and help as
on the board. Encourage Ss to use the names of family needed.
members they learned in Lesson D. • Check answers with the class. Point to the blanks in the
• Point to the words married and single on the board. Ask Ss: picture, and ask questions using the present continuous, for
Who is married? Raise your hand. Who is single? Demonstrate example: What is David’s sister doing? (studying.)
the meaning of the words by saying, for example: Oh, you
have a husband? or You don’t have a wife? Expansion Activity (student pairs)
• Question and answer practice. Say: Read the paragraph
PRESENTATION about David again. Then, write some questions for your
partner, for example: “Is David reading the newspaper?” (No,
he isn’t.) Write five questions.
• Books open. Direct Ss’ attention to the census form in
Exercise 1A.
Community building (small groups)
• Write U.S. Census Bureau on the board. Say: This is an agency • Build a Census Bureau bar graph. Draw a bar graph on the
that gets information about people in the United States.
board. Write the numbers 1–10 on the vertical axis. Write
the following words on the horizontal axis: single, married,
Useful Language
children, sisters, brothers.
Read the tip box aloud. It might be helpful to show
someone’s wedding ring to the class. Say: (Name of S) is • Model the activity. Ask five Ss the questions from the Census
married. Point to a single person in the class. Say: (Name Bureau form in Exercise 1A. Total the answers and fill in the
of S) is single. bar graph (number of Ss single, number of Ss married, total
number of children Ss have, total number of sisters and
brothers Ss have).
PRACTICE • In groups of five, have Ss make a Census Bureau bar graph.
• Ss complete the activity in groups. Walk around and help as
• Read aloud the instructions for Exercise 1A. needed.
• Ss complete the exercise in pairs. Walk around and help • Check the bar graphs with the class.
as needed. Make sure that Ss are writing their partner’s
answers.

Lesson E T-40
LESSON E Writing
PRESENTATION Expansion activity (small groups)
• Materials needed Magazine pictures of families, preferably
• Books closed. Say: I am going to draw on the board a picture families doing something active.
of my family. • Ss in small groups. Give each group a magazine picture. Say:
• Draw the picture. It can be very simple, but be sure the Write about the family in your picture.
people are doing things such as watching TV or reading a • Write on the board: How many people are in the family? Who
book. Point to each member of your family. Introduce each are the family members? What are they doing?
one and talk about what he or she is doing. Say: This is my
• Ss complete the task in groups. Ask one person from
(name of family member). He’s . each group to come to the front of the class and show the
• Write on the board: What are the people in the picture doing? group’s picture. Another group member can read the group’s
Elicit appropriate responses. sentences to the rest of the class.
• Books open. Direct Ss’ attention to the blank picture frame
in Exercise 2A. Read the instructions aloud. Expansion activity (individual work)
• Ss complete the exercise individually. Help as needed. • Dictation. Say: Take out a piece of paper. Write the numbers
1–5 on it. I will read five sentences. Write the sentences on
your paper.
APPLICATION
• Dictate the following sentences:
• Direct Ss’ attention to Exercise 2B and read the instructions 1. Sam is married.
aloud. 2. His wife’s name is Mary.
• Model the task. Ask each of five Ss to ask you the five 3. They have a daughter and a son.
questions in Exercise 2B. Answer the questions. Point to 4. They have three grandchildren.
your picture on the board as you answer.
5. They are happy.
• Ss complete the exercise individually. Walk around and help • Ask individual Ss to write the sentences on the board. Ask
as needed.
other Ss to read the sentences aloud. Ask: Are the sentences
correct? Make any necessary corrections on the board.
Read the tip box aloud. Ask Ss to spell the numbers one
to ten as you write them on the board. Say: For numbers
higher than ten, write numbers, not words. Ask Ss for Learner persistence (whole class)
examples of numbers higher than ten and write them on • Do a small survey of Ss in your class. Ask: How much do
the board as numerals, not words. you speak English outside of class? Five minutes? Half an
hour? Many hours? Congratulate the Ss who speak the most
English outside of class.
EVALUATION
• Say: Try to speak more English outside of class. Speak to
someone in the grocery store, or call a friend from class and
• Direct Ss’ attention to Exercise 3A and read the instructions practice speaking English on the phone.
aloud.
• Ask Ss to report back to you on their English practice outside
• Ss complete the exercise in pairs. Walk around and listen to of class the next time they are in class with you. Ask: Was it
Ss’ pronunciation. Help as needed.
easy? Was it hard? Why?
• Read aloud the instructions for Exercise 3B. This exercise
asks Ss to work together and correct their writing. Ask a
S to read the questions aloud. Tell Ss to exchange papers
More Ventures, Unit 3, Lesson E
and look at their partner’s sentences for the answers to the Workbook, 15–30 min.
questions. Tell Ss to circle the answers on their partner’s Multilevel Worksheets, 30–45 min. [Link]/
paper. Walk around and help as needed. Collaborative Worksheets, 30–45 min. ventures/resources/

T-41 Unit 3
Teaching objectives
• Introduce reading a medical insurance application form
• Provide practice that develops test-taking skills
• Present a problem and possible solutions for Ss to discuss
• Introduce object pronouns PRACTICE

• Direct Ss’ attention to Exercise 1A and read the instructions

WARM-UP AND REVIEW aloud. This task helps prepare Ss for standardized-type tests
they may have to take. Be sure Ss understand the task. Have
Ss individually scan for and fill in the answers.
• Before class. Write today’s lesson focus on the board.
Lesson F: • Check answers with the class. Ask Ss to read the questions
Read a section of a medical insurance application form and their answers aloud. Ask: Is that answer correct? Make
Review vocabulary for family members any necessary corrections.
Use object pronouns • Direct Ss’ attention to Exercise 1B and read the instructions
• Also write on the board: aloud. Say: Solve the problem.
Children • Ss complete the task individually. Help as needed.
Last name First name Age Male Female
• Have Ss discuss the solution as a class. Accept all plausible
• Begin class. Books closed. Ask: Who has children? Say to a answers.
S who raises his or her hand: Tell me about your children. If
Ss do not have children, ask about nieces and nephews. Expansion activity (student pairs, individual work)
• Fill in the chart on the board with the S’s answers. Ask: • Ask Ss to make charts with information about their children
What’s his / her first name? What’s his / her last name? How (or about themselves and their brothers and sisters if they
old is he / she? don’t have children).
• Ask another S to come to the board. Say: Ask a S in the class • Model the exercise by writing these columns on the board:
questions about his or her family. Write the answers on the Last name First name Age Male Female
board.
Ss complete the charts individually. Tell Ss to leave the Age
• Ask questions about the chart on the board, for example: column blank.
How many children does (student’s name) have? • Ss in pairs. Ss exchange papers with a partner, ask about
How many daughters does (student’s name) have? the age of each child, and then fill in the information.
Who is (age of one of the children) years old?
Teaching Tip

PRESENTATION Ss may not want to give information about their family.

Bring in pictures of families from magazines and ask Ss
to make up information about the family in each picture.
• Books open. Direct Ss’ attention to the insurance application
form in Exercise 1. Ask:
Learner persistence (whole class)
What is this? (It’s a medical insurance application form.)
• Ask if anyone in the class needs extra help with English
What is the family’s last name? (Clark.) outside of class. If you have Ss who feel this way, ask Ss
What are the parents’ names? (Joseph and Rita.) in more advanced ESL classes to volunteer to help your Ss
Is Justin a male or female? (male.) after class.
How old is Michael? (two.)
• Explain any vocabulary Ss do not understand.
Culture Tip
If Ss don’t know what insurance is, write on the board
some examples of types of insurance. Say: You can have
medical insurance and insurance for your car and house.
In an emergency, insurance companies pay for things. Ask
Ss if they have different types of insurance.

Lesson F T-42
LESSON F Another view
WARM-UP AND REVIEW APPLICATION

Focus on meaning / personalize • Focus Ss’ attention on Exercise 2B. Read the instructions
aloud. Ask: Who likes chocolate / Johnny Depp / dogs / etc?
• Draw a vertical line on the board, making two columns. In Encourage Ss to respond using object pronouns (Sammy
one column, write the heading “I like.” In the second column,
likes it / him / them, etc.)
write the heading “I don’t like.”
• Ask Ss: What do you like? Elicit appropriate responses and Learner persistence (whole class)
write them in the first column.
• Ask Ss: How can you learn English more quickly? Brainstorm
• Ask Ss: What don’t you like? Elicit appropriate responses and ideas and write them on the board. Ask a S to write them
write them in the second column. down and make a poster to display in the classroom. If Ss
• Write something in singular form that you don’t like in the don’t have any ideas, you can suggest:
second column. Point to the word. Say: I don’t like .I Watch TV in English.
don’t like it. Listen to the radio in English – learn a song!
Read captions under pictures in the newspaper.
• Write something in plural form that you don’t like in the first
column. Point to the word. Say: I don’t like . I don’t like Make friends with someone who doesn’t speak your language.
them. Try to speak English outside of class every day!

• Ask Ss to make sentences with the other items in the Community building (whole class)
columns. Correct them if needed.
• If you have Ss in your classes with young children, tell
them about family activities that are taking place within
PRESENTATION your community. Bring in flyers and ads about local events.
Encourage your Ss to attend.
Focus on form
• Use the animated grammar presentation in one or more of EVALUATION
the following ways:
• Preview it before class • Lead the class in a quick review of the unit. Have Ss turn
to Lesson A. Ask the class to call out what they remember
• Show it in class
about this lesson. Prompt Ss, if necessary, with questions,
• Encourage Ss to watch it outside of class. for example: What are the conversations about on this page?
• Direct Ss’ attention to the grammar chart. Read the sentences What vocabulary is in the picture? Continue in this manner to
aloud. Point to the bold words in the second column. Say: review each lesson quickly.
These are object pronouns. They take the place of another
word. Underline Johnny Depp and him. Say: “Him” refers to
Expansion activity
Johnny Depp. Continue with the other sentences in the chart. • Before class. Print, for each student, one copy of the Self-
assessment for this unit.
PRACTICE • Have Ss complete the Self-assessment either in class or
outside of class.
• Focus Ss’ attention on Exercise A. Read the instructions • Provide feedback to Ss such as through a whole-class
aloud. Ask three Ss to read the example questions and discussion, partners comparing their worksheets, or T
answers aloud. reviewing each S’s worksheet
• Hold up the Student’s Book. Say: Katia likes chocolate. You • If Ss are ready, administer the unit test on page T-184.
can write her name in the second column. Pretend to write The audio script for the test is available on page T-208.
the name Katia on your book.
More Ventures, Unit 3, Lesson F
Teaching Tip
Workbook, 15–30 min.
It might be helpful to tell Ss to point to the corresponding
Multilevel Worksheets, 30–45 min.
picture on the right-hand side of the book when asking Ss
if they like someone or something. Collaborative Worksheets, 30–45 min. [Link]/
Self-assessment, 10 min. ventures/resources/
• Direct Ss’ attention to the box to the right of the grammar CASAS Test Prep Worksheet, 5–10 min.
chart. Read it aloud and have Ss repeat. Tell Ss they can use
this answer, I don’t know him / her, if they don’t know who
the person is.

T-43 Unit 3
UNIT 4
Teaching objectives
• Introduce students to the topic Teaching Tip
• Find out what students know about the topic
• Preview the unit by talking about the picture The key words are intended to help students talk about
• Provide practice of key vocabulary the picture and learn some of the vocabulary in the unit.
• Provide practice that develops listening skills
COMPREHENSION CHECK
WARM-UP AND REVIEW
• Ask Ss Yes / No questions about the picture. Recycle
questions in the present continuous. Say: Listen to the
• Before class. Write today’s lesson focus on the board. questions. Answer “Yes” or “No.”
Lesson A:
Point to the picture. Point to the man getting out of the
Health problems
elevator. Ask: Is he sitting? (No.)
• Begin class. Books closed. Point to the words Health Point to the woman talking to her son. Ask: Is she talking?
problems on the board. Say the words. Ask Ss to repeat
(Yes.)
them after you. Hold your head as if you have a headache.
Ask: What’s my problem? Elicit: Headache. Write it on the Point to the doctor or nurse by the reception desk. Ask:
board. Ask: What are some other health problems? Write Is he / she cooking? (No.)
Ss’ responses on the board. Elicit words such as backache, Point to the woman in the chair holding her head. Ask: Does
earache, stomachache. she have a headache? (Yes.)
Point to the man with a broken leg. Ask: Does he have a sore
Teaching Tip
throat? (No.)
Do not expect Ss to know all these words. These warm- Point to the man who is sneezing. Ask: Does he have a
up questions are meant to show which students already
know some of the unit vocabulary and to encourage cold? (Yes.)
students to draw on prior knowledge. If Ss do not know Point to the woman with a backache. Ask: Does she have a
any of these words, write the following words on the stomachache? (No.)
board: backache, cough, headache, broken leg, earache,
Point to the boy with the sore throat. (Luis.) Ask: Does he
sore throat.
have a sore throat? (Yes.)
• Point to the health problems that you elicited from the
Ss. Say: Repeat the words after me. As you say each
Teaching Tip
word, demonstrate the meaning by acting as if you have Do not expect Ss to answer with more than Yes or No. The
the problem. For example, hold your back if the word purpose of this exercise is to show that Ss understand
is backache. the questions you are asking.
• Listen to Ss’ pronunciation. Correct pronunciation
as needed. PRACTICE
PRESENTATION • Direct Ss’ attention to Exercise 1B. Model the task. Hold
up the Student’s Book. Say to a S: Point to a person with a
• Books open. Set the scene. Direct Ss’ attention to the backache. The S points to the appropriate part of the picture.
picture on page 44. Ask: Where is this? (a hospital / clinic / • Ss in pairs. Say to one S: Say the words in Exercise 1B. Say
waiting room.) Ask: What do you see? Elicit as much to his or her partner: Point to the person in the picture.
vocabulary about the picture as possible: people, chairs, a
man with a broken leg, doctor, nurse, etc.
• Ss complete the exercise in pairs. Walk around and help as
needed. When Ss have finished, have them change partners
• Direct Ss’ attention to the key words in Exercise 1B. Read and change roles.
each word aloud while pointing to a person in the picture
who has the corresponding health problem. Ask the class to
• Ask several pairs to perform the exercise for the class to
check Ss’ understanding.
repeat and point.

Lesson A T-44
LESSON A Listening
PRESENTATION • Ss complete the audio individually.
• Write letters A−F on the board. Ask five Ss to come to the
• Direct Ss’ attention to the pictures in Exercise 2A. board and write the numbers they circled.
Ask: What do you see? Elicit as many of the health • Point to each one in turn. Ask: Is this correct? Ask volunteers
problems as Ss know, for example: sore throat, headache, to make corrections as needed.
stomachache, sprained ankle, earache, fever.

Teaching Tip APPLICATION

Do not expect Ss to know all of these words. These
questions are meant to show which Ss already know • Direct Ss’ attention to the picture in Exercise 3. Ask two Ss
some of the unit vocabulary and to encourage students to to read the example question and answer aloud.
draw on prior knowledge. If Ss don’t know any words, write • Read the instructions. Model the exercise. Act out a
them on the board. headache and elicit headache from the Ss. Say: Yes. Then,
ask a S to stand up. Tell the S: Pick a word. Act it out. Elicit
guesses from the Ss until they have the right answer. Say:
PRACTICE Yes. Continue modeling the task until Ss understand it.
• Ss complete the exercise in pairs. Walk around and help as
CD1, Track 33 Play or read the audio. Pause after the needed.
first conversation. Ask: Which picture matches conversation
A? (picture number 2.) Point to the handwritten a written next • Ask several pairs to act out their conversations for the rest
to number 2. Be sure that Ss understand the task. of the class.
CD1, Track 33 Play or read the complete audio (see Useful Language
audio script, page T-173). Ss complete the rest of the
exercise individually. Read the tip box. Have Ss practice their conversations
again, choosing either Yes, right, or No, guess again. You
could also write other ways of responding on the board
Learner persistence (individual work) and have Ss practice, such as: Yep, Yeah, Uh-huh, That’s
CD1, Track 33 Ss can listen to the audio for Exercises correct or Sorry, try again.
2A and 2B at home for reinforcement and review. They can
also listen to the audio for self-directed learning when class
attendance is not possible. EVALUATION

COMPREHENSION CHECK • Direct Ss’ attention to the health problems you wrote on
the board at the beginning of the lesson. For each of the
vocabulary words, ask a Yes / No question about people
• Write the numbers 1–6 on the board. Ask a few Ss to come in the picture on page 44, for example: Does he have
to the board to write the correct answers to Exercise 2A next
a backache / an earache / a cold / etc.? Elicit Yes or
to each number.
No answers.
• Check off each word as Ss demonstrate an understanding of
PRACTICE what they have learned in the lesson.

• Direct Ss’ attention to Exercise 2B. Read the instructions More Ventures, Unit 4, Lesson A
aloud.
Workbook, 15–30 min.
CD1, Track 33 Play or read the audio again. Pause the
Multilevel Worksheets, 30–45 min. [Link]/
audio after the first conversation. Ask: Which words did you ventures/resources/
Collaborative Worksheets, 30–45 min.
hear in the conversation? (I’m sorry to hear that.) Hold up the
Student’s Book. Show Ss where number 2 has been circled Student Arcade, time varies [Link]/
in conversation A. venturesarcade/

T-45 Unit 4
Teaching objectives
• Introduce the simple present of have
• Provide practice identifying common health problems
COMPREHENSION CHECK
WARM-UP AND REVIEW
• Act out a health problem, point to yourself, and ask, What’s
wrong? Elicit: You have a . Call on a student to act out
Focus on meaning / personalize a different health problem. Ask: What’s wrong? Elicit: She /
• Before class. Write today’s lesson focus on the board. He has a .
Lesson B:
Simple present of “have” PRACTICE
I have  You have  He has  She has
• Write I have a cold in big letters on a piece of paper. • Direct Ss’ attention to the pictures in Exercise 2A and point to
• Begin class. Review the words for the health problems Ss number 1. Ask: What’s the matter? Elicit: He has a terrible cold.
learned in Lesson A: backache, cough, headache, broken leg,
earache, sore throat. Write the words for these problems on Useful Language
the board. Have Ss stand and act out the words as you point Read the tip box aloud. Focus on the words terrible and
to them on the board. bad to talk about health problems.
• Books closed. Hold up the paper with the sentence I have
a cold. Act out a cold (sneeze, sniff, cough, etc.). Read the • Read aloud the instructions for Exercise 2A. Be sure
sentence aloud. Ask Ss to repeat. students understand the task.

• Give the paper to a male student. Ask him to read it aloud. • Ss complete the exercise individually. Walk around and help
Say to him: You have a cold. Write the sentence on the board. as needed.
Ask Ss to repeat. Point to the same student again. Look at
Teaching Tip
the class and say: He has a cold. Write the sentence on the
board. Ask Ss to repeat. It might be useful to remind Ss that the verb form has is
used with he and she, and have is used with I and you.
• Give the paper to a female student. Ask her to read it
aloud. Say to her: You have a cold. Point to the sentence CD1, Track 34 Read aloud the second part of the
on the board. Ask Ss to repeat. Point to the same student instructions for Exercise 2A. Play or read the audio (see
again. Look at the class and say: She has a cold. Write the audio script, page T-173). Have Ss check their answers as
sentence on the board. Ask Ss to repeat. they listen and repeat. Correct pronunciation as needed.
• Ask Ss to come to the board to write the sentences. Ask
PRESENTATION different Ss to read the sentences aloud. Ask Ss to make
any necessary corrections on the board.
Focus on form
Expansion activity (student pairs)
• Use the animated grammar presentation in one or more of
the following ways:
• Write on the board: What’s the matter? Model the activity with
a S. Ask a S to stand up. Hold up the Student’s Book with a
• Preview it before class paper over sentences 1–3. Point to picture number 3. Ask:
• Show it in class What’s the matter? Elicit: He has a backache.
• Encourage Ss to watch it outside of class. • Ss in pairs. Have Ss complete the question-and-answer
• Books open. Direct Ss’ attention to the grammar chart in practice, covering up the answers. Walk around and help as
Exercise 1. Read the statements aloud. Ask Ss to repeat. needed.
• Ss in pairs. Have students practice reading the grammar Expansion activity (whole group)
chart to each other while pointing to the appropriate person
in the class (I, You, He, She). • If you want to expand the grammar presentation, turn to the
grammar charts at the back of the Student’s Book. Practice
• Say: There are two forms we use for “have”—“have” and “has.” making sentences using the pronouns we, you (plural), and
I have, you have, he has, and she has.
they with the simple present of have.

Lesson B T-46
LESSON B I have a headache.
PRESENTATION APPLICATION

• Books closed. Draw a vertical line down the middle of • Direct Ss’ attention to Exercise 3. Read the instructions
the board. On the left side, write Health problems. On the aloud. Model the exercise by reading the examples aloud
right side, write What to do. Under Health problems, write with a S. Model the exercise again by working with a different
headache. Under What to do, write aspirin. Make a list of S and using different language, for example: What’s the
health problems and possible solutions or remedies on the matter? How are you? What’s wrong? I have a cough. I have
board. a backache. Take cough medicine. Use a heating pad. Check
that Ss understand the task.
Teaching Tip
• Have Ss complete the exercise in pairs, taking turns asking
Help Ss understand the meaning of remedies by and answering. When they finish, have them switch partners
translating the word into a common language Ss and make different conversations. Walk around and help as
understand; by explaining that remedies help a problem needed.
go away; by asking for additional examples; or by showing
real products that help health problems.
Community building (small groups)
• Books open. Direct Ss’ attention to the pictures in Exercise • Ask Ss to name stores where they find remedies for their
2B. Add the health problems and remedies to the list on health problems. As Ss brainstorm different places in town,
the board if they are not already there. Explain any words Ss write the names of the stores on the board.
don’t understand.
EVALUATION
PRACTICE
• Direct Ss’ attention to the phrases with have and has, which
• Read aloud the instructions for Exercise 2B. Ask two Ss to you wrote on the board at the beginning of the lesson. Ask
read the example conversation aloud. Ss to look at the pictures on page 45 and make sentences
• Point to He has a headache in Exercise 2B. Ask another S using has. Ask students to act out health problems and elicit
to read the conversation with you, substituting the correct I have, you have.
words for the bold words. Check that Ss understand • Check off each phrase as Ss demonstrate an understanding
the task. of what they have learned in the lesson.
• Have Ss complete the exercise in pairs. Walk around and
help as needed. More Ventures, Unit 4, Lesson B
• Ask pairs to perform their conversations in front of the class. Workbook, 15– 30 min.
Multilevel Worksheets, 30–45 min. [Link]/
Useful Language Collaborative Worksheets, 30–45 min. ventures/resources/
Read the tip box aloud. Ask Ss to repeat the questions Student Arcade, time varies [Link]/
after you. Have Ss practice the conversation using the venturesarcade/
Useful language: What’s wrong? and What’s the matter?

Useful Language
Point to the first row. Say the complete phrase for each
item: Use tissues; take cough medicine. Ask Ss to repeat.
Say: Take. Gesture to your mouth to indicate that take
is used for medicine a person swallows, eats, or drinks.
Point to the second row. Say the complete phrase for
each item: Use a bandage; use an ice pack; use a heating
pad. Ask Ss to repeat. Point to the third row. Say the
complete phrase for each item: Take aspirin; take cough
drops; take ear drops. Ask Ss to repeat.

T-47 Unit 4
Teaching objectives
• Introduce Yes / No questions with have
• Provide practice asking and answering Yes / No questions
about common health problems
• Hand one of the index cards to a S. Encourage the S to act
out the health problem. Point to the S. Ask the S: Do you
have a headache? Elicit the appropriate answer from the S.
WARM-UP AND REVIEW Point to the correct answer on the board if necessary.
• Continue asking and answering the questions by giving cards
Focus on meaning / personalize to different Ss.
• Before class. Write today’s lesson focus on the board.
Lesson C: Teaching Tip
Simple present. Yes and no questions and answers with have If Ss have trouble pronouncing do, does, don’t, and
Do you have . . . ? Does he have . . . ? doesn’t, write the words on the board. Point to each word.
Yes, I do. No, I don’t. Say the word and ask Ss to repeat it.
Yes, he does. No, he doesn’t.
• Before class. Write on index cards the names of all the PRACTICE
health problems Ss discussed in Lessons A and B.
• Begin class. Show the Ss the cards and ask them to read • Direct Ss’ attention to the picture in Exercise 2A. This scene
aloud the health problems. Then spread the cards out on a
takes place in a nurse’s office in a school. Ask: Where are
table.
the people? Are they in a hospital? Elicit: No, they aren’t. Ask:
• Write on the board: I have a . Act out one of the health Are they in a clinic? (No, they aren’t.) Are they at school? (Yes,
problems. Have a student choose the correct card and make they are.) Are they in a nurse’s office? (Yes, they are.)
a statement: You have a . Then have a student act out
• Point to the girl labeled number 2. Ask: What’s the matter?
a different health problem and say: I have a . Another
Elicit: She has an earache. Ask a S to write the sentence on
student chooses the correct card. You say: He / She has
the board.
a . Allow students to take on the teacher’s role and
continue the review. • Continue asking about the other people in the picture.
Have students make guesses. Ask different Ss to write the
sentences on the board. Possible answers:
PRESENTATION
1. He has a fever. 4. He has a cold.
2. She has an earache. 5. She has the flu.
Focus on form 3. He has a cough. 6. She has a sprained ankle.
• Use the animated grammar presentation in one or more of • Read aloud the instructions for Exercise 2A.
the following ways:
• Ask two Ss to read the example question and answer aloud.
• Preview it before class Be sure Ss understand the task. Ss complete the exercise
• Show it in class individually. Walk around and help as needed.
• Encourage Ss to watch it outside of class. • Check answers with the class. Ask Ss to write their answers
on the board. Ask different Ss to read the answers aloud.
• Books open. Direct Ss’ attention to the grammar chart in
Exercise 1. Read each question and answer aloud. Ask Ss to Ask other Ss to make any necessary corrections on the
repeat the questions and answers. Say: This is how we form board.
yes and no questions in the simple present tense. Use “do” • Read aloud the second part of the instructions for
and “don’t” with “I” and “you,” and “does” and “does not” with Exercise 2A.
“he” and “she.” CD1, Track 35 Play or read the audio (see audio script,
• Ss in pairs. Have partners practice reading the grammar page T-173). Listen to Ss’ pronunciation as they repeat the
chart while pointing to an appropriate person in the class (I, conversations. Correct pronunciation as needed.
you, he, she). • Say: Practice with a partner. Have Ss practice the
conversations in pairs. Walk around and help as needed.
Contractions • Ask several pairs to read the conversations to the rest of the
R
 ead the tip box aloud. Point to don’t. Say: This is a class.
contraction. It is short for “do not.” Point to doesn’t. Say: This
is short for “does not.” Learner persistence (whole class)
• Give Ss your office phone number or email address.
COMPREHENSION CHECK Encourage them to call you if they can’t come to class. Ask
students for reasons they may not be able to attend class.
Practice conversations. Help Ss by writing some examples
• Hold up an index card with the word backache. Act as if your on the board, such as: I’m sick. / My child is sick. / I have a
back hurts. Ask: Do I have a backache? Elicit: Yes, you do.
headache. / I have a doctor’s appointment. / I have a cold.
Hold up the same card. Ask: Do I have a stomachache? Elicit:
No, you don’t.

Lesson C T-48
LESSON C Do you have a cold?
PRESENTATION Expansion activity (whole class, student pairs)
• Practice useful phrases. Write on the board: I don’t feel well.
• Write on the board: Does he have the flu? Ask Ss: What are some different ways to say this in English?
Write Ss’ responses on the board if they are correct. If Ss
• Direct Ss’ attention to the pictures in Exercise 2B. Point to
number 1. Say: Does he have the flu? Elicit: No, he doesn’t. cannot think of any other examples, write these phrases on
He has a backache. the board:
I’m not feeling well.
• Point to picture number 2. Say: Does she have a cold? Elicit: I’m feeling under the weather.
Yes, she does. Ask Ss to repeat the question after you.
• Point to the sentences. Say: These sentences mean “I don’t
Useful Language feel well.”
Read the tip box aloud. Ask Ss to repeat the question and • Read each sentence aloud. Ask Ss to repeat.
answers after you. • Ss in pairs. Ask Ss to practice their conversations again
using the new phrases.

PRACTICE
EVALUATION
• Direct Ss’ attention to the pictures in Exercise 2B again.
Read the instructions aloud. • Direct Ss’ attention to the questions and answers you wrote
on the board at the beginning of the lesson. Have Ss turn
• Ask two pairs of Ss to read the example conversations aloud. to the picture on page 44 and ask Yes / No questions using
Be sure Ss understand the task. Does he / she have . . . ? about people in the picture. For
• Ss complete the exercise in pairs. Walk around and help as example, Does he have a backache / an earache / a cold /
needed. etc.? Elicit Yes or No answers. Ask questions about the Ss:
• Ask pairs to say the conversations for each picture. Do you have a cold? Do you have a broken arm? Elicit Yes or
No answers.
APPLICATION • Check off the items as Ss demonstrate an understanding of
what they have learned in the lesson.
• Read aloud the instructions for Exercise 3. Model the Learner persistence (whole group)
example with a S. The S speaks first. Encourage the S to act
out the health problem. • Brainstorm different ways of keeping up with English lessons
when Ss miss a class. Write them on the board, for example:
• Model the example again. This time, you speak first. Use a Practice the last lesson. Do Workbook exercises. Call a
different health problem.
classmate and ask about class. Listen and repeat exercises on
• Ss complete the exercise in pairs. Encourage Ss to use the CD. Call or email your teacher for help.
different health problems and to take both roles – A and B.
• Ask different pairs to perform their conversations for the rest More Ventures, Unit 4, Lesson C
of the class. Workbook, 15–30 min.
Useful Language Multilevel Worksheets, 30–45 min. [Link]/
Collaborative Worksheets, 30–45 min. ventures/resources/
Read the tip box aloud. Ask Ss to repeat the phrases
after you. Have Ss make conversations using Get some Student Arcade, time varies [Link]/
rest instead of I hope you feel better. venturesarcade/

Expansion activity (whole group)

• Recycle questions about illnesses. Write on the board:
What’s wrong? Point to the question. Say: What are some
different ways to ask this question? Write Ss’ responses on
the board. If no one can answer the question, write these
questions on the board:
What’s the matter?
What’s wrong with him / her?
What’s the problem?
How are you?

T-49 Unit 4
Teaching objectives
• Introduce reading a paragraph about a doctor’s office
• Introduce the purpose of an exclamation point
• Provide practice getting information from a reading
• Provide practice with new topic-related vocabulary Learner persistence (individual work)
CD1, Track 36 Ss can listen to the audio for Exercise 2
at home for reinforcement and review. They can also listen to
WARM-UP AND REVIEW the audio for self-directed learning when class attendance is
not possible.
• Before class. Write today’s lesson focus on the board.
Lesson D: COMPREHENSION CHECK
Read and understand “The Doctor’s Office”
Look at exclamation points • Read aloud the instructions for Exercise 3A. Ask a S to read
Learn parts of the body the example aloud.
• Begin class. Books closed. Write “The Doctor’s Office” on the • Ask: Does Luis have a backache? (No, Luis has a sore
board and read it aloud. Say: The reading today is about the throat.) Point to where No is circled for number 1. Be sure Ss
doctor’s office. Ask: Why do you visit a doctor’s office? Write understand the task.
Ss’ responses on the board. Encourage them to use words • Ss complete the exercise individually. Help as needed.
they have learned, such as backache, stomachache, earache,
headache, sick. • Check answers with the class. Ask Ss to read their
sentences and answers aloud.
• Books open. Remind Ss about Maria and her family from the
picture on page 44. Then direct Ss’ attention to Exercise 1. • Ask Ss to take out a piece of paper. Read aloud the second
part of the instructions for Exercise 3A.
Read the instructions aloud. Ask: Who is with Maria? (her
two sons and her daughter.) Point to the young boy and ask: • Model the task of correcting the sentences. Point to No for
What’s wrong with him? (He has a sore throat.) Point to the number 1 in Exercise 3A. Read the sentence aloud. Tell Ss:
baby. Ask: What ’s wrong with him? (He has an earache.) This sentence is incorrect. Tell me the correct sentence. Luis
Point to the little girl. Ask: What’s wrong with her? (She has a has . . . (a sore throat). Write on the board: Luis has a sore
stomachache.) throat.
• Ss complete the exercise individually. Walk around and help
PRESENTATION as needed.
• Check answers with the class. Ask Ss to write their answers
CD1, Track 36 Direct Ss’ attention to Exercise 2 and on the board. Then ask different Ss to read the answers
read the instructions aloud. Play or read the audio and ask aloud. Ask: Are the sentences correct? Make any necessary
Ss to follow along (see audio script, page T-173). Repeat as corrections on the board.
needed.
PRACTICE
Teaching Tip
Here are other ways of presenting the reading: Ss read • Ask Ss questions about the paragraph: What’s wrong with
silently; Ss take turns reading aloud individual sentences Maria? (She has a bad headache.) What’s wrong with
to the class; Ss read to each other; Ss listen and repeat Gabriel? (He has an earache.)
the sentences.
• Read aloud the instructions for Exercise 3B. Ss complete
the exercise individually. Help as needed.
Read the tip box aloud. Write an exclamation point on the
board. Say: This means we say something with excitement. • Check answers with the class. Ask Ss to read their questions
Write on the board Stop! Help! Read the words aloud with and answers aloud.
emphasis. Ask Ss to repeat.
Learner persistence (whole class)
• Ss in pairs. Say: Now read the paragraph to your partner. Be • If you have Ss who always arrive late for class or who are
sure to use strong feeling to read the sentences that have
frequently absent, try to find out why this is happening.
exclamation points. Demonstrate by reading Poor Maria!
Encourage Ss to attend class regularly and on time. If Ss
with emphasis.
are having problems with transportation or childcare, try to
Teaching Tip connect them with a school counselor or classmates who
might be able to help them with these issues.
Explain the different meanings of poor: “having little
money” or “feeling sorry for a person’s condition or
situation.”

Lesson D T-50
LESSON D Reading
WARM-UP AND REVIEW • Read aloud the instructions for Exercise 4B. Model the
example conversation with a S. You speak first. Encourage
the S to pretend his or her tooth hurts.
• Books closed. Write on the board: Parts of the body. Draw a
stick figure on the board. Draw a line to the person’s head. • Ss practice the conversation in pairs.
Ask: What is this? Elicit: It’s the head. • Say: Now make up a new conversation. Be sure Ss
understand that they are to use the words in the Picture
Teaching Tip dictionary. Ss complete the activity in pairs.
If Ss don’t know the answer, write head on the line • Ask several pairs to act out their conversations.
indicating the head. Continue by asking about other parts
of the body. Use some of the words in the word bank in • Direct Ss’ attention to the singular and plural words tooth
Exercise 4A. and teeth. Say: Some words have irregular plurals: One tooth,
five teeth. Say the words aloud. Ask Ss to repeat them
after you.
PRESENTATION
APPLICATION
• Books open. Direct Ss’ attention to the Picture dictionary.
Ask: What is the boy doing? (running / exercising / walking.) • Ss can also review earlier lessons to make dialogs using I
What is the girl doing? (stretching / exercising.) have a / an . . . ache. Make a list of Picture dictionary words
• Direct Ss’ attention to the word bank in Exercise 4A. Say: that can be used in this way: backache, earache, headache.
Repeat the words after me. Say each word. Listen to Ss’ • Ss can also review earlier lessons to make dialogs using I
pronunciation as they repeat. Correct pronunciation as have a sprained or broken . . . Make a list of Picture dictionary
needed. words that can be used in this way: finger, foot, hand, leg.
• Say: Write the words in the Picture dictionary. Point to the first
example, which has been done. Walk around and help as
EVALUATION
needed.

• Direct Ss’ attention to the lesson focus you wrote on the

COMPREHENSION CHECK board. Ask Ss some questions about “The Doctor’s Office,”
such as: What’s wrong with Maria? What’s wrong with her
CD1, Track 37 Play or read the audio (see audio script, children? Ask Ss to tell you about the reading.
page T-173). Ss should check their answers and repeat the • Ask individual Ss to stand up. Say: Show me your (name of
words after they hear them. Repeat the audio if necessary. body part listed in the Picture dictionary).
Learner persistence (individual work) • Check off each focus point as Ss demonstrate an
understanding of what they have learned in the lesson.
CD1, Track 37 Ss can listen to the audio for Exercise 4A
at home for reinforcement and review. They can also listen to Expansion activity
the audio for self-directed learning when class attendance is • Refer Ss to “Don’t Catch a Cold!” another reading on the
not possible. same topic on Student’s Book pages 142-143.

Expansion activity (whole group) • Have Ss complete the activity either in class or outside of
class.
• Draw another stick figure on the board. Ask a S to come to
the board. Read one of the vocabulary words aloud. Ask the
• Provide feedback to Ss such as through a whole-class
discussion, partners comparing their worksheets, or T
S to write the word on the board next to the correct body
reviewing each S’s worksheets.
part. Continue with different Ss.

More Ventures, Unit 4, Lesson D

PRACTICE Workbook, 15–30 min.
Picture Dictionary Worksheets,
• Write on the board: 30–45 min. [Link]/
A What’s wrong? Multilevel Worksheets, 30–45 min. ventures/resources/
B My shoulder hurts. Collaborative Worksheets, 30–45 min.
A That’s too bad.
Student Arcade, time varies [Link]/
• Model the conversation with a S. The S speaks first. Be sure venturesarcade/
to pretend your shoulder hurts.

T-51 Unit 4
Teaching objectives
• Prepare Ss for writing an email asking a teacher to excuse
an absence from school
• Introduce month / day / year order in writing dates
• Read the second part of the instructions for Exercise 1B.
Say: Point to the date in the absence note. After Ss point to
the date, say: Circle the date in your books.
WARM-UP AND REVIEW
• Ask a S to write the date from the note on the board. Ask the
S to circle the date. Be sure Ss understand the meaning of
• Before class. Write today’s lesson focus on the board. circle and the task.
Lesson E:
Write an absence email • Read each of the five items. Ss listen to and circle the
Learn to write month, day, and year information they hear. Walk around and help as needed.

• Begin class. Books closed. Write absent and absence email

on the board. Point to the words. Say: “Absent” means “not COMPREHENSION CHECK
here.”
• If a S is absent, ask the class: Where is (student’s name)? • Read aloud the final part of the instructions for Exercise 1B.
Write on the board: (Student’s name) is absent. Point to Ss complete the exercise individually. Help as needed.
absent. Read the sentence aloud. Ask Ss to repeat. • Check answers with the class. Ask Ss to come to the board
• Point to absence email on the board. Read the words aloud. and write each answer. Ask: Are these answers correct? Ask
Say: An email is a short message you send on your computer. a volunteer to correct any errors.
An absence email is a short letter. It says you are not here.
When you are absent from school, call or send an absence Expansion activity (whole group)
email to the teacher. • Review the months of the year. Write on the board:
Months of the year
• Review unit vocabulary. Ask Ss reasons for writing an
absence email to a teacher, such as: I have a sick child; I 1. January
have a broken finger; I have a sore throat; My head hurts. 2. February
Write the reasons on the board. • Ask: What’s next? Number and write all the months on the
board.
Culture Tip
• Read the months aloud. Ask Ss to repeat.
You may want to explain to Ss that American schools • Write on the board: 2-1-13. Point to the numbers and ask:
expect parents to let them know if their children are not What date is this? (February 1, 2013.)
going to be in school. It might be interesting to ask Ss if
they have the same policy in their countries, how teachers • Ask a S to come to the board. Tell the S: June 26, 2012.
are informed if a child will not be in school one day, and Encourage him or her to write the date on the board. (June
what happens when Ss miss school too often without an 26, 2012; 6-26-12; 6/26/12.)
absence note.
• Continue with new dates until most Ss have had a chance to
write on the board.
PRESENTATION Community building (small groups)
• Books open. Read aloud the instructions for Exercise 1A.
• Ask one S in each group to be the recorder. Ask Ss to say
their names and their birthdays. The recorder writes the
• Ask two Ss to read the questions aloud. name and date of each student on a piece of paper. If Ss
• Discuss the answers to the questions with the class. don’t wish to say the year of their birthday, they can say the
• Point to the note in Exercise 1B. Ask: What is this? Elicit: month and day but not mention the year.
An absence email. Read the instructions aloud. Ss read the • Point to (or list) the months on the board. Ask Ss to call out
email silently. Explain words Ss don’t know. the names of Ss in their group with birthdays in each month.
• Ask Ss: Who is Mrs. Jackson? (the teacher.) Ask: Who is Luis? Write the names on the board. Plan a monthly celebration of
(Maria’s son, the sick student.) Who is Maria? (the mother.) Ss’ birthdays.
If Ss don’t remember Luis and Maria, direct their attention to • Collect the papers with names and dates for reference.
page 50. Point to Luis. Ask: What’s wrong with him? (He has
a sore throat.)
• Read the email aloud.
Read the tip box aloud. Ask Ss to point to the month,
day, and year as they repeat them. Write today’s date on
the board. Ask a S to read the date; then change it to
all numbers.

Lesson E T-52
LESSON E Writing
PRACTICE EVALUATION

• Direct Ss’ attention to the format of the absence email on • Direct Ss’ attention to Exercise 3A and read aloud the
page 52. Ask: Where do you write the date? (in the upper instructions.
right-hand corner.) Have Ss point to the date in the email in • Ss complete the exercise in pairs. Walk around and help as
their books. Ask: What do you write next? (the greeting: Dear needed. Help with pronunciation.
+ the name of the teacher.) Ask: What do you write next?
(the body of the email: the name of the S and the health
• Read aloud the instructions for Exercise 3B. This exercise
asks Ss to work together to correct their writing. Ask a S
problem.) Ask: What do you write at the end? (the closing:
to read the questions aloud. Tell Ss to exchange papers
Sincerely + your signature.)
and look at their partner’s email for the answers to the
• Read aloud the instructions for Exercise 1C. Ask: Who is questions. Tell Ss to circle the answers on their partner’s
Rosa? (Maria’s daughter.) If Ss don’t remember, turn to the email. Walk around and help as needed.
picture on page 44. Point to the Martinez family. Say: This is
Maria. What’s wrong with her? (She has a headache.) Point
• Ask pairs of Ss to answer the questions about their partner’s
note for the class.
to Luis and say: This is Luis. He is Maria’s son. What’s wrong
with him? (He has a sore throat.) Point to Rosa and ask: Who
Expansion activity (student pairs, individual work)
is this? (Maria’s daughter.) What’s wrong with her? (She has
a stomachache.) • Dictate a new email. Have Ss write it on a separate piece of
paper. Remind them to use the correct format. Then ask Ss
• Direct Ss’ attention to the words in the word bank on page to write it on the board for correction:
53. Say each word aloud. Ask Ss to repeat. Explain any
[yesterday’s date]
words Ss do not remember.
Dear Mr. Jones,
• Be sure Ss understand the task. Ss complete the exercise Hector Ramirez is my son. He is at home today. He has the flu.
individually.
Please excuse him. Thank you.
• Ask Ss to compare their email with a partner’s. Then ask a Sincerely,
S to read the completed note to the class. Ask: Is the email
Victor Ramirez
correct? Correct any errors.
• Before class. Make several copies of this email for Ss to
dictate to each other.
APPLICATION [yesterday’s date]
Dear Mrs. Smith,
• Write on the board: Lucy Lin is my daughter. She is at home today. She has a
My son has a . is at home. Please broken leg.
excuse . Please excuse her. Thank you.
Ask Ss to fill in the blanks. Accept any health problems. Then Sincerely,
write: Teresa Lin
My daughter has a . is at home. Please • In class. Give copies of a new email to Ss to take turns
excuse . dictating to each other. Ss can compare their writing to the
copies you handed out.
Ask Ss to fill in the blanks. Accept any health problems.
Remind Ss about the subject and object pronouns he – him Learner persistence
and she – her. • If you have any Ss who are absent, ask a S in the class to
• Read aloud the instructions for Exercise 2. call or email the Ss and tell them what happened in class. If
• Ss complete the exercise individually. Tell Ss to use today’s no one knows the Ss’ contact information, ask Ss to explain
date and the name of their child and their child’s teacher. today’s lesson briefly to the absent Ss before class begins
Walk around and help as needed. next time.

Teaching Tip More Ventures, Unit 4, Lesson E

Some Ss may not have children in school. In that Workbook, 15–30 min.
case, you can ask Ss to write a note to you about their Multilevel Worksheets, 30–45 min. [Link]/
husband, wife, friend, or classmate. ventures/resources/
Collaborative Worksheets, 30–45 min.

T-53 Unit 4
Teaching objectives
• Introduce reading an appointment confirmation card
• Provide practice that develops test-taking skills
• Present a problem and possible solutions for Ss to discuss
• Introduce have and need
Culture Tip
WARM-UP AND REVIEW Tell Ss that in the United States, you get an appointment
card when you make an appointment at the doctor’s or
dentist’s office. Sometimes a card is sent to your home
• Before class. Write today’s lesson focus on the board. to remind you of your next visit. Other times, you are
Lesson F: given the card in the office by the receptionist. It might
Read a doctor’s appointment card be interesting to ask Ss if they have these appointment
Review topic vocabulary cards in other countries.
Use “have” and “need”
• Begin class. Books closed. Write appointment on the board. APPLICATION
Ask: What does this mean? Help Ss if they do not know the
meaning. Ask: Do you have appointments? What kind? Write
Ss’ examples on the board: doctor’s appointment, dentist’s • Direct Ss’ attention to Exercise 1B and read the instructions
appointment, appointment with a teacher, etc. aloud. Say: Solve the problem.

• Ask: How do you remember appointments? (Write the day and • Ss complete the task individually. Help as needed.
time down on paper; have someone remind you; write the • Have Ss discuss the solution as a class. Accept all plausible
date on a calendar; have a good memory; wrap string around answers.
your finger; etc.) Write the answers on the board.
Expansion activity (student pairs)
PRESENTATION • Role-play making appointments over the phone. Write the
following dialog on the board, or pass out copies you have
printed of it.
• Books open. Direct Ss’ attention to the appointment
confirmation card in Exercise 1A. Read the instructions A Hello, Dr. Epstein’s office.
aloud. This task helps prepare Ss for standardized-type tests B I’d like to make an appointment.
they may have to take. Be sure Ss understand the task. Have A What’s your name?
Ss individually scan for and fill in the answers. B My name is .
A What’s the matter?
B I have a .
COMPREHENSION CHECK A Is Monday, October 23, at 9:10 OK?
B Yes, thanks.
• Ss should be able to guess what an appointment A OK. See you then.
confirmation card is after doing Exercise 1A. Say: This is • Model the conversation with a S. Ss practice the
an appointment confirmation card. What does it do? or What conversation with a partner.
is it for? (It helps you remember an appointment.) What
• Encourage Ss to change the date and time of the
kind of appointment is this for? (a doctor’s appointment, an
appointment, the name of the doctor, and the reason for the
eye doctor’s appointment.) What is on the card? (patient’s
appointment.
name, doctor’s name and address, date and time of the
appointment, doctor’s phone numbers, etc.) Teaching Tip
• Check answers with the class. Point out the abbreviation MD. Explain that this is the
short way of writing the degree for Doctor of Medicine.
Expansion activity (whole group) In talking about or addressing a Doctor of Medicine, you
• Explain vocabulary Ss do not know. say Doctor + last name (Doctor Goldman); you write Dr.
Goldman.
• Ask additional questions about the confirmation card: Who
is the patient for this appointment? (J. D. Avona.) When is
the appointment? (Monday, October 23.) What time is the
appointment? (9:10 in the morning.) How can you cancel?
(Call 973-555-5645.) When can you call to reschedule?
(Monday through Friday, 8:30 to 5:00.)

Lesson F T-54
LESSON F Another view
WARM-UP AND REVIEW • Ss complete the exercise in pairs. Walk around and help as
needed. Encourage Ss to make conversations about all the
appropriate items in the cabinet.
Focus on meaning / personalize
• Ask several S volunteers to say what they need. The rest of
• Books closed. Draw a vertical line on the board, making two the class guesses their health problem.
columns. Write “I have” as the heading in the first column,
and “I need” as the heading in the second column.
APPLICATION
• Point to the first column. Say: Imagine you have health
problems. What are they? Elicit and write on the board
any health problems that Ss say: a headache, a cut, a • Focus Ss’ attention on Exercise 2B. Read the instructions
stomachache, a fever, a sprained ankle, etc. aloud. Ask a S to read the example sentence aloud.

• Direct Ss’ attention to the second column. Point to a health • Ask as many Ss as possible to tell the class about their
problem in the first column (e.g., headache). Say: I have partner’s problems from Exercise 2B. Make corrections as
a headache. What do I need? (aspirin.) Write appropriate needed.
responses in the second column on the same line as the
health problem. EVALUATION
• Continue with the rest of the health problems.
• Point to each problem and need in turn. Say: I have a • Lead the class in a quick review of the unit. Have Ss turn
headache. I need an aspirin; I have a cut. I need a bandage; to Lesson A. Ask the class to call out what they remember
etc. about this lesson. Prompt Ss, if necessary, with questions,
for example: What are the conversations about on this page?
What vocabulary is in the picture? Continue in this manner to
PRESENTATION review each lesson quickly.
Expansion activity
Focus on form
• Before class. Print, for each student, one copy of the Self-
• Use the animated grammar presentation in one or more of assessment for this unit.
the following ways:
• Have Ss complete the Self-assessment either in class or
• Preview it before class outside of class.
• Show it in class • Provide feedback to Ss such as through a whole-class
• Encourage Ss to watch it outside of class. discussion, partners comparing their worksheets, or T
• Direct Ss’ attention to the grammar chart. Point to the reviewing each S’s worksheet.
headings of the columns. Say: We use the correct form of the • If Ss are ready, administer the unit test on page T-186.
verb “have” plus the problem for the first part. Then we use The audio script for the test is available on page T-208.
the correct form of “need” plus the medicine or object that we
need for the second part. More Ventures, Unit 4, Lesson F
• Focus Ss’ attention on the questions and answers in the Workbook, 15–30 min.
chart. Ask two Ss to read them aloud.
Multilevel Worksheets, 30–45 min.
Collaborative Worksheets, 30–45 min. [Link]/
PRACTICE Self-assessment, 10 min. ventures/resources/
CASAS Test Prep Worksheet, 5–10 min.
• Focus Ss’ attention on the picture in Exercise 2A. Ask: What Student Arcade, time varies [Link]/
do you see? (a medicine cabinet, aspirin, cough medicine, venturesarcade/
heating pad, etc.)
• Read the instructions aloud. Ask two Ss to read the example
conversation aloud.

T-55 Unit 4
Teaching objective
•R eview vocabulary, pronunciation, and grammar from
Units 3 and 4

• Model the activity. Point to I on the board. Say: I have a

headache. Write have in the blank next to I.
WARM-UP AND REVIEW
• Ask Ss to continue by writing the correct form of to have in
the remaining blanks.
• Before class. Write today’s lesson focus on the board.
Review unit:
• Direct Ss’ attention to Exercise 2A. Read the instructions
aloud.
Review vocabulary, pronunciation, and grammar from Units 3
and 4
• Ask a S to read aloud the title of the paragraph (“At the
Hospital.”) Ask: What do you think this story is about? Elicit
• Begin class. Books closed. Act as if you have a backache. an appropriate answer, for example: It is a story about people
Ask: What’s the matter? Elicit: You have a backache. at the hospital.
• Give Ss slips of paper with the following health problems • Ask another S to read aloud the first sentence in the
written on them: headache, earache, stomachache. paragraph.
• Ask Ss to act out the health problems, one at a time. After • Ss complete the exercise individually. Walk around and help
each S acts, ask the class: What’s the matter? Elicit: He / as needed.
She has a headache / an earache / a stomachache.
• Write the numbers 1–7 on the board. Ask Ss to come to the
board to write the answers.
PRESENTATION
Teaching Tip
• Books open. Say: Listen to a story about Connie. What’s the Ask Ss to write only the missing words on the board, not
matter with Connie and her family? the complete sentences.
• Focus Ss’ attention on Exercise 1. Read the instructions • Ask individual Ss to read aloud a sentence from the
aloud.
paragraph. After each sentence, ask: Is the answer correct?
• Ask individual Ss to read the questions aloud. Say: Now Ask volunteers to correct any errors.
listen to the story. Circle the correct answers.
• Books closed. Write on the board:
• CD1, Track 38 Play or read the audio (see audio doing / is / What / Anthony / ?
script, page T-173). Ss listen and circle the answers to the
questions. Repeat the audio as needed. • Ask Ss to unscramble the words on the board to make a
question. (What is Anthony doing?) Write the question on the
• Write the numbers 1–6 on the board. Ask individual Ss to board.
write their answers on the board. Ask other Ss: Are these
answers correct? Have volunteers make any necessary • Books open. Focus Ss’ attention on Exercise 2B. Read the
corrections on the board. instructions aloud.
• Ss complete the exercise individually. Walk around and help
PRACTICE as needed.
• Write the numbers 1–3 on the board. Ask two Ss to write the
unscrambled questions on the board. Ask other Ss: Are the
• Read aloud the second part of the instructions for
Exercise 1. questions correct? Ask a volunteer to correct any errors.

• Ss complete the exercise in pairs. Walk around and help as • Read aloud the second part of the instructions for
needed. Exercise 2B.

• Ask several pairs to ask and answer the questions for the • Model the task. Ask a S the first question: Is Anthony’s family
rest of the class. at home? Elicit: No, they aren’t.

• Write on the board: • Ss complete the exercise in pairs. Walk around and help as
needed.
I You She
• Ask several pairs to ask and answer the questions for the
He We They rest of the class.

