3 Starter TEACHER’S BOOK Third Edition SMART CHOICE Smart learning on the page and on the move Ken Wilson / Mike Boyle 4602815_SC3e_TB3.indb 1 4/9/16 3:40 PM NEW FOR SMART CHOICE! More ways to keep learning outside the classroom Smart Choice Online Practice with On The Move provides a wealth of media-rich skill-building practice for each Student Book unit An intuitive Learning Management System (LMS) allows students, teachers, and administrators to track and report on student, class, and institutional performance ON THE online PRACTICE MOVE With Smart Choice Online Practice, students can use their computer to: • Experience 30 hours of additional practice, with 12 interactive practice activities for each Student Book unit • Complete grammar, vocabulary, videobased listening comprehension, and record-and-playback speaking activities • Go online to research Student Book topics and share their findings with their classmates • Download all the Student Book and Workbook audio and video With Smart Choice On The Move, students can use their smartphone or tablet to: • Extend their learning with five practice activities for each Student Book unit • Practice their vocabulary, grammar, and listening skills • Get instant feedback and challenge themselves to improve their score • Stream all the Student Book audio and video • Practice anywhere! • Connect with their teacher and view and print their progress reports at any time Third Edition SMART CHOICE Third Edition SMART CHOICE Starter ii © Copyright Oxford University Press 4602815_SC3e_TB3.indb 4/9/16 3:41 PM The Online Practice Learning Management System is an easy-to-use tool for monitoring and tracking student, class, and institutional progress Third Edition SMART CHOICE Smart Choice Level •E asily create classes, hide and assign content, and track students’ progress Students • See your students’ achievements at a glance Total Score Total Practice Tests 17/168 17/144 4/5 76% 76% 70% 124 124 24 19/168 19/144 5/5 54% 54% 65% 138 138 28 10/168 10/144 2/5 93% 93% 36% 42 42 16 3/168 3/144 5/5 0% 0% 85% All Students Activity Completion Total Seat Time Jose • Use progress reports as invaluable records for student evaluation • Track progress and see reports for both Online Practice and On The Move Activity Completion Total Score Total Score Time Kayla Activity Completion Total Score Total Score Time Alexis Activity Completion Total Scoreotas GET STARTED Third Edition It’s easy to get started with Smart Choice Online Practice SMART CHOICE •O nline Practice is password protected: a Student access code card is packaged with each Student Book and a Teacher access code card comes with each Teacher’s Book • Administrator access code cards are available upon request from Oxford University Press sales representatives • Student access codes are valid for one year after registration; Teacher and Administrator access codes not expire Third Edition SMART CHOICE Students and teachers can register for Smart Choice Online Practice and On The Move in ten languages – English, Spanish, Portuguese, Japanese, Chinese, Korean, Vietnamese, Thai, Turkish, or Arabic Home Edit Profile Log Out Help iii © Copyright Oxford University Press 4602815_SC3e_TB3.indb 4/9/16 3:41 PM TESTING PROGRAM The Smart Choice Online Practice Testing Program includes a comprehensive range of tests to meet all of your assessment needs Interactive tests • Four interactive, auto-scored Progress Tests for each level • Tests cover the core vocabulary, grammar, and functional language taught in the Student Book • Teachers stay in control – easily hide and assign the tests and view students’ results Downloadable tests Unit Test • Each level includes 12 Unit Tests, plus a Midterm and Final Test Name: Date: _ Vocabulary Midterm Test Use the following to answer questions 1-4: • Comprehensive coverage of all the language and skills taught in the Student Book Name: _ _ Look at the picture Complete the activity label Use a word or phrase from the box a book homework on the phone Use the following Look at the pictu • Language- and skills-based tests assess vocabulary, grammar, reading, writing, listening, and speaking Date: _ Vocabulary a computer game to answer ques tions 1-6: re Choose True or False read play This is pizza ATrue B False He's reading a A True B False book talk This is sushi ATrue B False Use the following to answer questions 5-8: Choose the best word or phrase to complete the sentence I take every morning A) TV B) tablet C) a nap © Oxford University Press Permission granted to reproduce for classroom use She's cooking spaghetti A True B False Smart Choice Level 1—Unit Test The bus is late ATrue B False © Oxford Univers ity Press Permis sion granted to He's lost A True B False reproduce for classroom use Third Edition SMART CHOICE Home Edit Profile Log Out Midterm Test Help Tests are downloadable from the Online Practice Teacher's Resources area iv © Copyright Oxford University Press 4602815_SC3e_TB3.indb 4/9/16 3:41 PM Smart Choice iTools on USB transforms the Student Book into a media-rich classroom presentation tool The intuitive design of iTools helps teachers navigate easily from page to page Unit-by-unit Teacher’s Book reference notes provide recommendations for where and how to effectively integrate iTools iTools is compatible with all interactive whiteboard hardware and can also be used with a computer and data projector Variety of audio, video, and PowerPoint ™ media are embedded as links on each page Launch these media assets to stimulate students with a broad range of learning styles and promote heads-up participation Embedded answer keys and audio scripts for all activities allow teachers to spend less time reviewing and correcting activities and more time promoting conversation Classroom video segments bring all Student Book Conversations to life, providing realistic models for discussing idioms, culture, pronunciation, and body language Easy-to-use tool bar invites teachers to write and save notes, move from single- to double-page format, and zoom in to highlight portions of each page Smart Choice iTools also includes dozens of extra resources on the iTools USB including speaking practice worksheets, video worksheets, and PowerPoint™ grammar presentations, giving teachers more useful tools for classroom presentation and customizable resources for student practice v © Copyright Oxford University Press 4602815_SC3e_TB3.indb 4/9/16 3:41 PM INTRODUCTION Welcome to Smart Choice Third Edition! Smart Choice Third Edition is a four-skills course for adult and young adult learners who are looking to improve their ability to communicate in English The four levels of Smart Choice take students from beginner to intermediate level Each level contains 60–90 hours of classroom material In addition to the Student Book, teachers will find a wealth of supplementary presentation and practice materials in the Teacher’s Book with Testing Program, the Workbook with Self-Study Listening, and iTools with customizable resources Smart Choice Smart Choice is for students with intermediate knowledge of English Intermediate students have been exposed