Review: Units 3 & 4 T-56

REVIEW
WARM-UP AND REVIEW • CD1, Track 41 Play or read only the first word on the
audio (see audio script, page T-174). Ask: Which is the strong
syllable? (the first syllable.) Hold up the Student’s Book.
• Say: Now we are going to practice pronunciation.
Show Ss how the first syllable has a circle over it.
• Write the word syllables on the board. Ask: Do you remember
what syllables are? Elicit a Yes or No answer. Write the word • CD1, Track 41 Play or read the audio. Ss listen and draw
husband on the board. Ask: How many syllables are in this a circle over the strong syllable in each word. Repeat the
word? (two.) Clap the syllables while you say the word to remind audio as needed.
Ss of the syllable counting exercise in the last review unit. • Write the numbers 1–12 on the board. Ask individual Ss to
write their answers on the board. Ask: Are these answers
correct? Ask volunteers to make any necessary corrections.
PRESENTATION
Teaching Tip
• Focus Ss’ attention on Exercise 3A. Read the instructions If there are any questions about which syllable in a word
aloud. is the strong syllable, clap out the word with the class,
• CD1, Track 39 Play or read the audio (see audio script, emphasizing the strong syllable.
page T-173). Repeat the audio as needed.
• Read aloud the instructions for Exercise 3D.
PRACTICE • Model the task. Look through Units 3 and 4 in the Student’s
Book. Write a word on the board that isn’t in Exercise 3B,
and draw a circle over the strong syllable.
• Read aloud the instructions for Exercise 3B. Say: When
a word has more than one syllable, one of the syllables is • Ss complete the exercise individually. Walk around and help
strong. Point to the word husband on the board. Say it aloud. as needed.
Clap loudly for the first syllable and softly for the second Option Ask Ss to write their words on the board.
syllable. Underline the first syllable on the board. Say: This • Read aloud the second part of the instructions for Exercise
syllable is the strong syllable in “husband.” 3D.
• CD1, Track 40 Play or read the audio (see audio script, • Model the task. Point to the word you wrote on the board.
page T-173). Ss listen and repeat the words they hear. Say it aloud. Clap for each syllable, and clap loudly as you
Encourage Ss to clap one time for each syllable in the word say the strong syllable.
and to clap loudly on the strong syllable. Repeat the audio as
• Ss complete the exercise in pairs. Walk around and help as
needed.
needed.
Teaching Tip
Clap with your Ss as they repeat the words to model the
EVALUATION
correct stress pattern.
• Direct Ss’ attention to the lesson focus on the board.
• Read aloud the second part of the instructions for Exercise 3B. • Go around the room. Ask each S to say a sentence about
• Model the task. Ask a S to stand up. Hold up the Student’s Connie’s family from Exercise 1 on page 56.
Book. Point to the word tomorrow in the first row. Say the
• Ask Ss to pronounce the words in Exercise 3B and say which
word. Ask the S to clap the syllables after you say the word.
syllable in each word is the strong syllable.
Make sure the S claps loudly for the strong second syllable.
• Check off the items in the lesson focus as Ss demonstrate
• Ss complete the exercise in pairs. Walk around and help as an understanding of what they have learned in the lesson.
needed.
• Ask several pairs to say the words and to clap the syllables
for the rest of the class.
Option Ask the class to work together to pronounce and clap
the words.
• Read aloud the instructions for Exercise 3C.

T-28
T-57 Review: Units 3 & 4
UNIT 5
Teaching objectives
• Introduce Ss to the topic PRACTICE
• Find out what Ss know about the topic
• Preview the unit by talking about the picture
• Provide practice of key vocabulary • Direct Ss’ attention to Exercise 1B. Model the task. Hold up
the Student’s Book. Say to a S: Point to the grocery store.
• Provide practice that develops listening skills
The S points to the appropriate store.
• Ss in pairs. Say to one S: Say the words in Exercise 1B. Say
to the partner: Point to the places in the picture.
WARM-UP AND REVIEW
• Pairs complete the exercise. Help as needed. When Ss have
finished, have them change partners and change roles.
• Before class. Write today’s lesson focus on the board.
Lesson A: • Ask several pairs to perform the exercise for the class to
Around town check Ss’ understanding.
Places in town
Expansion activity (student pairs)
• Begin class. Books closed. Point to the words Places in town
on the board. Ask: What are some places in town? Elicit: stores, • Write on the board, in the form of a list, some places in your
the library, schools, etc. Write Ss’ responses on the board. town or city that you like to frequent, for example: the library,
the mall, Amy’s Restaurant.
• Ask:
Where do you go shopping? (the supermarket / • Point to the words. Say: I like to go to these places in (name
grocery store.) of your town or city). Ask: Where do you like to go to in (name
Where do you mail a letter? (the post office.) of your town or city)? Make a list with a partner.
Where do your children play? (the park.) • Ss complete the exercise in pairs. Help as needed.
Where do you eat? (at home, at a restaurant.) • Ask pairs to write their lists on the board. Ask Ss to say their
Where do you go if you’re sick? (the hospital.) lists to the rest of the class.
Where do you go to learn English? (the school.)
Expansion activity (small groups)
Teaching Tip
• Materials needed A local phone book for each group
Do not expect Ss to know all the new vocabulary words.
These warm-up questions are intended to find out what
• Write on the board the names of some local businesses and
Ss already know about places in town. restaurants. Include a hospital, library, grocery store, school,
community center, and restaurant. Say: Let’s look up the
phone numbers for these places in town.
PRESENTATION • Ss complete the task in groups. Ask individual Ss to write
the phone numbers of the businesses or restaurants next to
• Books open. Set the scene. Direct Ss’ attention to the their names on the board.
picture on page 58. Ask: What do you see? Elicit as much
vocabulary about the picture as possible: restaurant, library, Community building (student pairs)
hospital, grocery store, school, car, Grand Ave., etc. • Talk about favorite places. Write on the board: What’s your
• Direct Ss’ attention to the key words in Exercise 1B. Read favorite ?
each word aloud. Ask Ss to repeat the words. bank
school
Teaching Tip park
restaurant
It might be helpful to explain that a grocery store is like a
small supermarket. It might also be helpful to explain the grocery store
difference between a town and a city. Say: A town is small. • Model the activity. Ask a S: What’s your favorite restaurant?
A city is big. Do we live in a town or a city? Elicit an appropriate answer.
• Ss in pairs. Say: Ask your partner what his or her favorite
places in town are. Use the question and the places on the
COMPREHENSION CHECK board. Walk around and help as needed.

• Point to items in the picture and ask Yes / No questions: • When everyone has finished asking the questions, ask
individual Ss to say their favorite places.
Is the restaurant busy? (Yes.)
Are the buses on the street? (Yes.)
Is the library closed? (No.)
Is Sandra on Second St.? (Yes.)
Are the schoolchildren playing ball? (Yes.)
Is the community center closed? (No.)

Lesson A T-58
LESSON A Listening
WARM-UP AND REVIEW APPLICATION

• Books closed. Write the name of your school on the board. • Write neighborhood on the board. Ask: What is this?
Point to the words. Say: This is the name of our school. What • If no one knows the answer, underline neighbor. Say: Your
places are near the school? neighbor is the person who lives near you. Your neighborhood
• Write Ss’ responses on the board, for example, the names of is the area where you live.
pharmacies, grocery stores, and restaurants. • Have Ss look at Exercise 3 and read the instructions.
• Direct Ss’ attention to the zero written next to museums.
PRACTICE Say: If you have no museums in your neighborhood, write
a zero. What do you write if you have one museum in your
• Direct Ss’ attention to the pictures in Exercise 2A. Ask: What neighborhood? (1)
do you see in each picture? (a post office, a park, a pharmacy, • Ss complete the exercise individually. Help as needed.
a bus stop, a museum, a restaurant.)
• Read aloud the second part of the instructions for
• Write Ss’ responses on the board. Exercise 3.
• Read aloud the instructions for exercise 2A. • Ask two Ss to read the example question and answer.
CD1, Track 42 Play or read the audio. Pause after the
first conversation. Ask: Which picture matches conversation Useful Language
A? (picture number 3.) Point to the handwritten a written next Read the tip box aloud. Say: If you have a zero in
to number 3. Be sure Ss understand the task. Exercise 3, the answer to the question is “none.”
CD1, Track 42 Play or read the complete audio (see
audio script, page T-174).
• Say: Ask your partner about the places in Exercise 3.
• Ss complete the exercise in pairs. Help as needed.
• Ss complete the rest of the exercise individually.
Community building (whole group)
Learner persistence (individual work)
CD1, Track 42 Ss can listen to the audio for Exercises • Make a drawing on the board of your school’s neighborhood.
Draw rectangles and squares for buildings.
2A and 2B at home for reinforcement and review. They can
also listen to the audio for self-directed learning when class • Ask Ss to write the names of the businesses and buildings
attendance is not possible. drawn on the board.

COMPREHENSION CHECK EVALUATION

• Write numbers 1–6 on the board. Ask a few Ss to write the • Direct Ss’ attention to the lesson focus on the board. Ask Ss
answers to Exercise 2A next to each number. to give you examples of places in town.

• Read aloud the instructions for Exercise 2B. • Check off the lesson focus as Ss demonstrate an
understanding of what they have learned in the lesson.
CD1, Track 42 Play or read the audio again. Pause after
the first conversation. Ask: Which street name did you hear?
More Ventures, Unit 5, Lesson A
(5th Avenue.) Hold up the Student’s Book. Show Ss where
the number 2 has been circled for conversation A. Workbook, 15–30 min.
• Play the rest of the audio. Ss complete the exercise Multilevel Worksheets, 30–45 min. [Link]/
individually. Collaborative Worksheets, 30–45 min. ventures/resources/

• Have Ss listen again. Check answers as a class. Student Arcade, time varies [Link]/
venturesarcade/

T-59 Unit 5
Teaching objectives
• Introduce prepositions of location
• Provide practice asking and answering Where questions
about the location of places
PRACTICE

WARM-UP AND REVIEW • Direct Ss’ attention to the map in Exercise 2A. Ask: Where’s
the park in this map? (It’s next to the bank. It’s across from
the museum and the post office.)
Focus on meaning / personalize
• Read the instructions aloud. Ask two Ss to read aloud the
• Before class. Write today’s lesson focus on the board. example question and answer.
Lesson B:
Prepositions of location: • Ss complete the exercise individually. Help as needed.
on, next to, across from, between, on the corner of, Where is? CD1, Track 43 Read the second part of the instructions
for Exercise 2A. Play or read the audio (see audio script,
• Begin class. Books closed. Draw a simple map on the board,
page T-174). Have Ss check answers as they listen and
using squares and rectangles for buildings. For example:
repeat. Correct pronunciation.
pharmacy restaurant park • Ask Ss to come to the board and write the sentences. Ask
different Ss to read aloud and correct the sentences.
hospital museum bus stop
Expansion activity (student pairs)
• Point to the pharmacy. Ask: Where is the pharmacy? Elicit:
It’s next to the restaurant. Ask: Where is the park? (It’s across • Conversation practice about local places. Ask: What are
some places that you go to in our town or city? Write Ss’
from the bus stop.) Ask: Where is the museum? (It’s between
responses on the board. Elicit names of local places.
the hospital and the bus stop.)
• If Ss do not know the answers, point and say: The pharmacy • Ss in pairs. Say: Use the questions in Exercise 2A as a guide.
Ask questions about real places in town. Use “next to,” “across
is next to the restaurant. The park is across from the bus stop.
from,” “between,” and “on the corner of” in your answers. Help
The museum is between the hospital and the bus stop. Draw
as needed.
lines to indicate next to, across from, and between.
• Ask pairs to perform the conversations for the class.
Teaching Tip
Teaching Tip
Do not expect Ss to know all the names of the
prepositions yet. This warm-up is intended to find out It might be helpful to teach Ss the phrase I don’t know if
which Ss already know some of the prepositions. they don’t know the location of local places.

PRESENTATION Expansion activity (small groups)

• Materials needed Poster board or a large piece of white
paper, pencils, rulers, markers
Focus on form
• Perfect-town maps. Explain the meaning of perfect. Say:
• Use the animated grammar presentation in one or more of “Perfect” means “the best.”
the following ways:
• Ss in small groups. Say: Work with your group. Draw the
• Preview it before class perfect town. Include places like parks and stores.
• Show it in class • Model the activity. Draw a simple map on the board. Use
• Encourage Ss to watch it outside of class. rectangles and squares to represent buildings, and include
• Books open. Direct Ss’ attention to Exercise 1. things such as a beach or a large park that you would like to
have in your perfect town.
• Hold up the Student’s Book. Ask the example question aloud.
Say each answer while pointing to the corresponding picture. • Ss complete the activity in groups.
Ask Ss to repeat each sentence after you. Say: These words • Say: Now write five sentences about your maps. Use “on,”
are prepositions of location. They tell you the location of “next to,” “across from,” “between,” and “on the corner of.”
something, or where something is. Walk around and help as needed.
• Ask groups to come to the front of the class and present
Contractions their maps of their perfect town. One S from each group can
It might be helpful to review contractions. Write on the read the sentences, while another S points to the places as
board: Where’s = and It’s = . Ask: What do these contractions they are described.
mean? Ask a S to write the complete forms on the board:
Where is and It is. Say: We often use contractions in English.
Contractions are short forms.

Lesson B T-60
LESSON B It’s on the corner.
WARM-UP AND REVIEW APPLICATION

• Books closed. Draw on the board a simple map of your • On the board, draw the map in Exercise 3B. Ask a S to draw
school’s location. Include any street names that are near the on the map a post office, a bank, and a restaurant.
school. Draw a rectangle to represent the school. Label the • Point to the map on the board. Ask another S: Where is the
building. bank? Ask the S to point to the map as he or she gives an
• Point to the street that your school is on. Ask a S: Where’s appropriate answer.
(name of school)? Elicit: It’s on (name of street). • Ask two other Ss: Where is the post office? Where is the
restaurant? Ask the Ss to point to the map as they give
PRESENTATION appropriate answers.
• Read aloud the instructions for Exercise 3B.
• Books open. Direct Ss’ attention to Exercise 2B. Read the • Ss draw their maps individually. Help as needed.
instructions aloud.
• Ss in pairs. Say: Ask your partner about the places on the
CD1, Track 44 Play or read the audio (see audio script, map. Is your partner’s map the same as or different from your
page T-174). Listen to Ss’ pronunciation as they repeat the map? Walk around and help as needed.
conversation.
Expansion activity (student pairs)
Useful Language
• Conversation practice with local street names. Ask: What
Read the tip box aloud. Ask Ss to repeat the examples are some places that you go to in our town or city? Write Ss’
after you. Ask a S to read the dialog with you. You begin. responses on the board.
Use Sorry, I didn’t get that instead of Could you repeat
that, please? Show that both expressions can be used to • Ss in pairs. Say: Use the conversation in Exercise 2B as a
clarify information. guide. Make up conversations about real places in our town.
Use the real street names.
• Ask pairs to perform their conversations for the class.
PRACTICE
Expansion activity (individual work)
• Direct Ss’ attention to the pictures in Exercise 2B. Ask: What • Dictation. Ask Ss to write the numbers 1–5 in a vertical line
is picture number 1? (a coffee shop.) What is picture number in their notebooks. Say: Listen to the sentences. Write what
2? (a pharmacy.) What is picture number 3? (a grocery store.) you hear. Dictate the following sentences:
Ask: What do you do at a coffee shop? (drink coffee, eat
1. The bank is on Second Street.
lunch, etc.) At a pharmacy? (buy medicine, etc.) At a grocery
2. The library is across from the post office.
store? (buy food, etc.)
3. The park is between the bank and the school.
• Direct Ss’ attention to the box under picture number 2. Say: 4. The museum is next to the grocery store.
Another word for “pharmacy” is “drugstore.” Ask Ss to tell 5. The restaurant is on the corner of Grant Avenue and First
you the names of some local pharmacies or drugstores. Street.
• Read the instructions aloud. Model the task. Ask a S to • Ask Ss to write their sentences on the board.
practice the conversation with you.
• Ss complete the exercise in pairs. Encourage them to use EVALUATION
the different phrases found in the Useful Language box.
• Ask pairs to perform the conversations for the class. • Direct Ss’ attention to the lesson focus on the board. Show
• Direct Ss’ attention to Exercise 3A and read the instructions Ss the picture on page 58. Say: Make sentences. Use the
aloud. prepositions on the board.
• Ask two Ss to read the example conversation aloud. • Check off the items as Ss demonstrate an understanding of
• Direct Ss’ attention to the map on page 60. Hold up the what they have learned in the lesson.
Student’s Book. Show the map. Point to the school and say:
See. The school is on the corner of First Street and Grant More Ventures, Unit 5, Lesson B
Avenue. It’s across from the hospital. Workbook, 15–30 min.
• Ask two Ss to stand up. Hold up the Student’s Book with the Multilevel Worksheets, 30–45 min. [Link]/
map on page 60. Ask one S to describe a location. The other Collaborative Worksheets, 30–45 min. ventures/resources/
S guesses the location and points to it. Student Arcade, time varies [Link]/
• Ss complete the exercise in pairs. Help as needed. venturesarcade/

T-61 Unit 5
Teaching objectives
• Introduce imperatives
• Provide practice giving and following directions to a place
COMPREHENSION CHECK
WARM-UP AND REVIEW
• Ask: Where is the office in our school? Elicit an appropriate
response, such as: It’s over there.
Focus on meaning / personalize
• Before class. Write today’s lesson focus on the board. Teaching Tip
Lesson C: Accept nonverbal gestures as responses (such as
Giving directions pointing in the correct direction) if Ss cannot answer.
• Begin class. Total Physical Response. Sit in a chair in front
of the class. Stand up and say: Stand up. (Gesture with your • Say: Imagine that we have a new student in our classroom.
Give him directions to the office. Elicit directions, such as:
hands to make your point clear.) Wait until the entire class
Turn right, Turn left, Go straight.
stands up.
• Say: Sit down. (Perform the action as a model.) • Write the directions on the board for getting to the office.
• Ask an individual S to stand up. Say: Walk straight ahead. • Say: What if the new student asks, “Where is the bathroom?”
Elicit directions, such as: Turn right, Turn left, Go straight.
If the S doesn’t know what to do, demonstrate the action.
Repeat the procedure with Walk straight ahead. Turn right.
Walk straight ahead. Turn left. PRACTICE
Teaching Tip • Direct Ss’ attention to Exercise 2A and read the instructions
If time allows, you can repeat the above commands aloud.
several times with the whole class or individual Ss to • Have Ss focus on the word bank. Read each sentence aloud,
make sure that Ss understand.
and listen to Ss’ pronunciation as they repeat after you.
Make sure Ss understand that the sentences can be used to
PRESENTATION give directions.
• Direct Ss’ attention to the picture in number 1. Ask: What
does the picture show? (Go straight ahead.)
Focus on form
• Ss complete the exercise individually. Walk around and help
• Use the animated grammar presentation in one or more of as needed.
the following ways:
• Read aloud the second part of the instructions for
• Preview it before class Exercise 2A.
• Show it in class CD1, Track 45 Play or read the audio (see audio script,
• Encourage Ss to watch it outside of class. page T-174). Listen to Ss’ pronunciation as they repeat the
• Direct Ss’ attention to the grammar chart in Exercise 1. directions. Correct pronunciation as needed.
• Hold up the Student’s Book. Read each sentence in the Expansion activity (student pairs)
grammar chart while pointing to the corresponding pictures.
Ask Ss to repeat after you. • Practice giving directions. Direct Ss’ attention to the picture
on page 58.
• Say: These are imperatives. Imperatives are for giving
commands. Commands are when you tell someone to do • Model the activity. Say: I will give you directions. Follow my
something. Focus Ss’ attention on the tip box to the right directions with your finger on the map. Where will you go? Say
of the grammar focus box. Say: In English, we can give these directions:
commands or use imperatives without using the subject “you.” 1. Start at the restaurant.
Hold up the Student’s Book and point to where the word You 2. Go straight on Second Street.
is struck through. Say: When we use imperatives, we don’t 3. Cross the first street.
use “you.” 4. Go to the first building across the street.
5. Where are you?
Culture Tip Answer: At the Community Center.
You may want to ask individual Ss how they give • Ss in pairs. Say: One person will give directions. The other will
directions in their native country. Ask if they use maps follow in the book. Where will you go? Give Ss time to plan
or use buildings as guides to give directions. It might be their directions. Walk around and help as needed.
interesting to tell Ss that many people use maps and
landmarks to give directions to places, but now people • Ask several Ss to say their directions to the rest of the class.
also use the GPS on their phones. Ask: What is the final location?

Lesson C T-62
LESSON C Go two blocks.
PRESENTATION CD1, Track 46 Play or read the audio (see audio script,
page T-174). Listen to Ss’ pronunciation as they repeat the
sentences and answers. Correct pronunciation as needed.
• Draw the following map on the board:
• Ask: Were your answers correct? If Ss got some answers
wrong, hold up the Student’s Book and trace the route.

➞ Main Street • Write on the board: How do I get to the ?

• Point to the words. Say: This is how you can ask for directions
in English.

• Ask a S to come to the board. Say: Point to the arrow. Go Teaching Tip
straight on Main Street. Go to the third building. Turn left. That
Point out the use of Excuse me to get someone’s
is the bank. Speak slowly as the S traces the path to the attention.
bank.
• Direct Ss’ attention to Exercise 2C and read the instructions
Teaching Tip aloud. Ask two Ss to read aloud the conversation.
If the S has trouble following your directions, trace the • Point to the list of locations. Say: Ask your partner how to get
direction along with the S. to these places on the map. Then your partner will ask you.
Walk around and help as needed.
• Ask the S to label the bank.
• Ask other Ss to stand up. Give them these directions and • Ask pairs to perform their conversations for the class.
ask them to label the buildings:
The post office is next to the bank. APPLICATION
The museum is across from the post office.
The museum is between the park and the school. • Direct Ss’ attention to the map at the top of page 63. Point
The school is on the corner. to the arrow near the man at the left of the map and say:
The hospital is across from the school. Start here. Go straight on Clark Avenue. Cross Grand Street.
The labeled map will look like this: It’s on the right, across from the pharmacy. Where am I? Elicit:
The park.
hospital post office bank
• Direct Ss’ attention to Exercise 3 and read the instructions
➞ Main Street aloud.

school museum park • Ask two Ss to read the example conversation to the class.
• Ss complete the exercise in pairs. Help as needed.
• Ask pairs to perform their conversations for the class.
PRACTICE
EVALUATION
• Direct Ss’ attention to the map in Exercise 2B. Read the
instructions aloud. • Direct Ss’ attention to the lesson focus on the board. Say:
• Point to the arrow near the man at the left of the map and Look at the picture on page 58. Start at the restaurant. Give
say: Start here. Ask a S to read the example directions. directions to the library, hospital, school, and Lee’s Store.
• Hold up the Student’s Book. Trace the directions as the S • Check off the lesson focus as Ss demonstrate understanding
reads them. Ask: Where are you? (at the DMV.) of what they have learned in the lesson.

Culture Note More Ventures, Unit 5, Lesson C

Read the tip box aloud. It might be interesting to ask Ss if Workbook, 15–30 min.
they have been to the DMV.
Multilevel Worksheets, 30–45 min. [Link]/
• Ss complete the exercise individually. Help as needed. Collaborative Worksheets, 30–45 min. ventures/resources/

• Read aloud the second part of the instructions for Exercise 2B. Student Arcade, time varies [Link]/
Say: Check your answers as you listen to the audio. venturesarcade/

T-63 Unit 5
Teaching objectives
• Introduce reading an email about a neighborhood
• Introduce connecting pronouns with antecedents
• Provide practice getting information from a reading
• Provide practice with new topic-related vocabulary • Ask: Is this sentence correct? (No.) Why not? (Sandra lives on
Second Street.) Point to where No is circled for number 1. Be
sure Ss understand the task.
WARM-UP AND REVIEW • Ss complete the exercise individually. Help as needed.
• Ask individual Ss to read the sentences and their answers
• Before class. Write today’s lesson focus on the board. aloud. Ask the other Ss: Do you agree with this answer?
Lesson D:
Read an email about Sandra’s neighborhood PRACTICE
Learn new vocabulary about places around town
• Begin class. Books open. Direct Ss’ attention to the picture • Ask Ss to take out a piece of paper. Read aloud the second
on page 58. Point to Sandra. Ask: Do you remember Sandra? part of the instructions for Exercise 3A.
Where does she live? (on Second Street.) Say: We are going • Model the task of correcting the sentences. Point to No for
to read about Sandra’s neighborhood. number 1 in Exercise 3A. Read the sentence aloud. Tell
• Direct Ss to the pictures in Exercise 1 on page 64. Ask: What Ss: This sentence is incorrect. Tell me the correct sentence.
do you see? (community center, restaurant.) Sandra lives on . . . (Second Street). Write on the board:
• Read the instructions aloud. Ask two Ss to read aloud the Sandra lives on Second Street.
questions. Discuss the answers. • Ss complete the exercise individually. Help as needed.
• Ask Ss to write the corrected sentences on the board.
PRESENTATION • Ask other Ss to read the sentences on the board. Ask: Are
the sentences correct? Ask volunteers to make corrections.
• Direct Ss’ attention to the letter in Exercise 2. Ask: What is
this? (It’s a letter.) Who wrote the letter? (Sandra.) Who did Expansion activity (individual work)
she write it to? (Angela.) • Letter writing. Say: Write a short letter about your
• Ask Ss to read the letter silently. neighborhood to a friend in your country. Use Sandra’s letter
as a guide.
• Say: Now listen to the letter on the audio.
CD1, Track 47 Play or read the audio, and ask Ss to • Ss complete the activity individually. Help as needed. Ask
follow along in their books (see audio script, page T-174). several Ss to write their letters on the board.
Repeat audio as needed.
PRACTICE
Read the tip box aloud. Ask Ss to underline these three
pronouns in the letter (he, it, they). Ask Ss: Who is Sandra
talking about? (he = her husband, it = the school, the • Ask a S to read the first question for Exercise 3B. Where is
grocery store, or the Mexican restaurant, they = her the school? Elicit: The school is on
children). Second Street.
• Read aloud the instructions for Exercise 3B. Ss complete
Expansion activity (individual work) the exercise individually. Help as needed.

• Say: Read Sandra’s letter again. Draw her neighborhood. • Check answers with the class. Ask Ss to read aloud their
Where is the community center? Where is the Mexican questions and answers.
restaurant? The school? Make a map.
Culture Tip
• Ask several Ss to draw their maps on the board. Make sure
Ss know that the maps will vary, as directions in the letter You may want to ask Ss about their neighborhoods in their
countries. Ask them how these neighborhoods differ from
are not detailed. the neighborhoods in which they live now.
Learner persistence (individual work)
CD1, Track 47 Ss can listen to the audio for Exercise 2 Expansion activity (student pairs)
at home for reinforcement and review. They can also listen to • Yes / No question practice. Ss in pairs. Say: With your
the audio for self-directed learning when class attendance is partner, write five Yes / No questions about the letter, for
not possible. example: Is the community center in Sandra’s neighborhood
across from the school? (Yes.)
COMPREHENSION CHECK • When Ss are finished with their questions, ask them to join
another pair. Have pairs take turns asking and answering
questions.
• Read aloud the instructions for Exercise 3A. Ask a S to read
the example aloud.

Lesson D T-64
LESSON D Reading
WARM-UP AND REVIEW • Ask one S from each group to fill in a column on the board.
Have Ss add places to the categories.
• Books closed. Write on the board: Places around town. Ask Culture Note
Ss: What are some places in our town? Write Ss’ responses
on the board. Recycle vocabulary learned in the last lessons; Read the tip box aloud. Ask Ss the ages of elementary school,
include any new places that Ss think of, for example: middle school, and high school students in their countries.
apartment building, store, the mall.
• If your Ss do not say the following, write them on the board: APPLICATION
day-care center middle school elementary school
park hardware store senior center • Ask a S: What is a place in your neighborhood? Write the
high school university answer. Ask: Where is it? Write the answer on the board as
• Point to each place on the board. Ask: What are the names of a full sentence, for example: There’s a high school in my
some of these places in our town? Elicit names. neighborhood. It’s next to the library.

Teaching Tip • Direct Ss’ attention to Exercise 4B and read the instructions
aloud. Model the conversation with a S.
It might be helpful to ask Ss to keep a log of new • Ss in pairs. Say: Now talk about your neighborhood with your
vocabulary that they learn every day. Encourage them to
partner. Walk around and help as needed.
write down new words and their meanings.
Community building (small groups)
PRESENTATION • Materials needed Town brochures, paper, markers
• Writing a welcome guide. Ss in small groups. Say: You are
• Books open. Direct Ss’ attention to the pictures in going to write a welcome guide for new people in our town. What
the Picture dictionary. Say: These are places around town. are some special places? Write Ss’ responses on the board.
Point to picture number 1. Say: This is a shopping mall. • Say: Write the places of interest in your welcome guide. Write
• Direct Ss’ attention to the word bank in Exercise 4A. Say: where the places are located. Draw pictures.
Repeat the words after me. Say each word.
• Say: Write the words in the Picture dictionary. Point to the first EVALUATION
example. Be sure Ss understand the task.
• Ss complete the exercise individually. Help as needed. • Have Ss look at the lesson focus. Put a check next to Read
a letter about Sandra’s neighborhood.
COMPREHENSION CHECK Expansion activity
• Refer Ss to “Directions to the Library,” another reading on
CD1, Track 48 Play or read the audio (see audio script, the same topic on Student’s Book pages 144–145.
page T-174). Ss should check their answers and repeat the
• Have Ss complete the activity either in class or outside
words after they hear them. Repeat the audio if necessary.
of class.
Learner persistence (individual work) • Provide feedback to Ss such as through a whole-class
discussion, partners comparing their worksheets, or T
CD1, Track 48 Ss can listen to the audio for Exercise 4A
reviewing each S’s worksheets.
at home for reinforcement and review. They can also listen to
the audio for self-directed learning when class attendance is • Elicit sentences for each of the words in the word bank in
not possible. Exercise 4A on page 65.
• Check off each part of the lesson focus as Ss demonstrate
Expansion activity (small groups) understanding of what they have learned in the lesson.
• Categorizing activity. Draw five columns on the board. Write
these headings in the columns: Places to shop, Places to More Ventures, Unit 5, Lesson D
study, Government places, Places to play, Places to live. Point Workbook, 15–30 min.
to the first heading. Say: Look at the words in the word bank Picture Dictionary Worksheets,
in Exercise 4A. Put them in the right place. For example, 30–45 min. [Link]/
where can we put “an apartment building”? Elicit: Places to Multilevel Worksheets, 30–45 min. ventures/resources/
live. Write an apartment building under Places to live. Collaborative Worksheets, 30–45 min.
• Ss in small groups. Ask Ss to copy the headings. Have them Student Arcade, time varies [Link]/
agree under which headings to write the words. venturesarcade/

T-65 Unit 5
Teaching objectives
• Prepare Ss for writing directions to a place
• Introduce the use of capital letters to begin the names
of streets
Option If Ss need additional practice with this exercise, ask
them to choose a partner. One S will read the directions
while the other traces the route on the map with his or her
WARM-UP AND REVIEW finger. Then ask Ss to switch roles.

• Before class. Write today’s lesson focus on the board. Expansion activity (student pairs)
Lesson E: • Ss in pairs. Review asking for directions. Say: Ask your
Write directions partner questions about different places on the map on page
Write a capital letter to begin a street name 66. Use the conversation on page 63 as a guide.
• Begin class. Books open. Direct Ss’ attention to the map in • Ask Ss: Is there a different way to get from the train station to
Exercise 1A. Ask: the school?
What do you see? (a map.) • Read aloud the last part of the instructions for Exercise 1A.
What streets are on the map? (Pine Street and Maple Street.)
• Ss complete the exercise in pairs. Walk around and help as
What avenues do you see? (First Avenue, Second Avenue, and
needed.
Third Avenue.)
• Ask several pairs to perform their conversations for the rest
Teaching Tip of the class.
It might be helpful to explain that avenue has a meaning • Ask: Are the directions correct? Ask a volunteer to make any
similar to street. necessary corrections.

Expansion activity (student pairs)

PRESENTATION • Point to the map on page 66. Ask: Where is the apartment
building? Write different answers on the board, for example:
• Hold up the Student’s Book. Ask: Where is the train station? It’s across from the school. It’s on Maple Street. Say: There is
(It is marked with an arrow.) Ask a S to point to it in your more than one way to say where something is. In this activity
book. Ask: Where is the school? Ask another S to point to it we will practice different ways.
in your book. • Ss in pairs. Write on the board: Where is the ? Tell Ss to ask
• Read aloud the instructions for Exercise 1A. Say: Find the their partners questions about the map. Encourage Ss to say
person at the train station. Take a pen or pencil and draw the where the buildings are in at least two different ways. Walk
way while you listen to the CD. around and help as needed.
CD1, Track 49 Play or read the audio (see audio script, • Ask several pairs to perform their conversations for the rest
page T-174). Ss complete the exercise individually. Repeat of the class.
the audio as needed.
• Ss in pairs. Say: Show your map to your partner. Is it the Expansion activity (small groups)
same as your partner’s map? Walk around the room to make • Materials needed One copy of a directory from a local
sure Ss have drawn the route correctly. shopping mall for each small group of Ss in your class
• Shopping mall directory reading; writing practice. Give each
PRACTICE group a directory and say: Write directions for someone
who is at the mall. Tell him or her where to start and where
to finish. For example, tell how to get from a restaurant to a
• Direct Ss’ attention to the word bank. Read the words aloud
certain store. Model the activity by telling Ss how to get from
and ask Ss to repeat.
one place in the mall to another. Recycle the directions that
• Read aloud the second part of the instructions for Exercise Ss learned in class (go straight, turn right, turn left, etc.).
1A. Ask a S to read the first two directions aloud. Ask:
What’s next? What do you do on Second Avenue? Elicit: Turn • When Ss are finished writing, ask one S from each group to
read his or her directions to the class. Ask the S not to say
right. Write on the board: Turn right on Second Avenue.
the name of the place where the person is going. Have the
• Ss complete the exercise individually. Walk around and help class trace the route on their shopping mall directories and
as needed. say where they end up.
• Ask individual Ss to write the sentences on the board. Ask:
Are the directions correct? Ask volunteers to correct any
errors.

Lesson E T-66
LESSON E Writing
PRESENTATION • Walk around and help as needed. Make sure that the places
on the map are clearly marked.
• Books open. Direct Ss’ attention to Exercise 1B and read • Read aloud the second part of the instructions for
the instructions aloud. Exercise 2.
• Ss complete the task individually. Help as needed with
Read the tip box aloud. Ask Ss to repeat the street writing directions.
names after you. It might be helpful to ask a S to write
on the board the name of the street where your school is.
Make sure the S capitalizes the name of the street. EVALUATION
• Ask a S to read aloud the first two lines of the directions. • Direct Ss’ attention to Exercise 3A and read the instructions
Ask: Why is Maple Street capitalized? (It is the name of a
aloud.
street.)
• Ss complete the exercise in pairs.
PRACTICE • Read aloud the instructions for Exercise 3B. This exercise
asks Ss to work together and correct their writing. Ask a
S to read the questions aloud. Tell Ss to exchange papers
• Ss complete the exercise individually. Help as needed. and look at their partner’s sentences for the answers to the
• Ask individual Ss to write each sentence on the board. Ask: questions. Walk around and help as needed.
Are the sentences correct? Are the street names capitalized?
Make corrections on the board. Community building (individual work)
Teaching Tip • Ask Ss to post their maps and written directions on the
bulletin board.
It might be helpful to recycle the writing tip from the first
unit of the Student’s Book. Ask: What other words do we Learner persistence (whole group)
capitalize in English? Ss can look at the tip box on page
14 to refresh their memory. • It is important to tell Ss that what they are doing in class has
practical value for life outside the classroom. Remind them
that they may have to tell or write directions in English for a
COMPREHENSION CHECK friend someday.

Expansion activity (individual work)

• Draw two columns on the board. Write Streets and Places as
the heading in each column. • Dictation. Dictate the following sentences:
1. Go straight on Clark Avenue.
• Say: Name a street near school. Write the name in the correct 2. Cross Grand Street.
column. Say: Name a place near school. Write the name in
3. Go past the park.
the correct column.
4. Turn right on Main Street.
• Direct Ss’ attention to Exercise 1C and read the instructions 5. Go to the building across from the bank.
aloud.
• Ask Ss to write the sentences on the board when they are
• Ss complete the exercise in pairs. Help as needed. finished. Ask: Are these sentences correct? Correct any errors
• Ask Ss for names of streets and places near school, and on the board.
write them in the correct columns on the board. • Ask Ss to look at the map on page 63 and to follow the
dictated directions. Ask: Where are they at the end of the
APPLICATION route? (the post office.)

• Ask Ss to take out a piece of paper. More Ventures, Unit 5, Lesson E

• Direct Ss’ attention to Exercise 2 and read the first part of Workbook, 15–30 min.
the instructions aloud. Multilevel Worksheets, 30–45 min. [Link]/
Collaborative Worksheets, 30–45 min. ventures/resources/
• Ss complete the exercise individually.
Teaching Tip
Offer Ss colored pencils to enhance their maps.

T-67 Unit 5
Teaching objectives
• Introduce reading a map of a mall
• Provide practice with test-taking skills
• Present a problem and possible solutions for Ss to discuss
• Introduce negative imperatives PRACTICE

• Ss complete the exercise individually. Walk around and help

WARM-UP AND REVIEW as needed.
• Ss in pairs. Say: Ask and answer the questions with your
• Before class. Write today’s lesson focus on the board. partner. Are your answers the same or different?
Lesson F: • Ask several pairs to ask and answer the questions for the
Use a map and give directions rest of the class.
Review topic vocabulary
Negative imperatives
APPLICATION
• Begin class. Books closed. Ask: Do you ever use maps
outside of English class? What kinds of maps do you use?
• Direct Ss attention to Exercise 1B and read aloud. Say: Solve
Elicit appropriate responses, such as: city maps, mall
the problem.
directories, world maps, etc.
• Ss complete the task individually. Help as needed.
Teaching Tip • Have Ss discuss the solution as a class. Accept all plausible
It might be helpful to bring some local maps or mall answers.
directories to the classroom for Ss to look at.
Community building (whole group, small groups)
• Ask: How do you get to class each day? Elicit different means • Materials needed Maps and brochures of local places of
of transportation. interest
• Ask: Do you use public transportation? Do you need a map to • Ss in small groups. Ask Ss to look together at a brochure
use public transportation? Elicit appropriate responses. and map of a place in town that they find interesting. List
places they would like to visit, and find the directions to
PRESENTATION those places.
• Have Ss work together to write sentences to explain how to
• Books open. Say: We are going to look at a map of a small get to these places.
shopping mall. • Have one person in each group read the list of places. Write
• Direct Ss’ attention to the map in Exercise 1A. Ask: What do the suggestions on the board. Take a vote on the most
you see? (a pharmacy, a bank, Lexington Avenue, etc.) interesting place (or the one that is easiest to get to).
Option If it is feasible, plan a field trip to that place.
Teaching Tip
Check that Ss understand the words on the map. Ask Community building (student pairs)
classmates to help explain these words, or draw on the • Ask Ss to draw a map that includes the school as well as
board representations of these places (for example, a
their home or a place near the school. Say: Choose a partner.
flower, a dollar sign, a computer, etc.). Point out that Ave.
is short for Avenue. Ask Ss if they know what is short for Show your partner your map. Tell your partner how to get from
Street. (St.) the school to your home (or to a place near the school).

• Read aloud the instructions for Exercise 1A. This task helps
prepare Ss for standardized-type tests they may have to take.
Be sure that Ss understand the task. Have Ss individually
scan for and fill in the answers.

Lesson F T-68
LESSON F Another view
WARM-UP AND REVIEW APPLICATION

Focus on meaning / personalize • Focus Ss’ attention on Exercise 2B. Read the instructions
aloud. Ask: Where does the sign in picture 1 in Exercise 2A
• Books closed. Write the words road sign on the board. Ask: go on the map? Hold up the Student’s Book. Point to the box
What is this? If Ss don’t know, draw a sign on the board with
on the corner of Elm Street and Park Avenue. Show Ss where
an arrow turning right. Write Turn right near the sign.
the number 1 is written in the box. Say: The sign “Don’t turn
• Draw a vertical line on the board, making two columns. Write left” goes here because it’s a one-way street. You can’t turn left
Affirmative (yes) as the heading in the first column, and here.
Negative (no) as the heading in the second column.
• Ss complete the exercise in pairs. Walk around and help as
• Point to both words in turn. Say: Affirmative means “yes.” needed.
Negative means “no.”
• Ask pairs to share their answers with the rest of the class.
• Point to the first column. Ask: What are some road signs that Make corrections as needed.
mean “do this?” Elicit signs such as Turn right, Park here, etc.
• Write Don’t in the second column. Say: What are some road EVALUATION
signs that mean “don’t do this?” Elicit any signs Ss have seen,
such as Don’t park here, etc.
• Lead the class in a quick review of the unit. Have Ss turn
to Lesson A. Ask the class to call out what they remember
PRESENTATION about this lesson. Prompt Ss, if necessary, with questions,
for example: What are the conversations about on this page?
Focus on form What vocabulary is in the picture? Continue in this manner to
review each lesson quickly.
• Use the animated grammar presentation in one or more of
the following ways: Expansion activity
• Preview it before class • Before class. Print, for each student, one copy of the Self-
• Show it in class assessment for this unit.
• Encourage Ss to watch it outside of class. • Have Ss complete the Self-assessment either in class or
outside of class.
• Books open. Focus Ss’ attention on the grammar chart.
Hold up the Student’s Book. Point to the word affirmative in • Provide feedback to Ss such as through a whole-class
the chart. Repeat: Affirmative means “yes.” Point to the word discussion, partners comparing their worksheets, or T
negative. Repeat: Negative means “no.” reviewing each S’s worksheet.
• Focus Ss’ attention on the contraction in the chart. Say: • If Ss are ready, administer the unit test on page T-188.
“Don’t” is a contraction. It means “do not.” Say don’t aloud. The audio script for the test is on page T-208.
Ask Ss to repeat after you. • If Ss are ready, administer the midterm test on page T-190.
The audio script for the test is on page T-208.
PRACTICE
More Ventures, Unit 5, Lesson F
• Direct Ss’ attention to the pictures in Exercise 2A. Ask: What Workbook, 15–30 min.
signs do you see in the pictures? (No left turn, no cell phones, Multilevel Worksheets, 30–45 min.
etc.) Collaborative Worksheets, 30–45 min. [Link]/
• Focus Ss’ attention on the sentences a−f to the right of the Self-assessment, 10 min. ventures/resources/
pictures. Ask six Ss to read the statements aloud. CASAS Test Prep Worksheet, 5–10 min.
• Say: Which sentence matches picture 1? (Don’t turn left.)
• Read the instructions for Exercise 2A aloud.
• Ss complete the exercise individually.

COMPREHENSION CHECK

• Write numbers 2− 6 on the board. Ask five Ss to write their

answers on the board.
• Point to each number on the board in turn. Ask: Is this
correct? Make corrections as needed.

T-69 Unit 5
UNIT 6
Teaching objectives
• Introduce Ss to the topic PRACTICE
• Find out what Ss know about the topic
• Preview the unit by talking about the picture
• Provide practice of key vocabulary • Direct Ss’ attention to Exercise 1B. Model the task. Hold
up the Student’s Book. Say to a S: Point to a person eating.
• Provide practice that develops listening skills
Pretend you are eating something to illustrate the meaning. If
the S can’t find the right picture, ask other Ss to help.

WARM-UP AND REVIEW • Ss in pairs. Say to one S: Say the words in Exercise 1B. Say
to his or her partner: Point to the picture.
• Ss complete the exercise in pairs. Walk around and help as
• Before class. Write today’s lesson focus on the board. needed. When Ss have finished, have them change partners
Lesson A: and change roles.
Vocabulary for daily activities
Telling time Expansion activity (whole group)
• Begin class. Books closed. Point to time on the board. Say: • Vocabulary challenge. Hold up the Student’s Book. Say:
Today’s class is about time. What things in this room tell time? Listen to the words I say. Point to them in your books. Say:
Write Ss’ responses on the board: clock, watch. Point to the clock.
Teaching Tip Point to the work schedule.
Point to the night checklist.
It is important to allow Ss a few moments to think before Point to the snack machine.
giving them any help with answers to questions. If Ss Point to the flashlight.
don’t know the words clock or watch, allow them to point
Point to the sandwich.
to the objects. Write the words on the board.
Expansion activity (whole group)
PRESENTATION • Hold up the Student’s Book. Point to the picture of the
work schedule on page 70. Ask: What’s this? (It’s a work
• Books open. Set the scene. Direct Ss’ attention to the schedule.) If Ss don’t know the term, write it on the board.
picture on page 70. Ask: Say the words aloud. Ask Ss to repeat after you.

Who is in the picture? (Arun, Ricardo, Bob, Agnes, • Write hours on the board. Point to it. Say: The hours of this
and Margie.) class are (write the schedule of today’s class).
Where are the people? (They are at work.) • Point to the work schedule in the picture. Ask: What are
What room are they in? (the break room, the lunchroom.) Margie’s hours? (M, W, F 8–4; T, Th 10–6.)
What do you see? (a work schedule, a vending machine, • If Ss in your class work, ask: What are your work hours? Give
posters, a book, hats, etc.) each working S a chance to say his or her hours to the class.
What are they doing? (They are standing, talking, sleeping,
reading, and eating.) Teaching Tip
• Direct Ss to the key words in Exercise 1B. Read each word A review of the days of the week might be helpful. Show
aloud while pointing to that action being performed in the the class a calendar. Ask: What are the days of the week?
picture. Ask Ss to repeat and point. Say the days aloud. Ask Ss to repeat.

COMPREHENSION CHECK Community building (whole group)

• Accessing community information through bulletin boards.
• Ask Ss Yes / No questions about the picture. Recycle Point to the bulletin board in the picture. Ask: What’s this?
questions in the present continuous. Say: Listen to the (a bulletin board.) Does our school or class have a bulletin
questions. Answer “Yes” or “No.” board? Where is it? Ss can point.
Point to the picture. Ask: Is this a break room? (Yes.) • Ask: What kind of information is on the bulletin board? Ask a
Point to Agnes. Ask: Is she sitting? (Yes.) S to look at a bulletin board in the school and report back to
Point to Bob. Ask: Is he talking? (No.) the class. Brainstorm different types of announcements and
Point to the woman sitting under the clock. Ask: Is she buying write them on the board, for example: job announcements or
a snack? (No.) class schedules.
• Tell Ss that bulletin boards have a lot of important
information on them. Remind Ss to check the bulletin board
on a regular basis.

Lesson A T-70
LESSON A Listening
PRESENTATION CD2, Track 2 Play or read the audio. Pause after the
first conversation. Ask: Which time do you hear in this
conversation? (10:30.) Show Ss where 10:30 has been
• Write the schedule for your English class on the board.
Include beginning and end times and anything else that circled for conversation A.
happens in your class, for example:
9:00 Class starts PRACTICE
10:30 Break
12:00 Class ends CD2, Track 2 Play or read the complete audio again. Ss
• Books closed. Point to the schedule. Ask: What time does complete the exercise individually.
class start? (9:00.) Say: That’s right. Class starts at 9:00. Ask: • Write letters A−F on the board. Ask Ss to write the times they
What time is the break? (10:30.) Say: Good. At 10:30 we take heard for each conversation on the board.
a break. Ask: What time does class end? (12:00.) Say: Yes, • Point to each time in turn. Ask: Is this correct? Make
class ends at 12:00. corrections as needed.
• Direct Ss’ attention to the pictures in Exercise 2A. Hold
up the Student’s Book. Point to the first picture. Say: He APPLICATION
is reading. Point to the second picture. Ask a S: What’s he
doing? (He’s starting work.) Continue asking Ss about the
rest of the pictures. Correct any errors.
• Direct Ss’ attention to Exercise 3. Focus Ss’ attention on
the picture in number 1. Ask two Ss to read the example
• Read aloud the instructions for Exercise 2A. question and answer aloud.
CD2, Track 2 Play or read the audio (see audio script, • Read aloud the instructions for Exercise 3.
page T-174). Pause after the first conversation. Ask: Which
picture matches conversation A? (picture number 6.) Point to
• Ss complete the exercise in pairs. Walk around and help as
needed. Ask several S pairs to say the question and answers
the handwritten a next to number 6. Be sure Ss understand
for the rest of the class.
the task.
CD2, Track 2 Play or read the complete audio. Ss Teaching Tip
complete the exercise individually.
Ss may need help pronouncing numbers such as fifteen
and fifty. Point out that in the “teen” numbers, the
Learner persistence (individual work) emphasis is on the last syllable; in the other numbers
CD2, Track 2 Ss can listen to the audio for Exercises (twenty, thirty, etc.), emphasis is on the first syllable.
2A and 2B at home for reinforcement and review. They can
also listen to the audio for self-directed learning when class
attendance is not possible. EVALUATION

COMPREHENSION CHECK • Direct Ss’ attention to the lesson focus on the board.
• Ask Ss to look at the picture on page 70. Point to different
• Write the numbers 1–6 on the board. Ask a few Ss to come parts of the picture and ask questions, such as: What’s she
to the board and write the correct answers to Exercise 2A doing? (She’s drinking coffee.)
next to each number. • Draw on the board some clocks with different times. While
• Read aloud the second part of the instructions for Exercise pointing to the clocks, ask Ss: What time is it?
2A. • Check off the items as Ss demonstrate understanding of
CD2, Track 2 Play or read the audio again. Pause the what they have learned in the lesson.
audio after each conversation. Point to a letter of the
conversation on the board. Ask: Is this correct? Ask a More Ventures, Unit 6, Lesson A
volunteer to make any necessary corrections on the board. Workbook, 15–30 min.
Multilevel Worksheets, 30–45 min. [Link]/
PRACTICE Collaborative Worksheets, 30–45 min. ventures/resources/
Student Arcade, time varies [Link]/
• Focus Ss’ attention on Exercise 2B. Read the instructions venturesarcade/
aloud.

T-71 Unit 6
Teaching objectives
• Introduce the present continuous and Wh- questions
• Provide practice asking and answering What questions
about repeated and regular actions
COMPREHENSION CHECK

WARM-UP AND REVIEW • Write a few verbs or verb phrases on the board, for example:
study, watch TV, work.

Focus on meaning / personalize • Ask: What do you do in the evening? Point to one of the verbs
on the board so that Ss answer using that verb.
• Before class. Write today’s lesson focus on the board.
• Repeat the process with he, she, and they.
Lesson B:
Simple present tense: Describing things you do regularly
Wh- questions: PRACTICE
What do you do in the evening?   I read.
What does he do every evening?   He reads. • Read aloud the instructions for Exercise 2A.
• Write I read in the evening in big letters on a piece of paper. • Direct Ss’ attention to the first picture. Model the activity.
Ask: What are they doing in the picture? Elicit: They are
• Begin class. Books closed. Hold up the paper with the
sentence I read in the evening. Pretend to read a book or a watching TV.
newspaper. Read the sentence aloud. Ask Ss to repeat. • Ask: What do they do in the evening? Elicit: They watch TV.
• Give the paper to a male student. Ask him to read it aloud. • Ss complete the exercise individually. Help as needed.
Say to him: You read in the evening. Write the sentence on
the board. Ask Ss to repeat. Point to the same student. Say Teaching Tip
to the class: He reads in the evening. Write the sentence on If your class asks about spelling, write on the board:
the board. Ask Ss to repeat.    work → works watch → watches
study → studies           do → does
• Give the paper to a female student. Ask her to read it aloud. Say: Usually we just add an “-s” for the simple present
Say to her: You read in the evening. Point to the same tense for “he,” “she,” or “it.” But for words that end in “y,”
student. Look at the class and say: She reads in the evening. we change “y” to “i” and add “-es.” We add “-es” after “ch,”
Write the sentence on the board. Ask Ss to repeat. “sh,” and some words that end in “o.”
• Ask two Ss to hold the same paper together. Point to the
Ss. Say to the class: They read in the evening. Write the
sentence on the board. Ask Ss to repeat. COMPREHENSION CHECK

PRESENTATION CD2, Track 3 Read the second part of the instructions

for Exercise 2A. Play or read the audio (see audio script,
page T-174). Have Ss check their answers as they listen
Focus on form and repeat.
• Use the animated grammar presentation in one or more of • Ask Ss to come to the board and write the sentences. Ask
the following ways: different Ss to read the sentences aloud. Ask Ss to make
• Preview it before class any necessary corrections on the board.
• Show it in class • Ss in pairs. Say: Now practice the conversations.
• Encourage Ss to watch it outside of class. Expansion activity (whole group)
• Books open. Direct Ss’ attention to the grammar chart in • Question-and-answer practice. Before class. Make copies of
Exercise 1. Read the questions and answers aloud. Ask Ss
this grid for each S in your class.
to repeat. Listen to Ss’ pronunciation.
• In class. Give each S a copy of the grid. Say: Walk around
• Direct Ss’ attention to the Answers column. Point to He reads the room. Fill in the chart. Ask your classmates questions.
and She reads. Say: Add an “-s” to the verb when you answer
Write your classmates’ names in the first column. Write their
with “he” or “she.”
answers in the other three columns.
• Point to the verbs at the side of the grammar chart. Read • Direct Ss’ attention to the example in the grid.
them aloud and have Ss repeat.
• Focus Ss’ attention on the heading for the grammar chart. Student’s What do you What do you What do you
Say: This is the simple present tense. We use the simple Name do in the do in the do in the
present tense for actions that happen every day. morning? afternoon? evening?
• Say: When we form questions in the simple present tense, we Mary I eat I pick up my I watch TV.
use “do” and “does.” Write the words on the board. Say them breakfast. children.
aloud and ask Ss to repeat. Say: We also can use questions
with “Wh-.” In this chart you can see examples with “What.”

Lesson B T-72
LESSON B What do you do in the evening?
PRESENTATION • Ss complete the exercise in pairs. Help as needed.
• Ask pairs to ask and answer the questions for the class.
• Write on the board: What do you do on Saturday?
morning afternoon evening
Expansion activity (small groups)
• Point to the question on the board. Ask several Ss: What do • Writing competition. Divide the class into two teams. Say: I
am going to tell you a word or phrase. One person from each
you do on Saturday? After each response, ask: Do you do that
team will go to the board and write a sentence using that
in the morning, afternoon, or evening? Write the verb under
word.
the appropriate heading on the board.
• Model the activity. Ask a S to stand up. Say: Make a
Expansion activity (small groups) sentence with “Saturday afternoon.” The S goes to the board
and writes a sentence that uses that phrase.
• Ss in small groups. Say: Ask the people in your group the
question on the board: What do you do on Saturday? Then, • Begin the game. Ask Ss to use these words in their
make a chart like the one on the board. Include three sentences:
columns with Morning, Afternoon, and Evening as titles. Each Sunday morning Thursday morning
group writes its activities in the columns. Saturday evening Wednesday afternoon
• Books open. Direct Ss’ attention to the pictures in Exercise Friday evening
2B. Point to the first picture. Ask: What does Jill do on • Continue the game by using other days and times. The S who
Saturday morning? Elicit: She watches TV. Continue asking writes the first sentence correctly earns a point.
about the rest of the pictures.
• Tally the points at the end of the game. The team with the
• Read aloud the instructions for Exercise 2B. Tell Ss: Listen to most points wins.
the Wilder family schedule.
CD2, Track 4 Play or read the audio (see audio script, Learner persistence (whole group)
page T-175). Ss listen to the family’s schedule. • Ask Ss: Are your weekends here different from the weekends
CD2, Track 4 Play or read the audio again. Listen to Ss. in your country? What is the same? What is different? Write
Correct pronunciation. answers on the board under two columns labeled Same and
Different.
• Read aloud the second part of the instructions for
Exercise 2B.
CD2, Track 5 Play or read the audio (see audio script, EVALUATION
page T-175). Ss listen, then talk with a partner.
• Ss complete the exercise in pairs. Help as needed. • Direct Ss’ attention to the lesson focus on the board. Show
Ss the pictures on page 73. Point to the first picture. Say:
Teaching Tip Ask a question about Jill on Saturday morning. Elicit: What
does Jill do on Saturday morning? Ask another S to answer
Ss may not know the word bills in this context. Bring a bill
the question. Continue with the rest of the pictures. Go
to class or show one from the school office.
around the room.
• Write weekend on the board. Point to the word. Ask: What is • Check off the items as Ss demonstrate an understanding of
this? Elicit: It’s Saturday and Sunday. what they have learned in the lesson.
• Ask a S: What do you usually do on Saturday?
More Ventures, Unit 6, Lesson B
• Ask another S: What do you always do on Sunday?
Workbook, 15–30 min.
• Direct Ss’ attention to Exercise 3 and read the instructions
aloud. Multilevel Worksheets, 30–45 min. [Link]/
Collaborative Worksheets, 30–45 min. ventures/resources/
• Ask two Ss to read aloud the question and answer.
Student Arcade, time varies [Link]/
Useful Language venturesarcade/
Read the tip box aloud. Ask Ss to repeat the two words
after you. It might be helpful to give Ss examples of
activities you usually and always do on the weekend.

T-73 Unit 6
Teaching objectives
• Introduce prepositions of time and questions with When
objectives
• Provide practice asking and answering When questions
about the time something happens • Read the instructions aloud. Ask a S to read aloud the
example sentence.
• Ss complete the exercise individually. Walk around the
WARM-UP AND REVIEW classroom and help as needed.

Teaching Tip
Focus on meaning / personalize Encourage Ss to make a list of time expressions with
• Before class. Write today’s lesson focus on the board. at, in, on, from...to in their notebooks. They can use the
Lesson C: grammar chart as a guide and add on to their lists as they
advance in English.
“When” questions:
When do you go to work? • Ask individual Ss to read the sentences aloud (or write them
When does he go to work? on the board). Ask: Are the sentences correct? Ask volunteers
Prepositions of time: to correct any errors involving prepositions.
at 8:00
in the morning Culture Note
on Sunday
Read the tip box aloud. Ask Ss with children in school if
• Begin class. Books closed. Ask: What time is it? Elicit an they attend PTA meetings. Tell them that this is a way for
appropriate answer. Write the time on the board. Point to it parents to be more involved in their children’s education.
and say the time. Ask Ss to repeat.
Expansion activity (small groups)
• Ask: When does this class start? When does this class end?
What days do we have this class? What is the date today? • Competition. Draw a chart with three columns on the board.
Elicit appropriate answers to the questions. Write the prepositions in, on, and at at the top.
• Ss in small groups. Say: Write time phrases in each of the
Teaching Tip columns. Model the activity. Write in September, on Tuesday,
Ss will probably not be able to respond with the correct and at 12:00 in the appropriate column.
prepositions of time right now. They will learn them when • Ss copy the chart onto a piece of paper and write as many
the grammar chart is presented. The purpose of asking time phrases as they can. The team that thinks of the most
the questions is to find out what Ss already know about phrases in 5 minutes wins the competition.
time, days, and dates.
• Ask the winning team to write its time phrases in the
columns on the board. The other teams decide whether or
PRESENTATION not the team used the correct prepositions.

Focus on form PRACTICE

• Use the animated grammar presentation in one or more of
the following ways: • Ask the following questions. Elicit appropriate responses.
• Preview it before class When do you get up?
When do you go to bed?
• Show it in class When do you go on vacation?
• Encourage Ss to watch it outside of class.
• Say: Now we are going to write questions about routines.
• Books open. Direct Ss’ attention to the grammar chart in
Exercise 1. Read aloud each section of the chart. Ask Ss to
• Read aloud the instructions for Exercise 2B.
repeat after you. • Ss complete the exercise individually. Walk around and help
as needed.
• Say: “At,” “in,” “on,” and “from...to” are prepositions. In this
lesson we use them when talking about time. Time can be
clock time (one o’clock), a day (Monday), and it can also be COMPREHENSION CHECK
part of a day (morning).
• Ss in pairs. Have Ss practice reading to each other the • Read aloud the second part of the instructions for Exercise 2B.
questions and answers in the grammar chart while pointing CD2, Track 6 Play or read the audio (see audio script,
to an appropriate person in the class (I, He, She). page T-175). Listen to Ss’ pronunciation as they repeat the
questions and answers. Repeat the audio if needed.
PRACTICE • Ss practice the conversations in pairs. Walk around and
listen to Ss’ pronunciation, offering help as needed.
• Direct Ss’ attention to the picture in Exercise 2A. Ask: What • Ask several pairs to read the conversations to the rest of
do you see? (people at a meeting.) the class.
• Encourage Ss to say what they can about the picture. Explain
that this is a PTA meeting at a school.
Lesson C T-74
LESSON C I go to work at 8:00.
PRESENTATION • Ss complete the exercise individually. Help as needed.
• Ask several Ss to write their lists on the board. Ask them
• Write on the board: schedule. Say the word. Ask Ss to repeat. to read their lists to the class.
Ask: What is a schedule? If Ss don’t know this word, say: A • Read aloud the second part of the instructions for
schedule is what you do for a day, a week, a month, or a year. Exercise 3.
• Ask: Remember the Wilder family’s schedule on page 73? • Ask two Ss to read aloud the question and answer.
Have Ss look at page 73.
• Ss complete the exercise in pairs. Help as needed.
• Direct Ss’ attention to Mrs. Wilder’s schedule in Exercise 2C • Ask pairs to ask and answer their questions for the class.
on page 75. Say: This is Mrs. Wilder’s schedule for the week.
What does she do on Sunday? Elicit: She rests. Expansion activity (small groups)
Teaching Tip • Celebrity lists. Say: Now you are going to think about what a
movie star or president might do every week.
It might be helpful to remind Ss that the verb takes an -s
for the third person singular form in the simple present • Ss in small groups. Say: Think of a famous person. Make a
tense. Say: Don’t forget to add an “-s” to the verb when you schedule for the person.
talk about “he,” “she,” or “it.” • Model the activity. Ask Ss to tell you the name of a famous
person. Write the name on the board. Under the name, write
• Ask: When does Mrs. Wilder go shopping? Elicit: She goes the days of the week. Ask the class: What do you think this
shopping on Saturday.
person does on Sunday? Ask different Ss to write their ideas
• Read aloud the instructions for Exercise 2C. Focus Ss’ on the board.
attention on the conversation. Say: Listen to the conversation.
Read it in your book.
• Ss complete the activity in small groups, using a different
famous person. Ask each group to read its list to the class.
CD2, Track 7 Play or read the audio (see audio script, This can be a humorous activity.
page T-175). Repeat the audio as needed.

Culture Note EVALUATION

Read the tip box aloud. Ask Ss if they do volunteer work
at their children’s schools or anywhere else. Ask Ss if it • Direct Ss’ attention to the lesson focus on the board.
is common for people to do volunteer work in their home • Focus Ss’ attention on the picture on page 70. Ask Ss to
countries. use When to make questions about the work schedule. Then
ask different Ss to answer the questions, using at, in, or on
• Ask two Ss to read the conversation aloud. Say: Now change correctly. For example: When does Margie work? She works
the bold words to make new conversations.
on Monday, Wednesday, and Friday from 8 a.m. to 4 p.m. and
• Ask two different Ss to model the task by asking about Mrs. on Tuesday and Thursday from 10 a.m. to 6 p.m.
Wilder’s driving lessons.
• Check off the items as Ss demonstrate understanding of
• Ss complete the exercise in pairs. Help as needed. what they have learned in the lesson.
• Ask pairs to ask and answer the questions for the class.
More Ventures, Unit 6, Lesson C
Useful Language
Workbook, 15–30 min.
Read the tip box aloud. Tell Ss that there are two different Multilevel Worksheets, 30–45 min.
ways to talk about lessons and classes. Have Ss look at [Link]/
the schedule and make similar statements about Spanish Collaborative Worksheets, 30–45 min. ventures/resources/
class and driving lessons. (She has Spanish class. / She
goes to Spanish class.) Student Arcade, time varies [Link]/
venturesarcade/

APPLICATION

• Direct Ss’ attention to Exercise 3 and read the instructions

aloud.
• Ask individual Ss to read aloud the items in the list.

T-75 Unit 6
Teaching objectives
• Introduce reading a schedule
• Introduce asking Wh- questions as you read to help you
remember
• Provide practice getting information from a reading COMPREHENSION CHECK
• Provide practice with new topic-related vocabulary
• Read aloud the instructions for Exercise 3A. Ask a S to read
the example aloud. Ask: Is this story about a new boss? (No.
WARM-UP AND REVIEW This story is about a new employee.) Point to where No is
circled for number 1. Be sure Ss understand the task.
• Before class. Write today’s lesson focus on the board: • Ss complete the exercise individually. Walk around and help
Lesson D: as needed.
Read about Bob’s schedule • Check answers with the class. Ask Ss to read their
Discuss daily activities sentences and answers aloud.
Ask questions with “When” • Ask Ss to take out a piece of paper. Read aloud the second
• Begin class. Books closed. Ask Ss: Do you have a job? Where part of the instructions for Exercise 3A.
do you work? Write Ss’ workplaces on the board. • Model the task of correcting the sentences. Point to No for
• Ask several working Ss: When do you start work every day? number 1 in Exercise 3A. Read the sentence aloud. Tell Ss:
When do you finish work? Elicit appropriate responses. This sentence is incorrect. Say: Tell me the correct sentence.
This story is about . . . (a new employee.) Write on the board:
• Books open. Have students recall the picture of Bob they
saw on page 70. Then focus Ss’ attention on Exercise 1. This story is about a new employee.
Read the instructions aloud. Ask: What is Bob wearing? (a • Ss complete the exercise individually. Help as needed.
cap, glasses.) Point to the word on Bob’s cap and ask: What • Check answers with the class. Ask Ss to write their answers
is his new job? (He is a security guard.) on the board. Then ask different Ss to read the answers
aloud. Ask: Are the sentences correct? Make any necessary
PRESENTATION corrections on the board.

Expansion activity (student pairs)

• Direct Ss’ attention to the reading in Exercise 2. Ask a S to
read the title aloud. Ask: What is an employee? (a worker.) • Wh- question practice. Turn Ss’ attention back to the four Wh-
questions in the tip box.
• Read aloud the instructions for Exercise 2.
CD2, Track 8 Play or read the audio and ask Ss to follow • Ss in pairs. Ask Ss to take turns asking and answering the
questions about the reading.
along (see audio script, page T-175). Repeat the audio as
needed. • When Ss finish, ask four pairs to ask and answer the
questions for the class.
Read the tip box aloud. Explain to Ss that asking and
answering Wh- questions as they read will help them PRACTICE
better understand a reading passage.

• Direct Ss’ attention to Exercise 3B and read the instructions

Expansion activity (student pairs) to the class. Ask Ss to read the questions aloud.
• Ss in pairs. Ask Ss to take turns reading the paragraphs to • Ss complete the exercise individually. Walk around and help
each other. as needed.
• Walk around and listen to Ss’ pronunciation as they are • Ss in pairs. Say: Ask your partner the questions. Then your
reading. If you notice they are having difficulty with certain partner will ask you the questions.
words, write them on the board.
• Walk around and listen to Ss asking and answering
• When Ss finish, point to the words on the board. Say the the questions.
words and ask Ss to repeat.
• Ask several pairs to ask and answer the questions for the
rest of the class.
Learner persistence (individual work)
CD2, Track 8 Ss can listen to the audio for Exercise 2 at
home for reinforcement and review. They can also listen to
the audio for self-directed learning when class attendance is
not possible.

Lesson D T-76
LESSON D Reading
WARM-UP AND REVIEW • Read aloud the instructions for Exercise 4B. Ask two Ss to
read aloud the example question and answer.
• Books closed. Write on the board: Daily activities. Ask Ss: • Ss complete the exercise in pairs. Help as needed.
What are your daily activities? Write Ss’ responses on the • Ask pairs to ask and answer the questions for the class.
board. Recycle vocabulary learned in the last lessons, for
example: I drink coffee or I exercise. Expansion activity (individual work)
• Class survey. Ask Ss to brainstorm questions with When, for
PRESENTATION example: When do you get up? When do you go to school?
Write Ss’ questions on the board.
• Books open. Direct Ss’ attention to the pictures in the • Ask Ss to write the questions in their notebook. Say: Walk
Picture dictionary. Point to picture number 1. Ask: What does around the room. Ask everyone in the class the questions.
she do every day? Elicit: She gets up. Write the answers next to the questions.
• Direct Ss’ attention to the word bank in Exercise 4A. Say • When Ss finish, have them write a paragraph about their
each phrase aloud and ask Ss to repeat. Listen to Ss’ classmates.
pronunciation. Repeat the phrases if necessary. • Ask several Ss to read their paragraphs to the class.
• Say: Write the activities in the Picture dictionary. Point to the
first example. Be sure Ss understand the task. Learner persistence (individual work)
• Ss complete the exercise individually. Help as needed. • If you have Ss who are habitually late or absent, invite them
to stay after class. Ask When questions to find out why they
are late or absent. If Ss have conflicts that cause them to
COMPREHENSION CHECK miss class or be late, work together to find a solution to
enable them to spend more time in class.
CD2, Track 9 Play or read the audio (see audio script,
page T-175). Ss should check their answers and repeat the
phrases after they hear them. Repeat the audio if necessary. EVALUATION
Learner persistence (individual work) • Direct Ss’ attention to the lesson focus on the board. Put a
CD2, Track 9 Ss can listen to the audio for Exercise 4A check mark next to Read about Bob’s schedule.
at home for reinforcement and review. They can also listen to Expansion activity
the audio for self-directed learning when class attendance is
not possible.
• Refer Ss to “Schedule of Tasks,” another reading on the
same topic on Student’s Book pages 146-147.
Expansion activity (individual work, student pairs) • Have Ss complete the activity either in class or outside of
class.
• Draw a chart with three columns on the board. Write the
headings Morning, Afternoon, and Evening in the columns. • Provide feedback to Ss such as through a whole-class
discussion, partners comparing their worksheets, or T
• Ask Ss to copy the columns into their notebooks.
reviewing each S’s worksheets.
• Say: Look at the activities in the Picture dictionary. Write them
in the correct column in your notebook. • Elicit daily activities. Ask Ss to make sentences for each of
the illustrations in the Picture dictionary on page 77.
• Model the activity. Ask a S: Do you eat lunch in the morning,
in the afternoon, or in the evening? Write the Ss’ response in • Ask Ss to form questions with When about each of the
pictures on page 73.
the appropriate column on the board.
• Ss complete the activity individually. Help as needed. • Check off each part of the lesson focus as Ss demonstrate
understanding of what they have learned in the lesson.
• When Ss finish, divide the class into pairs, and ask Ss to
compare the columns in their charts. More Ventures, Unit 6, Lesson D
Workbook, 15–30 min.
APPLICATION Picture Dictionary Worksheets,
30–45 min. [Link]/
• Write When on the board. Hold up the Student’s Book. Multilevel Worksheets, 30–45 min. ventures/resources/
Point to the first picture. Ask: When do you get up? Elicit an Collaborative Worksheets, 30–45 min.
appropriate answer. Write the question on the board. Say it
Student Arcade, time varies [Link]/
aloud. Ask Ss to repeat the question. venturesarcade/

T-77 Unit 6
Teaching objectives
• Prepare Ss for writing a paragraph about a daily schedule
• Introduce indentation to begin a paragraph
• Draw a three-column chart on the board. Write the headings
Morning, Afternoon, and Evening in the columns. Ask each S
WARM-UP AND REVIEW in the class to write a sentence in one of the columns on the
board.
• Before class. Write today’s lesson focus on the board. • Ask different Ss to read aloud the sentences on the board.
Lesson E: Ask: Are these sentences correct? Ask volunteers to correct
Write about your daily routine the sentences if necessary.
• Begin class. Books closed. Ask: What do you do every day?
Elicit appropriate responses. Community building (individual work, small groups)
• Ask: How was your daily routine in your country different from
Teaching Tip your routine in this country? Ask Ss to make two lists, titled
When you ask this question, call on as many Ss as My daily routine in my home country and My daily routine now.
possible for responses. This will help you ascertain how • When Ss finish writing, ask them to form small groups and
many Ss have understood the unit so far. share their lists with their classmates. If possible, ask Ss to
sit with Ss from other cultures to form diverse groups.
PRACTICE • When all groups have finished, ask each group to choose one
or two Ss to tell the class about their lists.
• Books open. Direct Ss’ attention to the chart in Exercise 1A. Culture Tip
Read the instructions aloud.
It is important to be sensitive to your Ss’ backgrounds
• Ss complete the exercise individually. Help as needed. when doing this activity. If some of your Ss left difficult
• Read aloud the second part of the instructions for Exercise situations in their home countries, they may not feel
1A. Ask two Ss to read aloud the example question and comfortable participating in this activity. Similarly, if Ss
answer. have spent most of their lives in this country, this activity
may not be appropriate.
• Model the task. Ask Ss what they do in the morning,
afternoon, and evening.
Option Draw a chart on the board that is similar to the one
Expansion activity (student pairs)
on page 78. Write Ss’ responses in the columns of the chart. • Ask: When do your daily routines change? Elicit: When I go on
vacation; when there is a special holiday, etc.
• Ss complete the exercise in pairs. Walk around and help as
needed. • Ss in pairs. Say: Talk to your partner. Give him or her
an example of a time when you do not do your normal routine.
• Ask several pairs to ask and answer questions about their What do you do instead? How is your day different?
daily routines for the rest of the class.
• Read aloud the last part of the instructions for Exercise 1A. • Ss complete the activity in pairs. Walk around and help as
needed, offering feedback and support.
• Model the task. Point to the two examples in the chart (get
up, get dressed). Then, write the two example sentences on
• Ask several pairs to ask and answer the questions for the
rest of the class.
the board: I get up. I get dressed.
• Ss complete the exercise individually. Walk around and help
as needed.

Lesson E T-78
LESSON E Writing
PRACTICE 5. I drive to work at 8:00.
6. My work starts at 8:30.
7. I work until 5:30 in the evening.
• Draw three vertical lines down the board to make three 8. I go home.
columns. Write in, on, and at as headings.
9. I eat dinner and watch TV.
• Review prepositions of time. Say: I am going to say some time 10. I go to bed at 10:00 p.m.
phrases. Tell me in which column to put the phrases – in, on,
or at.
• Ask Ss to write their sentences on the board. Ask other Ss:
Are the sentences correct? Ask volunteers to correct any
• Say: The morning. Point to the board and ask: Which column? errors.
(in.)
• Say the following time phrases. Ask individual Ss to write APPLICATION
them in the correct columns on the board:
the afternoon (in.)
• Read aloud the instructions for Exercise 2.
Saturday (on.)
the evening (in.) • Remind Ss to indent when they begin a paragraph.
March 2 (on.) • Ss complete the exercise individually. Help as needed.
the weekend (on.)
10 o’clock (at.) COMPREHENSION CHECK
Friday (on.)
• Direct Ss’ attention to Exercise 1B and read the instructions • Read aloud the instructions for Exercise 3A.
aloud.
• Ss complete the exercise in pairs. After a few minutes,
• Ask a S to read aloud the title and the first two sentences of encourage Ss to switch roles.
“My Daily Schedule.”
• Read aloud the instructions for Exercise 3B. This exercise
• When the S fills in the blanks in the second sentence, ask asks Ss to work together to correct their writing. Ask two
the class: Is the sentence correct? Ask a volunteer to correct Ss to read the questions aloud. Tell Ss to exchange papers
the prepositions if needed. and look at their partner’s paragraphs for the answers to the
• Ss complete the exercise individually. Help as needed. questions. Help as needed.
• Ask several Ss to read their paragraphs to the class.
Read the tip box aloud. Hold up the Student’s Book.
Show Ss where the paragraph in “My Daily Schedule” is Learner persistence (individual work)
indented. Remind Ss to indent each time they begin a
new paragraph. • If you notice that some Ss have a daily routine that is
difficult for them to maintain, talk to the Ss after class. Work
• Ask individual Ss to write their completed sentences on the together to try to figure out a way that their class or work
board. load can be adjusted so that they will be better able to adapt
• Ask: Are the sentences correct? Ask volunteers to make any to their schedules.
necessary corrections.
EVALUATION
Teaching Tip
If Ss are having trouble remembering which prepositions • Direct Ss’ attention to the lesson focus on the board.
to use, direct their attention to the grammar chart on
page 74. • Ask different Ss to come to the board and write sentences
about their daily routine.

Expansion activity (individual work) • Check off the lesson focus as Ss demonstrate an
understanding of what they have learned in the lesson.
• Dictation. Ask Ss to take out a piece of paper and write the
numbers 1–10 on it. Dictate the following sentences. More Ventures, Unit 6, Lesson E
1. I get up at 7:00 in the morning on weekdays. Workbook, 15–30 min.
2. I get dressed.
Multilevel Worksheets, 30–45 min. [Link]/
3. I eat breakfast at 7:30.
Collaborative Worksheets, 30–45 min. ventures/resources/
4. I read the newspaper.

T-79 Unit 6
Teaching objectives
• Introduce reading a class schedule
• Provide practice that develops test-taking skills
• Present a problem and possible solutions for Ss to discuss
• Introduce start / end and open / close
• Ask: Which kinds of courses are on this schedule? Elicit:
Business and English as a Second Language courses.
WARM-UP AND REVIEW
• Ask: Which business courses are on the schedule? Elicit:
Business English, Keyboarding, Introduction to Computers,
• Before class. Write today’s lesson focus on the board. and Word Processing.
Lesson F:
Read and answer questions about a class schedule
• Ask: Which ESL courses are on the schedule? Elicit:
Beginning, Intermediate, Citizenship, Pronunciation, and
Use “start” / “end” and “open” / “close”
Writing.
• Begin class. Books closed. Write on the board: Class
schedule. Point to the words. Say them aloud and ask Ss to Teaching Tip
repeat. Ask: What is our class schedule? Elicit an appropriate
It might be helpful to give a course description of the
response. Write the class schedule on the board. courses listed in the class schedule if Ss are unsure of
the meaning of the class titles.
Teaching Tip
If Ss need help describing the class schedule, ask: What • Read the instructions for Exercise 1A. This task helps
days does our class meet? What time does our class start prepare Ss for standardized-type tests they may have to take.
and finish? What date did our class begin? What date does Be sure Ss understand the task. Have Ss individually scan
it end? Write Ss’ answers on the board. for and fill in the answers.

Option If your program is large enough to have semester • Check answers with the class.
course schedules, bring one in and hold it up. Ask: Where is
our class on this schedule? Ask a S to come to the front of PRACTICE
the room to point to your class on the schedule. Highlight
the listing. Pass the schedule around so that all Ss can look • Direct Ss’ attention to Exercise 1B and read the instructions
at it. aloud. Say: Solve the problem.
• Ss complete the task individually. Help as needed.
PRESENTATION • Have Ss discuss the solution as a class. Accept all plausible
answers.
• Books open. Direct Ss’ attention to the class schedule in
Exercise 1A. Expansion activity (small groups)
• Hold up the Student’s Book. Point to the first column in the • Materials needed Sample class schedules, ideally from your
schedule. Say: These are the names of the courses. Point to school, but they may be from other schools.
the second column. Ask: What is this? Elicit: The days that • Ss in small groups. Practice reading a class schedule. Give
the class meets. each group a class schedule.
Useful Language • Say: Ask your classmates questions about the class schedule.
Use the examples on page 80 to help you.
Read the tip box aloud. Explain the word abbreviation to
Ss. Tell them that we use abbreviations when we want to • Walk around and help as needed.
show a short form of a longer word. It might be helpful to • Ask pairs from each group to ask and answer the questions
ask Ss if they have seen abbreviations for the days of the about the class schedules.
week. Ask them where they have seen the abbreviations.
Learner persistence (small groups)
• Point to the third column. Ask: What is this? Elicit: The time
that the class meets. • To motivate Ss to keep up with their English studies,
encourage them to look through course catalogs to see other
• Point to the fourth column. Ask: What is this? Elicit: The dates English courses they could take in the future.
that the class meets.
• Point to the title of the schedule. Ask: What semester is this
schedule for? Elicit: Spring semester.

Teaching Tip
It might be helpful to go over the four seasons of the year.
Write on the board: fall, winter, spring, summer. Say each
season as you point to it. Ask Ss to repeat the season. If
Ss need to review seasons further, show them a calendar.
Ask them which months fall into the different seasons
where they live.

Lesson F T-80
LESSON F Another view
WARM-UP AND REVIEW • Say: Find an event or a place in the newspaper. Ask other
people in your group: What time does start? What time
does it end? What time does open? What time does
Focus on meaning / personalize it close?
• Books closed. Ask Ss: What are some examples of events? • Ss complete the activity in small groups. Walk around and
Elicit: movies, concerts, etc. Write examples on the board. help as needed.
Ask: What are some examples of places? Elicit: stores,
restaurants, schools, etc. Write these examples on another • Ask several Ss to ask questions to the class about local
part of the board. events and places of business.

• Ask Ss to tell you the name of a movie that’s playing in

theaters now or a TV show they like to watch. Write the name APPLICATION
of the movie or TV show on the board. Write a start and
finish time next to the name (for example, 5 p.m. and 7 p.m.) • Direct Ss’ attention to Exercise 2B. Read the instructions
• Point to the first time. Say: The movie starts at 5 p.m. It ends aloud.
at 7 p.m. • Ask two Ss to read the example conversation aloud.
• Ask Ss to give you the name of a local restaurant. Write the • Ss complete the exercise in pairs. Walk around and help as
name on the board. Write an opening and closing time for needed.
the restaurant next to the name (for example, 6 a.m. and 8 • Ask several Ss to read their signs to the rest of the class.
p.m.) Say: The restaurant opens at 6 a.m. It closes at 8 p.m. Then have them follow up by asking the class questions
about their signs.
PRESENTATION
EVALUATION
Focus on form
• Use the animated grammar presentation in one or more of • Lead the class in a quick review of the unit. Have Ss turn
the following ways: to Lesson A. Ask the class to call out what they remember
about this lesson. Prompt Ss, if necessary, with questions,
• Preview it before class for example: What are the conversations about on this page?
• Show it in class What vocabulary is in the picture? Continue in this manner to
• Encourage Ss to watch it outside of class. review each lesson quickly.
• Books open. Focus Ss’ attention on the grammar chart. Read Expansion activity
the headings and questions aloud.
• Before class. Print, for each student, one copy of the Self-
• Say: We use the verbs “start” and “end” for saying the times assessment for this unit.
of events. We use “open” and “close” for saying the times that
places are open to the public.
• Have Ss complete the Self-assessment either in class or
outside of class.
• Provide feedback to Ss such as through a whole-class
PRACTICE discussion, partners comparing their worksheets, or T
reviewing each S’s worksheet.
• Focus Ss’ attention on the bulletin board in Exercise 2A. • If Ss are ready, administer the unit test on page T-194.
Ask: What can you see? (a bulletin board, paper, events, The audio script for the test is on page T-209.
places, etc.)
• Read the instructions aloud. Ask two Ss to read the example More Ventures, Unit 6, Lesson F
conversation aloud.
Workbook, 15–30 min.
• Ss complete the exercise in pairs. Walk around and help as Multilevel Worksheets, 30–45 min.
needed.
Collaborative Worksheets, 30–45 min. [Link]/
• Ask several S pairs to say their conversations for the rest of Self-assessment, 10 min. ventures/resources/
the class. After each conversation ask: Is the time correct? CASAS Test Prep Worksheet, 5–10 min.
Mark corrections as needed.

Expansion activity (small groups)

• If possible, bring in free local newspapers that have events
listed in them and stores and restaurants advertised. Give
one or two newspapers to each small group.

T-81 Unit 6
Teaching objective
• Review vocabulary, pronunciation, and grammar from
Units 5 and 6

• Ask Ss to continue by writing the correct form of to eat in the

remaining blanks.
WARM-UP AND REVIEW
• Direct Ss’ attention to Exercise 2A. Read the
instructions aloud.
• Before class. Write today’s lesson focus on the board.
Review unit:
• Ask a S to read aloud the title of the paragraph (“Kate’s
Day”). Ask: What do you think this story is about? Elicit an
Review vocabulary, pronunciation, and grammar from Units 5
appropriate answer, for example: It is a story about things
and 6
Kate does every day.
• Begin class. Books closed. Ask Ss: What’s the address of our • Ask another S to read aloud the first sentence in
school? Elicit an appropriate answer.
the paragraph.
• Ask: What is next to our school? Elicit an appropriate answer. • Ss complete the exercise individually. Walk around. Help as
• Ask: Is the DMV next to our school? Elicit a Yes or No answer. needed.
• Write the numbers 1–13 on the board. Ask Ss to come to the
PRESENTATION board to write the answers.

• Books open. Say: Listen to a conversation about places. Teaching Tip

• Focus Ss’ attention on Exercise 1. Read the instructions Ask Ss to write on the board only the missing words, not
aloud. the complete sentences.

• Ask individual Ss to read the questions aloud. Say: Now • Ask individual Ss to read aloud a sentence from the
listen to the conversation. Circle the correct answers. paragraph. After each sentence, ask: Is the answer correct?
CD2, Track 10 Play or read the audio (see audio Ask a volunteer to correct any errors.
script, page T-175). Ss listen and circle the answers to the • Books closed. Write on the board:
questions. Repeat the audio as needed.
eat / you / for / What / breakfast / do / ?
• Write the numbers 1–5 on the board. Ask individual Ss to • Ask Ss to unscramble the words on the board to make a
write their answers on the board. Ask other Ss: Are these
question. (What do you eat for breakfast?) Write the question
answers correct? Have volunteers make any necessary
on the board.
corrections on the board.
• Books open. Focus Ss’ attention on Exercise 2B. Read the
instructions aloud.
PRACTICE
• Ss complete the exercise individually. Help as needed.
• Read aloud the second part of the instructions for • Write the numbers 1–4 on the board. Ask four Ss to write the
Exercise 1. unscrambled questions on the board. Ask other Ss: Are the
questions correct? Ask volunteers to correct any errors on the
• Ss complete the exercise in pairs. Walk around and help as board.
needed.
• Read aloud the second part of the instructions in Exercise
• Ask several pairs to ask and answer the questions for the 2B.
rest of the class.
• Model the task. Ask a S the first question: What does Kate
• Write on the board: do in the morning? Elicit: She has breakfast with her husband.
I    
You    
She     He
• Ss complete the exercise in pairs. Walk around and help as
We   They needed.
• Model the activity. Point to I on the board. Say: I eat lunch • Ask several pairs to ask and answer the questions for the
every day. Write eat in the blank next to I. rest of the class.

Review: Units 5 & 6 T-82

REVIEW
WARM-UP AND REVIEW • Ss complete the exercise in pairs. Help as needed.
• Read aloud the instructions for Exercise 3D.
• Say: Now we are going to practice intonation in questions. • Ask two Ss to read aloud the example question and answer.
“Intonation” means your voice goes up or down at the end of a
• Ss complete the exercise in pairs. Walk around and help as
question. needed.
• Focus Ss’ attention on Exercise 3A. Read the instructions • Ask several pairs to ask and answer their questions for the
aloud. rest of the class.
CD2, Track 11 Play or read the first question from the
audio (see audio script, page T-175). Say: The intonation Expansion activity (individual work, student pairs)
goes down. Listen again. Repeat as needed. • Focus Ss’ attention on the story “Kate’s Day” on page 82.
CD2, Track 11 Play or read the second question from the Say: Write a story like this about yourself. What do you do
audio. Say: The intonation goes up. Listen again. Repeat as every morning, afternoon, and evening?
needed. • Ss complete the activity individually. Walk around and help as
needed.
PRESENTATION • Ss in pairs. Say: Read your story to your partner. Then, your
partner will ask you “Wh-” and “Yes / No” questions about your
• Direct Ss’ attention to Exercise 3B. Hold up the Student’s story. Be sure to use the correct question intonation.
Book. Point to the arrows going down at the end of the Wh- • Ss complete the activity in pairs. When one S finishes
questions. Say: When you ask a Wh- question, your voice goes reading his or her story, encourage the other S to ask
down at the end of the question. questions about it. Then Ss switch roles.
• Point to the arrows going up at the end of the Yes / No
questions. Say: When you ask a “Yes / No” question, your EVALUATION
voice goes up at the end of the question.
CD2, Track 12 Play or read the audio (see audio script, • Direct Ss’ attention to the lesson focus on the board.
page T-175). Ss listen and repeat the questions. Encourage
Ss to use the correct intonation as they repeat the
• Go around the room. Ask each S to say a sentence about
Kate from Exercise 2A on page 82.
questions. Repeat the audio as needed.
• Ask Ss to read the questions from Exercise 2B on page 82
and to use the correct intonation.
PRACTICE
• Check off the items in the lesson focus as Ss demonstrate
understanding of what they have learned in the lesson.
• Read aloud the instructions for Exercise 3C.
• Ask individual Ss to read the questions aloud. Say: The first
four questions are Wh- questions. Does your voice go up or
down for these questions? Elicit: It goes down. Say: The next
four questions are “Yes / No” questions. Does your voice go up
or down for these questions? Elicit: It goes up.
Option Say each question and ask Ss to repeat after you
as a group. Listen to make sure Ss are using the correct
intonation when asking the questions.

T-28
T-83 Review: Units 5 & 6
UNIT 7
Teaching objectives
• Introduce students to the topic Are there eight people in the picture? (No, seven.)
• Find out what students know about the topic What fruits and vegetables can you see? (Accept any of the
• Preview the unit by talking about the picture following answers: apples, bananas, oranges, strawberries,
• Provide practice of key vocabulary pineapples, potatoes, carrots, broccoli, tomatoes, green
• Provide practice that develops listening skills peppers, and onions.)
What other groceries do you see? (Accept any possible
answer, such as: eggs, bread, cookies, cheese, and chicken.)
WARM-UP AND REVIEW
PRACTICE
• Before class. Write today’s lesson focus on the board.
Lesson A: • Direct Ss’ attention to Exercise 1B. Model the task. Hold up
Shopping the Student’s Book. Say to a S: Point to apples in the picture.
Grocery shopping vocabulary The S points to the appropriate picture.
Prices • Ss in pairs. Say to one S: Say the words in Exercise 1B. Say
• Begin class. Books closed. Point to the word Shopping on to his or her partner: Point to the picture.
the board. Say the word. Ask Ss to repeat it after you. Say: • Ss complete the exercise in pairs. Walk around and help as
Today’s class is about shopping. Where do you go shopping? needed. When Ss have finished, have them change partners
Elicit places to shop, such as: grocery store, pharmacy, and change roles.
shopping mall. • Ask several pairs to perform the task for the class to check
• Ask: What do you buy when you go shopping? Ss’ understanding.
Elicit items such as: food, books, medicine,
clothes, and groceries. Expansion activity (small groups)
• Discuss grocery shopping. Write on the board:
PRESENTATION Where do you buy groceries?
When do you go grocery shopping?
What do you usually buy?
• Books open. Set the scene. Direct Ss’ attention to the
picture on page 84. Ask: Where is this? (a supermarket • Direct Ss’ attention to the questions on the board. Read
or grocery store.) Ask: What do you see? Elicit as much them aloud. Ask Ss to repeat them after you.
information as possible: people shopping, bananas, fruit, • Say: Talk in your small group. Ask and answer the questions
vegetables, bread, shopping cart, cashier, etc. on the board.

Teaching Tip • Ss complete the activity in small groups. Walk around and
help as needed.
Do not expect Ss to know all the new vocabulary words.
These questions are intended to find out what Ss already • Ask members of each group to report their answers to the
know about shopping vocabulary. rest of the class.
Option Shopping survey. Do the expansion activity. Then, tell
• Direct Ss’ attention to the key words in Exercise 1B. Read Ss to take a survey within their small group. Have students
each word aloud while pointing to the corresponding item in ask the following questions: How many people shop at the
the picture. Ask the class to repeat and point. same store? How many go shopping every day? How many
go shopping once a week? How many people go shopping on
COMPREHENSION CHECK Sunday? How many people go shopping in the morning? How
many usually buy the same items? After Ss have completed
the survey, they can report their findings to the class. Use
• Ask Ss Yes / No questions about the picture. Say: Listen to
the questions. Answer “Yes” or “No.” this as an opportunity to review language from Unit 6.

Is this a grocery store? (Yes.)

Are there apples at the store? (Yes.)

Lesson A T-84
LESSON A Listening
PRESENTATION APPLICATION

• Books closed. Write on the board: • If possible, show Ss a circular from a local grocery store.
Oranges – 40¢ each Bananas – $0.25 each Point to items in the circular. Ask: How much is this?
Milk – $1.89 Potatoes – 99¢ / lb • Direct Ss’ attention to the receipt in Exercise 3. Ask: What
• Read each line aloud. Ask Ss to repeat. Check that Ss do you see? Elicit: It’s a receipt. If Ss don’t know the word,
understand the symbols ($, ¢, lb). write it on the board. Say the word. Ask Ss to repeat it.
• Point to oranges on the board. Ask: How much are oranges? • Read aloud the instructions for Exercise 3.
(40 cents each.) Repeat the same questions for milk, • Read aloud each food item and price. Ask Ss to repeat the
bananas, and potatoes. words and prices.
• Focus Ss’ attention on the pictures in Exercise 2A. Ask: What • Ss complete the exercise individually. Help as needed.
do you see? (potatoes, cheese, milk, etc.) Name each item.
Read the tip box aloud. Ask Ss to repeat the prices
• Read the instructions aloud. after you. If Ss need more practice reading prices,
CD2, Track 13 Play or read only conversation A from write more examples on the board. Ask individual Ss to
the audio (see audio script, page T-175). read the prices aloud.
• Ask Ss: Which picture matches conversation A? (picture
number 3.) Hold up the Student’s Book. Point to the
handwritten a next to number 3.
COMPREHENSION CHECK
CD2, Track 13 Play or read the complete audio. Ss
complete the exercise individually. • Ss in pairs. Say: Show your total to your partner. Is it the
same or different? If they are different, which total is correct?
Learner persistence (individual work) Ask a volunteer to write the correct total on the board.
CD2, Track 13 Ss can listen to the audio for Exercises Useful Language
2A and 2B at home for reinforcement and review. They can
Read the tip box aloud. Remind Ss that the symbol for
also listen to the audio for self-directed learning when class
cents is “¢,” and the abbreviation for pounds is “lb.”
attendance is not possible.

COMPREHENSION CHECK Community building (small groups)

• Ask Ss to visit their local supermarket and record the price
of the items pictured on page 84. Ask Ss to bring in their
• Write the numbers 1–6 on the board. Ask individual Ss
results to the next class. Compare prices and decide which
to come to the board and write the correct answers to
store offers the best values.
Exercise 2A next to each number.
CD2, Track 13 Play or read the audio again. Pause • Practice numeracy skills. Put Ss in groups. Ask Ss to look at
the prices in one store and use them to calculate the price of
the audio after each conversation. Point to a letter of the
a pound of carrots, five apples, etc. Ask Ss to calculate the
conversation on the board. Ask: Is this correct? If not, erase
total bill and compare their answers.
the answer and ask a S to correct it.

PRACTICE EVALUATION

• Direct Ss’ attention to Exercise 2B. Read the instructions • Direct Ss’ attention to the lesson focus on the board.
aloud. • Ask Ss to identify items in the picture on page 84.
CD2, Track 13 Play or read the audio (see audio script, • Write different prices on the board. Ask Ss to read the prices
page T-175). Pause after the first conversation. Ask: Which aloud.
price do you hear in this conversation? ($2.69.) Show Ss • Check off the lesson focus as Ss demonstrate understanding
where $2.69 has been written for conversation A. of what they have learned in the lesson.
CD2, Track 13 Play or read the complete audio. Ss
complete the exercise individually. More Ventures, Unit 7, Lesson A
• Write letters A−F on the board. Ask five Ss to write the prices Workbook, 15–30 min.
they heard for each conversation on the board.
Multilevel Worksheets, 30–45 min. [Link]/
• Point to each price in turn. Ask: Is this correct? Make Collaborative Worksheets, 30–45 min. ventures/resources/
corrections as needed.
Student Arcade, time varies [Link]/
venturesarcade/

T-85 Unit 7
Teaching objectives
• Introduce count and non-count nouns and questions with
How many and How much
• Provide practice asking and answering How many and How
much questions Teaching Tip
It might be helpful to point out that singular count nouns
take the article a or an in front of them. Explain that if
WARM-UP AND REVIEW the noun begins with a vowel, the article is an. If it begins
with a consonant, the article is a. Practice by writing count
nouns on the board. Ask the class if the article is a or an.
Focus on meaning / personalize
• Before class. Write today’s lesson focus on the board. • Direct Ss’ attention to the questions and answers at the
Lesson B: top of the grammar chart. Say: For count nouns we ask “How
Count nouns many?” For non-count nouns we ask “How much?”
Non-count nouns • Read aloud the questions and answers in the grammar chart.
How many? How much? Ask Ss to repeat after you.
• Begin class. Books closed. Draw a vertical line down the
board, making two columns. Ask Ss: What kind of food do COMPREHENSION CHECK
you have in your kitchen? As Ss respond, write the count
items they say in the first column and the non-count items in
• Direct Ss’ attention to the picture on page 84.
the second column. For example:
• Write on the board:
Food in my kitchen
apples milk Count nouns   Non-count nouns
eggs bread • Say: Tell me one count noun in the picture. Elicit: apple,
carrots juice banana, potato, etc. Write the word in the correct column.
cookies rice • Elicit and write one non-count noun, for example: bread,
• When you have filled up both columns, ask: What’s the cheese, milk.
difference between the first column and the second? • Ss in pairs. Ask Ss to copy into their notebooks the columns
• Underline all the -s plurals in the foods in the first column. from the board and then write down all the count and non-
Say: You can count all of these items, for example: two eggs, count nouns in the picture on page 84. Walk around and help
three carrots, four cookies. These are called count nouns. as needed.
Point to the words in the lesson focus on the board and label • Ask Ss to write their answers in the columns on the board.
the first column Count nouns. Count nouns can include: bananas, potatoes, cookies,
• Point to the food items in the second column. Say: You can’t apples, shopping carts. Non-count nouns can include: bread,
count these items. These are non-count nouns. Point to the cheese, milk, etc.
words in the lesson focus on the board and label the second
column Non-count nouns. Teaching Tip
Ss may want to know whether person is a count or a
Teaching Tip non‑count noun. Explain that it is a count noun, but the
It might be helpful to remind Ss what nouns are. Ask: plural form is usually people.
What is a noun? Elicit, or tell Ss if they don’t know, It’s a
person, place, or thing.
PRACTICE
PRESENTATION • Read aloud the instructions for Exercise 2A.
• Ss complete the exercise individually. Walk around and help
Focus on form as needed.
• Use the animated grammar presentation in one or more of • Ask individual Ss to say which count nouns they circled, and
the following ways: ask How many? questions about the pictures. For example:
How many carrots do you see?
• Preview it before class
Option Ask Ss to write the count nouns they circled in the
• Show it in class
correct column on the board. Ask them to write the non-count
• Encourage Ss to watch it outside of class. nouns they didn’t circle in the second column.
• Books open. Direct Ss’ attention to the grammar chart in CD2, Track 14 Read the second part of the instructions
Exercise 1. Say the count nouns aloud and ask Ss to repeat for Exercise 2A. Play or read the audio (see audio script,
after you. Do the same for the non-count nouns. page T-175). Have Ss listen and repeat. Correct
pronunciation as needed.

Lesson B T-86
LESSON B How many? How much?
PRESENTATION • Books open. Direct Ss’ attention to Exercise 3 and read the
instructions aloud. Ask: Do you make fruit salad at home?
• Books closed. Write on the board: apples. Ask: Is this a count Teaching Tip
noun or a non-count noun? Elicit: It’s a count noun.
Explain that pretend means to imagine you are doing
• Write on the board: How many apples do you need? Read the something.
question aloud. Ask Ss to repeat after you.
• Write on the board: milk. Ask: Is this a count noun or a non- • Read aloud the names of the fruit. Ask Ss to repeat.
count noun? Elicit: It is a non-count noun. • Ask two Ss to read aloud the example question and answer.
• Write on the board: How much milk do you need? Read the • Ss complete the exercise in pairs. Help as needed.
question aloud. Ask Ss to repeat after you.
• Ask several pairs to perform their conversations for
the class. Make sure Ss are using How much and How
PRACTICE many correctly.

• Books open. Direct Ss’ attention to Exercise 2B and read the Expansion activity (small groups)
instructions aloud. Ask two Ss to read the first two examples • Tell Ss to write out a recipe together. The recipe will have a
aloud. list of ingredients and also steps for making the food.
• Ss complete the exercise individually. Help as needed. • Model the activity. Write the following recipe on the board:
• Direct Ss’ attention to Exercise 2C and read the instructions Lemonade
aloud. Ingredients: 4 cups lemon juice, 4 cups water, 1½ cups
• Ss complete the exercise individually. Help as needed. sugar, 4 cups ice
Process: Mix lemon juice, water, ice, and sugar together.
COMPREHENSION CHECK Serve to your friends!
• Ask Ss: How much lemon juice do I need? (4 cups.) How
• Read aloud the second part of the instructions for Exercise 2C. much water? (4 cups.) How much sugar? (1½ cups.) How
CD2, Track 15 Play or read the audio (see audio script, many cups of ice? (4)
page T-175). Listen to Ss’ pronunciation as they repeat. • Ss write their recipes in pairs. Tell Ss to make the recipes
Repeat the audio as needed. very simple.
• Check answers with the class. Call on individual Ss to read • When Ss are finished, ask several to write them on the
the questions aloud. board. The rest of the class will then ask questions about
• Direct Ss’ attention to Exercise 2D and read the instructions the ingredients using How much and How many.
aloud.
• Model the examples with a S. You speak first. EVALUATION
• Ss complete the exercise in pairs. Help as needed.
• Direct Ss’ attention to the lesson focus on the board.
• Ask pairs to perform their conversations for the class.
• Show Ss the pictures on page 86. Point to different pictures.
Useful Language Say the words and ask: Is this a count noun or a non-count
noun? Go around the room.
Read the tip box aloud. Focus on the questions with How
many and How much. Ask Ss to repeat the questions • Say: Now ask questions about the pictures. Use “How much”
after you. Then have them answer using A few, A little, Not and “How many.”
many, Not much, or A lot.
• Check off the items as Ss demonstrate understanding of
what they have learned in the lesson.
APPLICATION
More Ventures, Unit 7, Lesson B
• Books closed. Ask: Do you like to cook? Elicit Yes or Workbook, 15–30 min.
No responses. Multilevel Worksheets, 30–45 min. [Link]/
• Ask a S who responded with Yes: What do you like to cook? Collaborative Worksheets, 30–45 min. ventures/resources/
Elicit an appropriate response. Continue by asking other Ss Student Arcade, time varies [Link]/
what they like to cook. venturesarcade/
• Choose one of the responses that requires simple
ingredients. Ask: What do you need for (name of food item)?
Write on the board the ingredients the S says.

T-87 Unit 7
Teaching objectives
• Introduce There is and There are
• Provide practice asking and answering Yes / No
questions with there
• Put both apples on the desk and say: There are two apples
on the desk. Write the sentence on the board. Ask Ss to
repeat.
WARM-UP AND REVIEW
• Take away one of the apples from the desk and ask: Is there
an apple on the desk? Elicit: Yes, there is. Then ask: Are
Focus on meaning / personalize there two apples on the desk? Elicit: No, there aren’t. Put
• Before class. Write today’s lesson focus on the board. the second apple back on the desk and ask: Are there two
Lesson C: apples on the desk? Elicit: Yes, there are.
There is / Is there? • Point to an empty desk. Ask: Is there any bread on the desk?
There are / Are there? Elicit: No, there isn’t. Put the bread on the desk. Ask: Now is
• Begin class. Books closed. Review count and non-count there any bread on the desk? Elicit: Yes, there is.
nouns. Show Ss items in the classroom, such as a pencil, a • Elicit other short answers using different count and non-
pen, an eraser, and the whiteboard. Each time you show an count objects.
item, ask the class: Is this a count or a non-count noun? (All
are count nouns.)
PRACTICE
• Draw non-count items on the board, such as bread, milk,
cheese, and juice. Ask: Are these count or non-count nouns?
Elicit: They are non-count nouns.
• Turn Ss’ attention to Exercise 2A and read the instructions
aloud.
• Ss complete the exercise individually. Walk around and help
PRESENTATION as needed.
• Check answers with the class. Ask Ss to write their answers
Focus on form on the board. Ask different Ss to read the answers aloud.
• Use the animated grammar presentation in one or more of Ask other Ss to make any necessary corrections on the
the following ways: board.
• Preview it before class • Read aloud the second part of the instructions for
• Show it in class Exercise 2A.

• Encourage Ss to watch it outside of class. CD2, Track 16 Play or read the audio (see audio script,
page T-175). Listen to Ss’ pronunciation as they repeat the
• Put a pen on a desk. Ask: Is there a pen on the desk? (Yes.) conversations. Correct pronunciation as needed.
Take the pen off the desk. Ask: Now is there a pen on the
desk? (No.) • Ss practice the conversations in pairs. Walk around and help
as needed.
• Put two or more pens on the desk. Ask: Are there any pens
on the desk? (Yes.) Take the pens off the desk. Ask: Now are • Ask several pairs to read the conversations for the rest of
there pens on the desk? (No.) the class.
• Direct Ss’ attention to Exercise 2B and read the instructions
Teaching Tip aloud.
Ss may not know this grammar structure yet. Accept • Ss complete the exercise individually. Walk around and help
simple Yes / No answers. as needed.

• Books open. Direct Ss’ attention to the grammar chart • Check answers with the class. Ask Ss to write their answers
in Exercise 1. Read aloud each statement, question, and on the board. Ask different Ss to read the answers aloud.
answer. Ask Ss to repeat after you. Ask other Ss to make any necessary corrections on the
board.
• Ss in pairs. Have Ss practice reading the statements,
questions, and answers in the grammar chart to each other. • Read aloud the second part of the instructions for
Exercise 2B.

COMPREHENSION CHECK CD2, Track 17 Play or read the audio (see audio script,
page T-175). Listen to Ss’ pronunciation as they repeat the
conversations. Correct pronunciation as needed.
• Bring in objects to illustrate the grammar points, for example,
two apples and a loaf of bread. • Say: Practice with a partner. In pairs, have Ss practice the
conversations. Walk around and help as needed.
• Put one apple on a desk. Say: There is an apple on the desk.
(Throughout this activity, emphasize the underlined words.) • Ask several pairs to read the conversations to the class.
Write the sentence on the board. Ask Ss to repeat.

Lesson C T-88
LESSON C Are there any bananas?
PRACTICE • Ask several pairs to ask and answer the questions for the
rest of the class.
• Direct Ss’ attention to the picture in Exercise 2C. Ask: What Option After Ss have worked in pairs, ask them to team up
do you see? Elicit the names of the groceries. with another pair. They can continue the exercise by asking
the new Ss the questions in Exercise 3.
• Read the instructions aloud. Ask a S to read the example
sentence aloud. Be sure Ss understand the task.
Expansion activity (small groups)
• Ss complete the exercise individually. Walk around and help
as needed.
• Memory game. Before playing this game, briefly review the
vocabulary from this lesson, for example: a carton of apple
• Check answers with the class. Ask Ss to write their juice, a bottle of water, three boxes of tea, etc.
sentences on the board. Ask different Ss to read them
aloud. Ask other Ss to make any necessary corrections on
• Ask Ss to sit in groups of five to seven. Say: Tell your group
something you have in your kitchen. The next person will
the board.
repeat what you say and then tell the group what he or she
has in the kitchen. Give Ss an example:
COMPREHENSION CHECK S1 In my kitchen, I have two bottles of water.
S2 In his kitchen, he has two bottles of water, and I have one
• Read aloud the second part of the instructions for carton of milk.
Exercise 2C.
S3 In his kitchen, he has two bottles of water, she has one
CD2, Track 18 Play or read the audio (see audio script, carton of milk, and I have one bag of rice.
page T-176). Listen to Ss’ pronunciation as they repeat the
sentences. Correct pronunciation Keep playing until everyone has had a chance to participate.
as needed. Ask one S from each group to try to remember everything the
group members have said.
Useful Language
Learner persistence (whole group)
Read the tip box aloud. Review the words by pointing to
the objects in the picture in Exercise 2C. Have students • Ask the class: What is there to help you improve your English?
use the count words to tell how many of an item they see. Encourage Ss to answer using There is and There are. Talk
about resources available to Ss, for example: There are
volunteers who can help you in class. There are dictionaries
APPLICATION on the shelf. There are students in a more advanced class who
can help you with your homework.
• Direct Ss’ attention to the picture in Exercise 2D. Ask: What
do you see? Elicit: A bag of sugar, six bottles of water, three EVALUATION
boxes of tea, etc.
• Read the instructions aloud. Ask four Ss to read aloud the • Direct Ss’ attention to the lesson focus on the board.
example conversations.
• Focus Ss’ attention on the picture on page 84. Say: Ask
• Ss complete the exercise in pairs. Walk around and help as questions. Use “Is there” and “Are there.” Go around the room.
needed. Then ask Ss to answer the questions using There is and
• Ask several pairs to ask and answer the questions for the There are.
rest of the class. • Check off the items as Ss demonstrate understanding of
• Read aloud the instructions for Exercise 3. Write on the what they have learned in the lesson.
board: There is . . . or There are . . .
• Ask a S the first question. Point to the words on the board to More Ventures, Unit 7, Lesson C
indicate that the S should use this structure when answering Workbook, 15–30 min.
the question.
Multilevel Worksheets, 30–45 min. [Link]/
• Ss complete the exercise in pairs. Walk around and help as Collaborative Worksheets, 30–45 min. ventures/resources/
needed.
Student Arcade, time varies [Link]/
venturesarcade/

T-89 Unit 7
Teaching objectives
• Introduce a paragraph about regular customers in a
grocery store
• Introduce looking for clues to determine the meaning
of vocabulary COMPREHENSION CHECK
• Provide practice getting information from a reading
• Provide practice with new topic-related vocabulary • Read aloud the instructions for Exercise 3A. Ask a S to read
the example aloud.
• Ask: Is this story about regular customers at a restaurant?
WARM-UP AND REVIEW (No, this story is about regular customers at a supermarket.)
Point to where No is circled for number 1. Be sure Ss
• Before class. Write today’s lesson focus on the board. understand the task.
Lesson D: • Ss complete the exercise individually. Walk around and help
Read and understand “Regular Customers” as needed.
Learn new vocabulary about shopping
• Check answers with the class. Ask Ss to read their sentences
• Begin class. Books closed. Write on the board: regular and answers aloud.
customer. Ask a S: Where do you usually go grocery
• Ask Ss to take out a piece of paper. Read the instructions for
shopping? Elicit an appropriate answer. Write the name of the
Exercise 3B.
store on the board. Point to it. Say: (Name of S) is a regular
customer at (name of store). Continue by asking several • Model the task of correcting the sentences. Point to No for
more Ss where they like to shop. number 1 in Exercise 3A. Read the sentence aloud. Tell Ss:
This sentence is incorrect. Tell me the correct sentence. This
• Remind Ss about the grocery store they saw in the picture story is about regular customers at a . . . (supermarket). Write
on page 84. Then focus Ss’ attention on Exercise 1 on page
on the board: This reading is about regular customers at a
90. Read the instructions aloud. Point to the picture and ask:
supermarket.
Where are they? (at the grocery store, at the checkout.) Ask:
What are they doing? (shopping, buying groceries, paying for • Ss complete the exercise individually. Walk around and help
food.) as needed.
• Check answers with the class. Ask Ss to write their answers
PRESENTATION on the board. Then ask different Ss to read the answers
aloud. Ask: Are the sentences correct? Make any necessary
corrections on the board.
• Direct Ss’ attention to Exercise 2. Read the instructions aloud.
CD2, Track 19 Play or read the audio and ask Ss to follow PRACTICE
along (see audio script, page T-176). Repeat the audio as
needed.
• Ask Ss questions about the paragraph: How much money do
Read the tip box aloud. Ask Ss if they understand what they have? ($15.75.) How much more do they need? ($1.)
regular customer means. It might be helpful to have a • Direct Ss’ attention to Exercise 3C and read aloud
discussion about context clues and how they help you the instructions.
find the meanings of words. Ask Ss if they can sometimes
figure out the meaning of a new word without using a • Ss complete the exercise individually. Walk around and help
dictionary. as needed.
• Check answers with the class. Ask Ss to read aloud their
• Have Ss tell if there are any words in the reading that they questions and answers.
don’t understand. Ask if they can figure out the meaning of
the words by looking for clues to help them. Teaching Tip
Teaching Tip It might be helpful to remind Ss that we use the question
words How many for count nouns and How much for non-
Ss may not know the meaning of the word bill as it is count nouns, such as money.
used in this context. It might be helpful to ask a S to
read the last sentence in the paragraph. Ask Ss what a
ten-dollar bill could be. If Ss can’t figure out the meaning,
draw a ten-dollar bill on the board.