to a wide range of foundational structures and language functions They are beginning to develop effective conversational skills in the English language Level takes students to the end point of B1 of the Common European Framework of Reference (CEFR) Student Book Each Student Book unit contains vocabulary and grammar input, pronunciation work, plus practice in all four skills: speaking, listening, reading, and writing There are also four review units that feature an additional conversation and reading text In the back, there’s a Grammar Reference section, Audio Script, and Vocabulary List Online Practice with On The Move An access code for Online Practice and On The Move activities is included with each Student Book Designed to be used outside of class, these activities provide automatic scoring and feedback Five new On The Move activities, optimized for smartphones, enable students to practice their grammar, vocabulary, and listening skills anywhere, anytime Progress reports allow students to track their own progress, and teachers and administrators to track scores of individuals, classes, and institutions Class Audio The Class Audio for each Smart Choice level can be downloaded from Online Practice and includes the Vocabulary, Conversation, Language Practice, Pronunciation, Listening, and Reading from each Student Book unit, as well as the Conversation and Reading from the Review Units The Class Audio is also available to teachers on iTools Workbook with Self-Study Listening The Workbook is designed for self-study, although the exercises can also be used in class as review The Workbook contains additional practice of all the vocabulary and grammar presented in the Student Book, as well as extra reading, listening, and pronunciation practice The Workbook audio is available on Online Practice Teacher’s Book with Testing Program The interleaved Teacher’s Book includes notes on how to use each Student Book activity The Teacher’s Book also contains answers to all the Student Book and Workbook exercises, language notes, extra ideas, and notes on when to use the resources available on iTools The Online Practice Testing Program includes interactive, auto-scored progress tests and downloadable unit, midterm, and final tests iTools with Audio, Video, and extra resources iTools, available on USB, contains all the Student Book audio and video, and a range of extra classroom resources These include customizable worksheets to encourage extra speaking practice, animated PowerPointTM presentations of the grammar, and video worksheets to fully exploit the video in the classroom Key Features of Smart Choice Success in the classroom On each page, material is carefully staged to move from controlled to less-controlled activities Attention is paid at every step to maintain a balance of challenge and support Smart Choice lets students have real success communicating in English in contexts that are educationally and personally rewarding Now I can statements at the end of each unit signal student achievement and reinforce success Choice Personalization activities on every page encourage students to bring their own ideas and opinions into class With Online Practice, On The Move, and Workbook with Self-Study Listening, Smart Choice extends this freedom of choice to out-of-class study as well Smart Choice has also been designed to allow teachers maximum flexibility in adapting the material to their own teaching styles and classroom needs The iTools customizable worksheets let teachers adapt material to match the interests and backgrounds of their students vi © Copyright Oxford University Press 4602815_SC3e_TB3.indb 4/9/16 3:41 PM How Smart Choice works Each unit of Smart Choice follows the same familiar and reliable format Vocabulary Students first of all need words, the building blocks of language Therefore, every Smart Choice unit begins by introducing words or phrases that relate to the topic of the unit First, students engage in a warm-up activity on the topic Next, they look at a picture that features the vocabulary in context, match the words and images, and listen to check their answers Finally, a short speaking or writing activity allows students to practice using the new vocabulary items The Vocabulary Tips present practical strategies to help students learn new vocabulary Conversation The Conversation is designed to build students’ confidence in their ability to speak and understand everyday English Each Conversation is also available as a video clip for teachers to play through iTools in class or for students to watch through the Online Practice component Using the vocabulary students have just learned, the Conversation introduces the grammar and function of the unit First, students read the conversation and add the missing words Then they listen to check their answers and practice the conversation with a partner Finally, students practice the conversation again, adding new words and their own ideas The Conversation Tips at the bottom of the page present practical strategies to help students develop their conversation skills Language Practice The correct use of grammar is an essential element of communicative competence The Language Practice page features presentation, practice, and personalization First, a Language Practice box presents new grammar in context (A Grammar Reference in the back of the book provides more comprehensive explanations and additional exercises.) Next, carefully staged activities, moving from controlled to less-controlled, practice the form, meaning, and use of each structure This page ends with Pronunciation activities that focus on features of spoken English, including stress, intonation, reductions, and linked sounds Listening The Listening page features a variety of genres, including conversations, interviews, and radio shows, and includes both native and non-native speakers A pre-listening task introduces a second set of vocabulary and helps students predict the kinds of things that they will hear Then students listen to the recording twice The first time they listen to get the main idea; the second time they listen for specific information The Listening Plus section features a new, more challenging recording that completes the story or gives it an unexpected twist The Smart Talk information-gap activity at the end of this page provides a fun way for students to practice the key language of the unit Reading The Reading page features a colorful, magazine-style article that students can relate to The activities build students’ reading skills while providing input for classroom discussion The first activity usually exploits the images and, where appropriate, the title and headings of the text This allows students to activate their previous knowledge of the topic and prepare them for the exercises that follow A variety of tasks practice key reading skills, such as skimming, scanning, and reading for main ideas Writing The writing activities in Smart Choice are in the back of the book and can be done either in class or assigned as homework Writing tasks are carefully controlled, with model texts that offer students