Learner persistence (individual work)

CD2, Track 19 Ss can listen to the audio for Exercise 2
at home for reinforcement and review. They can also listen to
the audio for self-directed learning when class attendance is
not possible.

Lesson D T-90
LESSON D Reading
WARM-UP AND REVIEW • Tell Ss to open their eyes. Ask the S: Is there a one-dollar bill
in your hand? Elicit: Yes, there is or No, there isn’t. Elicit more
questions from the class until someone guesses correctly.
• Books closed. Find out what Ss know about the new
vocabulary by asking questions that use the new words. Ss Then invite that S to the front of the class to choose another
can answer the questions by raising their hands. If possible, item while the other class members close their eyes. Elicit
show Ss the items that you ask about (use fake ATM and another round of questions.
credit cards or draw pictures of them on the board). Ask:
How many of you have a debit card? PRACTICE
How many of you have a checking account?
How many of you have a credit card? • Direct Ss’ attention to the first set of pictures in Exercise
• Write money on the board. Ask: What are some different 4B. Ask: What do you see? (a dollar bill and four quarters.)
amounts of money? Write Ss’ responses on the board. Elicit: Say: A dollar bill is the same as four quarters.
penny, nickel, dime, quarter, half-dollar, one-dollar bill, five- • Continue by asking Ss about the remaining sets of pictures.
dollar bill, ten-dollar bill, twenty-dollar bill. Elicit: A quarter is the same as two dimes and a nickel. A
twenty-dollar bill is the same as two ten-dollar bills. A half-
Teaching Tip
dollar is the same as two quarters.
Do not be surprised if Ss do not know the new words. • Read the instructions aloud. Ask two Ss to read the example
This exercise is meant to show you if your Ss already
conversation.
know some of the vocabulary in this lesson.
Read the tip box aloud. Ask Ss to repeat the names of
the bills after you. Repeat the words if needed.
PRESENTATION
• Ss practice the conversations in pairs. Help as needed.
• Books open. Focus Ss’ attention on the pictures in Exercise • Ask pairs to perform their conversations for the class.
4. Say: These are pictures of different types of money.
• Direct Ss’ attention to the word bank in Exercise 4A. Say: EVALUATION
Repeat the words after me. Say each word. Listen to Ss’
pronunciation as they repeat. Correct pronunciation.
• Direct Ss’ attention to the lesson focus on the board.
• Say: Write the words in the Picture dictionary. Point to the
first example, which has been done. Be sure Ss understand
• Put a check mark next to Read “Regular Customers.” Elicit
sentences for the words in the Picture dictionary.
the task.
• Ss complete the exercise individually. Help as needed. • Check off each part of the lesson focus as Ss demonstrate
an understanding of what they have learned in the lesson.

COMPREHENSION CHECK Expansion activity

• Refer Ss to “SaveMore Supermarket #4,” another reading on
CD2, Track 20 Play or read the audio (see audio script, the same topic on Student’s Book pages 148-149.
page T-176). Ss should check their answers and repeat the • Have Ss complete the activity either in class or outside of
words after they hear them. Repeat the audio if necessary. class.
• Provide feedback to Ss such as through a whole-class
Learner persistence (individual work) discussion, partners comparing their worksheets, or T
CD2, Track 20 Ss can listen to the audio for Exercise 4A reviewing each S’s worksheets.
at home for reinforcement and review. They can also listen to
the audio for self-directed learning when class attendance is
More Ventures, Unit 7, Lesson D
not possible.
Workbook, 15–30 min.
Expansion activity (whole group) Picture Dictionary Worksheets,
30–45 min. [Link]/
• Materials needed Examples of the items in the Picture
dictionary (a fake ATM card, a penny, a dollar bill, etc.) Multilevel Worksheets, 30–45 min. ventures/resources/
Collaborative Worksheets, 30–45 min.
• Guessing game. Ss practice guessing what their classmates
are hiding behind their backs. Model the activity by spreading Student Arcade, time varies [Link]/
venturesarcade/
out the money and cards on the desk in front of the class.
Ask all the Ss in the class to close their eyes. Invite a S to
come to the front of the class and choose one item. Instruct
the S to hold the item behind his or her back.

T-91 Unit 7
Teaching objectives
• Prepare Ss for writing a text asking someone to go
shopping for them
• Introduce the use of commas to separate three or
more items • Ss in pairs. Say: Now read the text to your partner. Then your
partner will read it to you. Walk around and help as needed.
• Direct Ss’ attention to the “Going shopping” list to the right
WARM-UP AND REVIEW of the text. Say: Work with your partner. Write the items that
Mom needs to buy at the store.

• Before class. Write today’s lesson focus on the board. • Check answers with the class. Ask individual Ss to write
Lesson E: the shopping list on the board. Ask: Is the list correct? Ask
Write a text about food shopping volunteers to make any necessary corrections to the list.

• Begin class. Books closed. Ask Ss: In your family, who goes • Direct Ss’ attention to the picture in Exercise 1C. Ask: Where
grocery shopping? Elicit appropriate responses. is the woman? (She is at SaveMore Market.) What do you
see? (The woman is shopping. She is buying apples, bread,
• Ask: Do you like to go grocery shopping? Why or why not? coffee, etc.)
Elicit appropriate responses.
• Read aloud the instructions for Exercise 1C. Ask a S to read
the example aloud.
PRESENTATION
• Ss complete the exercise individually. Walk around and help
as needed.
• Books open. Direct Ss’ attention to Exercise 1A. Read the
instructions aloud. • Write the numbers 1–7 on the board. Ask individual Ss
to write their answers on the board. Ask: Are the answers
• Ask three Ss to read the questions aloud. correct? Ask volunteers to correct any errors.
• Ss complete the exercise in pairs. Encourage Ss to take
notes on their partner’s answers. Expansion activity (student pairs)
Teaching Tip • Review How much / How many. Direct Ss’ attention to
the picture in Exercise 1C. Ask: How many apples is she
To answer the first question, it might be helpful to refer Ss buying? (six.)
to page 74 in Unit 6 to review prepositions of time.
• Ss in pairs. Say: Ask your partner questions about the food
• Ask several pairs to ask and answer the questions for the the woman is buying. Use “How much” or “How many.”
rest of the class. • Ss complete the activity in pairs. Walk around and help as
Option Ask Ss to report their partner’s responses to the needed.
class, for example: My partner goes shopping on Saturday • Ask several pairs to ask and answer their questions for the
morning. There is only one supermarket in her neighborhood. rest of the class.
It is SaveMore Supermarket. She usually buys milk, eggs, and
rice at the supermarket. Expansion activity (student pairs)
• Matching exercise. Practice using amounts from page 89.
PRACTICE Copy the following lists on the board, making two columns:
A bag of bread
• Direct Ss’ attention to Exercise 1B and read the instructions A bottle of sugar
aloud. A box of meat
A can of water
• Write Shopping list on the board. Point to the words. Say
A carton of milk
them aloud and ask Ss to repeat after you. Ask: What is this?
A loaf of cereal
Elicit: It’s a list of food you need to buy at the supermarket.
A package of beans
• Ask: Do you make a list before you go to the supermarket?
Elicit Yes or No answers. • Ask pairs to copy the lists into their notebooks and
then match the phrases on the left with the food items
Option Encourage Ss to make their shopping lists in English on the right. Tell Ss that there may be more than one
to help them practice food vocabulary. correct answer.
• Ask Ss to read the text silently. • When Ss finish, ask them to come to the board and draw
lines connecting the items together.

Lesson E T-92
LESSON E Writing
PRACTICE • Ss complete the exercise in pairs. Walk around and help as
needed.
• Direct Ss’ attention to Exercise 1D and read the instructions • Ask pairs to answer the questions about their partner’s text
aloud. for the class.
• Ask: What’s a comma? If Ss don’t know the word, draw a Learner persistence (whole group)
large comma on the board, and point out the comma after
the greeting in the note. • Encourage Ss to practice writing texts or emails to each
other in English. Tell Ss that this kind of writing practice will
Read the tip box aloud. Tell Ss that when there is a help to improve their English skills and will be useful in the
comma in a sentence, it is a signal to the reader to workplace.
pause. Ask several Ss to read aloud the example
sentence in the tip box. Make sure they pause after each Expansion activity (individual work)
comma in the sentence.
• Dictation. Tell Ss to take out a piece of paper. Dictate the
• Ss complete the exercise individually. Walk around and help following text:
as needed. Dear Sam,
• Ask five Ss each to write a sentence from the text on the Can you get some groceries for me?
board, adding commas correctly. I need lettuce, tomatoes, and carrots. I need
rice, beans, and a package of meat. I also
• Ask different Ss to read the sentences aloud. Ask: Are need milk, juice, and a bottle of soda.
the commas in the correct places? Ask Ss to correct any
Thanks so much.
punctuation errors on the board.
• Ask Ss to write the text on the board when they have
• Ask: Do you ever write texts to people in English? What kinds finished. Ask: Are these sentences correct? Make any
of texts do you write? Who do you write the texts to? Elicit
necessary corrections. Be sure Ss use commas and other
appropriate responses.
punctuation correctly in the text.
• Say: We are going to practice writing a text in English.
• Direct Ss’ attention to the blank text bubble in Exercise 2. EVALUATION
Read the instructions aloud.

Teaching Tip • Direct Ss’ attention to the lesson focus on the board.
If Ss need help getting started with the text, tell them to • Have students reread the note about food shopping on page
use the notes on pages 92 and 93 as examples. 92, pausing at commas.
• Check off the lesson focus as Ss demonstrate an
understanding of what they have learned in the lesson.
COMPREHENSION CHECK
More Ventures, Unit 7, Lesson E
• Read aloud the instructions for Exercise 3A. Ss complete the Workbook, 15–30 min.
exercise in pairs. Walk around and help as needed. Help with
pronunciation. Multilevel Worksheets, 30–45 min. [Link]/
Collaborative Worksheets, 30–45 min. ventures/resources/
• Read aloud the instructions for Exercise 3B. This exercise
asks Ss to work together to correct their writing. Ask a S to
read the questions aloud. Tell Ss to exchange papers and
look at their partner’s text for the answers to the questions.
Tell Ss to circle the answers on their partner’s text.

T-93 Unit 7
Teaching objectives
• Introduce reading a supermarket advertising flyer
• Provide practice that develops test-taking skills
• Present a problem and possible solutions for Ss to discuss
• Introduce some and any Teaching Tip
It might be helpful to go over the different ways to say the
price per unit. Tell Ss that if the price is for one type of
WARM-UP AND REVIEW container, we say $1.39 a bag or $1.09 a box. If the price
is for a certain number of items, we say $1.95 for 100
napkins or $2.99 for eight buns.
• Before class. Write today’s lesson focus on the board.
Lesson F: • Direct Ss’ attention to Exercise 1B and read the instructions
Understand a supermarket advertisement aloud. Say: Solve the problem.
Use “some” and “any”
• Ss complete the task individually. Help as needed.
• If possible, bring some local supermarket ads to class.
• Have Ss discuss the solution as a class. Accept all plausible
• Begin class. Books closed. Write on the board: answers.
advertisement. Point to the word and pronounce it. Show the
supermarket ads to the class (or write Shop at SaveMore! Expansion activity (small groups)
on the board). Say: These are advertisements. Erase the last
part of advertisements on the board, leaving the word ad.
• Materials needed Advertisements from local supermarkets
Say: This is the short form. People usually say “ad” instead of • Write on the board:
“advertisement.” 1. What is the name of the store?
• Ask: Do you look at supermarket ads? Elicit a Yes or 2. What
  do you want to buy? (Choose five count nouns and
No response. Ask: Do you use supermarket ads in your five non-count nouns.)
countries? Elicit a Yes or No response. 3. How much is each item?
4. How much is the total?
PRESENTATION • Ss in small groups. Pass out an advertisement to each
group. Ask Ss to look through the ads and answer the
• Books open. Direct Ss’ attention to the ad in Exercise 1. questions on the board.
Ask: What is this? Elicit: It’s a supermarket ad.
• When Ss are finished, ask a member from each group to
stand up. Other Ss ask them the questions on the board.
Expansion activity (whole group)
• Review the Speaking Tip on page 85. Point to each price in Expansion activity (small groups)
the ad and ask a S to read it aloud, using the two variations
• Number and price practice. Direct Ss’ attention to the
($1.39 = one thirty-nine or one dollar and thirty-nine cents). sample ad in Exercise 1.
• Ss in small groups. Say: Make a shopping list. Use the items
PRACTICE in the ad. Make sure you include multiple amounts of the
items, such as two bottles of Happy Time Ketchup, three
• Direct Ss’ attention to Exercise 1A and read the instructions Yummy Soft Drinks, etc.
aloud. Be sure Ss understand the task. Have Ss individually • Tell Ss that when they are finished, they need to total the
scan for and fill in the answers. amount of money they need in order to buy the items. Then
• Ask four Ss to write their answers on the board. Ask: Are they will say their list aloud (without the total) to another
the answers correct? Ask a volunteer to make any necessary group. The other group has to add up the prices, too. Ask
corrections on the board. the groups to compare their prices. Are they the same or
different? Which group has the correct total price?
Teaching Tip
This exercise is meant to prepare Ss to take standardized
tests. It might be helpful to go over some test-taking
skills, such as the importance of reading the questions
first and scanning the ad for relevant information. Another
test-taking skill would be for Ss to look at the way the
questions are ordered (vertically or horizontally). This will
help them in a test-taking situation where they are asked
to supply their answers in a bubble-in / fill-in format.

Lesson F T-94
LESSON F Another view
WARM-UP AND REVIEW • Ss complete the exercise in pairs. Walk around and help as
needed.

Focus on meaning / personalize • Ask several Ss to say their questions and answers for the
rest of the class.
• Books closed. Write on the board: We need . We don’t
need .
APPLICATION
• Say: Imagine we are going to make a cake. What do we
need? What don’t we need? Write Ss’ responses under the
correct headings. (We need sugar, eggs, etc. We don’t need • Direct Ss’ attention to Exercise 2B. Read the instructions
vegetables, etc.) Point to the first response. Say: We need aloud.
some eggs. Point to the first negative response. Say: We • Ask four Ss to read the example conversation aloud.
don’t need any vegetables. • Ask: Why did they use the word “some” in the sentence
• Write on the board: We want . We don’t want . “Yes, we want some balloons.”? (because it is an affirmative
Ask: What do we want in our classroom? Write Ss’ responses statement.) Ask: Why did they use the word “any” in the
under the correct headings. (We want computers, maps, etc.) question “Do we want any soft drinks?” (because it is a
Ask: What don’t we want in our classroom? (We don’t want question.)
noise, etc.) Point to the first response. Say: We want some • Ss complete the exercise in groups. Walk around and help as
computers. Point to the first negative response. Say: We needed.
don’t want any noise. Write some and any on the board.
• Ask several S groups to report back to the class. Ask them
Teaching Tip to write their total cost on the board. Make sure Ss are using
some and any correctly and that their items do not add up to
Encourage Ss to think up funny responses. This will make more than $35.
the atmosphere in your classroom more relaxed, and Ss
will be able to practice English with less anxiety.
EVALUATION
PRESENTATION • Lead the class in a quick review of the unit. Have Ss turn
to Lesson A. Ask the class to call out what they remember
Focus on form about this lesson. Prompt Ss, if necessary, with questions,
for example: What are the conversations about on this page?
• Use the animated grammar presentation in one or more of What vocabulary is in the picture? Continue in this manner to
the following ways:
review each lesson quickly.
• Preview it before class
Expansion activity
• Show it in class
• Encourage Ss to watch it outside of class. • Before class. Print, for each student, one copy of the Self-
assessment for this unit.
• Books open. Focus Ss’ attention on the grammar chart in
Exercise 2. Read the headings and statements aloud.
• Have Ss complete the Self-assessment either in class or
outside of class.
• Say: We use “some” and “any” for plural count nouns and
non-count nouns. Use “some” for an affirmative statement and
• Provide feedback to Ss such as through a whole-class
discussion, partners comparing their worksheets, or T
“any” for a negative statement or question.
reviewing each S’s worksheet.
Teaching Tip • If Ss are ready, administer the unit test on page T-196.
It might be helpful to tell Ss to look at the grammar chart The audio script for the test is on page T-209.
on page 88 for examples of questions with any in them.
More Ventures, Unit 7, Lesson F
Workbook, 15–30 min.
PRACTICE
Multilevel Worksheets, 30–45 min.
Collaborative Worksheets, 30–45 min. [Link]/
• Focus Ss’ attention on the shopping list in Exercise 2A. ventures/resources/
Ask: What do you see? (a shopping list.) Ask a S to read Self-assessment, 10 min.
the list aloud. Direct Ss’ attention to the picture next to CASAS Test Prep Worksheet, 5–10 min.
the list. Ask: What’s in the cabinet? (apples, bananas, etc.)
Read the instructions aloud. Ask two Ss to read the example
questions and answers aloud.

T-95 Unit 7
UNIT 8
Teaching objectives
• Introduce students to the topic What is the female server doing? (She is giving the customer
• Find out what students know about the topic food and a drink.)
• Preview the unit by talking about the picture What is the man at the counter doing? (He is eating.)
• Provide practice of key vocabulary Option If you feel Ss need help reviewing more basic Yes /
• Provide practice that develops listening skills No questions, point to people in the picture and ask: Is he a
server / cook / construction worker / etc.? Ss will give a Yes
or No answer.
WARM-UP AND REVIEW
PRACTICE
• Before class. Write today’s lesson focus on the board.
Lesson A: • Direct Ss’ attention to Exercise 1B. Model the task. Hold up
Work vocabulary the Student’s Book. Say to a S: Point to the busperson in the
Names of occupations picture. (The S points to the busperson.)
• Begin class. Books closed. Write on the board: work. Point • Ss in pairs. Say to one S: Say the words in Exercise 1B. Say
to the word. Say: Today’s class is about work. What are some to his or her partner: Point to the person in the picture.
different kinds of jobs? Elicit occupations and write them on • Pairs complete the exercise. Help as needed. When Ss
the board. finish, have them change partners and roles.
• Ask Ss: Do you work? Elicit Yes or No answers. Ask Ss who • Ask several pairs to perform the exercise for the class to
say Yes: Where do you work? What is your job or occupation? check Ss’ understanding.
Write Ss’ responses on the board.
Expansion activity (small groups)
PRESENTATION • Ss in small groups. Say: Choose one of the tables in the
picture on page 96. Talk about it in your group. Write three or
• Books open. Set the scene. Direct Ss’ attention to the four sentences about the table in the picture.
picture on page 96. Ask: Where is this? (a restaurant, a café.) • When Ss finish, ask one person from each group to read the
Ask: What do you see? Elicit as much vocabulary about the description to the rest of the class. The class tries to guess
picture as possible: restaurant, servers, people eating and which table is being described.
drinking, kitchen, tables, chairs, a sign.
Expansion activity (student pairs)
Teaching Tip
• Materials needed Old magazines with pictures of people
Do not expect Ss to know all the new vocabulary words. doing different jobs
These questions are intended to find out what Ss already
know about work vocabulary. • Ss in pairs. Give each pair an old magazine. Say: Find a
picture of someone working. Cut out the picture and glue it
• Direct Ss’ attention to the key words in Exercise 1B. Read onto a piece of paper. Then write about that person. What is
each word aloud while pointing to the corresponding person his or her name? What is his or her job? What is he or she
in the picture. Ask the class to repeat and point. doing in the picture?
• Ss complete the activity in pairs. Walk around and help as
Teaching Tip needed.
Ss may not be familiar with some of the occupations • When Ss finish, ask them to post the pictures around
listed at the top of the page. It might be helpful to hold up the room. Ask Ss to peruse the “gallery” and read the
the Student’s Book and point out each occupation so that
descriptions their classmates have written.
the class knows which job each word is describing.
Learner persistence (whole group)
COMPREHENSION CHECK • Ask working Ss: What’s your job? Do you speak English at
your job? What are some examples of words you say at work?
• Ask Ss Wh- questions about the picture. Recycle questions in • Work with Ss to find out what types of language help they
the present continuous. Ask: need in order to do their jobs. If Ss are struggling to speak
What is the cook doing? (He is cooking / cutting / grilling English at work, try to arrange for them to have a tutor who
food.) can focus on specific workplace English in order to help
What is the male server doing? (He is talking to the customer. / those Ss meet their language needs at work.
He is working.)

Lesson A T-96
LESSON A Listening
PRESENTATION CD2, Track 21 Play or read the audio again. Pause
the audio after each conversation. Point to a letter of the
conversation on the board. Ask: Is this correct? Make
• Focus Ss’ attention on the pictures in Exercise 2A. Hold up
the Student’s Book. Point to picture number 1. Ask: What’s corrections on the board.
his job? (He’s an electrician.)
• Continue by pointing at pictures 2−6 in turn. Make sure Ss APPLICATION
know the names of each of the jobs represented.
• Direct Ss’ attention to Exercise 2A and read the instructions • Books closed. Ask Ss: What are some places that people can
aloud. Tell Ss: Listen to conversation A. work? Elicit examples such as: restaurant, hospital.
CD2, Track 21 Play or read the first conversation only • Ask working Ss: Where do you work? Elicit responses.
from the audio (see audio script, page T-176). • Books open. Direct Ss’ attention to Exercise 3.
• Ask Ss: Which picture matches conversation A? (picture • Hold up the Student’s Book. Point to the words in the word
number 4.) After Ss respond, hold up the Student’s Book. bank. Say each word. Ask Ss to repeat.
Point to the handwritten a next to number 4. • Read aloud the instructions for Exercise 3.
CD2, Track 21 Play or read the complete audio. Ss • Hold up the Student’s Book. Point to the hospital sign. Ask a
complete the exercise individually. S to read the example aloud.
• Ss complete the exercise individually. Help as needed.
PRACTICE • Write the numbers 1–6 on the board. Ask Ss to write their
answers on the board.
• Write numbers 1−6 on the board. Ask Ss to write the
answers on the board. Point to each answer in turn. Ask: Is it Expansion activity (student pairs)
correct? Make corrections as needed. • Ask Ss to make up questions about the people in the
• Direct Ss’ attention to Exercise 2B. Read the instructions pictures in Exercise 2A. Write on the board: Where does
aloud. a work? A works at a .
CD2, Track 21 Play or read the audio. Pause after the first • Model the activity. Point to the picture of the doctor. Ask a S:
conversation. Ask: Which years or dates do you hear in this Where does a doctor work? (at a hospital.)
conversation? (15 years ago.) Show Ss where 15 has been • Ss complete the activity in pairs. Walk around and help as
written for conversation A. needed.
CD2, Track 21 Play or read the complete audio. Ss • Ask several S pairs to ask and answer the questions for the
complete the exercise individually. rest of the class.

Learner persistence (individual work)

CD2, Track 21 Ss can listen to the audio for Exercises
EVALUATION
2A and 2B at home for reinforcement and review. They can
also listen to the audio for self-directed learning when class • Direct Ss’ attention to the lesson focus on the board. Ask Ss
attendance is not possible. to identify the occupations in the pictures on pages 96 and 97.
• Check off the lesson focus as Ss demonstrate understanding
COMPREHENSION CHECK of what they have learned in the lesson.

More Ventures, Unit 8, Lesson A

• Write the letters A–F on the board. Ask individual Ss to come
to the board and write the correct answers to Exercise 2B Workbook, 15–30 min.
next to each number. Multilevel Worksheets, 30–45 min. [Link]/
• Read aloud the second part of the instructions for Collaborative Worksheets, 30–45 min. ventures/resources/
Exercise 2B. Student Arcade, time varies [Link]/
venturesarcade/

T-97 Unit 8
Teaching objectives
• Introduce the simple past of be
• Provide practice asking and answering Yes / No questions
about past and current occupations
• Point to I am on the board. Say: This is the simple present of
the verb “be.” How can I change it to the simple past? (I was.)
Continue with the other conjugations of the verb be.
WARM-UP AND REVIEW
PRACTICE
Focus on meaning / personalize
• Before class. Write today’s lesson focus on the board. • Direct Ss’ attention to Exercise 2A and point to number 1.
Lesson B: Ask: Who is applying for a job? (Amy Cho.)
The simple past of “be”: • Point to the last line of the job application form and ask:
was / wasn’t What was Amy Cho’s job from 2005 to 2010? (teacher.) Ask a
were / weren’t S to read the two example answers aloud.
• Begin class. Books closed. Draw a time line on the board. • Read the instructions aloud. Be sure students understand
2001 now the task.
student teacher • Ss complete the sentences individually. Walk around and
• Point to student and 2001. Say: I was a student in 2001. help as needed.
Point to teacher and now. Say: I’m a teacher now. (Modify
the information to make it accurate about yourself, or speak COMPREHENSION CHECK
about a fictitious third person: Betty was a student in 2001.
She’s a teacher now.) CD2, Track 22 Read aloud the second part of the
• Write the sentences on the board. Read them aloud and ask instructions for Exercise 2A. Play or read the audio (see
Ss to repeat. audio script, page T-176). Have Ss check their answers as
• Ask: What about you? Go around the room. Ask Ss to make they listen and repeat. Correct pronunciation as needed.
sentences about their past and present occupations, for • Ask Ss to come to the board and write the sentences. Ask
example: I was a in (year). I am a now. different Ss to read the sentences aloud. Ask Ss to make
any necessary corrections on the board.
Teaching Tip
Ask Ss to draw a simple time line similar to the one on Expansion activity (whole group)
the board. Tell them to include a date in the past and • Materials needed Index cards
the present year. Then ask them to write a sentence
describing the time line. • Memory game. Give each S an index card. Say: Write an
occupation on your card. It can be a job that you have had in
the past, or any job. Model the activity by writing server on an
PRESENTATION index card.
• Ss in a circle. Model the exercise by holding up your card and
Focus on form saying: I was a server. Encourage the S to your right to do the
same. Go around the circle until everyone has had a chance
• Use the animated grammar presentation in one or more of to show his or her card and to name a past job.
the following ways:
• Write on the board:
• Preview it before class
He / She was . . .
• Show it in class You were . . .
• Encourage Ss to watch it outside of class. I was . . .
• Books open. Direct Ss’ attention to the grammar chart in • Sit in the circle again. Describe the S to your left, by saying:
Exercise 1. Read the questions and answers aloud. Ask Ss He / She was a (name of job). Then describe the S to your
to repeat. right by saying to him or her: You were a (name of job). Then
• Direct Ss’ attention to the contractions wasn’t and weren’t. describe yourself by saying: I was a (name of job). Encourage
Say: These are contractions. Say the contractions and the the student on your right to do the same. Go around the
corresponding long forms. Ask Ss to repeat them. circle until everyone has had a chance to speak.
• Focus Ss’ attention on the heading of the grammar chart. Expansion activity (whole group)
Say: This is the simple past of the verb “be.” Ask Ss: What is
the simple present of the verb “be?” (I am, You are, He is, She • If you want to expand the grammar presentation, turn to the
is, They are.) Write these words on the board. grammar charts at the back of the Student’s Book. Practice
making sentences using the simple past of be and the
pronouns we, you (plural), it.

Lesson B T-98
LESSON B I was a teacher.
PRESENTATION • In groups of four, Ss complete the chart with information
about themselves. Walk around and help as needed.
• Direct Ss’ attention to the pictures in Exercise 2B. Ask: Are • Read aloud the second part of the instructions for
these pictures of people today? When were these pictures Exercise 3.
taken? Hold up the Student’s Book. Point to the first picture. • Ask a S to read the example sentences. As the S reads,
Ask: What was her occupation? Elicit: She was a teacher. Ask: hold up the Student’s Book, and point to the key words in
When? Make sure Ss understand that she was a teacher in the chart.
the past.
• Ss complete the exercise individually. Walk around and help
• Continue by asking Yes / No questions about the rest of the as needed.
pictures:
• Ask each S to tell you about another student. Elicit
Point to the first picture. Ask: Was she a doctor? (No, she appropriate responses.
wasn’t.)
Point to the second picture. Ask: Were they nurses? (Yes, Expansion activity (small groups)
they were.)
Point to the third picture. Ask: Was he a server? (Yes, he was.)
• Materials needed Index cards
Point to the fourth picture. Ask: Were they electricians? (Yes, • Ss in small groups. Give each group two piles of index
they were.) cards – six in one pile and 10 in the other. Ask Ss to write
Point to the fifth picture. Ask: Was he a server? (No, he wasn’t.) the subject pronouns on the first set of cards: I, you, he, she,
Point to the sixth picture. Ask: Was she a cashier? (No, she we, and they (also write these on the board as a reference).
wasn’t.) Ask Ss to write the names of occupations on a separate set
of cards: truck driver(s), nurse(s), manager(s), office worker(s),
• Read the instructions aloud. Ask two Ss to read the example electrician(s), student(s), gardener(s), construction worker(s),
conversations aloud.
cashier(s), and cook(s). Tell the groups to keep the two piles
• Ss complete the exercise in pairs. Walk around and help as separate.
needed.
• Model the activity by choosing one card from each pile
• Ask several pairs to perform their conversations for the class. and making a sentence about yourself or the students, for
example: He wasn’t a gardener. Point to the S to whom you
APPLICATION are referring.
• Ask Ss to choose one card from each pile and make a
• Books closed. Model different ways of asking someone about sentence about themselves or their classmates. Repeat the
his or her job. Ask a S: What’s your job? Elicit: I’m a . task until everyone has had a chance to make a sentence.
• Ask another S: What do you do? Elicit: I’m a .
• Ask another S: What’s your occupation? Elicit: I’m a . EVALUATION
Teaching Tip • Direct Ss’ attention to the lesson focus on the board. Elicit
It might be helpful to teach Ss a few other occupations, affirmative and negative statements using was and were,
including homemaker or stay-at-home parent. Encourage for example: I was a taxi driver. He wasn’t a truck driver. They
students to look up their past jobs in a bilingual dictionary were cooks.
if they don’t know how to say an occupation in English.
Encourage nonworking Ss to say: I am a student or I am • Have Ss ask their classmates questions using Was and
a homemaker or I stay at home with my children or I’m Were (Was he a teacher? Were you a nurse?) Ask other Ss to
looking for a job. answer the questions.
• Check off the items as Ss demonstrate understanding of
Useful Language what they have learned in the lesson.
Books open. Read the tip box aloud. Ask Ss to repeat the
three questions after you. Tell Ss that the questions all More Ventures, Unit 8, Lesson B
have the same meaning. Workbook, 15–30 min.
• Direct Ss’ attention to Exercise 3. Read the instructions Multilevel Worksheets, 30–45 min. [Link]/
aloud. Model the example with a S. The S speaks first. Collaborative Worksheets, 30–45 min. ventures/resources/
• Point out the chart below the conversation. Ask a S: What’s Student Arcade, time varies [Link]/
the name of the person in the conversation? Elicit: Sylvia. venturesarcade/
Ask another S: What’s her job? Elicit: She’s a homemaker.
Ask another S: What was her job before? Elicit: She was a
receptionist.

T-99 Unit 8
Teaching objectives
• Introduce can
• Provide practice asking and answering Yes / No questions
about skills
• Ask two Ss to stand up. Say to one S: Ask your classmate
one of the questions on the board. Elicit the correct short
answer form Yes, I can or No, I can’t. Repeat with other pairs.
WARM-UP AND REVIEW
PRACTICE
Focus on meaning / personalize
• Before class. Write today’s lesson focus on the board. • Direct Ss’ attention to the pictures in Exercise 2A. Hold
Lesson C: up the Student’s Book. Point to each picture. Ask: What’s
Use “can” to talk about ability happening? Elicit responses such as: The teacher is writing
• Begin class. Books closed. Ask Ss: Can someone in this on the board; the boy is holding the keys; the man is fixing a
class play the piano? If someone answers Yes, write on the car; the girl is walking; the cats are playing; the food is on the
board: (Name of S) can play the piano. counter; the men are building a house; the girl is holding a
• Ask: Can someone in this class play another musical book; the surgeon is operating.
instrument? If someone in your class answers Yes, write a • Read the instructions aloud. Ask two Ss to read aloud the
sentence about that S on the board. example questions and answers.
• Ask: Can someone in this class cook Chinese food? Elicit a • Ss complete the exercise individually. Walk around and help.
negative answer, and write a can’t sentence on the board: • Check answers with the class. Ask Ss to write their answers
(Name of S) can’t cook Chinese food. on the board. Ask different Ss to read the answers aloud. Ask
• Ask a S: Can you drive a car? Elicit: Yes or No. Write: other Ss to make any necessary corrections on the board.
Can you drive a car?
Yes, I can. or No, I can’t. COMPREHENSION CHECK
• Read aloud what you’ve written on the board. Ask Ss to
repeat after you. • Read aloud the second part of the instructions for
Exercise 2A.
PRESENTATION CD2, Track 23 Play or read the audio (see audio script,
page T-176). Listen to Ss’ pronunciation as they repeat the
conversations. Correct pronunciation as needed.
Focus on form
• Use the animated grammar presentation in one or more of • Ss practice the conversations in pairs. Walk around and help
as needed.
the following ways:
• Preview it before class • Ask several pairs to read the conversations for the rest of
the class.
• Show it in class
• Encourage Ss to watch it outside of class. Expansion activity (small groups)
• Books open. Direct Ss’ attention to the grammar chart in • Question-and-answer practice. Ss in groups of four to six.
Exercise 1. Read each section aloud. Ask Ss to repeat after Write a checklist on the board using the skills in Exercise 2A,
you. or elicit other skills from the class, for example:
Speak Spanish? Paint a house? Build a house?
Contractions Drive a truck? Use a computer? Hold a book?
F ocus Ss’ attention on the contraction can’t. Say: “Can’t” is Fix a car? Cook? Operate?
the same as “cannot.” It is a contraction.. • Model the activity by asking a S: Can you speak Spanish?
Elicit: Yes, I can or No, I can’t. Write on the board: (Name
• Say: “Can” means ability to do something. For example, I can
of S) can / can’t speak Spanish.
speak English. I can’t speak (name a language you can’t
speak). Make sentences about Ss’ abilities in the class, such • Have Ss ask their classmates questions. Encourage them to
as: can play the piano / can drive a car, etc. write complete sentences about the answers they receive.
• Ss in pairs. Have students practice reading the grammar • Check answers with the class. Ask each S to tell the class
chart to each other while pointing to an appropriate person about a group member, for example: Tell me about (name of S).
(or persons) in the class (I, You, He, She, They).
Expansion activity (whole group)
Expansion activity (whole group) • If you want to expand the grammar presentation, turn to the
• Write on the board: Can you ? grammar charts at the back of the Student’s Book. Practice
making sentences using can and the pronouns we, you
• Point to the question on the board. Ask: What questions can
(plural), it.
you ask your classmates? Elicit verbs such as cook, paint,
sing, etc. Write the verbs under the blank on the board.

Lesson C T-100
 LESSON C Can you cook?
PRESENTATION • Model the activity by asking the S about his or her job: Can
you fix cars? Elicit: Yes I can or No, I can’t.
• Books closed. Write on the board: A teacher can . Elicit • Invite Ss to ask Yes / No questions until they can guess
possible answers and write them on the board, for example: the occupation. When a S guesses correctly, invite him or
teach English, give homework. her to the front of the room. Continue the game by showing
the new S a different occupation and eliciting Yes / No
• Write on the board: A student can . Elicit possible
answers and write them on the board, for example: study, questions about the job from the class. If Ss are having
learn, go to school. trouble guessing, ask a helpful Yes / No question as
a clue.
• Books open. Direct Ss’ attention to Exercise 2B. Read
aloud the words in the word bank and ask Ss to repeat. • Repeat until all the occupations have been chosen.
• Explain any new words to Ss.
APPLICATION
• Focus Ss’ attention on the first picture. Ask: What’s his job?
Elicit: He’s a painter. Ask: Can he fix cars in his job? Elicit: No,
he can’t. Ask: Can he make food in • Read aloud the instructions for Exercise 3. Ask two Ss to ask
his job? Elicit: No, he can’t. Ask: Can he paint? Elicit: Yes, and answer the sample question aloud.
he can. • Ss complete the exercise in pairs. Help as needed.
• Read the instructions aloud. Ask a S to read aloud the • Ask pairs to ask and answer the question for the rest of
example. Point to where paint is written on the blank. the class.
• Ss complete the exercise individually. Help as needed.
Expansion activity (whole group)
• Check answers with the class. Ask Ss to write their
sentences on the board. Ask different Ss to read the • Expand on Exercise 3 by asking Ss to stand up and ask
sentences aloud. Ask other Ss to make any necessary classmates about their skills and abilities. Explain that they
corrections on the board. need to find other Ss who can do the same things that they
can do.
• Read aloud the second part of the instructions for Exercise 2B.
• After they have finished asking the questions, ask Ss to
CD2, Track 24 Play or read the audio (see audio script, talk to the rest of the class about their shared abilities, for
page T-176). Listen to Ss’ pronunciation as they repeat the example: We can speak Spanish. We can type. We can work
sentences. Correct pronunciation as needed. with computers.

APPLICATION EVALUATION
• Write on the board: I’m looking for a job. Point to the • Direct Ss’ attention to the lesson focus on the board.
sentence and read it aloud. Ask Ss to repeat after you.
• Guide Ss to look carefully at the picture on page 96. Ask:
• Ask: What does this mean? If Ss don’t know, say: It means What can the people in the picture do? Elicit answers such
you need a job. You don’t have a job, but you want one. as: The electrician can fix the lights. The cook can make lunch.
• Direct Ss’ attention to Exercise 2C. Read the instructions. The cashier can take money.
• Ask two Ss to read the example conversation aloud. • Check off the lesson focus as Ss demonstrate understanding
• Ss complete the exercise in pairs. Help as needed. of what they have learned in the lesson.
• Ask pairs to perform their conversations for the class.
More Ventures, Unit 8, Lesson C
Expansion activity (whole group) Workbook, 15–30 min.
• Guessing game. Write on the board the occupations from Multilevel Worksheets, 30–45 min. [Link]/
Exercise 2B. Elicit other occupations from Ss and write them Collaborative Worksheets, 30–45 min. ventures/resources/
on the board.
Student Arcade, time varies [Link]/
• Invite a S to the front of the class. Write one of the venturesarcade/
occupations on a piece of paper, and show it to the S without
letting anyone else see what you have written. Say: Imagine
that this is your job.

T-101 Unit 8
Teaching objectives
• Introduce an email of recommendation
• Provide practice getting information from a reading
• Provide practice with new topic-related vocabulary
• Ask Ss to read the email aloud. Each S will read a sentence
in turn.

WARM-UP AND REVIEW • Hold up the Student’s Book. Point to the word certified. Direct
Ss’ attention to the culture note near the bottom of the page.

• Before class. Write today’s lesson focus on the board. Culture Note
Lesson D:
Read the culture note aloud. Ask Ss if they are certified in
Read an email about Mai Linh Lam
anything. Give examples of jobs that require certification,
Learn new vocabulary: occupations and workplaces such as nursing assistant and teacher.
• Begin class. Books closed. Ask: Are any of you looking for a Read the tip box aloud. Remind Ss that was and were are
job? Elicit Yes or No responses. the past tense, and is and are are the present tense. It
might be helpful to ask Ss to underline the different forms
• Write on the board: How can you get a job? Read the of to be in the letter.
question to the class. Write Ss’ responses on the board.
If Ss don’t know how to answer the question, help them by Learner persistence (individual work)
writing these ideas on the board. CD2, Track 25 Ss can listen to the audio for Exercise 2
Look at the job ads in the newspaper at home for reinforcement and review. They can also listen to
Look at ads on the bulletin board the audio for self-directed learning when class attendance is
Answer an ad in a store (Help Wanted) not possible.
Ask a friend to recommend you
Look on the Internet
COMPREHENSION CHECK
• Ask individual Ss to read the suggestions on the board.
• Write recommend on the board. Ask: What does this mean? • Read aloud the instructions for Exercise 3A. Ask a S to read
(It means that someone will say you are a good worker.) the example aloud.
• Ask: Is Elaine’s email to apply for a job? (No, Elaine’s email
PRESENTATION is to recommend someone for a job.) Point to where No is
circled for number 1. Be sure Ss understand the task.
• Books open. Have Ss’ look at Exercise 1. Read the • Ss complete the exercise individually. Help as needed.
instructions. Ask: Who are the people in the picture? (Mai • Check answers with the class. Ask Ss to read aloud their
Linh and a man.) Where are they? (Harmon Hills Nursing sentences and answers.
Home.) What is a nursing home? (It is where elderly people
live.) What is Mai Linh’s volunteer job now? (She takes care of • Ask Ss to take out a piece of paper. Read the second part of
the instructions for Exercise 3A.
senior citizens.)
• Model the task of correcting the sentences. Point to No for
Culture Note number 1 in Exercise 3A. Read the sentence aloud. Tell
You may want to ask Ss if they are familiar with nursing Ss: This sentence is incorrect. Tell me the correct sentence.
homes. Nursing homes are not common in many cultures. Elaine’s email is to recommend someone for . . . (a job). Write
It might be interesting to ask Ss how elderly people live in on the board: Elaine’s email is to recommend someone for
their countries. You can also ask if any of your Ss work or a job.
have ever worked in a nursing home.
• Ss complete the exercise individually. Help as needed.
• Direct Ss’ attention to Exercise 2 and read the instructions • Check answers with the class. Ask Ss to write their answers
aloud. on the board. Ask different Ss to read the answers aloud.
• Say: You are going to read an email of recommendation.
Remember that “recommend” means to say someone is a PRACTICE
good person for a job.
CD2, Track 25 Play or read the audio (see audio script, • Read aloud the instructions for Exercise 3B.
page T-176). Repeat as needed. • Ss complete the exercise individually. Help as needed.
• Identify and explain any words Ss don’t understand. Then • Check answers with the class. Ask Ss to read their questions
have Ss reread the email silently. and answers aloud.

Lesson D T-102
 LESSON D Reading
WARM-UP AND REVIEW • Write the numbers 1–6 on the board. Ask individual Ss to
come to the board to write their answers. Ask different Ss to
read the answers.
• Books closed. Write on the board: occupations. Ask: What
are the names of some occupations? Write Ss’ responses on
the board. Elicit the names of occupations learned in this PRACTICE
unit and other occupations Ss may know.
• Point to each occupation on the board. Say the word aloud • Read aloud the second part of the instructions for Exercise 4B.
and ask Ss to repeat after you. • Model the task. Hold up the Student’s Book. Point to one
of the pictures in the Picture dictionary. Ask two Ss the
Teaching Tip questions at the bottom of the page.
Bring in pictures of different occupations from magazines. • Ss complete the exercise in pairs. Help as needed.
Try to include the occupations learned in this unit.
• Ask pairs to ask and answer the questions for the class.
Expansion activity (small groups)
PRESENTATION
• Materials needed Two sets of index cards (six cards in each
set) for each small group of Ss
• Books open. Direct Ss’ attention to the pictures in
Exercise 4. Ask: What are these people doing? Elicit as much • Memory game. Ss in small groups. Give each group two sets
vocabulary as possible, for example: working, cutting hair, of six index cards. Ask each group to write the occupations
cleaning teeth. and workplaces from Exercise 4B on the two sets of cards.

• Direct Ss’ attention to the word bank in Exercise 4A. • Tell Ss to shuffle each set of cards and spread the cards
Say: Repeat the words after me. Say each word. Listen face down on a desk or table in neat rows.
to Ss’ pronunciation as they repeat. Correct as needed. • Each S in the group takes turns turning over two cards. If the S
turns over an occupation and a workplace that match, he or she
• Say: Write the words in the Picture dictionary. Point to the first
example. Be sure Ss understand the task. can take the cards and continue trying to make a new match.

• Ss complete the exercise individually. Walk around and help • The game ends when all matches have been made. The
as needed. player with the most matches wins the game.

EVALUATION
COMPREHENSION CHECK
• Direct Ss’ attention to the lesson focus on the board.
CD2, Track 26 Play or read the audio (see audio script,
page T-176). Ss should check their answers and repeat the • Put a check next to Read an email about Mai Linh Lam.
words after they hear them. Repeat the audio if necessary. • Focus Ss’ attention on page 103. Ask Ss to make sentences
about the occupations and workplaces of the people in the
Learner persistence (individual work) Picture dictionary.
CD2, Track 26 Ss can listen to the audio for Exercise 4A Expansion activity
at home for reinforcement and review. They can also listen to
the audio for self-directed learning when class attendance is
• Refer Ss to “Help Wanted Gentle Palms Senior Daycare
Center,” another reading on the same topic on Student’s
not possible.
Book pages 150-151.
• Have Ss complete the activity either in class or outside of class.
PRACTICE
• Provide feedback to Ss such as through a whole-class
discussion, partners comparing their worksheets, or T
• Direct Ss’ attention to the occupations on the board during reviewing each S’s worksheets.
the warm-up activity. Point to each occupation. Ask: Where
does this person work? (For example: Where does a doctor • Check off each part of the lesson focus as Ss demonstrate
work? He / She works in a hospital.) understanding of what they have learned in the lesson.

• Focus Ss’ attention on the workplaces listed in Exercise 4B.

Read the words aloud. Ask Ss to repeat after you. More Ventures, Unit 8, Lesson D
Workbook, 15–30 min.
Teaching Tip
Picture Dictionary Worksheets, 30–45 min. [Link].
Ask Ss if they work in the places listed in this exercise. Multilevel Worksheets, 30–45 min. org/ventures/
Collaborative Worksheets, 30–45 min. resources/
• Read the instructions aloud.
Student Arcade, time varies [Link]/
• Ss complete the exercise in pairs. Help as needed. venturesarcade/
T-103 Unit 8
Teaching objective
• Prepare Ss for writing a paragraph about their skills

• Ask questions about the email:

WARM-UP AND REVIEW
What’s the date? (Tuesday, August 25th, 2013.)
Who is it from? (Carla.)
• Before class. Write today’s lesson focus on the board. What is the subject? (My skills.)
Lesson E: Who is the email to? (manager.)
Write about your skills: What can you do?
• Ask Ss to read the email silently and then write answers to
• Begin class. Books closed. Underline the skills in the lesson the questions.
focus. Ask: What are skills? (things you can do.)
• Say: An example of a skill is driving a car. What are some COMPREHENSION CHECK
other skills? (being bilingual, using a computer, cooking, etc.)
Write the skills on the board.
• Ss in pairs. Say: Ask your partner the questions. Then your
partner will ask you the questions. Ask several pairs to ask
PRACTICE and answer the questions for the rest of the class.

• Books open. Direct Ss’ attention to Exercise 1A. Read the Expansion activity (whole group)
instructions aloud. • Practice statements with He can and She can. Point to a
• Hold up the Student’s Book. Point to number 1 (drive). Ask a student. Say: He can . Write the sentence on the
student: Can you drive? (Elicit a Yes/No answer). Hold up the board. Read it aloud.
Student’s Book. Say: Check the box if your answer is “yes.” • Encourage a S to make a sentence about another S in the
• Ss complete the exercise individually. Walk around and help class. Continue going around the class until everyone has
as needed. had a chance to describe another student.
• Focus Ss’ attention on the second part of Exercise 1A. Ask Expansion activity (small groups)
two Ss to read the example conversation aloud.
• Read a classified section. Give each S a copy of a classified
• Ss complete the exercise in pairs. Walk around and help as section from a local newspaper.
needed.
• Write on the board:
• Ask several S pairs to ask and answer the questions for the
rest of the class. 1. Find five different jobs.
2. Find five different job skills.
• Read aloud the instructions for Exercise 1B. 3. Find five different companies.
• Focus Ss’ attention on the email message. Ask: What is this? • Model the activity by pointing to an ad, reading it aloud, and
(It’s an email message.)
listing the information on the board.
• Ask: Do you write email messages in English? Elicit a Yes or • Ss in small groups. Ss answer the questions in a
No response.
small group.
Teaching Tip • Check answers with the class. Elicit information from each
group.
Encourage Ss to practice their English outside of class by
writing email messages in English.

Lesson E T-104
 LESSON E Writing
PRACTICE COMPREHENSION CHECK

• Books closed. Write on the board: I’m a . I work • Read aloud the instructions for Exercise 3A.
at . Fill in the first blank with teacher. Fill in the second • Ss complete the exercise in pairs. Walk around and help as
blank with the name of your school. needed. Help with pronunciation.
• Read the sentences aloud. Ask Ss to repeat after you. • Read aloud the instructions for Exercise 3B. This exercise
asks Ss to work together and correct their writing. Ask a
Teaching Tip
S to read the questions aloud. Tell Ss to exchange papers
Remind Ss to capitalize names of businesses. Write a and find the answers to the questions. Tell Ss to circle the
name of a local company on the board as an example. answers on their partner’s note.
Elicit other examples and write the names on the board
as Ss spell the names aloud. • Walk around and help as needed.
• Ask pairs to answer the questions about their partner’s note
• Books open. Direct Ss’ attention to Exercise 2A and read the for the class.
instructions aloud.
• Ss complete the exercise individually. Walk around and help Expansion activity (whole group)
as needed. • Sentence writing competition. Divide the class into two
• Check answers by asking Ss to write their sentences on the teams. Say: I will say an occupation. One person from each
board. Check for correct capitalization. team will come to the board and write a sentence using that
occupation. Try to include skills. The first person to write a
• Write on the board:
correct sentence will get one point.
I can .
I can . • Model the activity. Say the word doctor. Write on the board: A
doctor can take care of people.
• Fill in the blanks with two skills you have. Read the
sentences aloud. Ask Ss to repeat after you. • Use the occupations from the Picture dictionary. Tally the
points. The team with the most points wins the game.
• Direct Ss’ attention to Exercise 2B and read the instructions
aloud.
EVALUATION
• Ss complete the exercise individually. Walk around and help
as needed.
• Direct Ss’ attention to the lesson focus on the board.
• Check answers by asking each S to read aloud one of his or
her skills. • Ask different Ss to come to the board and write some
examples of their work skills and life skills. Encourage Ss to
• Read aloud the instructions for Exercise 2C. make sentences with can.
• Direct Ss’ attention to the email in Exercise 1B on page • Check off the lesson focus as Ss demonstrate an
104. Say: Write a paragraph like this one. Write about your
understanding of what they have learned in the lesson.
own skills.
• Remind Ss to capitalize the names of businesses. More Ventures, Unit 8, Lesson E
• Ss complete the exercise individually. Walk around and help Workbook, 15–30 min.
as needed.
Multilevel Worksheets, 30–45 min. [Link]/
Option Write a paragraph about your own skills. Model the
Collaborative Worksheets, 30–45 min. ventures/resources/
activity by reading it to the class before Ss write their own
paragraphs.

Read the tip box aloud. Remind Ss that correct spelling,

capitalization, and punctuation are very important in
helping to make writing clear.

T-105 Unit 8
Teaching objectives
• Introduce reading an application for employment
• Provide practice that develops test-taking skills
• Present a problem and possible solutions for Ss to discuss
• Introduce contrast with and and but
• Hold up the Student’s Book. Point to the most recent job.
Say: This is the last job that you’ve had.
WARM-UP AND REVIEW
• Point to numbers 7–9 on the application form. Say: This is
where you describe other jobs that you’ve had. You list the
• Before class. Write today’s lesson focus on the board. last job first. Write an example on the board of a past job, for
Lesson F: example:
Read and fill out a job application
1/09–10/10  The Shoe Factory  Salesperson
Be with and and but
• Point to each part of the job description. Say: These are the
• Begin class. Books closed. Ask Ss: Have you ever applied for dates that I worked. This was the name and address of the
a job in the U.S.? Elicit Yes or No responses. Ask Ss who say
employer. This was the name of my job.
Yes: What did you do to apply for the job? If Ss don’t know
how to reply, write on the board: fill out a job application. • Direct Ss’ attention to Exercise 1A. Read the instructions
aloud. This task helps prepare Ss for standardized-type tests
• Underline the words job application on the board. Say the they may have to take. Be sure Ss understand the task. Have
words aloud. Ask Ss to repeat. Ask: What is this? Elicit an
Ss individually scan for and fill in the answers.
appropriate response. If Ss don’t know, focus Ss’ attention
on the job application (application for employment) on • Check answers with the class. Write the numbers 1–4 on
page 106. the board. Ask four Ss to write their answers on the board.
Ask: Are these answers correct? Ask a volunteer to correct
any errors.
PRESENTATION
• Direct Ss’ attention to Exercise 1B and read the instructions
aloud. Say: Solve the problem.
• Books open. Hold up the Student’s Book. Point to the job
application in Exercise 1. Ask Ss: What’s this? Elicit: It’s an Teaching Tip
application for employment or a job application.
Review writing dates and addresses. Remind Ss to write
• Point to the top portion of the job application. Ask: What dates in the order of month, day, and year. Also remind
information does this part of the application ask for? Elicit: Ss to write their street number, the street name, and then
Name, address, Social Security number, etc. the apartment number on one line; they write the city,
state, and zip code on the next line. Write examples on
Teaching Tip the board.
It might be helpful to explain the terms Social Security • Ss complete the task individually. Help as needed.
number and position desired. Tell Ss that a Social Security
number is a number issued by the government that you • Have Ss discuss the solution as a class. Accept all plausible
must have in order to get a job in the United States; answers.
position desired means the job you want to get by filling
out the application form. Expansion activity (individual work)
• Focus Ss’ attention on the Employment History portion of the • Filling out different employment applications. Ask Ss to
gather job applications from local businesses, or collect
job application. Say: This is where you write the jobs you’ve
them yourself.
had in the past.
• Make copies for the class, and have Ss work in groups to fill
out the information. Discuss any unfamiliar terms.