clear guidance and opportunities to express their opinions Speaking The Speaking page allows students to work in pairs and groups on games, activities, quizzes, and class surveys that combine the language they have just learned with the English they already know There are also speaking tasks throughout each unit to build students’ fluency Review units Review units after every three units feature a conversation that incorporates new grammar and vocabulary and an additional reading, both designed to offer slightly more challenge vii © Copyright Oxford University Press 4602815_SC3e_TB3.indb 4/9/16 3:41 PM USEFUL CLASSROOM LANGUAGE VOCABULARY Listen and repeat Do you know what I mean? I don’t understand the activity Who’s going to be Student A? What did you write for the next one? Who’s going to report to the class? How did you answer number one? Which role you want to take? What we next? Do you want to speak for the group? What are we supposed to do? © Copyright Oxford University Press 4602815_SC3e_TB3.indb 4602792_SC3e_SB3.indb 4/9/16 3:41 3/10/16 2:17 PM PM USEFUL CLASSROOM LANGUAGE Vocabulary The goal of this section is to encourage students to use English in class by presenting and practicing useful classroom language WARM-UP • Books closed Elicit English words and phrases that students already know Ask students what they usually say when they don’t understand • Elicit expressions, such as I don’t know and What does this mean? and write them on the board Try to fill the board with English statements, questions, and answers that students already know Activity • • • Books closed Ask How you ask for help? Elicit Can you help me? Then say You want to be sure people understand you What you ask? Elicit Do you understand me? or Do you know what I mean? Ask these questions and elicit possible responses, for example: Yes, I think so and I don’t think I do., etc Then have students practice asking you the questions Books open Focus attention on the pictures Read the expressions Explain or elicit that these expressions help students to work together in class Then have students repeat the expressions after you Play the recording Have students practice the expressions again EXTRA IDEA Encourage students to suggest other ways to say the same thing For example: I don’t get it or What did you get for number one? T–2 © Copyright Oxford University Press 4602815_SC3e_TB3.indb 4/9/16 3:41 PM Conversation Activity The goal of this section is to present and practice more useful language to enable students to use English in the classroom • WARM-UP • Books closed Elicit the expressions that students learned on page Write the students’ responses on the board Then use some of them to write a model conversation For example: A I don’t understand the activity B We have to write sentences A What we next? B We compare our answers A Okay Let’s start • Demonstrate the conversation with one student Then have students practice in pairs Activity • • • • • Books open Focus attention on the first picture Write the conversation from picture one on the board Read the conversation for the class Have students repeat after you Focus attention on the expressions on page If necessary, read the expressions again and have the students repeat after you Write an incorrect phrase from page in the first line Have students indicate that they know that this is incorrect Repeat this procedure with the correct answer (Who’s going to be Student A?) Have students the activity on their own Walk around the class to check that students understand how to complete the activity Play the recording Allow time for students to change incorrect answers Then check answers • Focus attention on the five conversations Model them for the class Have students make small groups and practice the conversations Make sure students change roles so they practice each part EXTENSION • Have students role-play the situations using the vocabulary and expressions on pages and and any other useful language of their own If necessary, brainstorm the expressions and responses and write them on the board • Ask students to sit with a partner, as in the first three pictures Have students practice the expressions and make new conversations • Then have students sit in small groups and practice the conversations for the other pictures • Encourage students to create new conversations that are different from the ones on page • Have a few students share their role plays with the class ANSWERS Who’s going to be Student A? Who’s going to report to the class? How did you answer number one? I don’t understand the activity What we next? VARIATION Before playing the recording, divide students into pairs or small groups Ask students to read the conversations Have other students decide whether the pair or group completed the conversation correctly Then play the recording and allow students to check their answers T–3 © Copyright Oxford University Press 4602815_SC3e_TB3.indb 4/9/16 3:41 PM Grammar NOW PRACTICE Activity UNIT 11 • Third conditional We use the third conditional to talk about unreal or imaginary conditions and results in the past The if clause introduces the imaginary event or condition in the past The main clause expresses the imaginary result • If we had left on time, we wouldn’t have been late (= We didn’t leave on time, so we were late.) • If she had called, he wouldn’t have gotten angry (= She didn’t call, so he got angry.) We use the past perfect in the if clause and a modal + have + past participle in the main clause The if clause can come before or after the main clause If it is first, we use a comma after it if + past perfect If he had gone to college, If she hadn’t gone to college, modal + have + past participle I would have gone to Canada She would have stayed for dinner • modal + have + past participle he would have gotten a better job she would have worked in the family business if + past perfect if I had gone anywhere if she hadn’t had an appointment We can use affirmative or negative verbs in either clause or in both clauses • If I hadn’t had so much work, I would have gone to the movies last night • If my grades had been lower, I wouldn’t have gone to college • If I hadn’t had to go to school, I wouldn’t have gotten up so early this morning ANSWERS hadn’t eaten had known wouldn’t have gotten would have understood hadn’t bought hadn’t become hadn’t gotten would have had had had/’d had 10 hadn’t introduced We often use the third conditional to ask imaginary or hypothetical questions Wh- questions What would you have done if you had lost your job last year? Where would you have gone if this university hadn’t accepted you? How would you have gotten there if your parents hadn’t taken you? NOW PRACTICE Complete the sentences Use the correct form of the verb in parentheses If I hadn’t eaten If we already, I would have gone to lunch with them (not/eat) you were in town, we would have asked you to dinner (know) If he had been wearing his seatbelt, he If she had told me the truth, I a ticket (not/get) (understand) What would you have done with your money if you What would she have done if she a house? (not/buy) an