Lesson F T-106
 LESSON F Another view

WARM-UP AND REVIEW • Read the instructions aloud. Ask two Ss to read the example
sentences aloud.

Focus on meaning / personalize • Ss complete the exercise in pairs. Walk around and help as
needed.
• Books closed. Draw two vertical lines on the board, making
three columns. Write Today as the heading in the first • Ask several S pairs to say their sentences about the people
column, And / But as the heading in the second column, and in the pictures. Make sure Ss are using the simple present
Yesterday as the heading in the third column. and simple past of be correctly.

• Ask a S: Where are you today? Write the answer in the first
column. (I am at school today.) APPLICATION
• Ask: Where were you yesterday morning / afternoon /
evening? (Choose a different time than when class is in • Direct Ss’ attention to Exercise 2B. Read the instructions
session. Write the answer in the second column. I was at aloud.
home / at work yesterday, etc.) • Ask three Ss to read the example conversation aloud.
• Read the two sentences aloud. Write but in the middle • Put Ss in small groups of four or five Ss. Encourage Ss to
column. sit in a circle and point to each person as they are saying
• Say: “But” shows that something is different. Put a comma their names. Remind them to repeat what the person before
after I am at school today, creating the sentence: I am at has said.
school today, but yesterday I was at work. • Ss complete the exercise in groups. Walk around and help as
• Ask a different S: Where are you today? (I am at school needed.
today). Write the sentence in the first column. Ask: Where • Ask for a volunteer S group to say their sentences for the
were you at this time yesterday / last week? (Choose a time rest of the class.
when class was in session.)
• Write the answer in the second column. (I was at school EVALUATION
yesterday.) Read the sentences aloud. Write and in the
middle column. • Lead the class in a quick review of the unit. Have Ss turn
• Say: “And” shows that it is the same idea. Put a comma after to Lesson A. Ask the class to call out what they remember
I am at school today, creating the sentence: I am at school about this lesson. Prompt Ss, if necessary, with questions,
today, and I was at school yesterday. for example: What are the conversations about on this page?
What vocabulary is in the picture? Continue in this manner to
PRESENTATION review each lesson quickly.
Expansion activity
Focus on form • Before class. Print, for each student, one copy of the Self-
• Use the animated grammar presentation in one or more of assessment for this unit.
the following ways: • Have Ss complete the Self-assessment either in class or
• Preview it before class outside of class.

• Show it in class • Provide feedback to Ss such as through a whole-class

discussion, partners comparing their worksheets, or T
• Encourage Ss to watch it outside of class. reviewing each S’s worksheet.
• Books open. Focus Ss’ attention on the grammar chart. Ask • If Ss are ready, administer the unit test on page T-198.
a S to read the headings aloud.
The audio script for the test is on page T-209.
• Read the example sentences aloud. Say: Remember that
“and” shows things that are the same in a sentence, and “but”
shows things that are different.
More Ventures, Unit 8, Lesson F
Workbook, 15–30 min.
PRACTICE Multilevel Worksheets, 30–45 min.
Collaborative Worksheets, 30–45 min. [Link]/
Self-assessment, 10 min. ventures/resources/
• Focus Ss’ attention on the pictures in Exercise 2A. Ask:
What can you see? (A meeting, people, John, Carmen, Phil, CASAS Test Prep Worksheet, 5–10 min.
Maggie, etc.) Ask: What day is the first picture? (today.) What
day is the second picture? (yesterday.)

T-107 Unit 8
Teaching objective
• Review vocabulary, pronunciation, and grammar from
Units 7 and 8

• Ask Ss to continue by writing the correct form of be in the

remaining blanks.
WARM-UP AND REVIEW
• Direct Ss’ attention to Exercise 2A. Read the instructions
aloud.
• Before class. Write today’s lesson focus on the board.
Review unit:
• Ask a S to read aloud the title of the paragraph (“Peter”.)
Say: This is a story about Peter. He is a cashier. What do you
Review vocabulary, pronunciation, and grammar from Units 7
think he can do? Elicit answers such as: He can use a cash
and 8
register; he can give change.
• Begin class. Books closed. Write on the board: • Ask another S to read aloud the first sentence in
How much   How many the paragraph.
• Ask Ss to brainstorm questions that begin with How much • Ss complete the exercise individually. Walk around and help
and How many, for example: How much milk do you have? as needed.
How many eggs do you need?
• Write the numbers 1–6 on the board. Ask Ss to come to the
board to write the answers.
PRESENTATION
Teaching Tip
• Books open. Focus Ss’ attention on Exercise 1. Read the Ask Ss to write on the board only the missing words, not
instructions aloud. the complete sentences.
• Ask individual Ss to read the questions aloud. Say: • Ask individual Ss to read aloud a sentence from the
Now listen to a story about Carlos. Circle the correct answers.
paragraph. Ask: Are the answers correct? Ask volunteers to
CD2, Track 27 Play or read the audio (see audio correct any errors.
script, page T-176). Ss listen and circle the answers to the
• Books closed. Write on the board: you / speak / Can /
questions. Repeat the audio as needed.
English / ?
• Write the numbers 1–6 on the board. Ask individual Ss to • Ask Ss to unscramble the words on the board to make a
write their answers on the board. Ask other Ss: Are these
question. (Can you speak English?) Write the question on the
answers correct? Have volunteers make any necessary
board.
corrections on the board.
• Books open. Focus Ss’ attention on Exercise 2B. Read the
instructions aloud.
PRACTICE
• Ss complete the exercise individually. Walk around and help
as needed.
• Read aloud the second part of the instructions for
Exercise 1. • Write the numbers 1–4 on the board. Ask three Ss to write
the unscrambled questions on the board. Ask other Ss: Are
• Ss complete the exercise in pairs. Help as needed. the questions correct? Ask different Ss to correct any errors.
• Ask several pairs to ask and answer the questions for the • Read aloud the second part of the instructions in Exercise 2B.
rest of the class.
• Model the task. Ask a S the first question: Was Peter a
• Write on the board: teacher in his country? Elicit: No, he wasn’t.
I    
You    
She   He
• Ss complete the exercise in pairs. Walk around and help as
We They needed.
• Model the activity. Point to I on the board. Say: I was a • Ask several pairs to ask and answer the questions for the
student. Write was in the blank next to I. rest of the class.

Review: Units 7 & 8 T-108

 REVIEW
WARM-UP AND REVIEW CD2, Track 30 Model the task. Play or read the first word
on the audio (see audio script, page T-176). Say: bags /z/
and point to where bags has been written in the chart.
• Ask: How do we usually make words plural in English? Elicit:
Add an “-s” to the word. CD2, Track 30 Play or read the audio. Ss listen and
complete the chart individually. Help as needed.
• Say: There are different ways to pronounce the plural “-s” in
English. Sometimes it sounds like /s/, sometimes it sounds • Make a copy of the chart on the board. Ask Ss to fill it in
like /z/, and sometimes it sounds like /ız/. according to the words they wrote in their charts.
• Ask Ss to pronounce each of the words in the chart on the
PRESENTATION board. Ask: Is that the correct pronunciation? Correct any
pronunciation errors.
• Focus Ss’ attention on Exercise 3A. Read the instructions • Read aloud the instructions for Exercise 3D.
aloud. • Ask two Ss to read aloud the example question and answer.
CD2, Track 28 Play or read the audio (see audio script,
page T-176). Repeat the audio as needed.
Teaching Tip
• Ask: Did you hear the different ways the “-s” was pronounced It might be helpful to remind Ss about count and
in each word? Elicit a Yes or No response. non-count nouns. Say: Use plural count nouns after “there
are.” Use non-count and singular count nouns after “there
Option If Ss ask for the rule for how to pronounce the plural is.”
-s sound correctly, tell them that it depends on the ending
letters or sound of the singular form of the noun. Nouns • Ss complete the exercise in pairs. Help as needed.
ending with a voiceless sound such as /k/ or /t/ have a • Ask several pairs to ask and answer the question for the
plural that sounds like /s/. Nouns ending in voiced sounds class. Listen carefully to make sure they are using correct
such as /n/ or /r/ have a plural that sounds like /z/. Nouns pronunciation.
ending in /s/ or similar sounds (the sibilants) have a plural
that sounds like /I z/. Expansion activity (student pairs)
• Read aloud the instructions for Exercise 3B. • Write on the board:
CD2, Track 29 Play or read the audio (see audio script, What items are in the English classroom?
page T-176). Ss listen and repeat the words. Encourage Ss There are . There is .
to use the correct plural pronunciation as they repeat the
words. Repeat the audio as needed.
• Say: Talk about items in the classroom. Be sure to use the
correct pronunciation for plural items.
• Model the activity. Ask a S to ask you the question on
PRACTICE the board. Answer by saying: There are pencils. There is a
whiteboard, etc.
• Read aloud the second part of the instructions for • Ss complete the activity in pairs. Walk around and help as
Exercise 3B.
needed, offering Ss feedback and support.
• Model the task. Say the word assistants. Then make up a • Ask pairs to ask and answer the questions for the class.
sentence with the word, for example: The assistants are
eating lunch.
• Ss complete the exercise in pairs. Help as needed.
EVALUATION
• Ask several Ss to say their sentences for the rest of
the class.
• Direct Ss’ attention to the lesson focus on the board.
Option Ask Ss to write a sentence on the board for each
• Go around the room. Ask each S to say a sentence about
Carlos from Exercise 1 on page 108.
word. Then ask different Ss to read the sentences aloud,
using correct pronunciation. • Ask Ss to read the words from Exercise 3B on page 109 and
to use the correct pronunciation.
• Focus Ss’ attention on the chart in Exercise 3C. Read the
instructions aloud. • Check off the items in the lesson focus as Ss demonstrate
understanding of what they have learned in the lesson.
• Say: Listen to these plural words. Write them in the chart.

T-109
T-28 Review: Units 7 & 8
UNIT 9
Teaching objectives
• Introduce students to the topic COMPREHENSION CHECK
• Find out what students know about the topic
• Preview the unit by talking about the picture
• Provide practice of key vocabulary • Ask Ss questions about the picture. Recycle vocabulary from
past lessons.
• Provide practice that develops listening skills
Where are the people? (They are in the kitchen and
bathroom.)
What is the woman doing? (She’s mopping the floor.)
WARM-UP AND REVIEW What is the man in the bathroom doing? (He’s cleaning.)
What is Chris in the yellow shirt doing? (He’s emptying the
• Before class. Write today’s lesson focus on the board. trash.)
Lesson A: What is Jeff in the green shirt doing? (He’s ironing clothes.)
Daily living What is Ben in the purple shirt doing? (He’s vacuuming
Household chores the rug.)
• Begin class. Books closed. Review work and occupations
from Unit 8. Ask: Do you have a job? Do you work? If Ss PRACTICE
answer Yes, ask: What’s your occupation? or What do you
do? Help Ss with vocabulary they learned in Unit 8 or other
vocabulary to identify their occupations. • Direct Ss’ attention to Exercise 1B. Model the task. Hold up
the Student’s Book. Say to a S: Point to the person cleaning
• Ask: Where do you work? Elicit: I work in a . . . hospital, the bathroom. The S points to the appropriate person in the
factory, etc. Help Ss remember vocabulary from the previous picture.
unit or vocabulary to describe their own jobs.
• Ss in pairs. Say to one S: Say the words in Exercise 1B. Say
Teaching Tip to his or her partner: Point to the picture.

Ask Ss to list the skills needed for particular jobs. Write • Ss complete the exercise in pairs. Walk around and help as
them on the board. You can use some of the skills to needed. When Ss finish, have them change partners and
introduce this unit about daily living and household change roles.
chores. • Ask several pairs to perform the exercise for the class to
check Ss’ understanding.
• Point to the words household chores. Say them aloud. Ask Ss
to repeat.
Expansion activity (small groups)
• Ask: What are household chores? If there is no response, • Cultural reflection. Write these discussion questions on the
ask: What work do you do at home? Write responses on the
board:
board: wash, cook, clean, pay bills, etc.
What chores did you do in your home country?
• Ask: Who does the chores in your house? Elicit various
responses from the class. Were they different from the chores you do now?
Many parents think that doing chores is important for children.
• Point to the words for chores that you have elicited from
Ss. Say: Repeat the words after me. As you say each word, What’s your opinion?
demonstrate the meaning by acting as if you are doing the • Ask Ss to discuss the questions in their small groups.
chore. • Ask members of each group to report on their group’s
• Ask: Who does the chores in your house? Elicit various discussion to the rest of the class.
responses from the class.
Expansion activity (student pairs)
PRESENTATION • Interviews about chores. Ss in pairs. Write the following
questions on the board:
• Books open. Set the scene. Direct Ss’ attention to the What chores do you do at home?
picture on page 110. Ask: What do you see? Elicit as much What chores do other people in your home do?
vocabulary about the picture as possible and write the words • Ss in pairs. Say: Ask your partner the questions. Then your
on the board: a house, a kitchen, a family, a vacuum cleaner, partner asks you the questions.
dishes, etc.
• Ask several pairs to ask and answer their questions in front
• Direct Ss’ attention to the key words in Exercise 1B. Read of the class.
each word aloud while pointing to the person in the picture
who is doing the chore. Ask the class to repeat and point.

Lesson A T-110
 LESSON A Listening
PRESENTATION • Read aloud the second part of the instructions for
Exercise 2B.
• Books closed. Ask Ss: What are some other chores you do CD2, Track 31 Play or read the audio again. Pause
that are not in the picture on page 110? Write Ss’ responses the audio after each conversation. Point to a letter of the
on the board. Say the chores aloud. Ask Ss to repeat after conversation on the board. Ask: Is this correct?
you. If any Ss don’t know what the words mean, ask the Ss
who said the chores to act them out. APPLICATION
• Direct Ss’ attention to the pictures for Exercise 2A. Hold up
the Student’s Book and point to the first picture. Say: Paying • Write on the board: clean. Ask Ss: What can you clean?
bills. Point to the second picture. Ask a S: What’s he doing? Elicit responses such as: the whiteboard, the house, and the
(mopping.) bathroom. Write responses on the board under clean.
• Continue asking Ss about the rest of the pictures. • Direct Ss’ attention to the word bank in Exercise 3. Read
• Read aloud the instructions for Exercise 2A. each word aloud. Ask Ss to repeat. Ask Ss if they have any
CD2, Track 31 Play or read the audio (see audio script, questions about word meanings.
page T-177). Pause after the first conversation. Ask: Which • Read aloud the instructions for Exercise 3.
picture matches conversation A? (picture number 3.) Point • Hold up the Student’s Book. Point to iron. Ask: What can you
to the handwritten a written next to number 3. Be sure Ss iron? Elicit responses such as: a dress, a shirt.
understand the task. Then play or read the complete audio
• Ss complete the exercise in pairs. Help as needed.
for Ss to complete the exercise individually.
• Copy the chart onto the board. Ask individual Ss to write their
answers in the correct columns.
PRACTICE
Expansion activity (student pairs)
• Write numbers 1−6 on the board. Ask Ss to write the • Have Ss call out chores from Lesson A while you write them
answers for Exercise 2A on the board. Point to each answer on the board.
in turn. Ask: Is it correct? Make corrections as needed.
• Ss work in pairs. Say: Act out one of the chores on the board.
Learner persistence (individual work) Your partner will guess what it is. Then change. Your partner
will act out a chore for you to guess.
CD2, Track 31 Ss can listen to the audio for Exercises
2A and 2B at home for reinforcement and review. They can • Walk around and help as needed.
also listen to the audio for self-directed learning when class • Ask several volunteers to act out chores for the whole class
attendance is not possible. to guess.

PRACTICE EVALUATION

• Direct Ss’ attention to Exercise 2B. Read the instructions • Direct Ss’ attention to the lesson focus on the board. Ask Ss
aloud. to identify the chores in the pictures on pages 110 and 111.
CD2, Track 31 Play or read the audio. Pause after the • Check off the lesson focus as Ss demonstrate understanding
first conversation. Ask: Which time expression do you hear in of what they have learned in the lesson.
this conversation? (last night.) Show Ss where last night has
been circled for conversation A. More Ventures, Unit 9, Lesson A
CD2, Track 31 Play or read the complete audio again. Ss Workbook, 15–30 min.
complete the exercise individually.
Multilevel Worksheets, 30–45 min. [Link]/
Collaborative Worksheets, 30–45 min. ventures/resources/
COMPREHENSION CHECK Student Arcade, time varies [Link]/
venturesarcade/
• Write the letters A–F on the board. Ask individual Ss to come
to the board and write the correct answer for Exercise 2B
next to each letter.

T-111 Unit 9
Teaching objectives
• Introduce the simple past with regular verbs
• Provide practice asking and answering Yes / No questions
about past actions
Teaching Tip
Focus Ss’ attention on the time words in the chart in
WARM-UP AND REVIEW Exercise 1. Say: These are time words about the past. Say
the words aloud. Ask Ss to repeat.
Focus on meaning / personalize
• Before class. Write today’s lesson focus on the board. PRACTICE
Lesson B:
Simple past with regular verbs • Direct Ss’ attention to the picture for Exercise 2A. Ask: What
• Begin class. Books closed. Write on the board: the past. do you see? Elicit responses such as: A man is eating; there
Say the words aloud. Ask Ss to repeat after you. Ask: is an ironing board and two shirts; there are dirty dishes.
What are some time words that mean the past? (If Ss don’t • Read the instructions aloud. Ask a S to read the first two
respond, write yesterday on the board. Elicit more past time examples to the class.
words from Ss, such as: last night, last week, last year, two
years ago, etc.)
• Ss complete the exercise individually. Walk around and help
as needed.
• Ask: Did you sweep the floor last night? Did you empty the
trash yesterday? Did you iron your clothes last week? Elicit Yes Expansion activity (student pairs)
or No responses.
• If you want to expand the grammar presentation, turn to the
Teaching Tip grammar charts at the back of the Student’s Book. Practice
making affirmative and negative sentences using the simple
Do not expect Ss to answer with Yes, I did or No, I didn’t, past tense.
as they have not yet been introduced to this answer
form. At this point, Ss can answer with simple Yes or No • Say: Work with a partner. Tell your partner about the
answers. housework you did or didn’t do last weekend. For example:
“I washed the dishes, but I didn’t wash my clothes. I cooked
dinner, but I didn’t clean the
PRESENTATION kitchen,” etc.
• Ss complete the activity with a partner. Walk around the
Focus on form room and help as needed.
• Use the animated grammar presentation in one or more of • Ask several Ss to tell the rest of the class about the chores
the following ways: they did or didn’t do. Make sure Ss are using the correct
forms of the verbs.
• Preview it before class
• Show it in class
COMPREHENSION CHECK
• Encourage Ss to watch it outside of class.
• Books open. Direct Ss’ attention to the grammar chart in • Read aloud the second part of the instructions for
Exercise 1. Read the statements, questions, and answers Exercise 2A.
aloud. Ask Ss to repeat.
CD2, Track 32 Play or read the audio (see audio script,
• Ss in pairs. Have Ss practice reading the grammar chart to page T-177). Have Ss check their answers as they listen and
each other while pointing to the appropriate person in the repeat. Correct pronunciation as needed.
class (I, You, He, She, They).
• Ask Ss to come to the board and write the sentences. Ask
• Say: Regular verbs in the simple past have the ending “-ed,” different Ss to read the sentences aloud. Ask Ss to make
like “cleaned.” Negative statements include “didn’t” plus the any necessary corrections on the board.
base form of the verb: “I didn’t clean.” Questions use “did”
plus the base form of the verb: “Did you clean yesterday?” The • Ask Ss to read the sentences aloud. Check their
short answer is “Yes, I did.” or “No, I didn’t.” pronunciation of simple past word endings.

Teaching Tip
Direct Ss’ attention to the spelling changes written in
the grammar chart. Say: If you change a verb to the
simple past, there are some spelling changes. If your Ss
are interested in knowing the rules for spelling changes
for regular past verbs, write the following on the board:
Change the “y” to “i” in verbs that end in “y” (as in “dried”).
Double the consonant in verbs spelled with a single vowel
followed by a single consonant (as in “mopped”).

Lesson B T-112
 LESSON B I cleaned the living room.
PRACTICE Expansion activity (whole group)
• Vocabulary review. Write the following on the board:
• Direct Ss’ attention to the picture in Exercise 2B. Ask: What Mow the .
happened? What chores did they do? Elicit various responses, Dust the .
for example: Mr. Ramirez mopped the floor; Monica vacuumed;
Mrs. Ramirez emptied the trash. Mop the .
Dry the .
• Read the instructions aloud. Ask two Ss to read aloud the
example question and answer. Wash the .
• Ss complete the exercise individually. Refer Ss to the Empty the .
grammar chart on page 112 for help with short answers. • Review the vocabulary on the board (Ss probably
Walk around and help as needed. do not know the verb mow.) Say: When the grass
CD2, Track 33 Read aloud the second part of the is too high, you have to . Elicit: mow the grass.
instructions for Exercise 2B. Play or read the audio (see • Ss copy the sentences and individually fill in
audio script, page T-177). Listen to Ss and correct their the blanks.
pronunciation as needed.
• Ask several Ss to fill in the blanks on the board.
Option Ask: Were your answers correct? Ask volunteers to
• Ss in pairs. Say: Ask your partners if they did any of the
correct any errors. chores on the board. Remember to use the correct question
• Ss ask and answer the questions in pairs. Walk around and form in the past.
help as needed.
• Ask several pairs to ask and answer their questions for the
• Ask pairs to perform their conversations for the class. rest of the class.

APPLICATION EVALUATION
• Read aloud the instructions for Exercise 3. Ask two Ss to • Direct Ss’ attention to the lesson focus on the board. Go
read the example question and answer aloud. around the class and elicit questions and affirmative and
• Focus Ss’ attention on the chart. Read each chore aloud. negative answers about the pictures in Exercise 2A on page
Ask Ss to repeat after you. 111.
• Model the task. Ask a S: (name of S), did you cook dinner • Check off the lesson focus as Ss demonstrate an
last night? If the response is Yes, write the S’s name in understanding of what they have learned in the lesson.
the chart. If the response is No, continue asking until a S
says Yes. More Ventures, Unit 9, Lesson B
Teaching Tip Workbook, 15–30 min.
Multilevel Worksheets, 30–45 min. [Link]/
It might be helpful to remind Ss that the form of the verb
in questions in the simple past doesn’t change – it is Collaborative Worksheets, 30–45 min. ventures/resources/
used in the base form along with did. Student Arcade, time varies [Link]/
venturesarcade/
• Ss walk around and talk to classmates. Walk around and
help as needed.
• Ask Ss to tell you which of their classmates did the chores
that are listed in the chart.

T-113 Unit 9
Teaching objectives
• Introduce the simple past with irregular verbs
• Provide practice asking and answering Wh- questions
about past actions
Teaching Tip
If Ss ask for clarification about using did with who, Say:
WARM-UP AND REVIEW Usually questions in the simple past have “did” in them.
Questions with “who” sometimes have “did” and sometimes
don’t. We don’t use “did” when “who” is the subject of the
Focus on meaning / personalize question, for example: Who paid the bills? John paid the
• Before class. Write today’s lesson focus on the board. bills. We use “did” when “who” is the object of a verb, for
Lesson C: example: Who did you see? I saw Sarah.
Simple past with irregular verbs
• Hold up the Student’s Book. Point to the list of irregular verbs
• Begin class. Books closed. Ask: Did you clean your house in the grammar chart. Say: These are examples of irregular
last weekend? Elicit a Yes or No response. verbs in English.
• Ask Ss who answer with Yes: What did you do when you • Read aloud the present and the past forms of the verbs.
cleaned your house? Elicit appropriate responses, recycling Ask Ss to repeat them after you. Check Ss’ pronunciation.
vocabulary from the last lesson. Repeat the words if needed.
• Write -ed on the board. Say: Remember that regular verbs in
the past end in “-ed.” Teaching Tip
• Write on the board: It might be helpful to suggest that Ss make flash cards
with the simple present form of a verb on one side and
Simple present Simple past the simple past form on the other side.
clean
cook
dust PRACTICE
iron
vacuum • Direct Ss’ attention to the pictures in Exercise 2A. Hold up
wash the Student’s Book. Point to the first picture. Ask: What
mop do you see? Elicit responses such as: A woman is buying
empty groceries. Continue by asking about the other pictures. Elicit
dry responses such as: She is cooking; she is sleeping.
• Ask: What is the simple past of these verbs? Ask Ss to write • Read the instructions aloud. Ask a S to read the first two
the answers on the board. (All of these are regular verbs, and sentences aloud.
the past tense form ends in -ed.)
• Ss complete the exercise individually. Walk around and help.
• Say: We also have many verbs that don’t end in “-ed” in the
simple past. These are called irregular verbs. Write irregular Expansion activity (whole group)
on the board. • If you want to expand the grammar presentation, turn to the
grammar charts at the back of the Student’s Book. Practice
PRESENTATION making sentences using irregular past verbs.

Focus on form COMPREHENSION CHECK

• Use the animated grammar presentation in one or more of
the following ways: • Read aloud the second part of the instructions for
Exercise 2A. Say: Check your answers as you listen to the
• Preview it before class
audio.
• Show it in class
CD2, Track 34 Play or read the audio (see audio script,
• Encourage Ss to watch it outside of class. page T-177). Listen to Ss’ pronunciation as they repeat the
• Books open. Direct Ss’ attention to the grammar chart in sentences. Repeat the audio as needed.
Exercise 1. Read the affirmative and negative statements • Ss in pairs. Say: Now practice reading the paragraph with
and questions aloud. Ask Ss to repeat. a partner. First one S will read the paragraph, and then the
• Focus Ss’ attention on the questions and answers in the other S will read it. Walk around and help as needed.
chart. Say: When we want to find out which person did
something, we start with the question word “who.” Read the Learner persistence (individual work)
questions and answers aloud. Ask Ss to repeat. • Encourage Ss to keep a journal. Ask them to write in the
journal as often as possible. Their journal can include a
paragraph describing what they did during the day or the day
before. Exercise 2A can be a model. Encourage Ss to use
a dictionary if necessary.

Lesson C T-114
 LESSON C I paid the bills.
PRESENTATION • Ss complete the exercise in pairs. Walk around and help as
needed.
• Books closed. Write bulletin board on the board. Point to • Ask pairs to ask and answer the questions for the rest of the
it. Ask: Do you remember what this is? Elicit an appropriate class. Make sure that Ss use the correct form for questions
definition, for example: You can put notes and ads on a in the simple past.
bulletin board. Ss may also respond by pointing to a bulletin Option If your Ss need more writing practice, ask them to
board in the classroom. write the questions on the board. Ask other Ss to read the
• Books open. Focus Ss’ attention on the bulletin board in the questions aloud. Correct any errors.
picture. Ask: What is on the bulletin board? Elicit: Notes from • Ss in small groups. Read aloud the second part of the
family members. instructions for Exercise 3.
• Ask questions about the notes: • Ask three Ss to read the example question and answers
What did Erica do? (She vacuumed the rug in the living room. aloud.
She dusted the shelves too.) • Ss complete the exercise in small groups. Walk around and
What did Dad do? (He cut the grass.) help as needed.
What did Sasha do? (He got the mail and made the beds.)
• Ask several pairs to ask and answer questions about chores
What did Mom do? (She did the laundry.) for the class.
• Read aloud the instructions for Exercise 2B.
• Ask four Ss to read the notes aloud. Expansion activity (individual work)
• Focus Ss’ attention on the questions below the bulletin • Write about your partner. Ask Ss to write paragraphs based
board. Ask two Ss to read the question and example answer. on the information they learned about their classmates’
chores. Write a general topic sentence on the board to get
• Ss complete the exercise individually. Walk around and help them started, for example: My classmate does many different
as needed.
chores. For example, yesterday . . . Ask Ss to continue the
paragraph by writing about what their partner did yesterday,
COMPREHENSION CHECK using the paragraph on page 114 as a model.

• Read the instructions aloud. Say: Check your answers as you EVALUATION
listen to the audio.
CD2, Track 35 Play or read the audio (see audio script, • Direct Ss’ attention to the lesson focus on the board.
page T-177). Listen to Ss’ pronunciation as they repeat the
questions and answers. Repeat the audio as needed.
• Focus Ss’ attention on the pictures on page 114. Go around
the room. Ask Ss to ask and answer questions about the
• Say: Now practice the questions and answers with a partner. pictures, using irregular verbs in the simple past tense.
Ss complete the exercise in pairs. Walk around and help as
needed.
• Check off the lesson focus as Ss demonstrate understanding
of what they have learned in the lesson.
• Ask several pairs to ask and answer the questions for
the class.
More Ventures, Unit 9, Lesson C
Workbook, 15–30 min.
APPLICATION
Multilevel Worksheets,
30–45 min. [Link]/
• Read the instructions aloud for Exercise 3. Collaborative Worksheets, 30–45 min.
ventures/resources/
• Direct Ss’ attention to the chores listed in the exercise. Read Student Arcade, time varies [Link]/
each chore aloud. Ask Ss to repeat after you. venturesarcade/
• Model the task. Ask a S: Did you pay bills yesterday? Elicit
a Yes or No response. Say: If your partner says “Yes,” put a
check mark in the box next to the chore. Draw a box on the
board and mark it with a check.

T-115 Unit 9
Teaching objectives
• Introduce an informal note welcoming someone home
• Introduce asking yourself questions before you read
• Provide practice getting information from a reading
• Provide practice with new topic-related vocabulary Learner persistence (individual work)
CD2, Track 36 Ss can listen to the audio for Exercise 2
at home for reinforcement and review. They can also listen to
WARM-UP AND REVIEW the audio for self-directed learning when class attendance is
not possible.

• Before class. Write today’s lesson focus on the board.

Lesson D: COMPREHENSION CHECK
Read a note about family chores
Learn new vocabulary: household objects • Remind Ss of the content of the reading and recycle
• Begin class. Books open. Direct Ss’ attention to the picture vocabulary by asking: What chores did the family do? (ironed
in Exercise 1. Ask: What do you see? Elicit appropriate the clothes, emptied the trash, mopped the floor, vacuumed
responses, for example: A man is writing a note. the rug, dusted the furniture, cooked dinner.)
• Ask: Do you write notes at home? Elicit Yes or No responses. • Read aloud the instructions for Exercise 3A. Ask a S to read
If Ss say Yes, ask: Who do you write notes to? What do you the example aloud.
write notes about? Responses will vary. • Ask: What did Jeff do? (ironed the clothes.) Point to where No
is circled for number 1.
PRESENTATION • Ss complete the exercise individually. Help as needed.
• Check answers with the class. Ask Ss to read their
• Read aloud the instructions for Exercise 1. Ask: Where is he? sentences and answers aloud.
(at home, in the kitchen.) Point to the note and ask: What do • Ask Ss to take out a piece of paper. Read aloud the second
you think Lukas is writing about? Responses will vary. part of the instructions for Exercise 3A.

Expansion activity (student pairs) • Model the task of correcting the sentences. Point to No for
number 1 in Exercise 3A. Read the sentence aloud. Tell
• Question practice. Say: Look at the picture in Exercise 1. Ss: This sentence is incorrect. Tell me the correct sentence.
Ask more questions about the man in the picture. Ss write Jeff . . . (ironed the clothes). Write on the board: Jeff ironed
questions in pairs, for example: What is he wearing? the clothes.
• Say: Join another pair of Ss. Ask the other Ss your questions. • Ss complete the exercise individually. Help as needed.
Then answer the questions.
• Check answers with the class. Ask Ss to write their answers
• Have pairs ask and answer their questions for the class. on the board. Then ask different Ss to read the answers
aloud.
PRACTICE
PRACTICE
• Read aloud the instructions for Exercise 2.
CD2, Track 36 Play or read the audio (see audio script, • Ask Ss questions about the note in Exercise 2. Who dusted
page T-177). Ask Ss to follow along. Repeat as needed. the furniture? (Ben dusted the furniture.) Did Sharon empty
the trash? (No, Chris emptied the trash.)
Read the tip box aloud. Encourage Ss to ask themselves
“Wh-” questions before reading something. • Read the instructions aloud for Exercise 3B. Ss complete
the exercise individually. Help as needed.
• Check answers with the class.
Expansion activity (individual work, small groups)
• Wh- question-and-answer practice. Ss in small groups. Ask: Expansion activity (whole group, individual work)
What are some “Wh-” question words in English? Write Ss’ • Review the words for family members in Unit 3. Write family
responses on the board, for example: on the board. Ask Ss to tell you about their family. Write the
What  When  Why  Where  Who family words on the board.
• Say: Use these question words to write some questions about • Ask Ss to look at the note in Exercise 2 and tell you about
the note in Exercise 2. the family members. Accept any accurate answer.
• Ss write questions individually; then they ask and answer the
questions in small groups. Check comprehension by asking
Ss from each group to stand up and ask Ss in other groups
their questions.

Lesson D T-116
 LESSON D Reading
WARM-UP AND REVIEW Teaching Tip
It might be helpful to point out that some words can be
• Books closed. Write on the board: household objects. Point both nouns and verbs, such as iron and vacuum.
to the words. Say them aloud. Ask Ss to repeat after you.
Ask: What are some examples of household objects? Elicit • Ss complete the exercise individually. Help as needed.
appropriate responses, for example: a mop, a broom, a stove.
• Write the numbers 1–7 on the board. Ask individual Ss to
Write Ss’ responses on the board. come to the board to write their answers.
• Point to each object written on the board. Say the names of • Ask Ss: Do you agree with the answers on the board? Ask
the objects aloud. Ask Ss to repeat after you. different Ss to correct any errors.
Option Bring in pictures of different household objects
from magazines. Try to include the objects learned in this Expansion activity (small groups)
unit. Show Ss the pictures and ask: What’s this? Write Ss’ • Write these questions on the board:
responses on the board. What can you do with a broom?
What can you do with an iron?
PRESENTATION What can you do with a mop?
What can you do with a stove?
• Books open. Direct Ss’ attention to the pictures in the • Ss in small groups. Tell Ss to ask their groups the questions
Picture dictionary. Say: These are pictures of different on the board. (These questions recycle can from Unit 8.) Ask
household objects. several Ss to ask and answer the questions for the rest of
• Direct Ss attention to the word bank in Exercise 4A. Say: the class.
Repeat the words after me. Say each word. Listen to Ss’
pronunciations as they repeat. Correct pronunciation
Learner persistence (individual work)
as needed. • Encourage Ss to keep a journal and to write in it as often as
possible. Ask Ss to keep a list of chores they do every day.
PRACTICE • Encourage Ss to check a dictionary for the names of chores
they do not know and to share those names with the class at
the next class meeting.
• Say: Write the words in the Picture dictionary. Point to the first
example, which has been done. Be sure Ss understand the Expansion activity
task. • Refer Ss to “Volunteer Duties,” another reading on the same
• Ss complete the exercise individually. Walk around and help topic on Student’s Book pages 152-153.
as needed. • Have Ss complete the activity either in class or outside of class.
• Provide feedback to Ss such as through a whole-class
COMPREHENSION CHECK discussion, partners comparing their worksheets, or T
reviewing each S’s worksheets.
CD2, Track 37 Play or read the audio (see audio script,
page T-177). Ss should check their answers and repeat the EVALUATION
words after they hear them. Repeat the audio if necessary.

Learner persistence (individual work) • Direct Ss’ attention to the lesson focus on the board. Put a
check mark next to Read a note about family chores.
CD2, Track 37 Ss can listen to the audio for Exercise 4A
at home for reinforcement and review. They can also listen to • Focus Ss’ attention on page 117. Ask Ss to make sentences
the audio for self-directed learning when class attendance is about the objects in the Picture dictionary.
not possible. • Check off the lesson focus as Ss demonstrate understanding
of what they have learned in the lesson.
APPLICATION
More Ventures, Unit 9, Lesson D
• Read aloud the instructions for Exercise 4B. Workbook, 15–30 min.
• Ask a S: What can you do with an iron? Elicit appropriate Picture Dictionary Worksheets,
responses such as: iron a shirt. 30–45 min. [Link]/
Multilevel Worksheets, 30–45 min. ventures/resources/
• Hold up the Student’s Book. Point to the handwritten d next
to number 1. Say: You can iron with an iron. Collaborative Worksheets, 30–45 min.
Student Arcade, time varies [Link]/
venturesarcade/

T-117 Unit 9
Teaching objective
• Prepare Ss for writing a note to a family member about
chores

Expansion activity (student pairs)

WARM-UP AND REVIEW • Chores checklist: “Before Visitors Arrive.”
• Say: Do you do chores before people come to visit you
at home? We’re going to make a list of those chores. List
• Before class. Write today’s lesson focus on the board.
Lesson E: between seven and ten chores.
Discuss chores • Model the activity. Write on the board: Before Visitors Arrive.
Write an email about chores you did and didn’t do Try this “think aloud” to help students list one or two chores
• Begin class. Books closed. Point to the word chores on the they would do to prepare for guests:
board. Ask Ss to think of as many chores as possible. Write Well, my kitchen floor is dirty, so I will mop it before my
their responses on the board. visitors arrive.
Write mop the kitchen floor on the board.
PRESENTATION • Ss work individually and make a list of everything they need
to do before someone comes to visit their home.
• Books open. Read aloud the instructions for Exercise 1A. • Ss compare their lists in pairs. Encourage them to discuss
Ask three Ss to read the questions aloud. which chores they like and which ones they don’t like.
• Discuss the answers with the class. • Review the lists as a class, or ask Ss to post them around
• Write on the board: interview. Point to the word. Say it aloud. the room.
Ask Ss to repeat after you. Ask: What does this mean? Elicit
a response such as: It means asking someone questions and Expansion activity (student pairs)
getting answers. • Peer dictation. Before class. Make copies of the following
• Say: You are going to interview three of your classmates about sentences. Half of your Ss will get one set of sentences,
the chores they did and didn’t do at home. and the other half will get the other set of sentences.
• Direct Ss’ attention to Exercise 1B and read the instructions Set 1
aloud. 1. I mopped the floor yesterday.
• Model the task. Ask a S: What chores did you do last week? 2. I didn’t wash the dishes.
What chores didn’t you do? Write the S’s responses on the 3. I paid the bills last night.
board.
Set 2
• Ss complete the exercise individually. Encourage Ss to stand 1. I walked the dog today.
up and walk around the room while they ask other Ss the
questions. 2. I didn’t cook dinner.
• Ask Ss to read aloud the information about their classmates. 3. I didn’t buy the groceries.
Option Draw three columns on the board. Write the • In class. Ss in pairs. Give one person in each pair Set 1
headings from the chart in the columns. Ask Ss to come to sentences, and ask that person to dictate the sentences to
the board to fill in information about their classmates. his or her partner. Give the partner a copy of the
Set 2 sentences to dictate.
• Direct Ss’ attention to the email in Exercise 1C. Read
the instructions aloud. Ask a S to read the first two • When Ss finish, ask them to check their work by comparing
sentences aloud. their sentences to the ones in the handouts.
• Ss complete the exercise individually. Walk around and help
as needed.
• Write the numbers 1–7 on the board. Ask individual Ss to
write their answers on the board.
• Ask different Ss to read the sentences aloud. Ask: Are these
answers correct? Ask volunteer to correct any errors on
the board.

Lesson E T-118
 LESSON E Writing
PRACTICE Expansion activity (student pairs)
• Job interview role-plays. Say: Imagine that you have a job
• Direct Ss’ attention to the verbs in the word bank in Exercise interview. One person will be the interviewer. The other person
1D. Say each verb aloud. Ask Ss to repeat after you. Ask: is looking for a job. Make up a conversation about your work
What is the simple past of each of these verbs? For example: skills.
Buy. Elicit: bought. • Write the following example conversation on the board or
Option Ask Ss to come to the board to write the simple past distribute the conversation in a handout:
form of the verbs in the word bank. Then point to each one INTERVIEWER: Good morning.
and say it aloud. Ask Ss to repeat after you. APPLICANT: Good morning.
• Read aloud the instructions for Exercise 1D. INTERVIEWER: I see you are applying to be a server at my
• Ask a S to read the first sentence in the email. restaurant. What experience do you have?
• Ss complete the exercise individually. Walk around and help APPLICANT: I worked at another restaurant for two years.
as needed. INTERVIEWER: What did you do at the restaurant?
• Go around the room. Ask individual Ss to read a sentence APPLICANT: I took orders. I brought the food. I cleaned the
from the email. Ask: Is the answer correct? Ask volunteers to tables.
correct any errors.
INTERVIEWER: Did you use the cash register?
• Ss in pairs. Say: Read the email to your partner. Then listen
while your partner reads the email to you. APPLICANT: Yes, I did.
INTERVIEWER: Can you start tomorrow?
Expansion activity (whole group) APPLICANT: Yes, I can.
• Gender roles and chores. Write on the board: INTERVIEWER: Welcome to my restaurant!
1. Are there chores that only women in your family do? • Ask two Ss to read the conversation aloud. Say: Now make a
2. Are there chores that only men do? similar conversation about a different kind of job.
3. What is your opinion about different chores for women and • Ss complete the activity in pairs. Walk around and help as
men? needed.
• Ss answer the questions in small groups. • Ask several pairs to perform their job interviews for
• Ask one S from each group to report to the class on the the class.
group’s discussion.
• Direct Ss’ attention to Exercise 2 and read the instructions EVALUATION
aloud.
• Ss complete the exercise individually. Walk around and help • Direct Ss’ attention to the lesson focus on the board. Ask
as needed. different Ss to come to the board to write the chores they did
and didn’t do yesterday.
COMPREHENSION CHECK • Check off the lesson focus as Ss demonstrate understanding
of what they have learned in the lesson.

• Read aloud the instructions for Exercise 3A. Ss complete the

exercise in pairs. Walk around and help as needed. Help with More Ventures, Unit 9, Lesson E
pronunciation. Workbook, 15–30 min.
• Read aloud the instructions for Exercise 3B. This exercise Multilevel Worksheets, 30–45 min. [Link]/
asks Ss to work together to correct their writing. Ask a S Collaborative Worksheets, 30–45 min. ventures/resources/
to read the questions aloud. Tell Ss to exchange papers
and look at their partner’s email for the answers to the
questions. Tell Ss to circle the answers on their partner’s
email. Help as needed.
• Ask pairs to answer the questions about their partner’s email
for the class.

T-119 Unit 9
Teaching objectives
• Introduce reading a job-duties chart
• Provide practice that develops test-taking skills
• Present a problem and possible solutions for Ss to discuss
• Introduce or questions PRACTICE

• Read aloud the instructions for Exercise 1A. This task helps
WARM-UP AND REVIEW prepare Ss for standardized-type tests they may have to take.
Be sure Ss understand the task. Have students individually
scan for and fill in the answers.
• Before class. Write today’s lesson focus on the board.
Lesson F: • Check answers with the class.
Read a job duties chart • Direct Ss’ attention to Exercise 1B and read the instructions
Review topic vocabulary aloud. Say: Solve the problem.
Practice “or” questions
• Ss complete the task individually. Help as needed.
• Begin class. Books closed. Write on the board: job duties. • Have Ss discuss the solution as a class. Accept all plausible
Say: Job duties are things you do at work. Ask: What are answers.
some duties you have to do for your job? Elicit appropriate
responses, such as: I open the store, clean the floors, etc. Expansion activity (small groups)
Write the responses on the board.
• Question practice. Ss in small groups. Say: On a piece of
• Ask Ss to brainstorm different occupations. Elicit responses paper, write five questions about the job duties chart. Work
such as: server, doctor, nurse. Point to each one. Ask: What together with your group.
are his or her job duties? Elicit appropriate responses such
as: A server has to take orders and bring customers food; a
• Ss complete the activity in their groups. Walk around and
help as needed.
doctor has to take care of people; a nurse has to give people
medicine. • When Ss are finished, ask them to exchange papers with
another group. Ss then write answers to the questions
Option If most of your Ss work, ask pairs to discuss and list
and return them to the original group. Ask Ss to check
their job duties and then report their partner’s job duties to
the answers.
the rest of the class.
• For a greater challenge, ask Ss to answer the questions
without the help of the books – but they’ll need time to study
PRESENTATION the chart beforehand!

• Books open. Direct Ss’ attention to the job duties chart in Expansion activity (small groups)
Exercise 1. Ask questions about the chart:
• Make a job duties chart for another workplace. Ss in small
What do you see? (a job duties chart.) groups. Say: Think of another workplace, or use your own
What supermarket is this from? (SaveMore Supermarket.) place of work. Write a job duties chart for that workplace.
What are the duties? (sweep the floor, mop the floor, etc.) Think of all the jobs that need to get done. Use the chart in
Exercise 1 as an example.
What does “employee” mean? (worker.)
• Ss complete the activity in small groups. Walk around and
What are “initials”? (the first letter of someone’s first and last help as needed.
name.)
• When Ss finish, ask them to show their charts to other groups.
Do you have a chart like this at work? (Yes or No.) Alternatively, ask them to post the charts around the room.
How is it different? (Responses will vary.)
How is it the same? (Responses will vary.) Community building (whole group)
• Ask different Ss to read aloud the job duties for each • Ask: What kinds of duties do you have as Ss? Write Ss’
employee. Model the activity by talking about Joshua Liu: responses on the board, for example: do our homework,
Joshua Liu has to sweep the floor. His initials are JL. He study, listen in class.
completed his work at 9:15 p.m. • Ask: How can you help me in the classroom? What are some
job duties that you can do? Elicit responses such as: make
Teaching Tip photocopies, erase the board, push in the chairs after class,
It might be helpful to write your own initials on the board clean up any trash.
as an example for Ss. • Write the duties on the board. Encourage Ss to help you with
these tasks before, during, and after class.

Lesson F T-120
 LESSON F Another view
WARM-UP AND REVIEW • Ask two Ss to read the example conversation aloud. Tell Ss
they are going to make or questions and give answers about
themselves.
Focus on meaning / personalize
• Ss complete the exercise in pairs. Walk around and help as
• Make a chart. Ask students about the chores they did needed.
yesterday:
Name - Chore • Then have S pairs join with another pair to ask and answer
Then ask: Did ____ wash (his/her) car or mop the floor? questions again.
Students look at the chart to answer.
EVALUATION
PRESENTATION
• Lead the class in a quick review of each lesson in the unit.
Have Ss turn to Lesson A. Ask the class to call out what they
Focus on form remember about this lesson. Prompt Ss with questions, for
• Use the animated grammar presentation in one or more of example: What are the conversations about on this page?
the following ways: What vocabulary is in the picture?
• Preview it before class Expansion activity
• Show it in class • Before class. Print, for each student, one copy of the Self-
• Encourage Ss to watch it outside of class. assessment for this unit.
• Books open. Focus Ss’ attention on the grammar chart. Ask • Have Ss complete the Self-assessment either in class or
a S to read the heading aloud. outside of class.
• Ask a S: Yesterday, did you drive or take the bus to English • Provide feedback to Ss such as through a whole-class
class? discussion, partners comparing their worksheets, or T
reviewing each S’s worksheet.
PRACTICE • If Ss are ready, administer the unit test on page T-200.
The audio script for the test is on page T-209.
• Focus Ss’ attention on the pictures in Exercise 2A. Ask: What
can you see? (gloves, Feng, towel, Mei, iron, Santiago, etc.) More Ventures, Unit 9, Lesson F
• Read the instructions aloud. Ask two Ss to read the example Workbook, 15–30 min.
conversation aloud.
Multilevel Worksheets, 30–45 min.
• Ss complete the exercise in pairs. Walk around and help as Collaborative Worksheets, 30–45 min. [Link]/
needed. Self-assessment, 10 min. ventures/resources/
• Ask several S pairs to tell the class their questions and CASAS Test Prep Worksheet, 5–10 min.
answers about the people in the pictures.

APPLICATION

• Direct Ss’ attention to Exercise 2B. Read the instructions

aloud.

T-121 Unit 9
UNIT 10
Teaching objectives
• Introduce students to the topic COMPREHENSION CHECK
• Find out what students know about the topic
• Preview the unit by talking about the picture
• Provide practice of key vocabulary • Ask Ss Yes / No, Wh-, and or questions about the picture.
Recycle grammar and vocabulary from past lessons.
• Provide practice that develops listening skills
Is this a campground? (Yes.)
Is this a lake? (Yes.)
Are people fishing? (Yes.)
WARM-UP AND REVIEW Are they swimming? (Yes.)
Are they playing soccer? (No.)
• Before class. Write today’s lesson focus on the board. Is Mrs. Lopez ironing? (No.)
Lesson A: What are people doing? (fishing, canoeing, hiking, etc.)
Vocabulary for free-time activities Are the boys swimming or fishing? (fishing.)
• Begin class. Books closed. Write on the board:
free-time. Point to the word. Say it aloud. Ask Ss to repeat it. PRACTICE
• Say: Free-time activities are things you do for fun or
enjoyment. In my free-time, I go swimming. Act out swimming. • Direct Ss’ attention to Exercise 1B. Model the task. Hold
Ask: What do you do in your free-time? Elicit responses such up the Student’s Book. Say to a S: Point to people who are
as: go to the movies, read, watch TV. Ask: What are some free- camping. The S points to the appropriate part of the picture.
time activities you can do outside? Elicit responses such as: • Ss in pairs. Say to one S: Say the words in Exercise 1B. Say
hike, swim, play soccer. to his or her partner: Point to the activity in the picture.
• Ss complete the exercise in pairs. Walk around and help as
PRESENTATION needed. When Ss finish, have them change partners and
change roles.
• Books open. Set the scene. Direct Ss’ attention to the • Ask several pairs to perform the exercise for the class to
picture on page 122. Ask: What do you see? Elicit as much check Ss’ understanding.
vocabulary about the picture as possible: people, a lake,
mountains, picnic tables, tents, etc. Expansion activity (student pairs)
• Direct Ss’ attention to the key words in Exercise 1B. Read • Vacation discussion. Write on the board: Where do you want
each word aloud while pointing to the item in the picture and to go on vacation? Why?
to the person or persons doing the activity. Ask the class to
• Ask various Ss to answer your questions.
repeat and point.
• Ss in pairs. Say: Ask your partner the two questions on the
Teaching Tip board. Then your partner will ask you the questions.
Do not expect Ss to know all the new vocabulary words. • When Ss finish, ask pairs to form a group of four. Say: Now
These warm-up questions are intended to find out what ask the questions to your new group members. Walk around
Ss already know about vocabulary pertaining to free-time and help as needed.
activities.

Teaching Tip
Ss may not be familiar with some of the free-time
activities listed at the top of the page. It might be helpful
to hold up the Student’s Book and point out each activity
so that Ss know which word you are describing.

Lesson A T-122
 LESSON A Listening
PRESENTATION COMPREHENSION CHECK

• Books closed. Ask Ss: What free-time activities are not in the • Write the letters A–F on the board. Ask individual Ss to come
picture on page 122? Write Ss’ responses on the board. Say to the board to write the correct answers to Exercise 2B next
the words aloud. Ask Ss to repeat after you. If anyone in the to each letter.
class doesn’t know what the words mean, ask the Ss who • Read aloud the second part of the instructions for
said the free-time activities to explain them through actions Exercise 2B.
or words.
CD2, Track 38 Play or read the audio again. Pause
Teaching Tip the audio after each conversation. Point to a letter of the
conversation on the board. Ask: Is this correct?
It is important to give Ss opportunities to explain words
and other aspects of English to their classmates.
This gives them confidence and helps them improve APPLICATION
their English.
• Ask Ss: What did you do last summer in your free-time? Elicit
free-time activities, for example: I went camping.
PRACTICE
• Direct Ss’ attention to Exercise 3 and read the instructions
aloud.
• Direct Ss’ attention to the instructions for Exercise 2A and
read them aloud. • Read each activity aloud. Ask Ss to repeat after you. Explain
the meaning of any unfamiliar words.
CD2, Track 38 Play or read the audio (see audio script,
page T-177). Pause after the first conversation. Ask: Which • Ss complete the exercise individually. Help as needed.
picture matches conversation A? (picture number 4.) Point • Read aloud the second part of the instructions for Exercise 3.
to the handwritten a written next to number 4. Be sure Ss Ask two Ss to read the example conversation aloud.
understand the task. Then play or read the complete audio. • Ss complete the exercise in pairs. Help as needed.
Ss complete the exercise individually.
• Ask several pairs to ask and answer their questions for the
• Write numbers 1−6 on the board. Ask six Ss to write the rest of the class.
answers on the board. Point to each answer in turn. Ask: Is it
correct? Make corrections as needed.
EVALUATION
• Direct Ss’ attention to Exercise 2B. Read the instructions
aloud.
• Direct Ss’ attention to the lesson focus on the board. Ask
CD2, Track 38 Play or read the audio. Pause after the Ss to identify the free-time activities in the pictures on pages
first conversation. Ask: Which time word did you hear in this 122 and 123.
conversation? (yesterday.) Show Ss where yesterday has been
written for conversation A.
• Check off the lesson focus as Ss demonstrate understanding
of what they have learned in the lesson.
CD2, Track 38 Play or read the complete audio. Ss
complete the exercise individually.
More Ventures, Unit 10, Lesson A
Learner persistence (individual work) Workbook, 15–30 min.
CD2, Track 38 Ss can listen to the audio for Exercises Multilevel Worksheets, 30–45 min. [Link]/
2A and 2B at home for reinforcement and review. They can Collaborative Worksheets, 30–45 min. ventures/resources/
also listen to the audio for self-directed learning when class Student Arcade, time varies [Link]/
attendance is not possible. venturesarcade/

T-123 Unit 10
Teaching objectives
• Introduce the simple past with irregular verbs
• Provide practice asking and answering What questions
about past activities
• Write on the board:
What did you do yesterday?
WARM-UP AND REVIEW I camping.
• Elicit an answer for the blank: went. Fill in the blank and read
the question and answer aloud. Ask Ss to repeat after you.
Focus on meaning / personalize
• Ask the question again. Encourage Ss to use the key words
• Before class. Write today’s lesson focus on the board. from page 122, such as: went fishing, went hiking, went
Lesson B: swimming.
Simple past with irregular verbs
• Begin class. Books closed. Review questions in the past PRACTICE
tense by asking Ss Yes / No questions about last weekend.
Did you buy groceries last weekend? • Direct Ss’ attention to the pictures for Exercise 2A. Point to
Did you go to a restaurant last weekend? number 1. Ask: What did Carl and Gina do? Elicit: They went
Did you go camping last weekend? to the zoo.
Did you eat pizza last weekend?
Did you take a nap last weekend?
• Read the instructions aloud.
Elicit Yes or No responses. • Ss complete the exercise individually. Help as needed.
• Write on the board:
What did you do yesterday?
COMPREHENSION CHECK
I went fishing.
CD2, Track 39 Read aloud the second part of the
• Point to the question and answer on the board. Read them
instructions for Exercise 2A. Play or read the audio (see
aloud. Ask Ss to repeat after you.
audio script, page T-177). Have Ss check their answers as
they listen and repeat.
PRESENTATION • Ask Ss to come to the board to write the sentences. Have
different Ss read the sentences aloud. Ask Ss to make any
Focus on form necessary corrections on the board.
• Use the animated grammar presentation in one or more of • Ss ask and answer the questions in pairs. Help as needed.
the following ways: • Ask pairs to perform their conversations for the class.
• Preview it before class
• Show it in class Expansion activity (individual work)
• Encourage Ss to watch it outside of class. • Before class. Make copies of the following grid for each of
your Ss.
• Books open. Direct Ss’ attention to the grammar chart in
Exercise 1. Read the questions and answers aloud. Ask Ss Name of student What did you do last weekend?
to repeat.
• Direct Ss’ attention to the list of irregular verbs. Say:
Irregular verbs do not end in “-ed” in the simple past. The
words change completely.
• Say each form of the verb aloud. Listen to Ss as they repeat
the verbs after you.
• Say: Remember that the simple past uses “did” plus the base
form of the verb for questions. We also use “didn’t” plus the
base form of the verb for negative statements.
• In class. Give each S a copy of the grid. Tell Ss to walk
Expansion activity (student pairs) around and ask eight classmates what they did last
• Ss in pairs. Ask Ss to practice the irregular past verbs on weekend. In the first column, Ss should write the name of
page 124. One S will read the base form, and the other S each S they talk to; in the second column, they should write
will read the past form. After a few minutes, ask Ss to switch what the S did last weekend.
roles. After a couple of rounds, Ss should practice without • When Ss finish, ask them to report their findings.
looking at the book.
Expansion activity (whole group)
Expansion activity (whole group) • If you want to expand the grammar presentation, turn to the
• Review verb phrases, such as: go camping / went camping; grammar charts at the back of the Student’s Book. Practice
go fishing / went fishing. asking and answering questions using irregular verbs in the
simple past.
Lesson B T-124
 LESSON B What did you do yesterday?
PRACTICE • Model the task. In the chart, write Sarah after Name, and
write read a book after last night.
• Direct Ss’ attention to Exercise 2B. • Ss ask and answer questions with three classmates. Walk
around and help as needed.
• Ask Ss to give you the past form for the verbs in the word
bank. Write them on the board. • Ask several Ss to report what their classmates did last
Focus Ss’ attention on the Useful Language box, and read it night, yesterday morning, the day before yesterday, and last
aloud. Ask: How can we say these actions in the simple past? weekend.
(went fishing, went shopping, went dancing, went online.) Expansion activity (individual work)
• Ask Ss to read the sentences in Exercise 2B and identify • Write about classmates. Say: Write complete sentences
words they don’t know. Encourage other Ss to help explain about your classmates’ activities last weekend. Use the chart
the meaning of the words. from Exercise 3.
• Read the instructions aloud. Ss complete the exercise • Model the example activity by writing on the board:
individually. Sarah read a book last night.
• Ask Ss to write the sentences on the board. Ask other Ss to • Ss write sentences individually. Walk around and help
read the sentences aloud. Ask: Are the sentences correct? as needed.
Have volunteers correct any errors on the board.
• Check answers with the class. Ask Ss to write complete
• Write on the board: schedule. Point to the word. Say it aloud sentences on the board. Ask: Are the sentences correct? Ask
and ask Ss to repeat. Say: A schedule tells you what to do on volunteers to correct any errors.
different days of the week.
• Focus Ss’ attention on the schedule in Exercise 2C. Ask: EVALUATION
What kind of schedule is this? Elicit: It’s Jeff Yu’s vacation
schedule.
• Direct Ss’ attention to the lesson focus on the board. Walk
• Read the instructions for Exercise 2C aloud. around the class and elicit questions and affirmative and
• Model the task. Hold up the Student’s Book. Point to negative answers about the schedule in Exercise 2C on
Sun (Sunday). page 125.
• Ask a S the example question. The student reads the • Check off the lesson focus as Ss demonstrate an
example answer aloud. understanding of what they have learned in the lesson.
• Ss complete the exercise in pairs. Walk around and help as
needed. More Ventures, Unit 10, Lesson B
Workbook, 15–30 min.
APPLICATION Multilevel Worksheets, 30–45 min. [Link]/
Collaborative Worksheets, 30–45 min. ventures/resources/
• Read aloud the instructions for Exercise 3. Ask two Ss to Student Arcade, time varies [Link]/
read aloud the example question and answer.
venturesarcade/

T-125 Unit 10
Teaching objectives
• Introduce the future tense with be going to
• Provide practice asking and answering What questions
about future activities
do we form the simple present tense of the verb “be?” Write
on the board:
I You He
WARM-UP AND REVIEW She They
Ask Ss to fill in the blanks with the correct form of the verb
Focus on meaning / personalize be in the simple present.
• Before class. Write today’s lesson focus on the board. • Ask Ss to make sentences with be going to and the time
words written in the grammar chart.
Lesson C:
Ask and answer questions in the future tense with
“be going to” PRACTICE
• Begin class. Books closed. Review vocabulary from
Lesson B. Ask: What did you do last weekend? Elicit: I went • Direct Ss’ attention to the Santiago family’s schedule for next
swimming; I went shopping. If possible, point to last weekend week in Exercise 2A.
on a calendar. • Ask: What do you see? Elicit: Next week’s schedule for the
• Write on the board: Santiago family.
What are you going to do next weekend? • Read aloud the instructions for Exercise 2A. Ask two Ss to
I’m going to study. read aloud the example question and answer.
• Read the question and answer aloud. Ask Ss to repeat. If • Model the task. Hold up the Student’s Book. Point to Mon on
possible, point to next weekend on a calendar. the schedule. Ask: What day is this? (Monday.) What’s Marta
going to do next Monday? (take a test.)
• Ask several Ss: What are you going to do next weekend?
Write their answers on the board: I’m going to . • Ss complete the exercise individually. Walk around and help
as needed.
Teaching Tip
It might be helpful to explain that we use be going to + COMPREHENSION CHECK
the base form of the verb to form statements about the
future.
• Read aloud the second part of the instructions for
Exercise 2A.
PRESENTATION CD2, Track 40 Play or read the audio (see audio script,
page T-178). Have Ss check their answers as they listen and
repeat.
Focus on form
• Ask Ss to come to the board to write the answers. Have
• Use the animated grammar presentation in one or more of different Ss read the answers aloud. Ask Ss to make any
the following ways:
necessary corrections on the board.
• Preview it before class • Ss ask and answer the questions in pairs. Help as needed.
• Show it in class • Ask pairs to perform their conversations for the class.
• Encourage Ss to watch it outside of class.
• Books open. Direct Ss’ attention to the grammar chart Useful Language
in Exercise 1. Say: This is the future tense with “be going to.” Read the tip box aloud. It might be helpful to brainstorm
• Read the questions and answers aloud. Ask Ss to repeat more examples of this type of sentence and ask Ss to
after you. write the sentences on the board.

• Focus Ss’ attention on the time words next to the grammar

chart. Read the words aloud and ask Ss to repeat after you. Expansion activity (whole group)
Say: These words are about the future. • If you want to expand the grammar presentation, turn to the
Say: The way we form the future tense with “be going to” is to grammar charts at the back of the Student’s Book. Practice
use the correct form of the verb “be” plus “going to.” Ask: How making sentences about the future using be going to.

Lesson C T-126
 LESSON C What are you going to do?
PRACTICE • Ask Ss to write three goals using be going to. Walk around
and help as needed.
• Direct Ss’ attention to the picture in Exercise 2B. Hold up • Ss in small groups. Say: Show your group members your
the Student’s Book. Point to each person in the picture, and goals for the future. Who has the same goals? Who has
ask Ss to brainstorm what that person is going to do. Elicit different goals?
responses such as: Maybe Brian is going to go to the beach. • Ask members from each group to report to the class what
• Read the instructions aloud. Ask two Ss to read the example they have learned about the Ss in their group.
conversation. Option An alternative way of doing this activity is to ask Ss
• Ss complete the exercise in pairs. Help as needed. to write their goals on a piece of paper. Tell Ss you are going
to read their goals to the rest of the class. Collect the papers
• Ask pairs to ask and answer the questions for the class.
and shuffle them. Read Ss’ goals to the class without saying
Expansion activity (small groups) the Ss’ names. The rest of the Ss must guess which Ss
wrote the goals.
• Ss in small groups. Say: Imagine that you are waiting for
the bus like the people in the picture in Exercise 2B. Write a Expansion activity (individual work, small groups)
sentence about each person in your group. Then your group
will stand up and act out what they are going to do. The rest of • Writing exercise. Say: Take out a piece of paper. Write three
the class has to guess what each person is going to do. sentences about the future. Write two true statements and one
false statement. You will read your sentences to a small group
of Ss. The Ss have to guess which statement is not true.
APPLICATION
• Model the activity. Read three sentences about yourself to
the class, for example:
• Write on the board:
I’m going to visit my mother next week
Name Next weekend I’m going to cook Chinese food tonight.
• Ask a S: (Name of S) What are you going to do next weekend? I’m going to go to Mexico this summer.
Elicit: I’m going to . . . Write the S’s name in the Name column • Read the sentences to the class. Ask: Which sentence do
and the activity he or she is going to do in the Next weekend you think is not true? After Ss guess, tell them whether they
column. Ask several other students the same question and are right.
write their names and plans on the board.
• Ss work individually to write the sentences. Then Ss get
• Focus Ss’ attention on Exercise 3 and read the instructions together with a small group to complete the exercise.
aloud. Ask two Ss to read aloud the example conversation.
• Hold up the Student’s Book. Point to Yuri and fix the car in EVALUATION
the chart.
• Encourage Ss to stand up, walk around, and ask and answer • Direct Ss’ attention to the lesson focus on the board.
the questions with their classmates. Remind Ss to write the
information in their charts. • Focus Ss’ attention on the picture on page 127. Go around
the room. Ask Ss to ask and answer questions about the
• Check answers with the class by asking Ss to describe what picture using the future tense with be going to.
one of their classmates is going to do next weekend.
• Check off the lesson focus as Ss demonstrate understanding
Expansion activity (individual work, small groups) of what they have learned in the lesson.
• Goals. Ask Ss to think about what their goals are for the next
year. Explain that a goal is something important that you More Ventures, Unit 10, Lesson C
want to do. Say: Let’s talk about the future. What are three Workbook, 15–30 min.
things you want to do in your life? Write three examples on Multilevel Worksheets, 30–45 min. [Link]/
the board of your own goals, for example: I’m going to learn Collaborative Worksheets, 30–45 min. ventures/resources/
French; I’m going to exercise more; I’m going to spend more
time with my family. Student Arcade, time varies [Link]/
venturesarcade/

T-127 Unit 10
Teaching objectives
• Introduce an email about weekend activities
• Introduce looking for phrases that tell whether past or
future time
• Provide practice getting information from a reading • Ask: Last weekend, did the Lopez family go shopping?
• Provide practice with additional topic-related vocabulary (No, they went camping.) Point to where No is circled for
number 1. Be sure Ss understand the task.
• Ss complete the exercise individually. Help as needed.
WARM-UP AND REVIEW • Check answers with the class. Ask Ss to read the sentences
and answers aloud.
• Before class. Write today’s lesson focus on the board. • Ask Ss to take out a piece of paper. Read aloud the second
Lesson D: part of the instructions for Exercise 3A.
Read a note about free-time activities • Model the task of correcting the sentences. Point to No for
Learn new vocabulary: sports number 1 in Exercise 3A. Read the sentence aloud. Tell Ss:
• Begin class. Books closed. Ask: Remember the Lopez This sentence is incorrect. Tell me the correct sentence. Last
family from the picture on page 122? What did they do last weekend, the Lopez family went . . . (camping). Write on the
weekend? Elicit responses, such as: They went fishing, board: Last weekend, the Lopez family went camping.
hiking, camping, etc. • Ss complete the exercise individually. Help as needed.
• Books open. Remind Ss about the Lopez family in the picture • Check answers with the class. Ask Ss to write their answers
on page 122. Then, read aloud the instructions for Exercise on the board. Then ask different Ss to read the answers
1. Ask: Who are the people in the picture? (Mr. and Mrs. aloud.
Lopez’s three sons.) Point to the boys and ask: What did they
do? (They went fishing; they caught fish.) Ask: What are they PRACTICE
going to do next? (cook the fish; eat the fish.)

• Ask Ss questions about the letter in Exercise 2: Who went

PRESENTATION fishing? (Mr. Lopez and his sons went fishing.) Who went
swimming? (Mr. Lopez and his sons went swimming.)
• Direct Ss’ attention to Exercise 2. Say: Read the letter that • Read aloud the instructions for Exercise 3B. Ss complete
Maria Lopez wrote to her friend Ming. the exercise individually. Help as needed.
• Ss read the letter silently. • Check answers with the class. Ask Ss to read their questions
and answers aloud.
Read the tip box aloud. Remind Ss to look for signal
words to help them see if the time is in the past, in the • Ask individual Ss to write their answers on the board. Ask
present, or in the future. It might be helpful to ask Ss to different Ss to read the sentences aloud. Ask: Are the
underline the signal words in the note (Last weekend, sentences correct now? Ask Ss to correct the sentences if
tonight, etc.). needed.

CD2, Track 41 Play or read the audio and ask Ss to Expansion activity (student pairs)
follow along (see audio script, page T-178). Repeat as
needed.
• Expand on the sentence correction in Exercise 3A by asking
Ss to write sentences with didn’t. For example, for the first
Option Explain any words Ss don’t understand. Then have Ss sentence Ss could write: Last weekend, the Lopez family
reread the letter silently. went camping. They didn’t go shopping.
• Ask individual Ss to read aloud a sentence from • Write the example sentence on the board. Tell Ss to
the note. write sentences with didn’t for the rest of the sentences
they corrected.
Learner persistence (individual work)
• Ask individual Ss to write the negative statements on
CD2, Track 41 Ss can listen to the audio for Exercise 2 the board.
at home for reinforcement and review. They can also listen to
the audio for self-directed learning when class attendance is Learner persistence (individual work)
not possible.
• Ask Ss to look back at the Lesson D: Reading pages in their
Student’s Book to find the Reading tips. Make a list of the
COMPREHENSION CHECK tips on the board.
• Encourage Ss to copy the list and use it as they read outside
• Read aloud the instructions for Exercise 3A. Ask a S to read of class. Explain that the tips offer strategies to help them
the example aloud. become better readers.

Lesson D T-128
 LESSON D Reading
WARM-UP AND REVIEW Culture Note
Read the culture note aloud. It might be interesting to
• Books closed. Write on the board: Sports. Point to the word. ask Ss which sport they prefer, soccer or football. If it is
Say it aloud. Ask Ss to repeat after you. football season, bring in a newspaper and encourage Ss
Ask: What are some examples of sports? Elicit appropriate to follow the sport in the paper every day. Have Ss pick
responses, such as: basketball, baseball, football, soccer. different teams to support.

Teaching Tip Expansion activity (student pairs)

You can bring in pictures from magazines of people • Question-and-answer practice – past tense review. Write on
playing different sports. Show the Ss the pictures and the board:
ask: What sport is this? Write Ss’ responses on the board.
play / watch
• Point to each sport written on the board. Say the word aloud Did you play basketball last weekend?
and ask Ss to repeat after you. Did you watch basketball last weekend?
Did you play baseball last weekend?
• Ask questions about sports. Responses will vary.
Did you watch baseball last weekend?

PRESENTATION • Write on the board:

go / watch
Did you go skiing last weekend?
• Books open. Direct Ss’ attention to the pictures in the Did you watch skiing last weekend?
Picture dictionary Say: These are pictures of different sports.
Did you go surfing last weekend?
• Direct Ss attention to the word bank in Exercise 4A. Say the Did you watch surfing last weekend?
words aloud using play with each sport in the first box and go
with each word in the second box. Ask Ss to repeat after you.
• Ss in pairs. Say: Ask your partner the questions on the board.
Then your partner will ask you the questions. Walk around the
Listen to Ss’ pronunciation and repeat the words if necessary.
classroom and help as needed.
• Ask several pairs to ask and answer the questions for the
PRACTICE rest of the class.
Option Dictate the questions to Ss. Then have them ask
• Say: Write the words in the Picture dictionary. Point to the their partner the questions.
first example, which has been done. Be sure Ss understand
the task.
EVALUATION
• Ss complete the exercise individually. Walk around and help
as needed.
• Direct Ss’ attention to the lesson focus on the board.
• Put a check mark next to Read a note about free-time activities.
COMPREHENSION CHECK
• Focus Ss’ attention on page 129. Ask Ss to make sentences
about the sports in the Picture dictionary.
CD2, Track 42 Play or read the audio (see audio script,
page T-178). Ss should check their answers and repeat the Expansion activity
words after they hear them. Repeat the audio if necessary. • Refer Ss to “Camping Rules,” another reading on the same
topic on Student’s Book pages 154-155.
Learner persistence (individual work)
• Have Ss complete the activity either in class or outside of class.
CD2, Track 42 Ss can listen to the audio for Exercise 4A
at home for reinforcement and review. They can also listen to
• Provide feedback to Ss such as through a whole-class
discussion, partners comparing their worksheets, or T
the audio for self-directed learning when class attendance is
reviewing each S’s worksheets.
not possible.
• Check off each part of the lesson focus as Ss demonstrate
understanding of what they have learned in the lesson.
APPLICATION
More Ventures, Unit 10, Lesson D
• Read aloud the instructions for Exercise 4B. Ask two Ss to
Workbook, 15–30 min.
read aloud the example conversation.
Picture Dictionary Worksheets, 30–45 min. [Link].
• Ss complete the exercise individually. Walk around and help
Multilevel Worksheets, 30–45 min. org/ventures/
as needed.
Collaborative Worksheets, 30–45 min. resources/
• Ask several pairs to ask and answer the questions for
the class. Student Arcade, time varies [Link]/
venturesarcade/

T-129 Unit 10
Teaching objectives
• Prepare Ss for writing an informal email about past and
future vacation plans
• Introduce beginning a new paragraph when time changes
from past to future • Ss in pairs. Ask each pair of Ss to choose one of the
advertisements. Tell Ss to write ten sentences using be going
to. Walk around and help as needed.
WARM-UP AND REVIEW • Ask pairs to hold up their vacation destinations and describe
what they are going to do when they get there.
• Before class. Write today’s lesson focus on the board.
Lesson E:
PRACTICE
Discuss and write about your past and future vacations
• Begin class. Books closed. Write on the board: vacation. Say • Books closed. Ask Ss the following questions. Responses
will vary.
the word aloud. Ask Ss to repeat. Ask: Where do you like to
go on vacation? Elicit responses. Write Ss’ responses on the Do you write notes when you go on a trip?
board. Who do you write to?
What do you like to write about?
• Ask individual Ss: Where did you go on your last vacation?
Elicit appropriate responses. Write Ss’ responses on the • Books open. Direct Ss’ attention to the note in Exercise 1B.
board. Read the instructions aloud.
• Ask Ss to read the note silently.
PRESENTATION • When Ss finish their silent reading, ask them to read the
note to a partner. Ask the partners to switch roles. Walk
• Books open. Direct Ss’ attention to Exercise 1A. Read the around and help as needed.
instructions aloud. • Direct Ss’ attention back to Exercise 1B and have them write
• Ask two Ss to read the example conversation aloud. answers to the questions.
• Direct Ss’ attention to the chart in Exercise 1A. Hold up the
Student’s Book. Point to the name Omar. Say: Write your COMPREHENSION CHECK
classmates’ names and answers in the blank spaces. Omar
went to Arizona with his wife. They went to the Grand Canyon. • Write the numbers 1–5 on the board. Ask Ss to write their
Point to each word in the chart as you say it aloud. answers on the board. Ask other Ss to read the answers
• Encourage Ss to walk around the classroom to complete the aloud. Ask: Are the answers correct? Ask volunteers to
exercise. Help Ss as needed. correct any errors.
• Copy the grid onto the board. Ask individual Ss to write their Learner persistence (whole group)
answers in the blank spaces. Then ask them to talk about a
classmate’s last vacation. Elicit a response such as: Klara • A field trip with your class. Go to a place that is well known in
went to Mexico with her sister last year. They visited their your city, town, or community. Before going, bring brochures
hometown. to class for Ss to look through.
Ask Ss: What are we going to do when we get there? What are
Expansion activity (student pairs) we going to see? Why is this place interesting?
• Materials needed Advertisements for vacation destinations • When Ss return from the field trip, ask them to write a
from a travel magazine paragraph about their experiences. Have them use the
simple past. The writing will help your Ss bond as a class,
• Vacation role-play. Hold up one of the advertisements. Ask
and it will also help them recycle past and future verb forms.
Ss: Where is this? Elicit an appropriate response, or tell Ss
which place it is. Say: Imagine you’re going to go there on your
next vacation. What are you going to do during your vacation?
Encourage Ss to make sentences starting with We are going
to . . . Write the sentences on the board.

Lesson E T-130
 LESSON E Writing
PRESENTATION • Read aloud the instructions for Exercise 3B. This exercise
asks Ss to work together to correct their writing. Ask a S to
read the questions aloud. Tell Ss to exchange papers and
• Books closed. Ask Ss to brainstorm some Wh- question
words. Elicit: Who, What, Why, When, Where. Ask a S to write look at their partner’s letter for the answers to the questions.
the responses on the board. Have Ss circle the answers. Help as needed.

• Write on the board: Your last vacation. Point to the Wh- words. • Ask pairs to answer the questions about their partner’s letter
Say: What are some questions you can ask about someone’s for the class.
last vacation? Elicit questions such as: Where did you go on
your last vacation? Who did you go with? What did you do? Ask
Expansion activity (whole group)
Ss to write the questions on the board. • Tic-tac-toe game. Draw a tic-tac-toe grid on the board. Ask
Ss to brainstorm verbs from this unit. Put each verb in a
Teaching Tip different section of the grid, for example:
Some Ss in your class may not have been able to take a
vacation because of their personal situations. Rather than see hike fix
discuss their own vacation, bring in pictures of people
on simple family vacations. Ask Ss to discuss and write
fish play go
about the pictures rather than about themselves.

take ride write

PRACTICE
• Divide the class into two teams, X and O. Say: One person
• Books open. Focus Ss’ attention on the questions in from each team will choose a verb on the board. He or she
Exercise 2A. has to make a sentence in the past tense with that verb.
• Read each question aloud and ask Ss to repeat. If the sentence is correct, I will put an “X” or an “O” in that
square. The first team to get three Xs or Os in a row (vertically,
• Read the instructions aloud. horizontally, or diagonally) wins.
• Ss complete the exercise individually. Help as needed. • Continue playing after the first game. This time, ask Ss to
make sentences in the future. Another alternative is to ask
APPLICATION Ss to use the verbs to make questions in the past or the
future. Ask Ss to change the verbs each time they play a new
• Read the instructions for Exercise 2B. Tell Ss to use the note game.
on page 130 as a guide for their writing.
EVALUATION
Teaching Tip
Refer Ss to the note on page 130. Point out that the first • Direct Ss’ attention to the lesson focus on the board.
paragraph is written in the past and the second paragraph
is written in the future. • Have Ss look at the picture on page 122. Ask different Ss to
come to the board and write sentences about the picture in
• Model the first sentence of a letter by eliciting information the past and the future.
from a S and writing on the board: • Check off the lesson focus as Ss demonstrate understanding
Dear (student’s friend’s name), of what they have learned in the lesson.
I had a nice vacation. I went to (name of destination).
More Ventures, Unit 10, Lesson E
Read the tip box aloud. Guide Ss to begin a new
paragraph when changing their ideas from one time to Workbook, 15–30 min.
another. Remind Ss to indent each new paragraph. Multilevel Worksheets, 30–45 min. [Link]/
Collaborative Worksheets, 30–45 min. ventures/resources/
• Ss complete the exercise individually. Help as needed.

COMPREHENSION CHECK

• Read aloud the instructions for Exercise 3A. Ss complete the

exercise in pairs. Help as needed.

T-131 Unit 10
Teaching objectives
• Introduce reading a TV schedule
• Provide practice that develops test-taking skills
• Present a problem and possible solutions for Ss to discuss
• Provide practice contrasting past, present, and future verb • Have students ask each other the following questions:
tenses 1. What did you watch on TV last night?
2. What are you going to watch on TV tomorrow night?
3. What are our favorite TV shows?
WARM-UP AND REVIEW 4. What do your family members watch on TV?

• Before class. Write today’s lesson focus on the board. • Ss in small groups. Give each group a copy of the local TV
schedule.
Lesson F:
Read and discuss a TV schedule
• Ask Ss to write questions with their group about the TV
schedule. Walk around and help as needed.
Review topic vocabulary
Compare past, present, and future • Ask groups to exchange questions and to find the answers in
their TV schedules.
• Begin class. Books closed. Ask questions about TV habits.
Responses will vary. • Ask several Ss from each group to stand up and ask and
answer some of their questions for the class.
Do you watch TV?
What programs do you like to watch?
Expansion activity (student pairs)
What time and day do you watch your favorite programs?
Do you use a TV guide or TV schedule? • Movie review. Write on the board:
1. What
  movie did you see recently? Tell your partner the
PRESENTATION name and type of movie you saw.
2. What movie are you going to see next? Why?
• Books open. Direct Ss’ attention to Exercise 1A. Read Teaching Tip
the instructions aloud. This task helps prepare Ss for
standardized-type tests they may have to take. Be sure Ss It might be helpful to brainstorm types of movies and
understand the task. Have Ss individually scan for and fill in write them on the board: drama, action, romance,
mystery, comedy, etc.
the answers.
• Check answers with the class. Write the numbers 1–4 on the • Ss in pairs. Say: Ask your partner the questions on the board.
board. Ask individual Ss to come to the board to write their Then your partner will ask you the questions.
answers. • Ss complete the activity in pairs. Walk around and help as
• Ask: Are the answers correct? Ask a volunteer to correct any needed.
errors on the board. • Ask several pairs to ask and answer the questions for the
rest of the class.
PRACTICE
Learner persistence (whole group)
• Direct Ss’ attention to Exercise 1B and read the instructions • Encourage Ss to watch TV in English. Tell them that this will
aloud. Say: Solve the problem. help them improve their English. Most TVs have captions that
viewers can turn on so they see the words at the same time.
• Ss complete the task individually. Help as needed.
• Have Ss discuss the solution as a class. Accept all plausible
answers.

Expansion activity (small groups)

• Materials needed Enough copies of your local TV schedule
to give to each small group in your class (or a copy of one
page of the TV schedule)

Lesson F T-132
 LESSON F Another view

WARM-UP AND REVIEW • Ask two Ss from each group to share the information that
they learned about their group’s members.

Focus on meaning / personalize Expansion activity (small groups)

• Books closed. Draw two vertical lines on the board, making • Before class. Make copies of one page of a blank monthly
three columns. Write Yesterday, Every day, and Tomorrow calendar.
as headings in the columns. Ask a S: What did you do • In class. Give Ss a copy and ask them to fill in imaginary
yesterday? Write the response in the first column. Continue activities on their calendar. For example, appointments, free-
by asking two other Ss what he / she does every day, and time activities, school work, etc. Ss don’t need to fill every
what he / she is going to do tomorrow. Write the responses date, but they should have a few activities for each week.
in the columns.
• Write on the board: Today is (the 15th). What did you do last
• Point to the first column. Ask: What time is this? (the simple week? What do you usually do every week? What are you going
past.) Ask about the other two columns. Elicit: the simple to do this week / next week?
present and the future with “be going to.”
• Model the activity. Choose a few volunteers to make a group.
Teaching Tip Say: Today is the 15th. Ask one of the Ss: What did you do
last week? Have the S refer to his or her calendar and answer
Ss may not know the grammatical names simple past, the question. Then have that S ask another S in the group.
simple present, and future with be going to. If they don’t,
tell them the correct names of the verb forms. Write the Tell Ss that they will take turns and ask all the questions to
names in the corresponding columns on the board. all the group members.
• Have groups report back to the whole class about their
calendar activities.
PRESENTATION
EVALUATION
Focus on form
• Use the animated grammar presentation in one or more of • Lead the class in a quick review of each lesson in the unit.
the following ways: Have Ss turn to Lesson A. Ask the class to call out what
they remember about this lesson. Prompt Ss with questions:
• Preview it before class What are the conversations about on this page? What
• Show it in class vocabulary is in the picture?
• Encourage Ss to watch it outside of class.
Expansion activity (small groups)
• Books open. Focus Ss’ attention on the grammar chart. Ask
a S to read the headings aloud and the sentences. Ask: • Before class. Print, for each student, one copy of the Self-
What are the time words in each sentence? (last weekend, on assessment for this unit.
the weekends, next weekend.) • Have Ss complete the Self-assessment either in class or
outside of class.
• Focus Ss’ attention on the pictures on the right hand side of
the page. Ask: What do you see? (a man and woman going to • Provide feedback to Ss such as through a whole-class
the movies, a man dusting bookshelves.) discussion, partners comparing their worksheets, or T
reviewing each S’s worksheet.
PRACTICE • If Ss are ready, administer the unit test on page T-202.
The audio script for the test is on page T-209.
• Focus Ss’ attention on Exercise 2A. Ask two Ss to read the • If Ss are ready, administer the final test on page T-204.
example questions and answers aloud. Say: Remember to The audio script is on page T-210.
use the correct verb forms when answering the questions.
• Hold up the Student’s Book. Show Ss where Boris’ answers More Ventures, Unit 10, Lesson F
have been written in the chart. Workbook, 15–30 min.
• Ss complete the exercise in a group. Walk around and help Multilevel Worksheets, 30–45 min.
as needed. Collaborative Worksheets, 30–45 min. [Link]/
Self-assessment, 10 min. ventures/resources/
APPLICATION CASAS Test Prep Worksheet, 5–10 min.

• Focus Ss’ attention on Exercise 2B. Ask two Ss to read the

example sentences aloud.

T-133 Unit 10
Teaching objective
• Review vocabulary, pronunciation, and grammar from
Units 9 and 10

• Ask: What is the simple past form of these verbs? Model the
activity by writing dried next to dry.
WARM-UP AND REVIEW
• Ask Ss to continue by writing the correct past form of the
verbs in the remaining blanks.
• Before class. Write today’s lesson focus on the board.
Review unit:
• Direct Ss’ attention to Exercise 2A. Read the
instructions aloud.
Review vocabulary, pronunciation, and grammar from Units 9
and 10 • Ask another S to read aloud the first sentence in
the paragraph.
• Begin class. Books closed. Ask Ss to brainstorm Wh-
question words. Elicit: Who, What, Why, When, Where. Write • Ss complete the exercise individually. Help as needed.
the questions on the board. • Write the numbers 1–8 on the board. Ask Ss to come to the
• Point to the words on the board. Say: Ask some questions in board to write the answers.
the past using these words. Elicit questions, such as: What
Teaching Tip
did you do yesterday? When did you go to bed last night? Write
Ss’ responses on the board. Ask Ss to write on the board only the missing words, not
the complete sentences.
PRESENTATION • Ask individual Ss to read aloud a sentence from the
paragraph. Ask: Are the answers correct? Ask volunteers to
• Books open. Focus Ss’ attention on Exercise 1. Read aloud correct any errors.
the instructions. • Books closed. Write on the board:
• Ask individual Ss to read the questions aloud. Say: Now weekend / do / What / Jenny / did / last ?
listen to the conversation. Circle the correct answers.
• Ask Ss to unscramble the words on the board to make
CD2, Track 43 Play or read the audio (see audio a question. (What did Jenny do last weekend?) Write the
script, page T-178). Ss listen and circle the answers to the question on the board.
questions. Repeat the audio as needed.
• Books open. Focus Ss’ attention on Exercise 2B. Read the
• Write the numbers 1–6 on the board. Ask individual Ss to instructions aloud.
write their answers on the board. Ask other Ss: Are these
• Ss complete the exercise individually. Help as needed.
answers correct? Have a volunteer make any necessary
corrections on the board. • Write the numbers 1–4 on the board. Ask four Ss to write the
unscrambled questions on the board. Ask other Ss: Are the
questions correct? Ask volunteer to correct any errors.
PRACTICE
• Read aloud the second part of the instructions in
Exercise 2B.
• Read aloud the second part of the instructions for
Exercise 1. • Model the task. Ask a S the first question: When did Jenny
clean the house? Elicit: on Saturday morning.
• Ss complete the exercise in pairs. Help as needed.
• Ss complete the exercise in pairs. Walk around and help as
• Ask several pairs to ask and answer the questions for the needed.
rest of the class.
• Ask several pairs to ask and answer the questions for the
• Write on the board: rest of the class.
dry empty mop
dust pay go
read eat drive

Review: Units 9 & 10 T-134

 REVIEW
WARM-UP AND REVIEW PRACTICE

• Ask: What is the ending for regular verbs in the past tense? • Read aloud the second part of the instructions for Exercise
(-ed.) 3C.
• Say: Not all verbs ending in “-ed” are pronounced in the same • Model the task. Read aloud the word studied. Then make up
way. Some endings sound like /d/; some sound like /t/; and a sentence, for example: I studied last night.
some sound like /ɪd/. • Ss complete the exercise in pairs. Walk around and help as
needed.
PRESENTATION • Ask several Ss to say their sentences for the rest of
the class.
• Focus Ss’ attention on Exercise 3A. Read the instructions Option Ask Ss to write a sentence on the board for each
aloud. word. Then ask different Ss to read the sentences to the
CD2, Track 44 Play or read the audio (see audio script, class, using correct pronunciation.
page T-178). Repeat as needed. • Read aloud the instructions for Exercise 3D.
• Ask: Did you hear the different ways the “-ed” ending was • Ask two Ss to read aloud the example questions and
pronounced for each word? Elicit a Yes or No response. answers. Encourage Ss to use both regular and irregular
Option If Ss ask for the rule for how to pronounce the -ed verbs in their responses.
ending correctly, tell them that it depends on the ending • Ask several pairs to ask and answer the questions for the
letters or sound of the verb. Say: When verbs end with rest of the class. Listen carefully to make sure they are using
voiceless sounds such as /k/, /p/, /sh/, or /ch/, the past ending correct pronunciation.
sounds like /t/. When verbs end with voiced sounds such as
/n/, /y/, or /m/, the past ending sounds like /d/. When verbs Expansion activity (whole group)
end with /t/ or /d/, the past ending sounds like /ɪd/. • Pronunciation practice. Divide the class into two teams. Ask
• Read aloud the instructions for Exercise 3B. a S from one team to write a sentence on the board in the
CD2, Track 45 Play or read the audio (see audio script, simple past. If the sentence is written correctly, give the
page T-178). Ss listen to and repeat the words. Encourage team one point. Then, ask a S from the other team to read
Ss to use the correct pronunciation for the -ed ending as they the sentence aloud. If the student reads it correctly with
repeat the words. Repeat the audio as needed. appropriate pronunciation, give that team one point. Continue
in this way until each team has written and pronounced
• Focus Ss’ attention on the chart in Exercise 3C. Read the
several sentences.
instructions aloud.
• Say: Listen to these past verbs and check the ending that you • At the end of the game, add up the points. The team with the
most points wins the competition.
hear.
CD2, Track 46 Play or read the audio (see audio script,
page T-178). Ss listen and complete the chart individually. EVALUATION
Walk around the classroom and help as needed.
• When Ss finish, ask them to pronounce the words and say • Direct Ss’ attention to the lesson focus on the board.
which column they checked. Ask the rest of the class: Did • Go around the room. Ask each S to say a sentence about
you check the same column? Correct any errors. Ivan from Exercise 1 on page 134.
Option As a group, ask Ss to say the verbs. Make sure they • Ask Ss to read the words from Exercise 3C on page 135 and
pronounce the -ed endings correctly. use the correct pronunciation.
• Check off the items in the lesson focus as Ss demonstrate
understanding of what they have learned in the lesson.

T-135
T-28 Review: Units 9 & 10
 UNIT 1 College and Career Readiness

Reading Tip: Last names on a list go from A–Z. What last name is after Abadi?

Class Registration List

School: Youngstown Adult School,

Downtown Site
Class: English as a Second Language
Level: 1
Instructor: Tony Brown
Time: 10:15 a.m.

Phone Date of Country of

Last Name First Name Male Female
Number Birth Origin
Abadi Yana P 924-6848 10-19-1984 Syria
Cruz Maria P 561-7927 1-16-1971 Mexico
Fedorin Alex P 398-9505 3-9-1993 Russia
Fernandez Mario P none 5-30-1981 El Salvador
Hong Kathy P 239-1844 9-4-1997 Korea
Hong Katie P 239-1844 9-4-1997 Korea
Hua Jun P 561-3027 8-22-1979 China

1 Check your understanding

1. What is this reading about?
a. a class registration list b. a school address list
2. How many students are on this list?
a. 7 students b. 8 students
3. What is the teacher’s last name?
a. Tony b. Brown
4. Circle your answer and complete the sentence.
Kathy and Katie are / are not sisters because .

136 UNIT 1 College and Career Readiness 1

UNIT 1 College and Career Readiness

2 Build your vocabulary

A Look at the pictures. Find the words in the class registration list. Then write the words below
the pictures.

adult school birth female male

1. adult school 2. 3. 4.

B Find the academic words in Column 1 in the class registration list and underline them. Then
complete the chart.

Academic Phrase or sentence from Best

My sentence
word registration list definition
a. teacher
1. instructor Instructor: Tony Brown b. student I like my English instructor.
a. place
2. site
b. number

3 Talk with a partner

Answer each question with evidence from the class registration list. Use the phrase in the Useful
Language box.
1. When is Alex Fedorin’s birthday? USEFUL LANGUAGE
2. Where is Mario Fernandez from? According to the class
3. What is Jun’s telephone number? registration list, . . .

4 Analyze the texts Objective: Compare two texts on the same topic.

Review the following texts to answer the questions below: (1) page 12, A New Student and (2) page 136,
Class Registration List.
1. What is the topic of both readings?
a. telephone numbers b. personal information
2. What is one way they are similar?
a. Both have lists of students. b. Both have student information.
3. What is one way they are different?
a. One is a list. One is not a list. b. One is about a man. One is about a woman.

1 College and Career Readiness UNIT 1 137

 UNIT 2 College and Career Readiness

Reading Tip: Order forms have headings, like “Number”, at the top. What are the headings
on this form?

Order Form

Every month Jaime orders office supplies.

He uses this form. The order form has
four categories – office supplies, number,
price per item and total price. The order
form must be accurate. He must order the
correct supplies.

Total Price
Office Supplies Number Price
(Includes 6% tax)
Scissors 20 $ 3.99 $84.59
Boxes of pencils 15 $ 9.99 $158.84
Calculators 10 $14.99 $158.89
Boxes of markers 25 $ 7.99 $211.74
Notepads 50 $ 4.99 $264.47

1 Check your understanding

1. What is this reading about?
a. Jaime’s order form
b. Jaime’s coworkers
2. How much does one calculator cost?
a. $10
b. $14.99
3. How many boxes of pencils does Jaime order?
a. 15
b. 25
4. Circle your answer and complete the sentence.
I think the office uses notepads / calculators more because .

138 UNIT 2 College and Career Readiness 1

UNIT 2 College and Career Readiness

2 Build your vocabulary

A Look at the pictures. Find the words in the reading. Then write the words below the pictures.
boxes form price supplies

1. supplies 2. 3. 4.

B Find the academic words in Column 1 in the reading and underline them. Then complete the chart.
Academic
Phrase or sentence from reading Best definition My sentence
word
The order form must be a. correct
1. accurate My homework must be accurate.
accurate. b. wrong

a. whole
2. categories
b. groupings

3 Talk with a partner

Answer each question with evidence from the reading. Use the phrase in the Useful Language box.
1. How many scissors does Jaime order? USEFUL LANGUAGE
2. What is the total price for the calculators? According to the order form, . . .
3. Does the total price include the tax?

4 Analyze the texts Objective: Compare two texts on the same topic.

Review the following texts to answer the questions below: (1) page 24, Attention new students! and
(2) page 138, Order Form.
1. What is the topic of both readings?
a. supplies b. coworkers
2. How are they similar?
a. Both list calculators, pencils and markers. b. Both list calculators, pencils, and notebooks.
3. How are they different?
a. One reading has five supplies. One reading has ten supplies.
b. One reading is about school supplies. One reading is about work supplies.

1 College and Career Readiness UNIT 2 139

 UNIT 3 College and Career Readiness

Reading Tip: A paragraph is a group of sentences about one idea. How many sentences are
in this paragraph?

The 60th Birthday in Chinese Culture

In Chinese culture, the 60th birthday

is very important. The Chinese believe
that a person begins a new life after
the 60th birthday. The children and
grandchildren have a big party for
the 60-year-old. People at the party
eat special foods such as noodles,
peaches and eggs. The noodles
symbolize a long life. The children
and grandchildren give flowers,
cakes and money in red envelopes.
Chinese people only celebrate birthdays
every 10 years after the 60th birthday.

1 Check your understanding

1. What is this reading about?
a. an American birthday celebration
b. a Chinese birthday celebration
2. What do noodles symbolize?
a. a long life
b. good luck
3. Who gives the party for the 60-year-old?
a. the parents
b. the children and grandchildren
4. Circle your answer and complete the sentence.
I think the 60th birthday is / is not important in China because .

140 UNIT 3 College and Career Readiness 1

 UNIT 3 College and Career Readiness

2 Build your vocabulary

A Look at the pictures. Find the words in the paragraph. Then write the words below the pictures.
flowers noodles peaches red envelope

1. supplies 2. 3. 4.

B Find the academic words in Column 1 in the reading and underline them. Then complete the chart.
Academic Phrase or sentence from
Best definition My sentence
word reading
a. people
1. culture In Chinese culture,….. b. way of life
Family is important in my culture.

a. represent
2. symbolize
b. talk about

3 Talk with a partner

Answer each question with evidence from the paragraph. Use the phrase in the Useful Language box.
1. What do people eat at a Chinese 60th birthday party? USEFUL LANGUAGE
2. What do the children and grandchildren give to the 60-year-old? According to the paragraph, . . .
3. How often do the Chinese celebrate birthdays after the 60th birthday?

4 Analyze the texts Objective: Compare two texts on the same topic.

Review the following texts to answer the questions below: (1) page 38, The Birthday Party and
(2) page 140, The 60th Birthday in Chinese Culture.
1. What is the topic of the two readings?
a. families b. birthday parties
2. How are they similar?
a. Both are about birthday parties for b. Both are about birthday parties for
older people younger people.
3. How are they different?
a. One is about birthday parties in China. One is about a birthday party in the United States.
b. One is about a child’s birthday party. One is about a birthday party for a sixty-year-old.

1 College and Career Readiness UNIT 3 141

 UNIT 4 College and Career Readiness

Reading Tip: A table has columns and rows. This table has two rows and three columns. What
is the head of each column?

Don’t Catch a Cold!

Colds spread from person to person.
For example, your friend has a cold.
You “catch” the cold from your friend.
Look at the table below. Look at the
symptoms, or signs, of a cold. How
can your friend’s cold transfer to you?

Illness Symptoms How it spreads

a cold • runny nose • hands touch a runny nose and then other objects
• cough • germs from coughs and sneezes fall on objects
• sneeze

Don’t catch your friend’s cold. Here is the best strategy: Wash your hands
often. Use warm water and soap. Wash for 20 seconds.

1 Check your understanding

1. What is the reading about?
a. how a cold spreads
b. causes of a cold
2. What are the symptoms of a cold?
a. hands touching objects
b. runny noses, coughs and sneezes
3. How does a cold spread?
a. from washing hands
b. from germs
4. Circle your answer and complete the sentence.
You should / shouldn’t wash your hands often because .

142 UNIT 4 College and Career Readiness 1

UNIT 4 College and Career Readiness

2 Build your vocabulary

A Look at the pictures. Find the words in the reading. Write the words below the pictures.
cough germs runny nose sneeze

1. runny nose 2. 3. 4.

B Find the academic words in Column 1 in the article and underline them. Then complete the chart.
Academic
Phrase or sentence from article Best definition My sentence
word
a. a symptom One strategy for learning
1. strategy Here is the best strategy b. a plan English is to take a class.
a. not move
2. transfer
b. move

3 Talk with a partner

Answer each question with evidence from the article. Use the phrase in the Useful Language box.
1. What is another word for symptom? USEFUL LANGUAGE
2. What is one symptom of a cold? According to the article, . . .
3. What happens when you sneeze?

4 Analyze the texts Objective: Compare two texts on the same topic.

Review the following texts to answer the questions below: (1) page 50, The Doctor’s Office and
(2) page 142, Don’t Catch a Cold!
1. What is the topic of both readings?
a. health b. medicine
2. What is one way they are similar?
a. Both talk about colds. b. Both talk about a doctor’s office.
3. What is one way they are different?
a. One is about patients. One is about doctors. b. One is about people. One is about
symptoms.

1 College and Career Readiness UNIT 4 143

 UNIT 5 College and Career Readiness

Reading Tip: Arrows on a map mean something. What do the arrows mean in the
directions below?

Directions to the Library

Sandra likes her new neighborhood. There’s

a school, playground and grocery store in
the area. She wants to know the location of a
library in her community. She uses her tablet to
get directions from her house to the library.

[Link]
From: 4400 Jewell St., Duluth, MN 55803
To: 4275 Cass St., Duluth, MN 55803
5 min
1.1 mi
Start out going south on Jewell St toward Grand Ave.
1. Take the 1st right onto Grand Ave.
Then go 0.11 miles
2. Take the 1st right onto Union St.
Then go 0.13 miles
3. Turn left onto 2nd Ave.
Then go 0.66 miles
4. Turn left onto Cass St.
Then go 0.24 miles
4275 Cass St, Duluth, MN 55803 is on the left.

1 Check your understanding

1. What is this reading about?
a. directions to the playground b. directions to the library
2. What does Sandra want to find?
a. the library b. the school
3. How does Sandra find the location of the library?
a. on her tablet b. on her phone
4. Circle your answer and complete the sentence.
I think Sandra can /can’t walk to the library because .

144 UNIT 5 College and Career Readiness 1

UNIT 5 College and Career Readiness

2 Build your vocabulary

A Look at the pictures. Find the words in the reading. Write the words below the pictures.
neighborhood playground south toward

1. toward 2. 3. 4.

B Find the academic words in Column 1 in the reading and underline them. Then complete the chart.
Academic
Phrase or sentence from reading Best definition My sentence
word
a. a place to borrow books
1. area
There’s a school, playground b. part of a country, city
My school is in a
and grocery store in the area. or town safe area.
a. a group of people
2. community
b. a group of foods

3 Talk with a partner

Answer each question with evidence from the reading. Use the phrase in the Useful Language box.
1. Why does Sandra like her new neighborhood? USEFUL LANGUAGE
2. What is the address of the library? According to the reading, . . .
3. How long does it take to drive from Sandra’s
house to the library?

4 Analyze the texts Objective: Compare two texts on the same topic.

Review the following texts to answer the questions below: (1) page 64, the Hi Angela letter and
(2) page 144, Directions to the Library.
1. What is the topic of the two readings?
a. places in the neighborhood b. directions to the library
2. What is one way they are similar?
a. Both are about downtown. b. Both are about Sandra’s neighborhood.
3. What is one way they are different?
a. One has a school. One has a pharmacy. b. One describes a neighborhood. One gives
directions to a place.

1 College and Career Readiness UNIT 5 145

 UNIT 6 College and Career Readiness

Reading Tip: We use a.m. and p.m. with time. Before 12 o’clock noon is a.m. After 12 o’clock
noon is p.m. 7:30 a.m. is in the morning. 7:30 p.m. is at night. Look at the schedule below.
Who goes to work at night? Who goes to work in the morning?

Schedule of Tasks

Aaron and Kristin are married and have two children.

They both work outside of the home. Aaron works
from 11:00 p.m. to 7:00 a.m. Monday through Friday.
Kristin works from 8:00 a.m. to 5:00 p.m. Monday
through Friday. They create a schedule. It is a list of
home tasks.

Aaron’s Tasks Kristin’s Tasks

7:30 a.m. Make breakfast 7:30 a.m. Leave for work
8:15 a.m. Take children to school 5:30 p.m. Make dinner
9:00 a.m. Sleep 7:30 p.m. Clean up kitchen
3:00 p.m. Pick up children 8:00 p.m. Make lunches
3:30 p.m. Help children with homework 8:30 p.m. Get children ready for bed
10:30 p.m. Leave for work 10:30 p.m. Sleep

1 Check your understanding

1. What is the reading about?
a. Aaron’s schedule b. Both Aaron and Kristin’s schedules
2. What does Aaron do at 10:30 p.m.?
a. sleeps b. leaves for work
3. What does Kristin do at 8:30 p.m.?
a. leaves for work b. gets children ready for bed
4. Complete the sentence.
Aaron and Kristin probably like / don’t like to work different shifts because .

146 UNIT 6 College and Career Readiness 1

UNIT 6 College and Career Readiness

2 Build your vocabulary

A Look at the pictures. Find the words in the reading. Write the words below the pictures.
homework leave list pick up

1. list 2. 3. 4.

B Find the academic words in Column 1 in the reading and underline them. Then complete the chart.
Academic
Phrase or sentence from reading Best definition My sentence
word
a. make The teacher creates
1. create They create a schedule. b. buy a class list.
a. job to find
2. tasks
b. work to do

3 Talk with a partner

Answer each question with evidence from the reading. Use the phrase in the Useful Language box.
1. Who makes breakfast? USEFUL LANGUAGE
2. Who picks up the children? According to the schedule, . . .
3. When are Aaron and Kristin home at the same time?

4 Analyze the texts Objective: Compare two texts on the same topic.

Review the following texts to answer the questions below: (1) page 78, Meet Our New Employee:
Bob Green and (2) page 146, Schedule of Tasks.
1. What is the topic of both readings?
a. schedules b. work tasks
2. How are they are similar?
a. Both are about activities with family. b. Both are about activities at work.
3. How are they different?
a. One is about a married person. One is about a single person.
b. One is about a night employee. One is about a night employee and a day employee.

1 College and Career Readiness UNIT 6 147

 UNIT 7 College and Career Readiness

Reading Tip: Receipts can have symbols and abbreviations. Look at the supermarket receipt.
Find the symbols “@”, “%” and “$.” Find the abbreviations reg, lb, and doz. What do they mean?

SaveMore Supermarket #4
2200 Peach St., Pensacola FL 32506
555-463-2300
11/08/16 [Link]
Cashier: Kimberly
100% WHOLE GRAIN BREAD $3.49
CHEESE 1 lb $4.99
Reg price $5.99 $1.00 savings
BANANAS 2.33 lb @ $ .78/lb $1.82
FUJI APPLES 3.5 lb @ $1.99/lb $6.97
TOMATO SAUCE 3 @ $ .75 $2.25
LARGE EGGS 1 doz $3.79
BROWN SUGAR 2 lb $2.99
DOG FOOD 2 @ $14.99 $29.98
Reg Price 1 @ $16.99 $4.00 savings

Subtotal $56.28
7.5% tax $4.22
Total $60.50
Cash $60.50
8 items

You saved $5.00.

Thank you for your purchase.

1 Check your understanding

1. What is this reading about?
a. a hardware store receipt b. a grocery store receipt
2. How much is one pound of bananas?
a. $2.33 b. $ .78
3. How much are 12 eggs?
a. $3.79 b. $1.00
4. Circle your answer and complete the sentence.
I think the customer has / doesn’t have a dog because .

148 UNIT 7 College and Career Readiness 1

UNIT 7 College and Career Readiness

2 Build your vocabulary

A Look at the pictures. Find the words in the reading. Write the words below the pictures.
cash cashier subtotal total

1. cashier 2. 3. 4.

B Find the academic words in Column 1 on the receipt and underline them. Then complete the chart.
Academic
Phrase or sentence from receipt Best definition My sentence
word
a. different things The supermarket sells
1. items 8 items b. different people many items.
a. something you eat
2. purchase
b. something you buy

3 Talk with a partner

Answer each question with evidence from the receipt. Use the phrase in the Useful Language box.
1. What is the address of the supermarket? USEFUL LANGUAGE
2. How much is the tax? According to the receipt, . . .
3. What is the regular price of cheese?

4 Analyze the texts Objective: Compare two texts on the same topic.

Review the following texts to answer the questions below: (1) page 90, Regular Customers and
(2) page 148, SaveMore Supermarket #4.
1. What is the topic of both readings?
a. Supermarket shopping b. Supermarket receipts
2. How are they are similar?
a. In both, customers pay with a b. In both, the customers are at SaveMore
debit card. Supermarket.
3. How are they different?
a. One has 4 items. One has 8 items. b. One is about food. One is about clothes.

1 College and Career Readiness UNIT 7 149

 UNIT 8 College and Career Readiness

Reading Tip: Each bulleted item (•) on a list is an important idea. Look at the Help Wanted job
advertisement. How many important ideas are there?

Help Wanted
Gentle Palms Senior Daycare Center

Job openings: Care assistant

Work in a friendly environment.
Part-time and full-time positions are available.

Work activities include:

• Prepare snacks.
• Help seniors to eat and move around.
• Tell the medical staff when an individual has pain.

Go to our website for an employment application and to learn about other jobs at
our center. [Link]

1 Check your understanding

1. What is this reading about?
a. children b. seniors
2. What job is available?
a. care assistant b. child care worker
3. What are two work activities?
a. help seniors and talk to medical staff b. prepare meals and make beds
4. Circle your answer and complete the sentence.
I think this is / isn’t a good job because .

150 UNIT 8 College and Career Readiness 1

UNIT 8 College and Career Readiness

2 Build your vocabulary

A Look at the pictures. Find the words in the reading. Write the words below the pictures.
care assistant friendly pain seniors

1. seniors 2. 3. 4.

B Find the academic words in Column 1 in the help wanted advertisement and underline them. Then
complete the chart.

Academic Phrase or sentence from

Best definition My sentence
word advertisement

1. available
Part-time and full-time a. open I am available to
positions are available. b. busy work part time.
a. animal
2. individual
b. person

3 Talk with a partner

Answer each question with evidence from the help wanted advertisement. Use the phrase in the Useful
Language box.
1. Where is the job opening? USEFUL LANGUAGE
2. How do you apply for this job? According to the advertisement, . . .
3. Who do you tell about pain?

4 Analyze the texts Objective: Compare two texts on the same topic.

Review the following texts to answer the questions below: (1) page 102, the recommendation letter and
(2) page 150, Help Wanted.
1. What is the topic of the two readings?
a. work b. volunteering
2. What is one way they are similar?
a. Both are about seniors. b. Both are about nursing homes.
3. What is one way they are different?
a. One is about seniors. One is b. One is about a nursing home.
about children. One is about a daycare center.

1 College and Career Readiness UNIT 8 151

 UNIT 9 College and Career Readiness

Reading Tip: The chart has two headings – Soup Kitchen Duties and Time. The chart has five
rows below the two headings. Read information in the rows from left to right. What information
is in the first row?

Volunteer Duties

Anh volunteers at a soup kitchen

on Tuesdays. She assists with five
soup kitchen duties. Anh likes to
volunteer. She likes to help others.

Soup Kitchen Duties Time

1. Make soup 5:00 – 5:30 p.m.
2. Slice bread 5:30 – 6:00 p.m.
3. Serve soup 6:00 – 7:30 p.m.
4. Wash and dry dishes 7:30 – 8:30 p.m.
5. Mop floors 8:30 – 9:00 p.m.