actor? (not/become) Where would you have gone to college if you into Harvard? (not/get) If I had been born 200 years ago, I If they Focus attention on the activity Make sure students understand that they need to answer with the verb in parentheses Model the example answer Allow time for students to complete their answers Then have students compare their answers with a partner a much more difficult life (have) a car, they wouldn’t have been late (have) 10 How would we have met, if you us? (not/introduce) 135 4602792_SC3e_SB3.indb 135 Unit 11 Grammar Reference • • Have students read the explanations of the third conditional Ask students to give additional examples of statements that talk about unreal or imaginary conditions and results in the past Focus attention on the charts Have students model the example sentences Point out that the modal is used with have + past participle whether sentences begin with the if clause or have the if clause in the middle of the sentence • 3/10/16 2:21 PM Call out some sentences using the third conditional that are incorrect For example: If he has slept longer, he won’t have fall asleep in the meeting Have students correct you (If he had slept longer, he wouldn’t have fallen asleep in the meeting.) Alternatively, write some incorrect sentences on the board and have individual students come to the board to correct them Unit 11 • Grammar T–135 © Copyright Oxford University Press 4602815_SC3e_TB3.indb 135 4/9/16 3:44 PM Unit 12 Grammar Grammar Reference • • • • • • Have students read the explanation of reported speech Use the Direct speech and Reported speech charts to review the difference between direct and reported speech Copy the charts on the board Have students describe the difference between the two types of sentences Make sure they understand that in reported speech the speaker is one person, and the statement comes from someone else Ask students to give additional examples of direct and reported speech Have students read the explanations of when we change the verb tense for reported speech Read the examples aloud Elicit the speaker in each sentence and ask students which event happened first Focus attention on the chart of questions in direct and reported speech Have volunteers read the example sentences aloud Elicit additional examples NOW PRACTICE Activity • • • Focus attention on the activity Make sure students understand that they need to rewrite the direct speech sentences as reported speech Have a student read the sentence Then model the example sentence showing reported speech Allow time for students to complete their answers Then have students compare their answers with a partner UNIT 12 Reported speech Direct speech is the speaker’s exact words Reported speech is a restatement of the speaker’s words Direct speech “I’m in Venezuela,” she said She said, “I’m visiting my family.” Reported speech She said (that) she was in Venezuela She said (that) she was visiting her family When the reporting verb (say, explain, tell, etc.) is in the past tense, it is common to change the verb tense in the that clause This helps us to understand the order of events • • • • “I don’t feel well,” said Jon “I’ll call tonight,” Ann said “I can’t go,” said Ben “She left at ten,” Tom said simple past) Jon said he didn’t feel well (simple present Ann said she would call tonight (will would) Ben said he couldn’t go (can could) Tom said she had left at ten (simple past past perfect) The verb tell must be followed by an object (noun or pronoun) The verb say is not followed by an object • She told me that she was a singer (She told that she was a singer.) • She said that she was a singer (She said me that she was a singer ) When we report someone’s question, we use statement word order Direct speech “Are you interested in politics?” Reported speech He asked her if she was interested in politics “Do you like hip-hop?” “Where are you?” She asked me if I liked hip-hop They asked her where she was “When did you start to write?” We asked him when he had started to write “What time are they coming back?” I asked you what time they were coming back NOW PRACTICE Rewrite the sentences using reported speech “I can’t go today,” he said He said he couldn’t go today “I’ll see you tomorrow,” she said “I saw him yesterday,” he said “We met three days ago,” she said “They didn’t go,” he said “I was here yesterday,” she said “Where you live?” she asked “Why did she leave?” he asked “We can’t help you,” they said 10 “Who was that man?” they asked 136 4602792_SC3e_SB3.indb 136 3/10/16 2:21 PM ANSWERS He said he couldn’t go today She said she would see me tomorrow He said he saw him yesterday She said they had met three days ago He said they hadn’t gone She said she was there yesterday She asked where I lived He asked why she had left They said they couldn’t help me 10 They asked who that man was T136Grammar ã Unit 12 â Copyright Oxford University Press 4602815_SC3e_TB3.indb 136 4/9/16 3:44 PM VOCABULARY Unit answering phone calls blogging checking email collecting autographs collecting coins collecting comic books collecting shells doing volunteer work doing yoga exploring nature fishing making big dinners making music making videos playing the guitar playing video games running marathons studying languages taking classes taking photos taking selfies taking walks watching movies writing poetry writing songs competition equipment gathering rodeo victory operate train Unit cartoon cooking show documentary drama game show infomercial music video news program reality show sitcom sports program talk show travel show TV movie channel creator production company program schedule show special effects stardom TV listings glamorous influential innovative mysterious talented launch Unit architecture abstract painting carving collage collection drawing gallery graffiti illustration images landscape monument mural painting portrait pottery sculpture statue still life spotlight amazing beautiful boring colorful confusing dramatic gloomy modern realistic sensitive simple traditional build complete create design draw introduce mix order paint produce spread Unit adventurous ambitious charming creative forgetful generous impatient impolite insecure optimistic organized outgoing pessimistic quiet reserved self-centered serious talkative accomplish associate colleague common payoff Unit 3D printer computer programming electronic translator feature product smart glasses smartphone smartwatch sports camera tablet wireless headset appear browse download automated build-your-own user-friendly Unit amazing angry bad calm careful careless cheerful complete dangerous final gentle good happy hopeful independent lucky nervous noisy obvious patient quick recent sad smooth sudden surprising terrible unfortunate wonderful amazingly angrily badly breathlessly briefly calmly carefully carelessly cheerfully clearly completely dangerously eventually finally firmly gently happily hopefully independently luckily nervously noisily obviously patiently quickly recently sadly smoothly suddenly surprisingly terribly unfortunately violently well wonderfully book