1 Check your understanding

1. What is this reading about?
a. Anh’s work duties b. Anh’s volunteer duties
2. What does Anh do from 6:00 to 7:30?
a. makes soup b. serves soup
3. What does Anh do from 8:30 to 9:00 p.m.?
a. mops floors b. washes and dries dishes
4. Circle your answer and complete the sentence.
I think Anh likes / doesn’t like to volunteer because .

152 UNIT 9 College and Career Readiness 1

UNIT 9 College and Career Readiness

2 Build your vocabulary

A Look at the pictures. Find the words in the reading. Write the words below the pictures.
duties serve slice soup

1. soup 2. 3. 4.

B Find the academic words in Column 1 in the reading and underline them. Then complete the chart.
Academic Best
Phrase or sentence from reading My sentence
word definition

1. assists
She assists with five soup a. stops I assist my teacher
kitchen duties. b. h
helps before class.
a. works for free
2. volunteers
b. works for money

3 Talk with a partner

Answer each question with evidence from the reading. Use the phrase in the Useful Language box.
1. When does Anh volunteer at the soup kitchen? USEFUL LANGUAGE
2. When does Anh serve soup? According to the advertisement, . . .
3. When does Anh wash and dry the dishes?

4 Analyze the texts Objective: Compare two texts on the same topic.

Review the following texts to answer the questions below: (1) page 116, Letter to Karen and
(2) page 152, Volunteer Duties.
1. What is the topic of both readings?
a. chores / duties with pay b. chores / duties with no pay
2. How are they are similar?
a. Both describe chores. b. Both describe work for no pay.
3. How are they different?
a. One is about household chores. One is about volunteer duties.
b. One is about jobs at a restaurant. One is about duties at a soup kitchen.

1 College and Career Readiness UNIT 9 153

 UNIT 10 College and Career Readiness

Reading Tip: Read the headings (titles) first. They tell you the topics, or categories, of
information. What are the four headings on this sign?

CAMPING RULES
Camping
• Camp and fish only in marked areas.
• Don’t drink from glass containers.
• Only start fires in fire pits.
• Put all garbage and litter in
appropriate containers.
Pets
• Keep your pet on a leash at
all times.
• No pets in swimming areas.
Fireworks
• Fireworks are prohibited.
Noise
• Quiet hours are between 10:00 p.m.
and 6:00 a.m.
• No loud music.

1 Check your understanding

1. What is this reading about?
a. camping activities b. rules for camping
2. Where can you camp?
a. in marked areas b. next to the fishing area
3. Where can’t you take pets?
a. to the fishing area b. to the swimming areas
4. Circle your answer and complete the sentence.
You can / can’t drink from glass containers because .

154 UNIT 10 College and Career Readiness 1

UNIT 10 College and Career Readiness

2 Build your vocabulary

A Look at the pictures. Find the words in the reading. Write the words below the pictures.
fire fireworks leash litter

1. fire 2. 3. 4.

B Find the academic words in Column 1 on the sign and underline them. Then complete the chart
Academic
Phrase or sentence from sign Best definition My sentence
word

1. appropriate
Put all garbage and litter a. right I need to wear the appropriate
in appropriate containers. b. not right clothes to a job interview.
a. allowed
2. prohibited
b. not allowed

3 Talk with a partner

Answer each question with evidence from the sign. Use the phrase in the Useful Language box.
1. Where do you put your garbage? USEFUL LANGUAGE
2. When are quiet hours? According to the sign, . . .
3. Where can you start a fire?

4 Analyze the texts Objective: Compare two texts on the same topic.

Review the following texts to answer the questions below: (1) page 128, email message to Ming and
(2) page 154, Camping Rules.
1. What is the topic of both readings?
a. camping b. Sunday activities
2. How are they similar?
a. Both talk about family chores. b. Both talk about swimming and fishing.
3. How are they different?
a. One is rules for camping. One is an email about a camping trip.
b. One talks about chores on a camping trip. One talks about chores at home.

1 College and Career Readiness UNIT 10 155

ANSWER KEY College and Career Readiness

Unit 1 Unit 2

Exercise 1 Exercise 1
1. a 1. a
2. a 2. b
3. b 3. a
4. Answers will vary. Here is one possible answer: 4. Answers will vary. Here is one possible answer:
Kathy and Katie are sisters because their last I think the office uses notepads more because
names and phone numbers are the same. Jaime orders 50 notepads.

Exercise 2 A Exercise 2 A
1. adult school
2. male 1. supplies
3. birth 2. form
4. female 3. price
4. boxes
Exercise 2 B
1. Instructor: Tony Brown; a; Answers will vary. Exercise 2 B
2. Downtown site; a; Answers will vary. 1. The order form must be accurate.; a; Answers will
vary.
Exercise 3 2. The order form has four categories; b; Answers will
vary.
1. According to the class registration list, Alex
Fedorin’s birthday is March 9.
Exercise 3
2. According to the class registration list, Mario
Fernandez is from El Salvador. 1. According to the order form, Jaime orders 20 (pairs
of) scissors.
3. According to the class registration list, Jun’s
telephone number is 561-3027. 2. According to the order form, the total price for the
calculators is $158.89.
Exercise 4 3. Yes, according to the order form, the total price
includes 6 percent sales tax.
1. b
2. b
Exercise 4
3. a
1. a
2. a
3. b

T-156 College and Career Readiness Answer Key 1

ANSWER KEY College and Career Readiness

Unit 3 Unit 4

Exercise 1 Exercise 1
1. b 1. a
2. a 2. b
3. b 3. b
4. Answers will vary. Here is one possible answer: 4. Answers will vary. Here is one possible answer: You
I think the 60th birthday is important in China should wash your hands often because they touch
because the Chinese believe that a person begins a runny noses and then other objects.
new life after 60 years.
Exercise 2 A
Exercise 2 A 1. runny nose
1. noodles 2. cough
2. peaches 3. sneeze
3. flowers 4. germs
4. red envelope
Exercise 2 B
Exercise 2 B 1. Here is the best strategy; b; Answers will vary.
1. In Chinese culture; b; Answers will vary. 2. How can your friend’s cold transfer to you?; b;
2. noodles symbolize a long life; a; Answers will vary. Answers will vary.

Exercise 3 Exercise 3
1. According to the paragraph, people at the party eat 1. According to the article, another word for symptom
special foods such as noodles, peaches and eggs. is sign.
2. According to the paragraph, the children and 2. Answers will vary. Here are three possible answers:
grandchildren give flowers, cakes, and money in red According to the article, a runny nose is one
envelopes to the 60-year-old. symptom of a cold. OR According to the article, a
3. According to the paragraph, the Chinese only cough is one symptom of a cold. OR According to
celebrate birthdays every 10 years after the 60th the article, a sneeze is one symptom of a cold.
birthday. 3. According to the article, germs fall on objects when
you sneeze.
Exercise 4
1. b Exercise 4
2. a 1. a
3. a 2. a
3. b

1 College and Career Readiness Answer Key T-157

ANSWER KEY College and Career Readiness

Unit 5 Unit 6

Exercise 1 Exercise 1
1. b 1. b
2. a 2. b
3. a 3. b
4. Answers will vary. Here are two possible answers: 4. Answers will vary. Here is one possible answer:
I think she can walk because it’s only 1.1 miles Aaron and Kristin probably like to work different
away. OR I think she can’t walk because it’s over a shifts because they can take care of their children.
mile away.
Exercise 2 A
Exercise 2 A 1. list
1. toward 2. homework
2. playground 3. leave
3. south 4. pick up
4. neighborhood
Exercise 2 B
Exercise 2 B 1. They create a schedule; a; Answers will vary.
1. There’s a school, playground and grocery store in 2. Schedule of Tasks; b; Answers will vary.
the area; b; Answers will vary.
2. She wants to know the location of a library in her Exercise 3
community; a; Answers will vary.
1. According to the reading, Aaron makes breakfast.
2. According to the reading, Aaron picks up the
Exercise 3
children.
1. According to the reading, Sandra likes her
3. According to the reading, Aaron and Kristin are both
neighborhood because there’s a school, playground
home from 5:30 to 10:30 p.m.
and grocery store in the area.
2. According to the reading, the address of the library Exercise 4
is 4275 Cass Street.
1. a
3. According to the reading, it takes 5 minutes to drive
from Sandra’s house to the library. 2. a
3. b
Exercise 4
1. a
2. b
3. b

T-158 College and Career Readiness Answer Key 1

ANSWER KEY College and Career Readiness

Unit 7 Unit 8

Exercise 1 Exercise 1
1. b 1. b
2. b 2. a
3. a 3. a
4. Answers will vary. Here is one possible answer: 4. Answers will vary. Here is one possible answer:
I think the customer has a dog because he is I think this is a good job because it is in a friendly
buying dog food. environment.

Exercise 2 A Exercise 2 A
1. cashier 1. seniors
2. subtotal 2. friendly
3. total 3. pain
4. cash 4. care assistant

Exercise 2 B Exercise 2 B
1. 8 items; a.; Answers will vary. 1. Part-time and full-time positions are available; a;
2. Thank you for your purchase.; b; Answers will vary. Answers will vary.
2. Tell the medical staff when an individual has pain;
Exercise 3 b; Answers will vary.
1. According to the receipt, the address of the
supermarket is 2200 Peach Street (Pensacola, Exercise 3
Florida, 32506). 1. According to the advertisement, the job opening is
2. According to the receipt, the tax is $4.22 (7.5%). at Gentle Palms Senior Daycare Center.
3. According to the receipt, the regular price of cheese 2. According to the advertisement, you apply for this
is $5.99 a pound. job at the website [Link].
3. According to the advertisement, you tell the
Exercise 4 medical staff about pain.
1. a
Exercise 4
2. b
1. a
3. a
2. a
3. b

1 College and Career Readiness Answer Key T-159

ANSWER KEY College and Career Readiness

Unit 9 Unit 10

Exercise 1 Exercise 1
1. b 1. b
2. b 2. a
3. a 3. b
4. Answers will vary. Here is one possible answer: 4. Answers will vary. Here is one possible answer: You
I think Anh likes to volunteer because she likes to can’t drink from glass containers because the glass
help people. can break and hurt others.

Exercise 2 A Exercise 2 A
1. soup 1. fire
2. duties 2. litter
3. slice 3. leash
4. serve 4. fireworks

Exercise 2 B Exercise 2 B
1. She assists with five soup kitchen duties; b; 1. Put all garbage and litter in appropriate containers;
Answers will vary. a; Answers will vary.
2. Anh volunteers at a soup kitchen; a; Answers will 2. Fireworks are prohibited; b; Answers will vary.
vary.
Exercise 3
Exercise 3 1. According to the sign, you put all garbage in
1. According to the reading, Anh volunteers at the appropriate containers.
soup kitchen on Tuesdays. 2. According to the sign, quiet hours are between
2. According to the reading, Anh serves soup from 10 p.m. and 6 a.m.
6:00 to 7:30 p.m. 3. According to the sign, you can only start a fire in a
3. According to the reading, Anh washes and dries fire pit.
dishes from 7:30 to 8:30 p.m.
Exercise 4
Exercise 4 1. a
1. b 2. b
2. b 3. a
3. a

T-160 College and Career Readiness Answer Key 1

SCRIPT FOR CLASS AUDIO
Welcome Unit 1: Personal information Page 10, Exercise 2A
CD1, Track 13
Page 3, Exercise 2A Page 7, Exercises 2A and 2B 1. A Are you from Canada?
CD1, Track 2 CD1, Track 10 B No, I’m not.
Conversation A Conversation A 2. A Are they from Somalia?
A Hi, I’m Paolo. What’s your name? A What’s your telephone number? B Yes, they are.
B I’m Ryoko. B My telephone number is 555-8907. 3. A Is she from Russia?
A How do you spell that? A Was that 555-8807? B Yes, she is.
B R-Y-O-K-O. B No, it’s 555-8907. 4. A Is he from Mexico?
B Yes, he is.
Conversation B Conversation B
5. A Is she from China?
A Hi, Kankou. How’s it going? A What’s your area code?
B No, she isn’t.
This is my friend Eduardo. B My area code?
6. A Are they from Brazil?
B Nice to meet you, Eduardo. A Yes.
B No, they aren’t.
B It’s 213.
Page 3, Exercise 2B 7. A Is he from Ecuador?
A 213. OK, thanks.
CD1, Track 3 B No, he isn’t.
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Conversation C 8. A Are you from South Korea?
Q, R, S, T, U, V, W, X, Y, Z A What’s your last name? B Yes, I am.
B Clark. Mr. Clark. Page 11, Exercise 2C
Page 3, Exercise 2C A Clark? Please spell that.
CD1, Track 4 CD1, Track 14
B C-L-A-R-K.
A What’s your name? A Thank you. A Where are you from, Katia?
B Helena. B I’m from Brazil.
A How do you spell that? Conversation D A Brazil? How do you spell that?
B H-E-L-E-N-A. A What’s your address? B B-R-A-Z-I-L.
B 1041 Main Street.
Page 12, Exercise 2
Page 4, Exercise 3A A 1014 Main Street?
CD1, Track 15
CD1, Track 5 B No, 1041.
A OK. Thank you. A New Student
zero, one, two, three, four, five, six,
seven, eight, nine, ten, eleven, twelve, Svetlana Kulik is a new student. She is from
Conversation E Russia. Now she lives in Napa, California.
thirteen, fourteen, fifteen, sixteen, A What’s your first name?
seventeen, eighteen, nineteen, twenty Her address is 1041 Main Street. Her
B Ricardo. zip code is 94558. Her area code is 707.
Page 4, Exercise 3B A R-I-K-A . . . Her telephone number is 555-9073.
CD1, Track 6 B No, R-I-C-A-R-D-O.
A OK, R-I-C-A-R-D-O. Thanks. Page 13, Exercise 4A
1. six 4. fifteen 7. eight
2. twenty 5. nine 8. five CD1, Track 16
Conversation F
3. one 6. twelve 9. sixteen A What’s your zip code? 1. title 6. zip code
B 94558. 2. address 7. apartment number
Page 4, Exercise 3C 3. city 8. street
A Is that 94458?
CD1, Track 7 4. state 9. middle initial
B No, 94558.
1. three 6. zero A OK. Thanks. 5. signature
2. eight 7. twenty
3. eighteen 8. four Page 8, Exercise 2A Unit 2: At school
4. twelve 9. fifteen CD1, Track 11
5. one 10. eleven 1. A What’s his first name? Page 19, Exercises 2A and 2B
B His first name is Alfred. CD1, Track 17
Page 5, Exercise 4A
CD1, Track 8 2. A What’s her first name? Conversation A
B Her first name is Sue. A Where are the pens?
Sunday, Monday, Tuesday, Wednesday, B The pins?
3. A What’s his first name?
Thursday, Friday, Saturday A No, the pens.
B His first name is Tom.
Page 5, Exercise 4C 4. A What’s their last name? B Oh, they’re in the drawer.
CD1, Track 9 B Their last name is Jones. A Thanks.
1. January Conversation B
Page 9, Exercise 2C
2. February A Where’s the calculator?
CD1, Track 12
3. March B The what?
4. April A What’s your name?
A The calculator.
5. May B Jennifer Kent.
B Oh. Look in the desk.
6. June A Sorry. What’s your first name?
A Thank you.
7. July B My first name is Jennifer.
8. August A How do you spell that? Conversation C
9. September B J-E-N-N-I-F-E-R. A Where’s the notebook?
10. October A OK. What’s your last name? B The notebook?
11. November B Kent. K-E-N-T. A Yes.
12. December B I see it on the table.
A Oh, good.

AUDIO SCRIPT T-161

Conversation D Page 22, Exercise 2A D My address is 350 Lincoln Avenue,
A Erika, where’s the stapler? CD1, Track 20 Apartment 10. The zip code is 94321.
B The what? 1. A Are the books in the cabinet? A Very good. Any other questions?
A The stapler. B Yes, they are. F What’s your telephone number?
B It’s in the drawer. 2. A Is the calendar under the clock? D 213-555-6301.
A Thanks, Erika. B Yes, it is. A Welcome, Juan.
Conversation E 3. A Are the rulers on the table? Page 31, Exercise 3A
A Where are the rulers? B No, they aren’t. CD1, Track 25
B Excuse me? 4. A Are the pencils on the table?
B No, they aren’t. name
A Where are the rulers? address
B Are they in the box? 5. A Are the calculators on the table?
B Yes, they are. apartment
A Oh, yes. Now I see them.
Page 23, Exercise 2C Page 31, Exercise 3B
Conversation F CD1, Track 26
B Where’s my book? CD1, Track 21
1. A Where are the notebooks? map ruler
A Your book? books notebook
B Yeah. B They’re in the filing cabinet.
2. A Where is the calculators? box pencil
A It’s on the floor under your chair. clock telephone
B Oh, good. Thanks. B They’re on the filing cabinet.
3. A Where is the calendar? pens initial
Page 20, Exercise 2A B It’s on the wall. chair signature
CD1, Track 18 4. A Where are the maps? desk computer
1. A Where’s the book? B They’re on the desk. classroom sharpener
B It’s on the shelf. 5. A Where is the laptop computer? middle calendar
2. A Where’s the pencil sharpener? B It’s on the small table. partner eraser
B It’s on the wall. 6. A Where is the pencil? whiteboard
3. A Where’s the dictionary? B It’s under the dictionary. Page 31, Exercise 3C
B It’s under the table. 7. A Where are the books? CD1, Track 27
4. A Where’s the calendar? B They’re in the box. a. from e. Colombia
B It’s under the box. 8. A Where are the rulers? b. China f. Canada
5. A Where’s the eraser? B They’re under the small table. c. student g. talk
B It’s in the drawer d. name h. city
6. A Where’s the calculator? Page 24, Exercise 2
B It’s in the cabinet. CD1, Track 22
7. A Where’s the stapler? Attention, new students! Unit 3: Friends and family
B It’s in the drawer. Items in your new classroom.
8. A Where’s the pencil? • The laptop is on the small table. Page 33, Exercises 2A and 2B
B It’s under the table. • The pencils are in the basket on CD1, Track 28
9. A Where’s the ruler? the desk. Conversation A
B It’s in the book. • The erasers are in the basket. A Hello?
• The books are in the bookcase. B Hi, Luisa. This is Mrs. Brown. Is your
Page 21, Exercise 2B • The calculators are in a box under grandmother home?
CD1, Track 19 the table. A Yes, she is. She’s watching TV.
1. A 
Excuse me. Where’s the • The markers are in the desk drawer. B Can I talk to her?
calculator? A Sure, just a minute.
B It’s in the cabinet. Page 25, Exercise 4A
A Oh, thanks. CD1, Track 23 Conversation B
B You’re welcome. 1. hole puncher 6. scissors A Hello?
2. A Excuse me. Where’s the pen? 2. notepads 7. paper clips B Hi . . . Carlos? This is Mr. Cho. Is your
B It’s on the table. 3. bulletin board 8. marker father home?
A Oh, thanks. 4. whiteboard 9. globe A Yes, he is, but he’s sleeping right now.
B You’re welcome. 5. index cards B Oh, I’m sorry. I can call again later.
3. A 
Excuse me. Where’s the A OK, thanks.
dictionary?
B It’s under the table.
Review: Units 1 and 2 Conversation C
A Hello?
A Oh, thanks. Page 30, Exercise 1 B Hi, Carlos. This is Mr. Ramos. Is your
B You’re welcome CD1, Track 24 grandfather there?
4. A 
Excuse me. Where’s the pencil A Good morning, class. We have a new A Yes, he is, but he’s eating lunch right
sharpener? student today. His name is Juan. now.
B It’s in the cabinet. B Hello, Juan. B OK. I’ll call him later.
A Oh, thanks. A Do you want to ask Juan some A Thanks.
B You’re welcome. questions?
5. A Excuse me. Where’s the ruler? C What’s your last name? Conversation D
B It’s under the books on the table. D My last name is Perez. P-E-R-E-Z. A Hello?
A Oh, thanks. E What’s your middle name? B Hi, this is Angela. Is your mother there?
B You’re welcome. D Ricardo. A Yes, she is. But she’s busy. She’s
6. A Excuse me. Where’s the eraser? F Where are you from? cooking dinner.
B It’s on the table. D I’m from El Salvador. B Oh, OK. I’ll call back after dinner.
A Oh, thanks. C Where do you live? A OK, thanks.
B You’re welcome.

T-162 AUDIO SCRIPT

 AUDIO SCRIPT

Conversation E Page 39, Exercise 4A 2. A Does she have a sore throat?

A Hello? CD1, Track 32 B No, she doesn’t.
B Hi, Carlos. This is Mary. Is your sister 1. grandfather and grandmother 3. A Does he have a cough?
home? 2. father and mother B Yes, he does.
A She’s here, but she’s studying. 3. aunt and uncle 4. A Do you have a cold?
B Oh, OK. Please ask her to call me 4. brother and sister-in-law B Yes, I do.
later. 5. husband and wife 5. A Does she have the flu?
A Sure. No problem. 6. cousin B Yes, she does.
7. niece and nephew 6. A Does she have a sprained ankle?
Conversation F B No, she doesn’t.
A Hello? 7. A Do they have colds?
B Hello. Is this Mrs. Gonzalez? Unit 4: Health B Yes, they do.
A Yes, it is. 8. A Does he have a fever?
B This is Dr. Smith’s office. Is your Page 45, Exercises 2A and 2B
CD1, Track 33 B Yes he does.
husband home?
A Yes, he is, but he’s resting. Conversation A Page 50, Exercise 2
B Oh, OK. Please ask him to call A What’s the matter? You aren’t reading. CD1, Track 36
our office. B No, I’m not. The Doctor’s Office
A Why not? Poor Maria! Everyone is sick! Maria and
Page 34, Exercise 2A B I have a headache.
CD1, Track 29 her children are in the doctor’s office. Her
A Oh, I’m sorry to hear that. son, Luis, has a sore throat. Her daughter,
1. A What’s she doing? Rosa, has a stomachache. Her baby,
B She’s reading. Conversation B
A Are you alright? Gabriel, has an earache. Maria doesn’t
2. A What’s he doing? have a sore throat. She doesn’t have
B He’s sleeping. B No, not really. I have a fever.
A Get some rest. I hope you get well soon. a stomachache. And she doesn’t have
3. A What are they doing? an earache. But Maria has a very bad
B They’re eating. B Thank you. I’m sure I will.
headache!
4. A What’s he doing? Conversation C
B He’s watching TV. A What’s the matter? Page 51, Exercise 4A
5. A What’s she doing? B I have a sprained ankle. CD1, Track 37
B She’s talking. A A sprained ankle? Try an ice pack. 1. nose 10. foot
6. A What are you doing? B Thanks for the advice. 2. teeth 11. knee
B I’m studying. A I hope it gets better soon. 3. finger 12. neck
7. A What’s she doing? B Thanks. I’m sure it will. 4. stomach 13. ear
B She’s taking a picture. 5. leg 14. head
8. A What are you doing? Conversation D 6. hand 15. mouth
B I’m drinking coffee. A Are you OK? 7. back 16. chin
9. A What are they doing? B No, not really. I have a stomachache. 8. eye 17. shoulder
B They’re playing basketball. A A stomachache? That’s too bad. 9. toe
B Yes, a really bad stomachache.
Page 36, Exercise 2A A Well then, take it easy.
CD1, Track 30 B Thanks. I will. Review: Units 3 and 4
1. A Is she working now?
Conversation E Page 56, Exercise 1
B Yes, she is. She’s very busy.
A You don’t look well. What’s wrong? CD1, Track 38
2. A Is he driving to work?
B Yes, he is. He’s late. B I have a sore throat. Connie and her family are at home today.
3. A Are they eating lunch now? A Oh, I’m sorry. Get some rest. Connie has a headache. Her husband,
B Yes, they are. They’re hungry. B Thank you. I will. Robert, has an earache. He’s talking
4. A Is he helping his grandmother? to the doctor on the phone. Connie’s
Conversation F daughter is sleeping. Connie’s son, Eddie,
B Yes, he is. He’s really helpful. A You don’t look well. What’s wrong?
5. A Is she taking a break? is in the living room. He’s watching TV.
B I have an earache. Eddie has a stomachache.
B Yes, she is. She’s tired. A An earache, huh?
6. A Are they buying water? B Yeah. Page 57, Exercise 3A
B Yes, they are. They’re thirsty. A I’m sorry. CD1, Track 39
7. A Is she crying?
B Yes, she is. She’s sad. happy
Page 46, Exercise 2A
8. A Are you smiling? fever
CD1, Track 34
B Yes, I am. I’m happy. 1. He has a terrible cold. Page 57, Exercise 3B
Page 38, Exercise 2 2. I have a headache. CD1, Track 40
CD1, Track 31 3. He has a backache. son husband
4. You have a fever. wife daughter
The Birthday Party 5. I have a broken arm.
My name is Juan. In this picture, it’s my head yesterday
6. He has a stomachache. ear grandmother
birthday. I am 70 years old. Look at me! 7. She has a bad cough.
I don’t look 70 years old. My wife, my foot grandfather
8. You have a sore throat. leg newspaper
daughter, and my grandson are eating 9. She has a cut.
cake. My grandson is always hungry. My cooking studying
granddaughter is drinking soda. She’s homework stomachache
Page 48, Exercise 2A
always thirsty. My son-in-law is playing the toothache tomorrow
CD1, Track 35
guitar and singing. Everyone is happy! headache computer
1. A Do I have a fever?
B No, you don’t.

AUDIO SCRIPT T-163

Page 57, Exercise 3C 4. A Where’s the hospital? 3. a day-care center
CD1, Track 41 B It’s on Grant Avenue. 4. a senior center
1. father 7. finger 5. A Where’s the bank? 5. a playground
2. earache 8. Brazil B It’s between the school and the park. 6. a police station
3. tired 9. repeat 6. A Where’s the post office? 7. an apartment building
4. birthday 10. elbow B It’s next to the library. 8. a hardware store
5. thirsty 11. reschedule 7. A Where’s the museum? 9. a courthouse
6. celebrate 12. shoulder B It’s across from the park.
8. A Where’s the car? Page 66, Exercise 1A
B It’s on Grant Avenue. CD1, Track 49
Unit 5: Around town From the train station, turn right. Go
Page 61, Exercise 2B straight on Pine Street. Turn right on
Page 59, Exercises 2A and 2B CD1, Track 44 Second Avenue. Go straight ahead. Cross
CD1, Track 42 A Excuse me. Where’s Kim’s Coffee Shop? Maple Street. Then turn left on Maple
Conversation A B It’s on Kent Street. Street. Walk one block to the corner. The
A Excuse me. Where’s the pharmacy? A Sorry. Could you repeat that, please? school is on the corner of Maple Street
B The pharmacy? It’s on 5th Avenue. B It’s on Kent Street. and Third Avenue. It’s across from the
A 5th Avenue? Is it far from here? A Oh, OK. Thanks. apartment building.
B No, just go straight about two blocks.
A Thank you very much. Page 62, Exercise 2A
CD1, Track 45 Unit 6: Time
Conversation B 1. Go straight ahead.
A Excuse me. I’m looking for the museum. Page 71, Exercises 2A and 2B
2. Turn left.
B The museum? Hmmm. Oh yes. It’s on CD2, Track 2
3. Go three blocks.
C Street. 4. Turn right. Conversation A
A C Street? Where is that? 5. Cross Union Street. A Congratulations on your new job.
B It’s not far. Turn left at the next street. 6. Go to Main Street. B Thanks.
A Thanks a lot. 7. Go two blocks. A So when do you leave for work?
8. Go to Union Street. B I leave at ten-thirty.
Conversation C A At night?
A Excuse me. I can’t find the post office. Page 63, Exercise 2B B Right.
B The post office? It’s on 70th Street. CD1, Track 46
A 70th Street? That way? Conversation B
1. A Go two blocks. Turn left. It’s across
B Yes, just go that way a block. A What time do you eat dinner?
from the library.
A Thanks for your help. B We eat dinner at six-thirty.
B The DMV.
A And you don’t go to work until
Conversation D 2. A Go straight. Cross Grand Street.
ten-thirty?
A Excuse me. Is the bus stop around Turn right on Main Street. It’s
B That’s right.
here? across from the post office.
B The bus stop? Let’s see . . . yes, it’s B The bank. Conversation C
on G Street. 3. A Go to Grand Street. Turn left. It’s A What time do you start work?
A G Street? Is that far? next to the parking lot. B I start work at eleven o’clock at night.
B No, it’s across the street. B The train station. A So it takes you half an hour to get here?
A Thank you. I appreciate it. 4. A Go one block. Turn right on Grand B Yeah.
Street. It’s across from Ed’s
Conversation E Restaurant. Conversation D
A Excuse me. I’m looking for the B The park. A What time do you catch the bus?
playground. B I catch the bus at ten forty-five.
B The playground? It’s on First Avenue. Page 64, Exercise 2 A Ten forty-five? Not ten-thirty?
A First Avenue? Where is that? CD1, Track 47 B Right. Ten forty-five, not ten-thirty.
B Go to the corner and turn left. Hi Angela,
A Thanks so much. Conversation E
I love my new house. My neighborhood is A What time do you take a break?
Conversation F great! Here are some pictures. There is B I take a break at two forty-five in
A Excuse me. Is there a restaurant a school on my street. My children go to the morning.
near here? the school. They like it a lot. There is a A Two forty-five? Wow. I’m sleeping then!
B Arestaurant? Oh yes! It’s on community center across from the school. B I know. So is my family.
Third Avenue. My husband works at the community
A Third Avenue? Over there? center. He walks to work. There is a Conversation F
B Yes, it’s not far. Go straight a few more grocery store next to my house. It’s a small A What time do you get home?
blocks. It’s on your right. store, but we can buy a lot of things. There B I get home around seven-thirty.
A Great! Thanks a lot. is a good Mexican restaurant on Second A In the morning?
Street. It’s right across from my house. B Right. Just in time for breakfast!
Page 60, Exercise 2A I like it here, but I miss you.
CD1, Track 43 Page 72, Exercise 2A
Please write. CD2, Track 3
1. A Where’s the park? Your friend,
B It’s next to the bank. 1. A What do they do in the evening?
Sandra B They watch TV.
2. A Where’s the library?
B It’s across from the bank. Page 65, Exercise 4A 2. A What does he do in the afternoon?
3. A Where’s the school? CD1, Track 48 B He studies.
B 
It’s on the corner of First Street and 1. a shopping mall 3. A What does she do in the morning?
Grant Avenue. 2. a high school B She exercises.

T-164 AUDIO SCRIPT

 AUDIO SCRIPT

4. A What do they do on Sunday? 4. get dressed Conversation D

B They go to the park. 5. take the children to school A Do we need any cheese? I see cheese
5 A What does she do every evening? 6. eat lunch is just six ninety-nine a pound.
B She reads. 7. walk the dog B Six ninety-nine? Hey! That’s good.
6 A What does he do in the afternoon? 8. eat dinner A How much do we need?
B He takes a nap. 9. go to bed B Not much. Let’s get half a pound.
Page 73, Exercise 2B – Part 1 Conversation E
CD2, Track 4 Review: Units 5 and 6 A We need some potatoes. Are there any
On Saturday morning, Jill watches TV. On potatoes on sale this week?
Page 82, Exercise 1 B Yes. Potatoes are ninety-nine cents
Saturday afternoon, she plays soccer. On
CD2, Track 10 a pound.
Saturday evening, she listens to music.
On Saturday morning, Mr. and A Excuse me. Where is the DMV? A Wow! That’s a good price.
Mrs. Wilder go shopping. On Saturday B It’s at 515 Broadway. It’s between the B How many do we need?
afternoon, they work in the garden. bank and the coffee shop. A A lot!
On Saturday evening, they pay bills. A Oh, on Broadway. Across from the Conversation F
On Saturday morning, Harry does his hospital? A Is there any bread on sale?
homework. On Saturday afternoon, he B Yes, that’s right. B No, bread is three seventy-nine.
plays football. On Saturday evening, he A OK. Thank you. A What? That’s not very good.
goes to a movie. B You’re welcome. Good luck. B Well, how much do we need?
Page 83, Exercise 3A A Not much.
Page 73, Exercise 2B – Part 2
CD2, Track 5 CD2, Track 11 Page 86, Exercise 2A
What does Jill do on Saturday morning? Where is the bank? CD2, Track 14
She usually watches TV. Is the bank on Broadway? Count nouns Non-count nouns
When is your class? 1. carrots 2. water
Page 74, Exercise 2B Is your class in the morning? 4. peaches 3. bread
CD2, Track 6 6. oranges 5. milk
Page 83, Exercise 3B
1. A When do you go on vacation? 7. eggs 8. meat
CD2, Track 12
B I usually go on vacation in July. 10. apples 9. coffee
2. A When does your sister have class? Wh- questions 12. pies 11. sugar
B She usually has class on Saturday. 1. A Where is the post office?
3. A When does your father catch the bus? B It’s on First Street. Page 87, Exercise 2C
B He always catches the bus at 8:45. 2. A What time do they eat dinner? CD2, Track 15
4. A When do you do homework? B They eat dinner at 6:30. 1. How many eggs do we need?
B I always do homework at night. 2. How much juice do we need?
Yes / No questions 3. How much milk do we need?
5 A When does your brother do his 3. A Are you from Mexico?
homework? 4. How many pies do we need?
B Yes, I am. 5. How much bread do we need?
B He usually does his homework in 4. A Does he start work at 7:00?
the evening. 6. How many potatoes do we need?
B No, he doesn’t. 7. How much rice do we need?
6 A When does your mother exercise?
B She usually exercises in the morning. 8. How much meat do we need?

Page 75, Exercise 2C

Unit 7: Shopping Page 88, Exercise 2A
CD2, Track 7 CD2, Track 16
Page 85, Exercises 2A and 2B
A When does Mrs. Wilder rest? CD2, Track 13 1. There is sugar on the table.
B She rests on Sunday. 2. There are six eggs in the refrigerator.
Conversation A
A What time? 3. There is one apple on the table.
A We need some milk. Is there any milk
B From two to four p.m. 4. There are many peaches in the box.
on sale?
5. There is bread on the shelf.
B Yes. Milk is two sixty-nine.
Page 76, Exercise 2 6. There is an orange on the table.
A Two sixty-nine? That’s cheap.
CD2, Track 8 7. There are onions in the drawer
B How much do we need?
Meet Our New Employee: Bob Green 8. There is meat in the refrigerator.
A A lot.
Please welcome Bob. He is a new security Page 88, Exercise 2B
guard. He works the night shift at the East Conversation B CD2, Track 17
End Factory. Bob starts work at 11:00 A Let’s get some onions. Are there any
good onions? 1. A Is there any meat in the refrigerator?
at night. He leaves work at 7:00 in the
B Here are the onions. They’re seventy- B Yes, there is.
morning. Bob likes these hours because he
nine cents each. 2. A Are there any oranges?
can spend time with his family. Bob says, “I
A Whoa! Seventy-nine cents each! That’s B Yes, there are.
eat breakfast with my wife, Arlene, and my
expensive. 3. A Is there any cheese?
son, Brett, at 7:30 every morning. I help
B How many do we need? B No, there isn’t.
Brett with his homework in the afternoon. I
A We just need one. 4. A Is there any sugar?
eat dinner with my family at 6:30. Then we
B OK. B No, there isn’t.
watch TV. At 10:30, I go to work.”
5. A Is there any milk in the refrigerator?
Congratulations to Bob on his new job!
Conversation C B Yes, there is.
Page 77, Exercise 4A A Are there any tomatoes on sale? We 6. A Is there any coffee?
CD2, Track 9 need some tomatoes. B Yes, there is.
1. get up B Oh look! They’re one twenty-nine a pound. 7. A Are there any apples?
2. eat breakfast A Really? That’s cheap. B No, there aren’t.
3. take a shower B How many do we need? 8. A Are there any cherries?
A Let’s get a lot. B Yes, there are.

AUDIO SCRIPT T-165

Page 89, Exercise 2C Conversation D Page 102, Exercise 2
CD2, Track 18 A What does he do? CD2, Track 25
1. There is one loaf of bread. B He’s a busperson. Dear Ms. Carter:
2. There are two cartons of apple juice. A Oh, really? What did he do before?
I am writing to recommend my student
3. There are three boxes of tea. B He was a student.
Mai Linh Lam.
4. There are four bottles of water. A A student? When?
Mai Linh was a teacher in Vietnam. She is
5. There is one package of ground meat. B For about six months, from January
looking for a new job in the United States.
6. There are six cans of soda. to June.
She is a certified nursing assistant now.
7. There is one bag of flour. Conversation E She volunteers in a nursing home Monday
8. There are two packages of cheese. A What does he do? through Friday from 12:00 to 4:30. She
Page 90, Exercise 2 B He’s an electrician. takes care of senior citizens.
CD2, Track 19 A Oh, yeah? What did he do before? Mai Linh has many good skills. She can
B He was a construction worker. write reports. She can help elderly people
Regular Customers
A A construction worker? When? move around and sit down. She can help
Shirley and Dan are regular customers
B I think it was in 2016. them eat. She can also speak English and
at SaveMore Supermarket. They go to
Vietnamese. These skills are useful in her
SaveMore three or four times a week. The Conversation F job, and she is very good at her work.
cashiers and stock clerks at SaveMore A What does she do?
know them and like them. There are B She’s a doctor. Sincerely,
fruit and vegetables, meat and fish, and A Oh, that’s great. What did she do before? Elaine Maxwell
cookies and cakes in the supermarket. B She was a medical student. Page 103, Exercise 4A
But today, Shirley and Dan are buying A A medical student? When? CD2, Track 26
apples, bananas, bread, and cheese. B I’m not sure, but I think at least
There is one problem. The total is 1. housekeeper
15 years ago.
$16.75. They only have a ten-dollar bill, 2. custodian
five one-dollar bills, and three quarters! Page 98, Exercise 2A 3. pharmacy technician
CD2, Track 22 4. factory worker
Page 91, Exercise 4A 1. A She was a teacher before. 5. hairstylist
CD2, Track 20 B Now she is a nurse. 6. dental assistant
1. a penny 2. A She is a manager now.
2. a nickel B She was a cashier before.
3. a dime 3. A They were students before.
Review: Units 7 and 8
4. a quarter B Now they are electricians. Page 108, Exercise 1
5. a half-dollar 4. A He was a server before. CD2, Track 27
6. a one-dollar bill B Now he is a construction worker. Carlos was an office worker in his native
7. a five-dollar bill 5. A He was a server before. country. Now, he is a construction worker.
8. a ten-dollar bill B Now he is a nursing assistant. Every Thursday after work, Carlos buys
9. a twenty-dollar bill New audio groceries. Right now, he is shopping at
10. a check 6. A Now they are managers. SaveMore Supermarket. He is buying
11. a credit card B They were cooks before. milk, cheese, bread, and a dozen eggs.
12. a debit card His groceries cost $11.75. There is a ten-
Page 100, Exercise 2A
CD2, Track 23 dollar bill and two quarters in his pocket.
Unit 8: Work Good thing he has a credit card!
1. A Can she speak Spanish?
B Yes, she can. Page 109, Exercise 3A
Page 97, Exercises 2A and 2B
2. A Can he drive a truck? CD2, Track 28
CD2, Track 21
B No, he can’t. /s/: cakes, hairstylists
Conversation A 3. A Can he fix a car?
A What does he do? /z/: tomatoes, electricians
B Yes, he can. /ɪz/: peaches, nurses
B He’s a manager at a restaurant. 4. A Can she paint a house?
A Oh, really? What did he do before? B No, she can’t. Page 109, Exercise 3B
B He was a cashier. 5. A Can they work with computers? CD2, Track 29
A A cashier? When? B No, they can’t. /s/ /z/ /ɪz/
B For a while. I think from 2012 to 2016. 6. A Can you cook? assistants bananas nurses
Conversation B B Yes, I can. cooks cashiers oranges
A What does Irene do? 7. A Can they build houses? students drivers packages
B She’s a nurse. B Yes, they can. mechanics cookies boxes
A Oh, that’s nice. What did she do before? 8. A Can she read a book? receptionists servers peaches
B She was a cook. B No, she can’t. books teachers sandwiches
A A cook? When? 9. A Can you operate on someone?
B Yes, I can. Page 109, Exercise 3C
B From 2016 to 2017.
CD2, Track 30
Conversation C Page 101, Exercise 2B 1. bags
A What does Brenda do? CD2, Track 24 2. bottles
B She’s a teacher. 1. A painter can paint. 3. clerks
A Oh, that’s great. What did she 2. A salesperson can sell things. 4. dimes
do before? 3. A carpenter can build things. 5. pages
B She was a server. 4. A gardener can take care of plants. 6. carrots
A A server? When? 5. A child-care worker can take care of 7. desks
B Last year, from about May to August. children. 8. languages
6. An auto mechanic can fix cars. 9. glasses

T-166 AUDIO SCRIPT

 AUDIO SCRIPT

Unit 9: Daily living 6. A Did Luis vacuum the rug? A Oh, no, I’m OK. I went hiking yesterday.
B No, he didn’t. B Really, where?
Page 111, Exercises 2A and 2B 7. A Did Monica vacuum the rug? A We went up to Bear Mountain.
CD2, Track 31 B Yes, she did. B That’s great. I’m going to go hiking
Conversation A 8. A Did Luis wash the dishes? next weekend.
A Did you wash the clothes? B Yes, he did.
Conversation B
B No I didn’t, but Rachel did.
Page 114, Exercise 2A A Hi, Nicholas. How are you?
A She did? When?
CD2, Track 34 B Oh, pretty good. What’s new with you?
B She washed them last night.
Last night, Linda had to pay the bills. But A Well, we went camping last weekend.
A Good for her!
first, she bought groceries after work. She B Really? Did you have fun?
Conversation B paid $15. She got home, and she made A Yes. When are you going to go camping?
A Did you pay the bills? dinner. She made soup and salad. She B We’re going to go camping next week.
B Yes, I did. washed and dried the dishes. After dinner, Conversation C
A Are you sure? When? she was very tired. She swept the kitchen A Hey, Bill. How are you?
B I paid them yesterday morning. floor, but she didn’t pay the bills! B Terrific. I was on vacation all last week.
A That’s great! Thank you.
Page 115, Exercise 2B A Really? What did you do?
Conversation C CD2, Track 35 B Nothing. I just relaxed all day. When
A Suzy, did you clean the bathroom? 1. A Who bought the groceries? are you going to take a vacation?
B No, I didn’t, but Rita did. B Mom did. A I’m going to take my vacation
A Oh? When did she clean it? 2. A What else did mom do? next month.
B She cleaned it the day before yesterday. B She did the laundry. Conversation D
A OK. Good. 3. A Who got the mail? A Hi, Shawn. Where were you
Conversation D B Sasha did. last Sunday?
A Frank, the rug is really clean. Did you 4. A What else did Sasha do? B I went with my family to Lookout Park.
vacuum it? B She made the beds. We went on a picnic.
B Yes, I did. 5. A Who vacuumed the rug? A Really? I’m going to have a picnic there
A Did you do it last Friday? B Erica did. next weekend.
B I vacuumed it every day last week. 6. A What else did Erica do? B Well, watch out for the bees!
A Every day? That’s wonderful! B She dusted the shelves. A I will. Thanks for telling me about
7. A What did dad do? them.
Conversation E B Dad cut the grass.
A Did Alice dust the bookshelves? 8. A Where is the allowance for Sasha? Conversation E
B Yes, she did. B It’s on the table. A Lidia, where were you yesterday?
A Oh, that’s good. B It was pretty hot, so we went swimming
B Yes, I told her yesterday. Page 116, Exercise 2 at the lake.
A Well, I’ll thank her. CD2, Track 36 A Really? I’m going to go swimming
Dear Karen, next weekend.
Conversation F B Great. Where?
A Ralph, did you mop the floor or did Welcome home! We were very busy today.
Jeff ironed the clothes. Chris emptied A In the pool at my school.
Victor do it? B Have fun!
B I mopped it. the trash. Sharon mopped the floor.
A When? Ben vacuumed the rug and dusted the Conversation F
B Last night. furniture. The house is clean for you! A Hey, Barbara, where did you get
A Well, it’s dirty again! I cooked dinner. There is food on those fish?
the stove. B I went fishing today.
Page 112, Exercise 2A Your tired husband, A Where did you go?
CD2, Track 32 Lucas B We went to Lake Jenner.
1. Yousef cooked dinner. A That sounds like fun. I’m going to go
2. He didn’t clean the kitchen. Page 117, Exercise 4A fishing there tomorrow.
3. He dusted the shelves. CD2, Track 37 B Good luck.
4. He mopped the floor. 1. a sponge
5. He didn’t wash the dishes. 2. a mop Page 124, Exercise 2A
6. He ironed the shirts. 3. a vacuum cleaner CD2, Track 39
7. He didn’t empty the trash. 4. a dustpan 1. A What did Carl and Gina do last
8. He didn’t dry the dishes. 5. an iron weekend?
6. a broom B They went to the zoo.
Page 113, Exercise 2B 7. a stove 2. A What did Paul do yesterday?
CD2, Track 33 8. a lawn mower B He took a driving test.
1. A Did Mr. Ramirez mop the floor? 9. a bucket 3. A What did Diane do last night?
B Yes, he did. B She wrote a letter.
2. A Did Mrs. Ramirez empty the trash? 4. A What did Mrs. Nelson do last
B Yes, she did. Unit 10: Free time weekend?
3. A Did Monica mop the floor? Page 123, Exercises 2A and 2B B She saw the fireworks.
B No, she didn’t. CD2, Track 38 5. A What did Mr. Brown do last
4. A Did Mr. and Mrs. Ramirez wash weekend?
the dishes? Conversation A B He went fishing.
B No, they didn’t. A Hi, Diego! 6. A What did Mr. and Mrs. Velez do last
5. A Did Roberto dry the dishes? B Oh! Hi, Carla. How are you? You Saturday?
B Yes, he did. look tired. B They went dancing.

AUDIO SCRIPT T-167

7. A 
What did John do yesterday Page 128, Exercise 2 Page 135, Exercise 3A
afternoon? CD2, Track 41 CD2, Track 44
B He rode his bicycle. Dear Ming, /d/
8. A What did Ana do last night? cleaned: He cleaned his house.
B She ate some pizza. Last weekend, we went camping in the
mountains. I went hiking. My husband dried: I dried all the dishes.
9. A 
What did Sophia and Alex do last emptied: They emptied the trash.
weekend? and our sons went fishing. They also
B They drove to the mountains. went swimming in the lake. We all had a /t/
great time! cooked: They cooked dinner.
Page 126, Exercise 2A Tonight we’re going to eat fish for dinner. talked: She talked on the phone.
CD2, Track 40 After dinner, we’re going to watch a movie. washed: She washed the car.
1. A What’s Marta going to do next Later tonight, we’re going to be very busy.
We are going to do the laundry. With three /ɪd/
Monday?
boys, we have a lot of dirty clothes! dusted: I dusted the living room.
B She’s going to take a test.
folded: He folded his clothes.
2. A What’s Dad going to do next See you soon, painted: They painted the house.
Monday? Maria
B He’s going to pay the rent. Page 135, Exercise 3B
Page 129, Exercise 4A
3. A What are Mom and Dad going to CD2, Track 45
CD2, Track 42
do next Thursday? /d/
B They’re going to go dancing. 1. football 6. soccer
2. baseball 7. surfing exercised
4. A What’s Paco going to do next played
Tuesday? 3. basketball 8. ice skating
4. ping-pong 9. skiing turned
B He’s going to play soccer.
5. A What’s Alfredo going to do next 5. ice hockey /t/
Wednesday? camped
B He’s going to ride his bike. Review: Units 9 and 10 fished
6. A What’s Mom going to do next walked
Saturday? Page 134, Exercise 1
CD2, Track 43 /ɪd/
B She’s going to do the laundry. celebrated
7. A What are Alfredo and Marta going A Hi, Melissa. folded
to do next Friday? B Oh, hi, Ivan! visited
B They’re going to go to a party. A How was your weekend?
8. A What’s Paco going to do next B It was OK. On Sunday, we went on a Page 135, Exercise 3C
Saturday? picnic in the park. CD2, Track 46
B He’s going to wash the car. A Really? That’s great. What did you eat? 1. studied
9. A What are Mom and Dad going to B Just hamburgers. What about you? 2. ironed
do next Sunday? How was your weekend? 3. mopped
B They’re going to go on a picnic. A Well, on Saturday, we all did our chores 4. rested
10. A What’s Alfredo going to do next at home. I cut the grass. My wife 5. waited
Thursday? vacuumed the rugs. My son, Tommy, 6. hiked
B He’s going to take a guitar class. washed the clothes, and my daughter, 7. vacuumed
Lisa, dusted the furniture. 8. worked
B Wow! You were really busy!

T-168 AUDIO SCRIPT

TESTS
Overview ■ Tell students that approximately 5 minutes of the
The unit tests, midterm test, and final test help unit test (10 minutes of the midterm and final tests)
teachers assess students’ mastery of the material in will be used for the listening section.
the Ventures 1 Student’s Book. ■ When playing the audio for listening section of the

■ Each of the ten unit tests covers one unit.

test, you may choose to pause or repeat the audio if
you feel that students require more time to answer.
■ The midterm test covers Units 1–5.
The audio script appears in the Teacher’s Edition on
■ The final test covers Units 6–10. pages T-196–T-198. The script can also be printed
■ Each test assesses listening, grammar, reading, and from the online teacher’s resources and read aloud
writing, with real-life documents incorporated into the in class.
reading and writing sections.
Students’ performance on the tests helps to ■ Customizable tests and test audio are available via
determine what has been successfully learned a secure download site. Contact your Cambridge ESL
and what may need more attention. Successful Specialist ([Link]/cambridgeenglish/
completion of a test can also give students a sense of contact) for more information.
accomplishment.
Scoring
Getting ready for a test ■ You can collect the tests and grade them on your
■ Plan to give a unit test shortly after students have own. Alternatively, you can have students correct
completed a unit and have had time for a review. The their own tests by going over the answers in class
midterm should follow completion of Unit 5 and the or by having students exchange tests with a partner
review lesson for Units 5 and 6. The final test should and correcting each other’s answers. The answer key
follow completion of Unit 10 and the review lesson for the tests is located in the Teacher’s Edition on
for Units 9 and 10. Tell students when the test will pages T-199–T-200. It can also be printed from the
be given. Encourage students to study together and online teacher’s resources.
to ask you for help if needed. ■ Each test has a total score of 100 points. Each unit

■ Explain the purpose of the test and how students’

test has five sections worth 20 points each. The
scores will be used. midterm and final tests have eight sections worth 10
or 15 points each.
■ Prepare one test for each student. The tests may
be photocopied from the Teacher’s Edition, starting Track list for test audio program
on page T-169, or printed from the Ventures online
Track 1: Introduction
teacher’s resources.
Track 2: Unit 1 Test
■ Schedule approximately 30 minutes for each unit
test and 1 hour for the midterm and final tests. Track 3: Unit 2 Test
Allow more time if needed. Track 4: Unit 3 Test
■ Locate the audio for each test’s listening section in Track 5: Unit 4 Test
the online teacher’s resources. Track 6: Unit 5 Test
Track 7: Midterm Test, Section A
Giving a test
Track 8: Midterm Test, Section B
■ During the test, have students use a pencil and
Track 9: Unit 6 Test
an eraser. Tell students to put away their Student’s
Books and dictionaries before the test. Track 10: Unit 7 Test
■ Hand out one copy of the test to each student.
Track 11: Unit 8 Test
■ Encourage students to take a few minutes to look
Track 12: Unit 9 Test
through the test without answering any of the items. Track 13: Unit 10 Test
Go through the instructions to make sure students Track 14: Final Test, Section A
understand them. Track 15: Final Test, Section B

TESTS T-169
 Name:

TEST Date: Score:

UNIT 1 PERSONAL INFORMATION

A Listening
Track 2 Listen. Write the words and numbers you hear.

1. ____________________ 4. ____________________ Ninth Street

2. ____________________ 5. ____________________

3. ____________________

B Grammar
Complete the sentences. Use His, Her, or Their.

1. address is 2. first name 3. telephone

14 Parker Street. is Keiko. number is 555-8870.

4. last name 5. middle

is Jones. name is Layla.

C Grammar
Write the correct word.

1. from the Ukraine. 4. She from Pakistan.

(They / They’re) (aren’t / isn’t)

2. from Mexico. 5. last name is Kamau.

(He’s / His) (Their / They’re)

3. address is 82
(Her / She’s)

Washington Street.

T-170 VENTURES LEVEL 1 TEST UNIT 1 © Cambridge University Press 2018 Photocopiable
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Date:

D Reading
Read the paragraph. Read the sentences. Are they correct? Circle Yes or No.

A New Student
Peter Tran is a new student. He’s from Vietnam. Now he lives in
Miami, Florida. His address is 1513 Orange Avenue. His zip code is
33135. His telephone number is 555-5667. His area code is 305.

1. Peter’s last name is Vietnam. Yes No

2. He lives in Miami, Florida. Yes No
3. His zip code is 1513. Yes No
4. His telephone number is 555-5667. Yes No
5. His area code is 305. Yes No

E Writing
Complete the form with your own information.

REGISTRATION

Please print:

Mr. Ms. Mrs.

(1) NAME:
Last First Middle

(2) ADDRESS:
Number Street Apt.

(3)
City State Zip code

(4) TELEPHONE: check one: home cell

Area code Number

(5) COUNTRY OF ORIGIN:

(6)
Signature

© Cambridge University Press 2018 Photocopiable VENTURES LEVEL 1 TEST UNIT 1 T-171
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TEST Date: Score:

UNIT 2 AT SCHOOL
A Listening
Track 3 Listen. Circle the letter of the words you hear.
1. a. calculator b. stapler c. eraser
2. a. clock b. book c. notebook
3. a. paper b. stapler c. eraser
4. a. rulers b. staplers c. calculators
5. a. pen b. pencil c. paper

B Grammar
Look at the picture. Write the correct word.

1. The computer is the desk. 4. The desk is the books.

(in, on, under) (in, on, under)

2. The dictionary is the calculators. 5. The books are the desk.

(in, on, under) (in, on, under)

3. The map is the wall.

(in, on, under)

C Grammar
Write the correct word.

1. They on the table. 4. The dictionaries on the desk.

(are / is) (are / is)

2. Where the calendar? 5. the pencil in the box?

(are / is) (Are / Is)

3. It on the wall.
(are / is)

T-172 VENTURES LEVEL 1 TEST UNIT 2 © Cambridge University Press 2018 Photocopiable
 Name:

Date:

D Reading
Read the paragraph. Read the sentences. Are they correct? Circle Yes or No.

In the Classroom
Mr. Parker is a teacher. He’s in his classroom. His students are at
home. His chair is under his desk. The calculator is in the drawer. The
computer is on the table. The pencils are in the basket on his desk.

1. Mr. Parker is at home. Yes No

2. His students are in the classroom. Yes No
3. The computer is in the bookcase. Yes No
4. The calculator is in the drawer. Yes No
5. His chair is under his desk. Yes No

E Writing
Write sentences about the picture.

The book is in the cabinet.

1.
2.
3.
4.
5.

© Cambridge University Press 2018 Photocopiable VENTURES LEVEL 1 TEST UNIT 2 T-173
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TEST Date: Score:

UNIT 3 FRIENDS AND FAMILY

A Listening
Track 4 Listen. Who is calling? Circle the letter of the names you hear.
1. a. Mr. James b. Mr. Jones c. Mrs. Jones
2. a. Mr. Lin b. Mrs. Lin c. Luisa
3. a. Maria b. Mrs. Matthews c. Mr. Matthews
4. a. Sam b. Sarah c. Serena
5. a. Anita b. Akiko c. Andrew

B Grammar
Complete the conversations.
1. A What are you doing? 4. A What are they doing?

B I . B They .
(study) (talk)

2. A What is she doing? 5. A What is she doing?

B She . B She .
(read) (sleep)

3. A What is he doing?

B He TV.
(watch)

C Grammar
Complete the conversations.

1. A Is she now? 4. A Is he his wife

(work) (help)
B No, she isn’t. She’s walking to work. now?

2. A Are they now? B Yes, he is. He’s cooking dinner.

(eat)
5. A Are you a break
B No, they aren’t. They’re studying. (take)
now?
3. A Are they water
(buy)
B Yes, I am. I’m tired.
now?

B Yes, they are. They’re thirsty.

T-174 VENTURES LEVEL 1 TEST UNIT 3 © Cambridge University Press 2018 Photocopiable
 Name:

Date:

D Reading
Complete the paragraph. Use the words in the box.

birthday eating family grandson taking

The Birthday Party

Today is Alberto’s . He is 70 years old. He lives in
1.
Mexico. He is celebrating his birthday with his family. His wife, his son, and his

are cake. His daughter-in-law

2. 3.
is a picture of the .
4. 5.

E Writing
Answer the questions. Use complete sentences.

Medical Insurance Application Form

Last name First name Age Male Female
Parents
Clark Joseph 30 X
Clark Rita 29 X
Children
Clark Justin 10 X
Clark Scott 8 X
Clark Carolyn 7 X
Clark Michael 2 X

Who is 30 years old?

Joseph is 30 years old.
1. Who is eight years old?

2. How old is Mrs. Clark?

3. How many children do Mr. and Mrs. Clark have?

4. How many daughters do Mr. and Mrs. Clark have?

5. How many sons do Mr. and Mrs. Clark have?

© Cambridge University Press 2018 Photocopiable VENTURES LEVEL 1 TEST UNIT 3 T-175
 Name:

TEST Date: Score:

UNIT 4 HEALTH
A Listening
Track 5 Listen. Circle the letter of the health problems you hear.
1. a. cough b. cut c. cold
2. a. headache b. backache c. stomachache
3. a. stomachache b. headache c. backache
4. a. backache b. stomachache c. headache
5. a. broken leg b. backache c. sprained ankle

B Grammar
Write the correct word.
1. He a cold.
(has / have)

2. They sore throats.

(has / have)

3. You a fever.
(has / have)

4. I a cut.
(has / have)

5. She a headache.
(has / have)

C Grammar
Write the correct word.
1. No, I .
(doesn’t / don’t)

2. he have the flu?

(Do / Does)

3. Yes, he .
(do / does)

4. she have a sprained ankle?

(Do / Does)

5. No, she .
(doesn’t / don’t)

T-176 VENTURES LEVEL 1 TEST UNIT 4 © Cambridge University Press 2018 Photocopiable
 Name:

Date:

D Reading
Complete the paragraph. Use the words in the box.

aren’t flu has have wrong

Everyone’s Sick!
Mrs. James is in her classroom. Her students in the
1.

classroom. They’re at the health clinic. What’s ? Gabriel

2.

and Marta earaches. Norma a

3. 4.

headache. Peter has the .

5.

E Writing
Complete the letter. Use the words in the box.

Dear fever January 14, 2013 Sincerely Thank you

1.

Mrs. Phillips,
2.

Simon Cho is my son. He is at home today. He is sick. He has a

. Please excuse him. .

3. 4.

,
5.

Lily Cho

© Cambridge University Press 2018 Photocopiable VENTURES LEVEL 1 TEST UNIT 4 T-177
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TEST Date: Score:

UNIT 5 AROUND TOWN

A Listening
Track 6 Listen. Circle the letter of the locations you hear.
1. a. restaurant b. restroom c. post office
2. a. parking lot b. post office c. playground
3. a. restaurant b. restroom c. pharmacy
4. a. train station b. bus stop c. post office
5. a. art museum b. art store c. train museum

B Grammar
Write the correct word.
1. The grocery store is across the school.
(from / to)

2. The bank is the pharmacy and the coffee shop.

(between / on)

3. Turn right Main Street.

(on / to)

4. It’s on the corner Fourth Street and Grand Avenue.

(between / of)

5. The restaurant is the courthouse.

(next to / on)

C Grammar
Complete the sentences. Use Cross, Go, or Turn.
1. Fifth Avenue.
2. left at the post office.
3. straight to the hospital.
4. the street by the mall.
5. right.

T-178 VENTURES LEVEL 1 TEST UNIT 5 © Cambridge University Press 2018 Photocopiable
 Name:

Date:

D Reading
Read the paragraph. Read the sentences. Are they correct? Circle Yes or No.

Behnam’s Town
Behnam and his family live in a small town. They have an apartment on Second
Avenue. There’s a supermarket. It’s on the corner of Second and Main. The school
is between the park and the library. It’s on Third Street. There aren’t any museums
in their town. The family takes a train to the city to visit the museums.

1. Behnam’s family lives on Second Avenue. Yes No

2. There’s a supermarket on the corner of Second and Main. Yes No
3. The school is next to the museum. Yes No
4. The library is on Second Avenue. Yes No
5. There are museums in their town. Yes No

E Writing
Write sentences about the places on the map. Use across from,
between, next to, on, and on the corner of.

The school is on the corner of First Street

and Grant Avenue.
1.

2.

3.

4.

5.

© Cambridge University Press 2018 Photocopiable VENTURES LEVEL 1 TEST UNIT 5 T-179
 Name:

MIDTERM TEST Date: Score:

UNITS 1–5
A Listening
Track 7 Listen. Write the words you hear.
1. Is your there?

2. Where’s the ?

3. Are your here?

4. I have a bad .

5. I sprained my .

B Listening
Track 8 Listen. Circle the letter of the sentences you hear.
1. a. It’s on the sofa. b. It’s under the shelf. c. It’s on the shelf.
2. a. I have a fever. b. She has the flu. c. I have the flu.
3. a. Yes, she is. b. Yes, it is. c. Yes, they are.
4. a. No, they aren’t. b. Yes, they are. c. Yes, we are.
5. a. He’s working. b. She’s working. c. They’re working.

C Grammar
Write the correct word.

1. he from Russia?
(Does / Is)

2. The maps are the table.

(in / on)

3. Are you ?
(study / studying)

4. Mrs. Jones have a backache?

(Do / Does)

5. Go two blocks. left.

(Turn / Turning)

T-180 VENTURES LEVEL 1 TEST UNITS 1–5 © Cambridge University Press 2018 Photocopiable
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D Grammar
Match the questions with the answers.
1. Where are they from? a. They’re on the table.

2. Are they eating? b. They’re from China.

3. What are they doing? c. Yes, they do.

4. Do they have stomachaches? d. Yes, they are.

5. Where are the erasers? e. They’re taking a break.

E Reading
Read the questions. Circle the answers.

Insurance Application Form

Parents
Last Name First Name Age Male Female

Kent Tom 40 x
Kent Abby 36 x
Children

Kent Anthony 11 x
Kent Kate 8 x
Kent Susan 4 x

1. What is their last name? 4. Who is four years old?

a. Abby a. Abby
b. Kent b. Anthony
c. Parents c. Susan
d. Tom d. Tom
2. How many children do Tom and 5. Who is Tom’s son?
Abby have? a. Abby
a. 1 b. Anthony
b. 2 c. Kate
c. 3 d. Susan
d. 4
3. How many daughters do they have?
a. 1
b. 2
c. 3
d. 4
© Cambridge University Press 2018 Photocopiable VENTURES LEVEL 1 TEST UNITS 1–5 T-181
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F Reading
Read the e-mail. Read the sentences. Are they correct? Circle Yes or No.

New Message

Date: January 14, 2019

From: Anne
To: Cathy
Subject: My new neighborhood!
Dear Cathy,
I miss you, but I like my new neighborhood! The apartment is across the
street from the school. The children walk to school. I work at the restaurant next
to the school.
Today, I’m not working. My son has a cough. I’m writing letters to my
friends!

Your friend,
Anne

1. The school is on Anne’s street. Yes No

2. Anne works at the school. Yes No
3. Today, Anne is at the restaurant. Yes No
4. Anne’s son is sick. Yes No
5. Anne’s son has a fever. Yes No

G Writing
Complete the note. Use the words in the box.

daughter excuse fever June Sincerely

23, 2019
1.
Dear Mrs. Spencer,

Yoko is my . She is at home today. She is sick. She

2.
has a . Please her. Thank you.
3. 4.

,
5.
Mrs. Uchida

T-182 VENTURES LEVEL 1 TEST UNITS 1–5 © Cambridge University Press 2018 Photocopiable
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H Writing
Answer the questions. Use complete sentences.

What’s your name? Jorge Cost

Are you married or single? Married
Do you have children? Yes
How many daughters? 2
How many sons? 0
How many sisters do you have? 2
How many brothers do you have? 2

1. Is Mr. Costa married or single?

2. How many children does Mr. Costa have?

3. How many daughters does Mr. Costa have?

4. How many sons does Mr. Costa have?

5. How many brothers and sisters does Mr. Costa have?

© Cambridge University Press 2018 Photocopiable VENTURES LEVEL 1 TEST UNITS 1–5 T-183
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UNIT 6 TIME
A Listening
Track 9 Listen. Circle the times you hear.

1.

2.

3.

4.

5.

B Grammar
Write the correct word.

1. She English.
(studies / study)

2. He in the evening.
(exercise / exercises)

3. I shopping on Fridays.
(go / goes)

4. They on Monday.
(work / works)

5. Mr. and Mrs. Smith the bills on Sunday.

(pay / pays)

C Grammar
Complete the sentences. Use at, in, or on.

1. I work the evening.

2. My sister watches TV night.
3. He does his homework the weekend.
4. They usually volunteer December.
5. She takes driving lessons Tuesday.

T-184 VENTURES LEVEL 1 TEST UNIT 6 © Cambridge University Press 2018 Photocopiable
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D Reading
Read the paragraph. Read the sentences. Are they correct? Circle Yes or No.

Blanca’s Schedule
Blanca has a busy schedule. She gets up at 5:00 in the morning. She eats
breakfast with her son, Marlon, at 6:00. She takes Marlon to school at 7:30. She
goes to her English class from 9:00 in the morning to 12:00. Then she cleans
the house and goes shopping. Marlon gets home from school at 3:00. Blanca
helps Marlon with his homework in the afternoon. Her husband, Tony, gets home at
6:00. They eat dinner at 6:30. Marlon goes to bed at 9:00. Then Blanca does her
homework from 9:00 to 10:00.

1. Blanca goes shopping in the morning. Yes No

2. Blanca goes to English class at 9:00. Yes No
3. Tony helps Marlon with his homework. Yes No
4. Tony, Blanca, and Marlon eat dinner at 6:30. Yes No
5. Blanca goes to bed at 9:00. Yes No

E Writing
Write a paragraph about your daily schedule. Use the paragraph in Section D as
a model.

© Cambridge University Press 2018 Photocopiable VENTURES LEVEL 1 TEST UNIT 6 T-185
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UNIT 7 SHOPPING
A Listening
Track 10 Listen. Write the prices that you hear.
1. ____________________ ¢ each 4. ____________________ ¢ each

2. $____________________ 5. $____________________ / gallon

3. $____________________ / lb.

B Grammar
Write the correct word.

1. How pies do we need?

(many / much)
2. How rice do we need?
(many / much)
3. How eggs do we need?
(many / much)
4. How potatoes do we need?
(many / much)
5. How meat do we need?
(many / much)

C Grammar
Complete the sentences. Use there is, there are, there isn’t, or there aren’t.
1. A Are there any cookies? 4. A Is there any water?

B Yes, . B No, .

2. A Is there any cheese? 5. A Are there any eggs?

B No, . B No, .

3. A Is there any coffee?

B Yes, .

T-186 VENTURES LEVEL 1 TEST UNIT 7 © Cambridge University Press 2018 Photocopiable
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D Reading
Complete the note. Use the words in the box.

bottles loaf package rice supermarket

Hi Pablo,
Please go to the
1.
tonight. Please buy a
2.
of bread, a bag of ,
3.
and six of water.
4.
Also, we need a of
hot dogs. 5.

Thanks!
Rosa

E Writing
Write a note. Use the note in Section D as a model.

© Cambridge University Press 2018 Photocopiable VENTURES LEVEL 1 TEST UNIT 7 T-187
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UNIT 8 WORK
A Listening
Track 11 Listen. Write the years or dates you hear.
1. ____________________ years ago 4. ____________________ months ago

2. ____________________ year 5. from____________to____________

3. ____________________ years ago

B Grammar
Complete the sentences. Use are, is, was, or were.
1. Now she a nurse.
2. Now they electricians.
3. They students before.
4. He a construction worker before.
5. Now he a teacher.

C Grammar
Complete the sentences. Use can or can’t.
1. they work with computers?
2. No, they .
3. she fix a car?
4. Yes, she .
5. No, she .

T-188 VENTURES LEVEL 1 TEST UNIT 8 © Cambridge University Press 2018 Photocopiable
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D Reading
Read the paragraph. Read the sentences. Are they correct? Circle Yes or No.

Hyun’s Skills
Hyun is looking for a job. She was a cook in her native country. Now she is
looking for a job in a restaurant. She has many work skills. She can make food.
She can serve food. She can use a cash register. She can count money and give
change. Hyun has life skills, too. She speaks Korean, Chinese, and English. She
can talk with many customers!

1. Hyun was a nurse. Yes No

2. She’s a doctor now. Yes No
3. She can make food. Yes No
4. She can use a cash register. Yes No
5. She can speak Korean, Chinese, and English. Yes No

E Writing
Write a paragraph about your skills. Write about two work skills and
two life skills.

© Cambridge University Press 2018 Photocopiable VENTURES LEVEL 1 TEST UNIT 8 T-189
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UNIT 9 DAILY LIVING

A Listening
Track 12 Listen. Circle the letter of the time expressions you hear.
1. a. this morning b. yesterday morning c. this weekend
2. a. on Sunday b. on Saturday c. on Friday
3. a. last night b. yesterday c. the day before yesterday
4. a. last weekend b. last Sunday c. last Friday
5. a. today b. tomorrow c. yesterday

B Grammar
Complete the sentences. Use the past tense.
1. She the dishes last night.
(dry)
2. I my clothes yesterday.
(iron)
3. They the floor last weekend.
(mop)
4. He the trash last night.
(empty)
5. You the kitchen yesterday.
(clean)

C Grammar
Complete the sentences. Use the past tense.
1. Sam breakfast this morning.
(make)
2. She home late last night.
(get)
3. He the floor last week.
(sweep)
4. Sheila the grass yesterday.
(cut)
5. They the laundry last night.
(do)

T-190 VENTURES LEVEL 1 TEST UNIT 9 © Cambridge University Press 2018 Photocopiable
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D Reading
Read the paragraph. Read the sentences. Are they correct? Circle Yes or No.

Chores
Marcelo and Angela are brother and sister. Marcelo is 16 years old. Angela is
14 years old. Last Saturday, Angela washed the clothes, dusted the furniture, and
swept the floors. She ironed the clothes, vacuumed the rugs, and made dinner
for her family. Last Saturday, Marcelo cut the grass and took out the trash. Their
parents were happy!

1. Angela made dinner. Yes No

2. Angela went shopping. Yes No
3. Marcelo took out the trash. Yes No
4. Marcelo cut the grass. Yes No
5. Their parents weren’t happy. Yes No

E Writing
Write sentences about the picture.

Mr. Ramirez Mrs. Ramirez

Luis
Monica Roberto

1.

2.

3.

4.

5.
© Cambridge University Press 2018 Photocopiable VENTURES LEVEL 1 TEST UNIT 9 T-191
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UNIT 10 FREE TIME

A Listening
Track 13 Listen. Write the time expressions you hear.
1. I go swimming .
2. I played soccer .
3. I played baseball .
4. I play basketball at the gym .
5. I’m going skiing .

B Grammar
Complete the sentences. Use the past tense.

1. I my bicycle last Sunday.

(ride)

2. Sara a book last night.

(read)

3. They swimming last weekend.

(go)

4. He emails yesterday.
(write)

5. She to the beach on Thursday.

(drive)

C Grammar Next Week’s Schedule

What’s the Santiago family going to do?
Santiago Family
Complete the sentences.
Marta –
1. On Thursday, Dad and Mom Mon
take a test
. Paco –
Tues
2. On Tuesday, Paco play soccer
Alfredo –
. Wed
ride his bike
3. On Monday, Marta
Dad and Mom –
Thurs
. go dancing
4. On Friday, Alfredo and Marta Alfredo and Marta –
Fri
go to a party
.
Sat & The family –
5. On Saturday and Sunday, everyone
Sun take a trip
.
T-192 VENTURES LEVEL 1 TEST UNIT 10 © Cambridge University Press 2018 Photocopiable
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D Reading
Complete the story. Use the words in the box.

go going ice hockey sports went

Sports Fans
Nancy and her husband love . Tonight, they are going
1.
to watch two teams play . They love that game. Last year,
2.
they to see their city’s team a lot. When the games start
3.
this year, they’re to go again.
4.
Nancy and her husband also love to be outdoors. They like to

hiking in the fall.

5.

E Writing
Write sentences about the picture.

Brian Ali Hiro Lee Andrea Ray Sylvia

Lisa Paula

Andrea is going to take a trip.

1.

2.

3.

4.

5.

© Cambridge University Press 2018 Photocopiable VENTURES LEVEL 1 TEST UNIT 10 T-193
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FINAL TEST Date: Score:

UNITS 6–10
A Listening
Track 14 Listen. Circle the letter of the words you hear.
1. a. 7:20 b. 11:30 c. 10:30
2. a. $15.99 b. $16.95 c. $50.99
3. a. eating b. meat c. eggs
4. a. carpenter b. electrician c. construction worker
5. a. camping b. hiking c. biking

B Listening
Track 15 Listen. Write the occupations you hear.

1.

2.

3.

4.

5.

C Grammar
Write the correct word.

1. We have a vacation December.

(in / on)

2. there any bottles of water?

(Are / Is)

3. What she do in the afternoon?

(do / does)

4. They teachers before.

(was / were)

5. going to go to a party tomorrow.

(We / We’re)

T-194 VENTURES LEVEL 1 TEST UNITS 6–10 © Cambridge University Press 2018 Photocopiable
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D Grammar
Match the questions with the answers.
1. Were you a waiter? a. Yes, I was.

2. What can you do? b. I went to a museum.

3. What did you do yesterday? c. I’m going to go swimming.

4. What are you going to do today? d. No, I can’t.

5. Can you make dinner? e. I can use a computer.

E Reading
Read the questions. Circle the answers.

Day-Care Center Work Schedule

Days of the Week Hours
Sally Tu Th 12:00 – 8:00 p.m.
Sat Sun 10:00 a.m. – 3:00 p.m.
Dan Tu Th F 9:00 a.m. – 5:00 p.m.
Megan M W F 12:00 – 8:00 p.m.
Sat 9:00 a.m. – 5:00 p.m.
Juan M W 9:00 a.m. – 5:00 p.m.
Sat Sun 12:00 – 5:00 p.m.

1. How many people work at the 4. What time does Sally go to work on Saturday
day-care center? and Sunday?
a. four a. 9:00 a.m.
b. five b. 10:00 a.m.
c. eight c. 12:00
d. ten d. 3:00 p.m.
2. When does Juan start on Saturday? 5. Who doesn’t work on the weekend?
a. 9:00 a.m. a. Dan
b. 10:00 a.m. b. Juan
c. 12:00 c. Megan
d. 5:00 p.m. d. Sally
3. Who works until 8:00 p.m. on Monday
and Wednesday?
a. Dan
b. Juan
c. Megan
d. Sally

© Cambridge University Press 2018 Photocopiable VENTURES LEVEL 1 TEST UNITS 6–10 T-195
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F Reading
Read the e-mail. Read the sentences. Are they correct? Circle Yes or No.

New Message

Date: April 8, 2013

From: Carmen
To: Ted
Subject: Help!
Ted,

Your mother called. Your parents are going to come to dinner tonight! Can you
go shopping this afternoon? I can’t go. I bought a lot of groceries yesterday,
but I need a few more things. I need two onions, a bag of potatoes, a loaf of
bread, and an apple pie.

Thank you,
Carmen

1. Carmen’s mother called. Yes No

2. Carmen can go shopping this afternoon. Yes No
3. Carmen went shopping yesterday. Yes No
4. Carmen needs tomatoes. Yes No
5. Ted’s parents are going to eat dinner with Ted and Carmen. Yes No

T-196 VENTURES LEVEL 1 TEST UNITS 6–10 © Cambridge University Press 2018 Photocopiable
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G Writing
Read about George. Then complete the job application with his information.

This is George Pappas. He is 20 years old.

He lives at 2045 Taraval Street, New Orleans,
Louisiana. His zip code is 70112. His telephone
number is 555-7843. The area code is 504. His
Social Security number is 000-67-3859.

JOB APPLICATION

Name:
1. First 2. Last

Address:
3. Street

4. City 5. State 6. Zip

Soc. Sec. No.

7.

Phone: ( )
8. 9.

Are you 19 years or older? Yes ❏ No ❏

10.

H Writing
Write a paragraph about your skills. Write about two work skills and two life skills.

© Cambridge University Press 2018 Photocopiable VENTURES LEVEL 1 TEST UNITS 6–10 T-197
AUDIO SCRIPTS FOR TESTS
These audio scripts contain the listening portions of the Ventures 1 unit tests, midterm test, and final test. A
customizable copy is available in the Ventures online teacher’s resources. You can play the audio using the audio files in
the online teacher’s resources, or you can read the script aloud.
Unit 1: Personal information 2. A Hello? Unit 5: Around town
B Hi, this is Mrs. Lin. Is your mother
Track 2 home? Track 6
A Listening A Yes, she is but she’s eating dinner A Listening
1. A What’s your first name? right now. 1. A Excuse me. I’m looking for the
B My first name is Jane. B Oh, OK. I can call again later. post office.
A Please spell that. A Thanks. B The post office? It’s on A Street.
B J-A-N-E. 3. A Hello? A A Street? Is it far from here?
A Thanks. B Hi, Andrew. This is Maria. Is your B No, just turn right here and walk
2. A What’s your telephone number? sister home? two blocks.
B 555-6104. A Yes, she is but she’s studying. A Thanks a lot!
A Was that 555-6304? B OK. Please ask her to call me 2. A Excuse me. Is there a playground
B No, it’s 555-6104. later. near here?
3. A What’s your area code? A Sure, no problem. B A playground?
B It’s 213. 4. A Hello? A Yes.
A 313? B Hi, Carlos. This is Serena. Is your B There’s one on Third Avenue, just
B No, it’s 213. father home? two blocks from here.
4. A What’s your address? A Yes, he is but he’s cooking dinner. A OK, great. Thanks.
B My address is 1013 Ninth Street. A Oh, OK. I’ll call back later. 3. A Excuse me. I’m looking for a
A 1013 Ninth Street? B Thanks. restaurant.
B Yes, that’s right. 5. A Hello? B A restaurant?
5. A What’s your zip code? B Hi, Angela. This is Akiko. Is your A Yes.
B 07480. grandmother there? B There’s one on the corner.
A 07490? A Yes, she is, but she’s sleeping A Thank you very much.
B No, it’s 07480. right now. 4. A Excuse me. Is there a bus stop
B OK, I’m sorry. I’ll call back later. around here?
Unit 2: At school A OK, thanks. B A bus stop? There’s one on 60th
Street.
Track 3 A 60th Street? That way?
A Listening Unit 4: Health B Yes, just go that way for three
1. A Is the calculator in the cabinet? Track 5 blocks.
B The calculator? A Listening A Thanks for your help.
A Yes. 1. A You don’t look well. What’s wrong? 5. A Excuse me. I’m looking for the art
B Yes, it is. B I have a cold. museum.
2. A Is the notebook on the table? A A cold? B The art museum?
B The notebook? B Yeah. A Yes.
A Yes. A I’m sorry to hear that. B It’s not far. Turn right at the next
B No, it’s in the drawer. 2. A What’s the matter? street.
3. A Is the stapler on the table? B I have a terrible headache. A Thanks so much.
B The stapler? A A headache? Try some aspirin.
A Yes. B Thanks for the advice.
B No, it’s in the drawer. A I hope you feel better soon.
Midterm Test Units 1–5
4. A Are the rulers in the desk? B Thanks. Track 7
B Excuse me? 3. A Are you OK? A Listening
A Are the rulers in the desk? B No, not really. I have a backache. 1. A Hello?
B Yes, they are. A A backache? That’s too bad. B Hi, Sara. This is Tom, your
5. A Is your pen on the desk? B Yeah. neighbor. Is your mother there?
B My pen? A Get some rest. A My mother? Yes, she is, but she’s
A Yes. B OK, thanks. resting.
B Yes, it’s on the desk. 4. A What’s the matter? You aren’t B OK, I’ll call back later.
watching your TV show. A Thanks.
Unit 3: Friends and Family B No, I’m not. 2. A Where’s the notebook?
A Why not? B The notebook?
Track 4 B I have a bad stomachache. A Yes.
A Listening A A stomachache? I’m sorry to hear B It’s on the chair.
1. A Hello? that. A OK, thanks.
B Hi, This is Mr. Jones. Is your 5. A What’s the matter with Tom? 3. A Hi, Luis. Are your cousins here?
grandfather home? B He has a broken leg. B My cousins?
A Yes, he is, but he’s resting. A A broken leg? A Yes.
B Oh, I’m sorry. I’ll call back in a B Yes. B No, they’re not.
couple of hours. A Oh, I’m sorry to hear that. A Thanks.
A OK, thanks.

T-198 VENTURES LEVEL 1 TESTS AUDIO SCRIPT © Cambridge University Press 2018 Photocopiable
4. A What’s the matter? Unit 7: Shopping 5. A What does John do?
B I have a bad stomachache. B He’s an electrician.
A A stomachache? That’s too bad. Track 10 A Oh, really? What did he do
B Yeah. A Listening before?
5. A What’s wrong? 1. A We need some bananas. Are B He was a construction worker.
B I sprained my ankle. those bananas on sale? A A construction worker? When?
A Your ankle? B Yes, they cost twenty cents each. B From 2015 to 2016.
B Yes. A Twenty cents each? That’s cheap.
A Try an ice pack. B Let’s get a lot of bananas.
B Thanks. A OK. Unit 9: Daily living
Track 8 2. A Do we need any cheese? Track 12
B Listening B How much is it? A Listening
1. A Where’s the dictionary? A This piece costs three 1. A Did you iron the shirts?
B It’s on the shelf. seventy nine. B Yes, I did.
A On the shelf? B Three seventy nine? OK, let’s A Oh, really? When did you iron
B Yes, it’s right there. get it. them?
A Thanks. 3. A Are there any tomatoes on sale? B I ironed them this morning.
2. A What’s the matter with Susan? B Yes, they’re two fifty a pound. A Oh, that’s good. Thanks.
B She has the flu. A Two fifty a pound? That’s good. 2. A Dad, the rug is really clean. Did
A Really? She has the flu? B How many do we need? you vacuum it?
B Yes, she does. A Not many. Let’s get one pound. B Yes, I did.
A That’s too bad. B OK. A Did you vacuum it last week too?
3. A Hi, Lois. Is your cousin here? 4. A Are there any apples on sale? B Yes, I vacuumed it on Saturday.
B Yes, she is. B Yes. Apples are sixty cents each. A OK, great.
A Are you sure? A OK, let’s get three apples then. 3. A Did Frank pay the bills?
B Yes, she is over there. B All right. B Yes, he did.
A Thanks. 5. A How much milk do we need? A Are you sure? When?
4. A Are they thirsty? B We need a lot. Is it on sale? B He paid them last night.
B Yes, they are. A Yes, it costs two forty nine a A That’s good news.
A Are they tired? gallon. 4. A Did Elena mop the floor?
B Yes, they are. They just played B Two forty nine a gallon? That’s B No, she didn’t.
soccer. good. How about one gallon? A Why not?
5. A What’s your father doing? A That’s fine. B Her son mopped it last Friday.
B He’s working. 5. A Did Teresa empty the trash?
A Really? Unit 8: Work B Yes, she did.
B Yes, he’s working late tonight. A When did she empty it?
A Thanks. Track 11 B She emptied the trash yesterday.
A Listening A Ok, that’s good.
1. A What does Juan do?
Unit 6: Time B He’s a manager at a restaurant.
Track 9 A Oh, really? What did he do Unit 10: Free time
A Listening before? Track 13
1. A What are you doing? B He was a cashier. A Listening
B I’m working. A Really? When? 1. A Hi, Sandra!
A What time do you eat lunch? B Five years ago. B Oh, hi, Bianca! How are you?
B I eat lunch at twelve o’clock. 2. A What does he do? A I’m good. I went swimming this
A OK, thanks. B He’s a bus person. morning.
2. A What time do you catch the bus? A Oh, yeah? What did he do before? B Swimming? That’s nice.
B I catch the bus at three twenty. B He was a student. A Yes, I go swimming every morning.
A Three thirty? A A student? When? 2. A Hi, Jeremy. How are you?
B No, three twenty. B Last year. B I’m fine, but a little tired.
3. A What time do you leave work? 3. A What does she do? A Why are you tired?
B I leave work at eight fifteen. B She’s a doctor. B I played soccer for two hours.
A 8:15? That’s late! A Oh, that’s great. What did she do A Really? Was it fun?
B Yes, you’re right. before? B Yes, I love playing soccer.
4. A What time do you eat breakfast? B She was a student at the medical 3. A Hi, James. What’s new with you?
B I eat breakfast at seven forty five. school. B I played baseball this morning.
A Seven forty five? A A medical student? When? A Baseball? Did you have fun?
B Yes, that’s right. B Maybe 10 years ago. B Yes, but I’m tired.
5. A What time do you eat dinner? 4. A What does she do? 4. A Hi, Isabella. What did you do
B We eat dinner at six thirty. B She’s a teacher. today?
A Six thirty? A A teacher? What did she do B I played basketball.
B Yes, that’s right. before that? A Really? Where?
B She was a waitress. B I play basketball at the gym on
A When was that? Fridays.
B About 6 months ago.

© Cambridge University Press 2018 Photocopiable VENTURES LEVEL 1 TESTS AUDIO SCRIPT T-199
 5. A Hey, Mark. You look good. 3. A Is there any meat on sale? 2. A Is he a child-care worker?
B Thanks. I just went skiing. B Meat? B Yes, he is.
A Skiing? When did you come back? A Yes, meat. A Where does he work?
B Last night. B No, it’s not on sale today. B He’s a child-care worker at the
A That’s great. I’m going skiing next A OK, thanks. Little Angels Day-care Center.
weekend. 4. A What does she do? A I see.
B She’s an electrician. 3. A Are you a server?
A An electrician? Really? B Yes, I am.
Final Test Units 6–10 B Yes. She was a teacher before. A Where do you work?
Track 14 5. A Hi, Jacob! Where were you last B I got a job at The Golden Apple
A Listening weekend? Restaurant.
1. A When does Tom start work? B I went camping in the mountains. A Congratulations!
B He starts work at eleven thirty. A Really? That’s great. 4. A Are they teachers?
A Eleven thirty at night? B Yeah, I really like camping a lot. B Yes, they teach at the elementary
B Yes. Track 15 school.
A Wow, that’s late! B Listening A Were they here last year?
2. A How much are the groceries? 1. A What does Jackie do? B Yes, they were teachers here last
B The total is fifty dollars and ninety B She’s an auto mechanic. year.
nine cents. A An auto mechanic? Really? 5. A Is Sandy a salesperson?
A Fifty dollars and ninety nine B Yes, she started her job last B Yes, she is.
cents? That’s expensive! month. A Is she a salesperson at the mall?
B I know! B Yes, she is.
A Thanks.

T-200 VENTURES LEVEL 1 TESTS AUDIO SCRIPT © Cambridge University Press 2018 Photocopiable
ANSWER KEYS FOR TESTS
Each unit test item is 4 points. Unit test sections have five items; therefore, each section is worth 20 points, for a total
of 100 points per unit test.

Unit 1: Personal information B Grammar B Grammar

1. am studying 4. are talking 1. from 4. of
A Listening 2. is reading 5. is sleeping 2. between 5. next to
1. Jane 4. 1013 3. is watching 3. on
2. 555-6104 5. 07480
3. 213 C Grammar C Grammar
1. working 4. helping 1. Cross 4. Cross
B Grammar 2. eating 5. taking 2. Turn 5. Turn
1. His 4. Their 3. buying 3. Go
2. Her 5. Her
3. His D Reading D Reading
1. birthday 4. taking 1. Yes 4. No
C Grammar 2. grandson 5. family 2. Yes 5. No
1. They’re 4. isn’t 3. eating 3. No
2. He’s 5. Their
3. Her E Writing E Writing
Each item is 4 points. Score for accuracy, Answers will vary. Each sentence is
D Reading grammar, punctuation, and spelling. 4 points. Score for accuracy, grammar,
1. No 4. Yes capitalization, punctuation, vocabulary, and
2. Yes 5. Yes 1. Scott is eight years old.
prepositions.
3. No 2. Mrs. Clark is 29 years old.
3. Mr. and Mrs. Clark have four children.
E Writing 4. Mr. and Mrs. Clark have one daughter.
5. Mr. and Mrs. Clark have three sons. Midterm Test Units 1–5
Answers will vary. Each item is 4 points.
Score for accuracy and spelling. A Listening
Unit 4: Health (2 points per item)
1. mother 4. stomachache
A Listening
Unit 2: At school 2. notebook 5. ankle
1. c 2. a 3. c 4. b 5. a 3. cousins
A Listening
B Grammar B Listening
1. a 4. a
2. c 5. a 1. has 4. have (3 points per item)
3. b 2. have 5. has 1. c
3. have 2. b
B Grammar 3. a
C Grammar 4. b
1. on 4. under
2. under 5. on 1. don’t 4. Does 5. a
3. on 2. Does 5. doesn’t
3. does C Grammar
C Grammar (2 points per item)
D Reading 1. Is 4. Does
1. are 4. are
2. is 5. Is 1. aren’t 4. has 2. on 5. Turn
3. is 2. wrong 5. flu 3. studying
3. have
D Reading D Reading
E Writing (3 points per item)
1. No 4. Yes
2. No 5. Yes 1. January 14, 2013 3. fever 1. b 2. d 3. e 4. c 5. a
3. No 2. Dear 4. Thank you
E Reading
5. Sincerely
E Writing (2 points per item)
Answers will vary. Each item is 4 points. 1. b 2. c 3. b 4. c 5. b
Score for accuracy, grammar, punctuation, Unit 5: Around town F Reading
and spelling.
A Listening (3 points per item)
1. Yes 4. Yes
1. c 4. b 2. No 5. No
Unit 3: Friends and family 2. c 5. a 3. No
3. a
A Listening
G Writing
1. b 4. c (2 points per item)
2. b 5. b
1. June 4. excuse
3. a
2. daughter 5. Sincerely
3. fever

© Cambridge University Press 2018 Photocopiable VENTURES LEVEL 1 TESTS ANSWER KEY T-201
 H Writing Unit 8: Work C Grammar
(3 points per item) 1. are going to go dancing
Suggested rubric: A Listening 2. is going to play soccer.
3 points: Correctly used capital letters, 1. 5 4. 6 3. is going to take a test.
verb, period 2. Last 5. 2015–2016 4. are going to go to a party.
3. 10 5. is going to take at trip.
2 points: Missing capital letter, verb, or
period B Grammar D Reading
1 point: Missing capital letter and / or verb 1. is 4. was 1. sports 4. going
and / or period 2. are 5. is 2. ice hockey 5. go
0 points: No attempt 3. were 3. went

1. Mr. Costa is married. C Grammar E Writing

2. Mr. Costa has two children. Answers will vary. Each item is 4 points.
3. Mr. Costa has two daughters. 1. Can 4. can
2. can’t 5. can’t Score for accuracy, grammar, punctuation,
4. He doesn’t have any sons.
5. Mr. Costa has two sisters and two 3. Can and spelling.
brothers.
D Reading
Unit 6: Time 1. No 4. Yes Final Test Units 6–10
2. No 5. Yes
3. Yes A Listening
A Listening
(2 points per item)
1. 12:00 4. 7:45 E Writing 1. b 4. b
2. 3:20 5. 6:30 2. c 5. a
3. 8:15 Answers will vary. This section is worth
20 points. Score for accuracy, grammar, 3. b
B Grammar punctuation, and spelling.
B Grammar
1. studies 4. work (3 points per item)
2. exercises 5. pay
3. go Unit 9: Daily living 1. auto mechanic
2. child-care worker
3. server
4. teachers
A Listening 5. salesperson
C Grammar
1. in 4. in 1. a 2. b 3. a 4. c 5. c C Grammar
2. at 5. on B Grammar (2 points per item)
3. on 1. in 4. were
1. dried 4. emptied
2. ironed 5. cleaned 2. Are 5. We’re
D Reading
3. mopped 3. does
1. No 4. Yes
2. Yes 5. No C Grammar D Reading
3. No (3 points per item)
1. made 4. cut
2. got 5. did 1. a 2. e 3. b 4. c 5. d
E Writing
Answers will vary. This section is worth 3. swept E Reading
20 points. Score for accuracy, grammar, D Reading (2 points per item)
punctuation, and spelling. 1. a 2. c 3. c 4. b 5. a
1. Yes 4. Yes
2. No 5. No F Reading
Unit 7: Shopping 3. Yes
(3 points per item)
A Listening E Writing 1. No 4. No
2. No 5. Yes
1. 20 2. 3.79 3. 2.50 4. 60 5. 2.49 Answers will vary. Each item is 4 points.
3. Yes
Score for accuracy, grammar, punctuation,
B Grammar and spelling. G Writing
1. many 4. many (2 points per item)
2. much 5. much 1. George
3. many Unit 10: Free time 2. Pappas
A Listening 3. 2045 Taraval Street
C Grammar 4. New Orleans
1. there are 4. there isn’t 1. every morning 4. on Fridays 5. Louisiana
2. there isn’t 5. there aren’t 2. for two hours 5. next weekend 6. 70112
3. there is 3. this morning 7. 000-67-3859
8. 504
D Reading B Grammar 9. 555-7843
1. supermarket 4. bottles 1. rode 4. wrote 10. Yes
2. loaf 5. package 2. read 5. drove
3. went H Writing
3. rice
Answers will vary. This section is worth
E Writing 15 points. Score for accuracy, grammar,
Answers will vary. This section is worth punctuation, and spelling.
20 points. Score for accuracy, grammar,
punctuation, and spelling.

T-202 VENTURES LEVEL 1 TESTS ANSWER KEY © Cambridge University Press 2018 Photocopiable
ACKNOWLEDGMENTS
The authors and publishers acknowledge the following sources of copyright material and are grateful for the permissions
granted. While every effort has been made, it has not always been possible to identify the sources of all the material used,
or to trace all copyright holders. If any omissions are brought to our notice, we will be happy to include the appropriate
acknowledgements on reprinting and in the next update to the digital edition, as applicable.
Key: Ex = Exercise, T = Top, B = Below. p. 49 (Jane): philipimage/iStock/Getty Images Plus; p. 59
(photo 1): Juan Camilo Bernal/Moment Mobile; p. 59
(photo 2): Jeffrey Penalosa/EyeEm; p. 59 (photo 3): ClaudineVM/
Photos iStock Editorial/Getty Images Plus; p. 59 (photo 4): Mario
All below images are sourced from GettyImages. Gutiérrez/Moment; p. 59 (photo 5): Sylvain Sonnet/The Image
Bank; p. 59 (photo 6): Dan Dalton/Caiaimage; p. 65 (photo 1):
p. 4: Caiaimage/Robert Daly/OJO+; p. 5: izusek/iStock/Getty Ken Welsh/VisitBritain; p. 65 (photo 2): sshepard/E+; p. 65
Images Plus; p. 8 (family): Lane Oatey/Blue Jean Images; p. 8 (photo 3): Image Source; p. 65 (photo 4): Morsa Images/
(photo 1): Ray Kachatorian/The Image Bank; p. 8 (photo 2): Kevin DigitalVision; p. 65 (photo 5): Jeff Dunn/Photolibrary; p. 65
Dodge/Blend Images; p. 8 (photo 3): baileyguinness/Moment; (photo 6): davidf/E+; p. 65 (photo 7): Richard Newstead/Moment;
p. 8 (photo 4): SensorSpot/E+; p. 8 (photo 5): RoBeDeRo/E+; p. 65 (photo 8): IPGGutenbergUKLtd/iStock/Getty Images Plus;
p. 8 (photo 6): Katarina Premfors/arabianEye; p. 9: DGLimages/ p. 65 (photo 9): Terry Carter/Dorling Kindersley; p. 69 (photo 1):
iStock/Getty Images Plus; p. 13: Klaus Tiedge/Blend Images; jojoo64/iStock/Getty Images Plus; p. 69 (photo 2): GoodGnom/
p. 15: Ridofranz/iStock/Getty Images Plus; p. 19 (notebook): DigitalVision Vectors; p. 69 (photo 3): TuelekZa/iStock/Getty
amnachphoto/iStock/Getty Images Plus; p. 19 (rulers): Images Plus; p. 69 (photo 4): daizuoxin/iStock/Getty Images
EugeneTomeev/iStock/Getty Images Plus; p. 19 and p. 22 (book): Plus; p. 69 (photo 5): arcady_31/iStock/Getty Images Plus;
oboltus/iStock/Getty Images Plus; p. 19 (pens): Ilya_Starikov/ p. 69 (photo 6): alessandro0770/iStock/Getty Images Plus;
iStock/Getty Images Plus; p. 19 (calculator) and p. 101 (photo 1): p. 72 (photo 1): JGI/Tom Grill/Blend Images; p. 72 (photo 2):
Tetra Images; p. 19 (stapler): ScantyNebula/iStock/Getty Images Portra/DigitalVision; p. 72 (photo 3): Peter Cade/The Image Bank;
Plus; p. 22 (pencil): Ivantsov/iStock/Getty Images Plus; p. 22 p. 72 (photo 4): Tang Ming Tung/Taxi; p. 72 (photo 5): SrdjanPav/
(pencils): seyfettinozel/iStock/Getty Images Plus; p. 22 (clock): E+; p. 72 (photo 6) and p. 99 (photo 3): Westend61; p. 85
PaulPaladin/iStock/Getty Images Plus; p. 22 (clocks): Anthony (photo 1): SvetlanaK/iStock/Getty Images Plus; p. 85 (photo 2):
Bradshaw/Photolibrary; p. 22 (books): Zoonar/[Link]/Getty fcafotodigital/iStock/Getty Images Plus; p. 85 (photo 3):
Images Plus; p. 34 (photo 1): Glow Images, Inc/Glow; p. 34 kuarmungadd/iStock/Getty Images Plus; p. 85 (photo 4): 4x6/
(photo 2): George Doyle/Stockbyte; p. 34 (photo 3): Stockbyte; iStock/Getty Images Plus; p. 85 (photo 5): chictype/E+; p. 85
p. 34 (photo 4) and p. 129 (photo 8): Hero Images; p. 34 (photo 6): Topic Images Inc./Topic Images; p. 86 (photo 1):
(photo 5) and p. 49 (photo 2): baona/iStock/Getty Images Plus; ClaudioVentrella/iStock/Getty Images Plus; p. 86 (photo 2):
p. 34 (photo 6): AJ_Watt/iStock/Getty Images Plus; p. 34 H. Armstrong Roberts/ClassicStock/Archive Photos; p. 86
(photo 7): Glow Images; p. 34 (photo 8): franckreporter/iStock/ (photo 3): nepstock/iStock/Getty Images Plus; p. 86 (photo 4):
Getty Images Plus; p. 34 (photo 9): Portland Press Herald; p. 35 Jpecha/E+; p. 86 (photo 5): Garsya/iStock/Getty Images Plus;
(woman) and p. 101 (photo 6): kupicoo/E+; p. 35 (man): szefei/ p. 86 (photo 6): anna1311/iStock/Getty Images Plus; p. 86
iStock/Getty Images Plus; p. 36 (girl): Tomwang112/iStock/Getty (photo 7): chengyuzheng/iStock/Getty Images Plus; p. 86
Images Plus; p. 36 (man): laflor/E+; p. 45 (photo 1): (photo 8): Lew Robertson/Photolibrary; p. 86 (photo 9): kyoshino/
klebercordeiro/iStock/Getty Images Plus; p. 45 (photo 2): ullstein iStock/Getty Images Plus; p. 86 (photo 10): bergamont/iStock/
bild; p. 45 (photo 3) and p. 49 (photo 4): Antonio_Diaz/iStock/ Getty Images Plus; p. 86 (photo 11): pioneer111/iStock/Getty
Getty Images Plus; p. 45 (photo 4): absolutimages/iStock/Getty Images Plus; p. 86 (photo 12): jsmith/iStock/Getty Images Plus;
Images Plus; p. 45 (photo 5): IAN HOOTON/SCIENCE PHOTO p. 91 (photo 10): StockImages_AT/iStock/Getty Images Plus;
LIBRARY; p. 45 (photo 6), p. 46 (photo 1) and p. 103 (photo 2): p. 91 (photo 11): jauhari1/iStock/Getty Images Plus; p. 97
AndreyPopov/iStock/Getty Images Plus; p. 46 (photo 2): JGI/ (photo 1): JPWALLET/iStock/Getty Images Plus; p. 97 (photo 2):
Jamie Grill/Blend Images; p. 46 (photo 3): KatarzynaBialasiewicz/ Jose Luis Pelaez Inc/Blend Images; p. 97 (photo 3): Beau Lark/
iStock/Getty Images Plus; p. 46 (photo 4): Sasha_Suzi/iStock/ Corbis/VCG/Corbis; p. 97 (photo 4): Andersen Ross/DigitalVision;
Getty Images Plus; p. 46 (photo 5): chuckcollier/E+; p. 46 p. 97 (photo 5): shapecharge/iStock/Getty Images Plus; p. 97
(photo 6): parinyabinsuk/iStock/Getty Images Plus; p. 46 (photo 6): matthewennisphotography/iStock/Getty Images Plus;
(photo 7): BSIP/UIG/Universal Images Group; p. 46 (photo 8) and p. 99 (photo 1): Klaus Vedfelt/Taxi; p. 99 (photo 4): Reza
p. 99 (photo 2): Steve Debenport/E+; p. 46 (photo 9): Koldunov/ Estakhrian/The Image Bank; p. 99 (photo 5): Hill Street Studios/
iStock/Getty Images Plus; p. 47 (photo 1, 3 and 9): subjug/ Blend Images; p. 99 (photo 6): Butch Martin/Photographer’s
iStock/Getty Images Plus; p. 47 (photo 2): Diane Macdonald/ Choice; p. 101 (photo 2): Gary John Norman/Taxi; p. 101
Photographer’s Choice RF; p. 47 (photo 4): Fuse; p. 47 (photo 5): (photo 3): Monty Rakusen/Cultura; p. 101 (photo 4): Musketeer/
winterling/iStock/Getty Images Plus; p. 47 (photo 6): EdnaM/ DigitalVision; p. 101 (photo 5): skynesher/E+; p. 103 (photo 1):
iStock/Getty Images Plus; p. 47 (photo 7): GARO/PHANIE/ Chris Ryan/OJO Images; p. 103 (photo 3):stevecoleimages/E+;
Canopy; p. 47 (photo 8): JoyTasa/iStock/Getty Images Plus; p. 49 p. 103 (photo 4): Philippe Roy/Cultura; p. 103 (photo 5):
(photo 1): PeopleImages/iStock/Getty Images Plus; p. 49 GoodLifeStudio/E+; p. 103 (photo 6): RapidEye/E+; p. 111
(photo 3): alvarez/iStock/Getty Images Plus; p. 49 (photo 5): (photo 1): Lumina Images/Blend Images; p. 111 (photo 2):
Wavebreakmedia/iStock/Getty Images Plus; p. 49 (photo 7): Andrew_Howe/E+; p. 111 (photo 3): SolStock/iStock/Getty
kasinv/iStock/Getty Images Plus; p. 49 (John): Tomwang112/ Images Plus; p. 111 (photo 4), p. 123 (photo 1 and 2): kali9/E+;
iStock/Getty Images Plus; p. 49 (Jose): comzeal/iStock/Getty p. 111 (photo 5): Manfred Rutz/Photodisc; p. 111 (photo 6):
Images Plus; p. 49 (Dick): jjshaw14/iStock/Getty Images Plus; MichalLudwiczak/iStock/Getty Images Plus; p. 117 (photo 1):

ACKNOWLEDGMENTS T-203
flubydust/E+; p. 117 (photo 2): EdnaM/iStock/Getty Images Plus; (photo 4): Jaimie Duplass/Hemera; p. 148: PhotoAlto/James
p. 117 (photo 3): DonNichols/iStock/Getty Images Plus; p. 117 Hardy/ PhotoAlto Agency RF Collections; p. 149 (photo 1): Dave
(photo 4): GeniusKp/iStock/Getty Images Plus; p. 117 (photo 5): and Les Jacobs/Lloyd Dobbie/Blend Images; p. 149 (photo 2,
Floortje/E+; p. 117 (photo 6): Comstock/Stockbyte; p. 117 photo 3): Lucy Clark/Hemera/Getty Images Plus; p. 149
(photo 7): ppart/iStock/Getty Images Plus; p. 117 (photo 8): (photo 4): Tetra Images; p. 150: Dean Mitchell/Taxi; p. 151
Travis Manley/Hemera/Getty Images Plus; p. 117 (photo 9): (photo 1): Lucy Lambriex/Taxi; p. 151 (photo 3): deeepblue/
flyfloor/E+; p. 123 (photo 3): CO2/Stockbyte; p. 123 (photo 4): iStock/Getty Images Plus; p. 151 (photo 4): Echo/Juice Images;
Aliyev Alexei Sergeevich/Cultura; p. 123 (photo 5): Trinette Reed/ p. 152: Ariel Skelley/Blend Images; p. 153 (photo 1): Brand X
Blend Images; p. 123 (photo 6): Atli Mar Hafsteinsson/Cultura; Pictures/Stockbyte/Getty Images Plus; p. 153 (photo 2): Tetra
p. 124: Dear Blue/Moment; p. 129 (photo 1): YinYang/E+; p. 129 Images; p. 153 (photo 3): Adam Gault/OJO Images; p. 153
(photo 2): Tomasz Szymanski/Hemera/Getty Images Plus; p. 129 (photo 4): Image Source/DigitalVision; p. 154: Hero Images;
(photo 3): monkeybusinessimages/iStock/Getty Images Plus; p. 155 (photo 1): Alexey Ivanov/EyeEm; p. 155 (photo 2):
p. 129 (photo 4): technotr/E+; p. 129 (photo 5): simonkr/E+; PeopleImages/DigitalVision; p. 155 (photo 3): Eva Moore/EyeEm;
p. 129 (photo 6): Thomas Barwick/Taxi; p. 129 (photo 7): p. 155 (photo 4): Daniel Walls/EyeEm.
Specker/Vedfelt/Taxi; p. 129 (photo 9): Christoph Jorda/
LOOK-foto/LOOK; p. 130: dibrova/iStock/Getty Images Plus; Below images are sourced from other libraries.
p. 131 (T): Francisco Rama/EyeEm; p. 131 (B): greenicetea/E+; p. 49 (photo 6): Gabriel Blaj/Fotolia; p. 91 (photo 12): robertindiana/
p. 135: -nelis-/iStock/Getty Images Plus; p. 137 (photo 1): Shutterstock; p. 91 (bank notes): Currency Images are courtesy of
Caiaimage/Sam Edwards; p. 137 (photo 2, photo 4): Stuart the Bureau of Engraving and Printing; p. 91 (coins): United States
Paton/Photodisc; p. 137 (photo 3): NorioNakayama/iStock/Getty coin images from the United States Mint.
Images Plus; p. 138: karelnoppe/iStock/Getty Images Plus;
p. 139 (photo 1): Jeffrey Coolidge/Iconica; p. 139 (photo 2):
Hailshadow/iStock/Getty Images Plus; p. 139 (photo 3), p. 147 Illustrations
(photo 1): Jeffrey Coolidge/The Image Bank; p. 139 (photo 4): p. 2, p. 17, p. 19, p. 20, p. 23, p. 24, p. 25 (1, 4, 6), p. 29, p. 35,
Raimund Koch/The Image Bank; p. 140: blue jean images; p. 141 p. 37 (B), p. 38, p. 39, p. 43, p. 48, p. 55, p. 69, p. 74, p. 95, p. 96,
(photo 1): jxfzsy/iStock/Getty Images Plus; p. 141 (photo 2): p. 100, p. 105, p. 112, p. 113, p. 114 (3), p. 116, p. 121 and
Studio Paggy; p. 141 (photo 3): Olivia Collins/EyeEm; p. 141 p. 133: QBS Learning; p. 11, p. 40 and p. 51 (T): Frank Montagna;
(photo 4): ABERRATION FILMS LTD/SCIENCE PHOTO LIBRARY; p. 21, p. 107 and p. 127: Greg Paprocki; p. 22, p. 27, p. 73, p. 92
p. 142: Image Source; p. 143 (photo 1): Adrian Pope/ and p. 114 (1, 2, 4): Monika Roe; p. 25 (2, 3, 5, 7, 8, 9), p. 66 and
Photographer’s Choice; p. 143 (photo 2): BSIP/UIG/Universal p. 77: Jim Kopp; p. 37 (T), p. 87: Cybele; p. 60 (B), p. 61, p. 63:
Images Group; p. 143 (photo 3): Gurpal Singh Datta/Canopy; Maria Rabinky; p. 78: Travis Foster; p. 89: Kenneth Batelman;
p. 143 (photo 4): Science Photo Library - CDC/Brand X Pictures; p. 100: Lucie Rice.
p. 144: Guido Mieth/Taxi; p. 145 (photo 1): Image Source/
DigitalVision; p. 145 (photo 2): Maria Wachala/Moment; p. 145 Back cover photography by PressureUA/iStock Getty Images Plus;
(photo 3): 3D_generator/iStock/Getty Images Plus; p. 145 Adidet Chaiwattanakul/EyeEm; pixelfit/E+.
(photo 4): Richard Newstead/Moment; p. 146: PixelEmbargo/ Front cover photography by Kathrin Ziegler/Taxi/Getty Images.
iStock/Getty Images Plus; p. 147 (photo 2), p. 151 (photo 2):
Dougal Waters/DigitalVision; p. 147 (photo 3): Maskot; p. 147 Audio produced by CityVox.

T-204 ACKNOWLEDGMENTS