a flight book a hotel room book a tour make a call make a plan make a reservation take a chance take a risk take a vacation 137 © Copyright Oxford University Press 4602815_SC3e_TB3.indb 4602792_SC3e_SB3.indb 137 4/9/16 3:44 3/10/16 2:21 PM Vocabulary Unit criticize cut your hair your hair your nails dye your hair (black) get a haircut get a manicure get a perm get highlights grow a beard paint your nails perm your hair pierce your ears shave your beard shave your head shave your mustache straighten your hair trim your beard trim your hair trim your mustache accessory barber shop compliment leather makeover stylist flattering handsome sparkly Unit air quality community cost of living crime rate environment housing prices job market local issue low-income neighborhood nightlife public parks public transportation resident school system service shopping traffic vacant lot bother improve lack Unit acceptable amused comfortable confused considerate dishonest embarrassed friendly glad grateful helpful honest hurt inappropriate inconsiderate irritated jealous obnoxious offended relieved rude shocked sympathetic thoughtful thoughtless uncomfortable upset Unit 10 alien evidence explanation ghost hoax mystery myth optical illusion phenomenon prediction proof rumor scam sighting spacecraft theory trick photo UFO urban legend witness certain convinced definite doubtful positive skeptical sure suspicious uncertain fool pretend surface Unit 11 adaptation advance appliance brand name breakthrough concoction contraption creation development device gadget innovation instrument invention mixture tool utensil variation vehicle Unit 12 blogger editor journalist paparazzi photographer reporter business celebrity crime entertainment gossip politics sports weather report article column headline interview magazine media newspaper radio slogan tabloid announce anticipate confess promise impressive irate prominent futuristic ingenious portable practical manufacture 138 © Copyright Oxford University Press 4602815_SC3e_TB3.indb 4602792_SC3e_SB3.indb 138 4/9/16 3:44 3/10/16 2:21 PM workbook answer key Unit Vocabulary 1 poetry selfies videos volunteer work 2 marathons comic books guitar music, videos yoga, volunteer work selfies, walks emails, poetry Language Practice 1 have been making has been writing have been taking have been running have been collecting has been doing How long has Tom been playing the guitar? Have Jorge and Rita been studying Italian? I have not been singing recently Has your brother been running marathons lately? We have not been collecting autographs for long She has been taking college classes since September / Since September she has been taking college classes Where have you been doing volunteer work these days? since for for since for since I haven’t been running much recently I’ve been taking classes for six months What have you been doing all afternoon? They haven’t been making videos this year Elena has not been watching TV lately Have you been doing volunteer work for long / for a long time? 5 have you been doing ’ve / have been making ’ve / have been playing ’ve / have been practicing have you been spending ’ve / have been studying ’ve / have been taking Answers will vary Listening and Pronunciation 1 collecting comic books walking two dogs doing volunteer work 2 since she was ten comics in her collection every week doing volunteer work a museum Pronunciation ? ? ? ? Reading 1 ✓ ✓ get off the computer / stop playing computer games her twelfth birthday / she was twelve (about) three years (good) prize money / championships / often Answers will vary Unit Vocabulary 1 music video talk show game show drama news program documentary Answers will vary Language Practice 1 Do you know if they like to watch movies? Can you tell me who that soccer player was? I wonder what movie is on TV tonight Do you know if he is in that new show? Can you please explain what the documentary is about? Workbook Answer Key T–139 © Copyright Oxford University Press 4602815_SC3e_TB3.indb 139 4/9/16 3:44 PM c d a e b Can you explain what that sitcom is about? Do you know what her name is? I wonder if he comes from Canada Do you know what that celebrity should next? Can you tell me how many new movies are at the movie theater now? / Can you tell me what new movies are at the movie theater now? Do you know what his next movie is about? reality shows are popular you watch? /; type / kind of shows you watch the movie was made the game works a (sports) program is on (at 11:00) Can you tell me Do you know if Can you explain what Do you know why Answers will vary Possible answers: Can you tell me what time the soccer game is on? According to the TV schedule, the soccer game is on at 5:00 p.m Do you know if there’s a sitcom after that? No, there isn’t But there’s a show called Funny Toons Can you explain what that’s about? It’s some kind of cartoon Do you know why cartoons are so popular? I prefer dramas Listening and Pronunciation 1 a sitcom a sports program infomercials cooking shows True False True True False False Pronunciation b b b a a a Reading 1 b a c c b a interconnected predict trend Unit Vocabulary 1 realistic confusing traditional colorful pottery amazing still life abstract painting landscape portrait sculpture drawing still life portrait landscape Language Practice 1 was painted was designed is enjoyed were done is made / was made The building was completed by the workers two years ago The still life was stolen by a jealous artist This plaster sculpture was made by Susannah The monument was not damaged by the storm When was the painting created? How was that red paint made? Was the painting done by a monkey? How was painting introduced to these children? How were their paints mixed? Are children’s paintings sold for a lot of money? 4 was done were taken were made were colored was shown is compared 5 was, designed were, drawn was, completed was finished was made was created was, brought T–140 Workbook Anwer Key © Copyright Oxford University Press 4602815_SC3e_TB3.indb 140 4/9/16 3:44 PM Listening and Pronunciation ✓ e a d c f b Pronunciation a b a a Reading 1 ✓ True False True Language 1 b b c d a c b c d a b c Conversation 1 d a c c a b c a d 10 c Reading False False True b c c c b d Unit surface ancient mashed migrated Vocabulary Review & Check Units 1–3 Vocabulary 1 a d c d b d a a c a b c which who who which that whose that whose At the party I met some people whose names I don’t remember We don’t like neighbors who / that are too talkative Francesca has a friend who comes from Argentina I like people who / that can make me laugh Alena was wearing a scarf which she found on the train that that (nothing) 1 talkative pessimistic forgetful generous outgoing insecure that (nothing) (nothing) always listens when I have a problem aren’t too talkative phone I borrowed when my bag was stolen c a b Language Practice 1 whose that that which This is the friend who / that I met in Hawaii Is this the bicycle which / that your dad gave (to) you? These are the DVDs that / which Katherine bought (at the mall) Do you have a brother who / that is very charming? Where are the students whose party we went to? whose who which who This is the person who helped me with my car Listening and Pronunciation 1 a text message Yuna Lexi and Yuna She loses her keys and is late Yuna creative Workbook Answer Key T–141 © Copyright Oxford University Press 4602815_SC3e_TB3.indb 141 4/9/16 3:44 PM Lexi: forgetful, outgoing Yuna impatient, reserved, charming Carmela: pessimistic, insecure, outgoing Pronunciation (nothing linked) (nothing linked) linked: who is linked: who are linked: who is Reading 1 Ryan Ashley Sophia 2 Sophia Ashley Ryan ✓ Ryan, ✓ Ashley ✓ Sophia, ✓ Ashley ✓ Ryan, ✓ Sophia ✓ Ryan, ✓ Ashley Answers will vary Possible answers: Sophia and Ryan are (both) serious people Ashley and Ryan (both) like small groups of people / Ashley and Ryan (both) think it’s important to be polite Unit Vocabulary 1 3D printer smartwatch electronic translator wireless headset smart glasses tablet sports camera smartwatch wireless headset Language Practice 1 taking listen show emailing making Rob uses his sports camera while running marathons We use the electronic translator for translating difficult words Smartwatches are great for sending text messages Sandra is using her wireless headset (in order) to listen to music 3 finding a restaurant making objects translate words film extreme sports Answers will vary Possible answers: He needs his smartwatch to send texts to his family He needs his wireless headset to listen to music He needs his tablet for reading books while traveling He needs his electronic translator to understand the people in the country he is visiting He needs his sports camera for taking videos of his trip He needs his smart glasses for learning about new places Answers will vary Yes No Yes No Yes Yes Pronunciation a a b a b b Reading making copies anywhere Answers will vary Possible answers: Advantages: It’s the size of a pen It’s portable / easy to carry It scans a page in just four seconds It’s great for copying documents, pictures, and graphics It can store up to 100 pages (of text) The scan quality is good You don’t need a photocopy machine (anymore) Disadvantages: The scans can be distorted The scans are sometimes difficult to read Scanning is time-consuming It doesn’t have much memory It holds only 12 pages of graphics d e b a c Listening and Pronunciation Unit 1 sports camera small taking a photo purse smartwatch see her photo on TV 1 amazingly unfortunately suddenly luckily Vocabulary T–142 Workbook Anwer Key © Copyright Oxford University Press 4602815_SC3e_TB3.indb 142 4/9/16 3:44 PM patient cheerfully noisily angry carelessly quickly happy Surprisingly Language Practice 1 left, had forgotten had already started, arrived had never studied, moved got, had already landed had never been, traveled Irene had already bought her tickets by the time the next train arrived When I finally got to the theater, the tickets were already gone Until they went to Argentina, they had never visited another country She had been to that hotel before, so she didn’t need the address We hadn’t been to that cafe until our friends took us there had wanted was had saved bought had stayed went arrived had seen came 10 had never realized Answers will vary Possible answers: By the time I got to the station, the train had already left When I arrived at school, class had already started Until I visited a different country, I had never stayed in a hotel Before I began studying English, I only spoke Japanese I didn’t know what to after I left my homework at home They had never / hadn’t ever been on a boat before they went to Hawaii How long had the plane stayed in the air before it finally landed? By the time I was 25, I had (already) gone abroad 10 times When Max finally arrived in Dallas, his connecting flight had left stole was had stayed went Had, told Did, call arrived had changed Listening and Pronunciation ✓ in advance three days ago parking lot had a car accident quickly restaurant Pronunciation b a a a b b Vocabulary 1 c a a c a a c a 1 ✓ ✓ c b a Language 1 b c c d c a b d a c c a Conversation 1 a d c a b b a b a 10 b Reading d b a Reading False False True Review & Check Units 4–6 b d a Unit Vocabulary True False False Answers will vary 1 d b f c e a Workbook Answer Key T–143 © Copyright Oxford University Press 4602815_SC3e_TB3.indb 143 4/9/16 3:44 PM trimmed dyed perm highlights shaved manicure Language Practice 1 She had her hair cut last Monday Did Pete get his ear pierced? Linda and Emiko are going to get their hair permed I got my nails painted yesterday We don’t want to get our hair trimmed Did you have your hair dyed red? get my hair cut have / get his mustache trimmed had / got our ears pierced have / get her makeup done had / got their heads shaved have / get your hair dyed highlighted painted permed shaved straightened cut Cindy is going to have her ears pierced tomorrow Ray gets his beard trimmed every week Olivia got her hair dyed for the party / Olivia dyed her hair for the party I got my hair permed yesterday trimmed painted dyed highlighted pierced permed done Sumi doesn’t want to get her ears pierced I don’t want to have my hair permed Lisa wants to get her hair straightened Rafael doesn’t want to get his beard shaved They don’t want to have their hair dyed We want to have our nails painted Listening and Pronunciation ✓ False True True housing prices school system job market b a d c Language Practice False True False Pronunciation com•plete ma•ni•cure to•morr•ow fa•mous fla•tter•ing Reading 1 special effects makeup send in ideas for an alien design b b a a Answers will vary Possible answers: Actors sometimes need to have masks so their faces can easily move inside The actors have to put on masks and have their hair and makeup done Unit Vocabulary 1 crime rate cost of living air quality 1 lived, could ride were, might / would like weren’t, might not be / wouldn’t be would / could, do, had could / would go out, weren’t wouldn’t / might not stay, weren’t If you could improve your neighborhood, what would you change? If the housing prices were lower, Ken would / could / might buy a house We would sell more paintings if the art scene were better If there weren’t so many old cars on the streets, the air would / might be cleaner Rachel would take the bus if the public transportation system were cheaper If you could improve the public parks, what would you do? Answers will vary If I were rich, I would buy a big house near the beach If he lived closer to a shopping mall, he would / might spend more money on clothes If we bought a house, we would not have to pay rent She would not be bored if she were part of the art scene What would you if you had the power to change the school system? T–144 Workbook Anwer Key © Copyright Oxford University Press 4602815_SC3e_TB3.indb 144 4/9/16 3:44 PM If you owned a company, how could you improve the job market? 5 would clean up wouldn’t / would not let would create would give wouldn’t / would not forget Answers will vary Listening and Pronunciation ✓ 2 great art scene sell his artwork crime rate housing prices might go up afford to live there artists moved out be a great artist Pronunciation a a b a b Reading Answers will vary b d a c Banning all cars would not be a long-term solution If we used more solar devices, we wouldn’t use so much electricity What impact cars have on our environment? Unit Vocabulary 1 grateful, helpful shocked, thoughtful embarrassed, rude irritated, inconsiderate rude thoughtful relieved confused Answers will vary Possible answers: I am always amused when I watch reality shows My friend felt hurt when we forgot her birthday My parents were relieved when I passed the test Language Practice 1 I would not have left my phone on Jenny should not have spent so much money We shouldn’t have forgotten a gift What would you have done? 2 would have asked should have offered should have written would have been wouldn’t have said shouldn’t have done I should have sent flowers What should I have done? He should not have talked so loudly We should not have said that Should I have told her? I should not have complained so much 4 should have done should have brought should have eaten would, have done would have asked Answers will vary Possible answers: Hannah shouldn’t have started eating before everyone was served Craig shouldn’t have eaten all his food in five minutes Joe shouldn’t have left (a lot of extra) food on his plate Vicky shouldn’t have told the host how to cook better Listening and Pronunciation 1 on vacation cooking her fish too long made a joke should shouldn’t wouldn’t should wouldn’t Pronunciation a a b b b Workbook Answer Key T–145 © Copyright Oxford University Press 4602815_SC3e_TB3.indb 145 4/9/16 3:44 PM Reading Reading 1 ✓ ✓ a d c uncomfortable hurt bought Unit 10 b a c Answers will vary 1 b a a d a c d c a d c b Language 1 b c d c a c b a b c a d Conversation b a c d d a b a c 10 d d c a Could she have seen a trick photo? They might have gone to a movie It couldn’t have been a scam It must have been a hoax Could Jerry have seen a ghost last night? They may not have made the pyramids Vocabulary Across proof, rumor, doubtful, sighting, mystery Down positive, myth, prediction, theory, trick photo, definite, hoax, scam, suspicious M Y T H Review & Check Units 7–9 Vocabulary She must have heard the cat P O S I T I V E P R E D I C T I O N T R I C K P H O T O T H E O R Y D E F I N I T E P R O O F H O A X R U M O R D O U B T F U L S I G H T I N G M Y S T E R Y S C A M theory hoax myth proof sighting prediction trick photo definite mystery 10 scam 11 suspicious 12 rumor 13 positive Language Practice 1 Bigfoot may have made that footprint It might not have been a trick photo They couldn’t have moved those stones S U S P I C I O U S They couldn’t have built it with their hands My radio must have been too loud He may / might / could have heard a mouse It must have been (just) a hoax She may / might / could have been a ghost It couldn’t have been a trick photo 4 might have may / might / could have might / could have couldn’t have could / might, have must have Answers will vary Possible answers: It must have been a man with a backpack It could have been a tree in the water It could have been the ghost / It must have been a trick photo It may have been a hot air balloon / It couldn’t have been a UFO Listening and Pronunciation 1 True True False T–146 Workbook Anwer Key © Copyright Oxford University Press 4602815_SC3e_TB3.indb 146 4/9/16 3:44 PM smartphones evidence trick photo must have been crazy Pronunciation a b b a a b Reading ✓ True True True False False b a c Unit 11 Vocabulary 1 appliance utensil instrument gadget contraption device a b c d e f creative develop adapt innovative Language Practice 1 hadn’t worked, wouldn’t have won hadn’t seen, wouldn’t have bought had sold, would have made wouldn’t have become, had discouraged wouldn’t have caught, had put would have broken, had lost had known, would have had If I had gotten a new computer last year, I wouldn’t have lost the files What would you have done if you had seen a mouse? If Alex had seen the contraption, he would have bought it They wouldn’t have bought that car if they had known repairs were so expensive We would have bought that can opener for you if we had known you wanted one If you had thought of it first, you could have been a millionaire Would you have gone on vacation if I had paid for your ticket? If Calvin hadn’t tried new tools on his machine, he wouldn’t have had a breakthrough If Motoko hadn’t taken music lessons, she wouldn’t have known how to play the guitar If Dave hadn’t opened a restaurant, he wouldn’t have bought those kitchen appliances If Bridget hadn’t gotten frustrated with all her useless devices, she wouldn’t have invented a new one If my brother had understood this gadget, he wouldn’t have given it to Anna If Sandy hadn’t been worried, she wouldn’t have developed a device to help her mother walk had charged, would have had hadn’t turned, wouldn’t have pushed hadn’t pressed, wouldn’t have gone had read, wouldn’t have broken Answers will vary Possible answers: If Yoshi hadn’t been interested in music (at a very young age), his parents wouldn’t have given him a violin (when he was four years old) If he hadn’t started violin (lessons) (early), he wouldn’t have learned to play really well If Yoshi had practiced baseball more often, he might have been a professional baseball player If he hadn’t been so focused on playing the violin, he wouldn’t have become a professional musician Listening and Pronunciation 1 ✓ ✓ ✓ c d a e b Pronunciation i•nno•va•tion i •nno•va•tive cre•ate cre•a•tion a•dap•ta•tion a•dapt Reading ✓ smartwatch ✓ smartphone ✓ alarm Workbook Answer Key T–147 © Copyright Oxford University Press 4602815_SC3e_TB3.indb 147 4/9/16 3:44 PM c a b Jim asked if she was looking for a new job Anya told Jim (that) she hoped to be a celebrity someday a b a hadn’t changed had gone had changed could afford wasn’t were had always eaten loved Unit 12 Vocabulary 1 gossip politics sports column celebrities editor weather report blogger tabloid reporter Language Practice 1 Incorrect: The journalist told us that she would contact us later Correct Incorrect: Yesterday the governor told reporters he wouldn’t answer questions Correct Incorrect: The journalist told us that the interview would be on TV tonight 2 hadn’t talked had forgotten couldn’t understand wouldn’t work Jim asked if they had met before Anya said (that) she was a journalist Jim asked if she wrote her own stories Anya said (that) she wanted to live in Los Angeles Answers will vary Listening and Pronunciation 1 c b a 2 didn’t like the gossip he had stolen money lost so many games an illness had read wanted to see Pronunciation b a b b a Reading 1 d a c b 2 would be famous hear the crowd go wild interviews had been born in New Jersey get any privacy Answers will vary Review & Check Units 10–12 Vocabulary 1 c d a c a c a d b b c a Language 1 c c a b b d c a d a c c Conversation c a a d b d b c d 10 d Reading d d d c d a T–148 Workbook Anwer Key © Copyright Oxford University Press 4602815_SC3e_TB3.indb 148 4/9/16 3:44 PM 198 Madison Avenue New York, NY 10016 USA Great Clarendon Street, Oxford, ox2 6dp, United Kingdom Oxford University Press is a department of the University of Oxford It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Oxford University Press 2016 The moral rights of the author have been asserted First published in 2016 2020 2019 2018 2017 2016 10 9 8 7 6 5 4 3 2 1 No unauthorized photocopying All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work isbn: isbn: isbn: isbn: 978 19 460281 (Teacher’s Book Pack Component) 978 19 460283 (Teacher’s Book Pack) 978 19 460258 (Teacher’s Access Card Pack Component) 978 19 460259 (Teacher’s Online Practice Pack Component) Printed in China This book is printed on paper from certified and well-managed sources acknowledgments Illustrations by: 5W Infographics: 33; Barb Bastian: 85, 92, 97, 104, 111(b), 112, 113(t); Harry Briggs: 41; Jamey Christoph: 10, 44; Kun-Sung Chung Illustration: 70, 73; Mark Duffin: 68, 81, 88, 100; Dermot Flynn/Dutch Uncle Agency: 13(t); Martha Gavin: 47, 87, 90, 99, 102; Peter Hoey: 61, 64; Kevin Hopgood: 27; Infomen represented by Début Art: 9; Donghyun Lim: 7(t), 48, 49; Karen Minot: 19, 43, 83, 91, 93, 103, 105; Marc Mones/AAA Rep Unipessoal, Lda: 2, 110; Greg Paprocki: 22, 30, 81; Geo Parkin: 23, 24, 36, 53; Gavin Reece/New Division: 40, 56, 59, 82; Monika Roe: 7(b), 13(b), 39; Ben Shannon: 50, 76, 79; Lucy Truman/ New Division: 14(b), 32 Shutterstock, 54 (background); Peter Horree/Alamy Stock Photo, 55 (city); RJH_COMMON/Alamy Stock Photo, 55 (empty lot); Tony Tremblay/Getty Images, 55 (suburbs); leungchopan/Shutterstock, 56 (man); Location photography by Mannicmedia, 57 (conversation); PGMart/Shutterstock, 60 (letter A); 60 (letter Q); 4x6/iStockphoto, 60 (woman); Antonova Anna/Shutterstock, 63 (flowers); Fancy/Alamy, 63 (woman); Location photography by Mannicmedia, 65 (conversation); Joana Lopes/Shutterstock, 65 (woman); XiXinXing/Alamy Stock Photo, 67 (woman); Bentley Archive/Popperfoto/Getty Images, 67 (Loch Ness Monster); © Ralf-Udo Thiele/imageBROKER/Corbis, 69 (balloon); © David Shale/ Nature Picture Library/Corbis, 69 (sea creature); Gerad Coles/Getty Images, 69 (ghost); Grambo Grambo/Getty Images, 69 (monster); AVAVA/Shutterstock, 70 (man); Location photography by Mannicmedia, 71 (conversation); Elena Schweitzer/Shutterstock, 74 (popsicle); Sergey Peterman/Shutterstock, 74 (potato chips); Viorel Sima/Shutterstock, 75 (reading); Location photography by Mannicmedia, 77 (conversation); Hans Kim/Shutterstock, 77 (woman); © Jack Hollingsworth/Corbis, 80 (bouncer); Syda Productions/Shutterstock, 80 (dancing); Elesey/Shutterstock, 80 (background); © Hero Images/Corbis, 84 (Eric Santos); © Aflo/Corbis, 84 (Sarah Mori); Andersen Ross/Blend Images/Getty Images, 84 (Jen Gomez); AXL/Shutterstock, 84 (Jasmine Gray); Monkey Business Images/Shutterstock, 84 (Matt Chen); UpperCut Images/Alamy, 84 (Peter Lewis); © Gianni Dagli Orti/Corbis, 86 (cave painting); akg-images/Newscom, 86 (Pablo Picasso); digitalknight/Alamy, 86 (hang glider); Radius Images/Getty Images, 89 (Kathy White); Michael Hitoshi/Digital Vision/Getty Images, 89 (Eun-Mi Kim); Zave Smith/Blend Images/Corbis, 89 (Alicia Prada); Dean Drobot/Shutterstock, 92 (Hong); i love images/Alamy, 92 (Karen); Charlie Schuck/Digital Vision/Getty Images, 92 (Gabriel); theboone/iStockphoto, 92 (James); Photodisc, 93 (Easter Island); Danita Delimont/Getty Images, 94 (windshield wipers); Finn O'Hara/ Photodisc/Getty Images, 94 (cell phone); Dennis Kitchen Studio, Inc., 94 (photo copier); Image Source/Getty Images, 95 (mother, baby); © Hero Images/Corbis, 96 (Eric Santos); © Aflo/Corbis, 96 (Sarah Mori); Andersen Ross/Blend Images/Getty Images, 96 (Jen Gomez); AXL/Shutterstock, 96 (Jasmine Gray); Monkey Business Images/Shutterstock, 96 (Matt Chen); UpperCut Images/Alamy, 96 (Peter Lewis); © Gianni Dagli Orti/Corbis, 98 (cave painting); akg-images/Newscom, 98 (Pablo Picasso); digitalknight/Alamy, 98 (hang glider); Radius Images/Getty Images, 101 (Kathy White); Michael Hitoshi/Digital Vision/Getty Images, 101 (Eun-Mi Kim); Zave Smith/Blend Images/Corbis, 101 (Alicia Prada); Dean Drobot/Shutterstock, 104 (Hong); i love images/Alamy, 104 (Karen); Charlie Schuck/Digital Vision/ Getty Images, 104 (Gabriel); theboone/iStockphoto, 104 (James); Digital Vision, 105 (Stonehenge); Danita Delimont/Getty Images, 106 (windshield wipers); Finn O'Hara/Photodisc/Getty Images, 106 (cell phone); Dennis Kitchen Studio, Inc., 106 (photo copier); Image Source/Getty Images, 107 (mother, baby); Danny E Hooks/Shutterstock, 108 (woman); © Ian Trower/JAI/Corbis, 109 (Brasilia); Image Source/Punchstock, 109 (woman); Hugh Threlfall/Alamy, 110 (game console); Nebojsa Markovic/Shutterstock, 110 (Smartphone); BLOOMimage/Getty Images, 111 (woman); buzbuzzer/iStockphoto, 111 (houses); Photodisc/Punchstock, 112 (woman); Photodisc, 112 (storm); Danny E Hooks/Shutterstock, 113 (cookie); FXQuadro/Shutterstock, 113 (guitar); Inside Back Cover: lvcandy/iStockphoto (phone) Back Cover: RekaReka/iStockphoto (tablet) We would also like to thank the following for permission to reproduce the following photographs: Cover: bravobravo/Getty Images; 4x6/iStockphoto iii page: martellostudio/iStockphoto (computer); lvcandy/iStockphoto (phone); RekaReka/iStockphoto (tablet) Steven Ogilvy Photography, (conversation); (conversation); (conversation); (conversation); (conversation); Marcio Jose Bastos Silva/Shutterstock, (marathon); Hero Images/Getty Images, (writing); Alistair Berg/Getty Images, (planting); Allstar Picture Library/ Alamy Stock Photo, (comic book store); Ariel Skelley/Getty Images, (selfie); SpeedKingz/Shutterstock, (filming video); © Randy Faris/Corbis, (hiking); AVAVA/Shutterstock, (guitar); Aila Images/Shutterstock, (man); Location photography by Mannicmedia, (conversation); Bill O'Leary/The Washington Post/Getty Images, (drone man); Maria Dryfhout/Shutterstock, (drone); wavebreakmedia/Shutterstock, 11 (woman); Location photography by Mannicmedia, 11 (conversation); REX/Newscom, 14 (Zoe); vectorEps10/ Shutterstock, 14 (video player); STILLFX/Shutterstock, 15 (trophy); leungchopan/ Shutterstock, 16 (man); Location photography by Mannicmedia, 17 (conversation); MARKA/Alamy Stock Photo, 19 (pottery); Ian Dagnall/Alamy Stock Photo, 19 (Guggenheim Bilbao); Leonard Zhukovsky/Shutterstock, 19 (Guggenheim, NY); Tommaso Di Girolamo/Age Fotostock, 19 (gallery); Kathy deWitt/Alamy Stock Photo, 20 (Girl With Balloon); 20 (Yellow Lines Flower Painter); daniana/Shutterstock, 20 (background); Moviestore collection Ltd/ Alamy Stock Photo, 21 (car); Peter M Wilson/Alamy Stock Photo, 21 (fashion); Jerry Alexander/Getty Images, 21 (elephant); Location photography by Mannicmedia, 25 (conversation); Joana Lopes/Shutterstock, 25 (woman); J.Sciulli/WireImage/Getty Images, 28 (Barrymore, Juvonen); Michael Tran/ FilmMagic/Getty Images, 28 (Afflecks); Gregorio Binuya/ABACAUSA.COM/ Newscom, 28 (Hurley, Chen); AJ_Watt/Getty Images, 29 (women); AVAVA/ Shutterstock, 30 (man); Location photography by Mannicmedia, 31 (conversation); © Xinhua/Xinhua Press/Corbis, 34 (robot); Kyodo/Newscom, 34 (female robot); Master3D/Shutterstock, 34 (background); Shotshop GmbH/Alamy Stock Photo, 35 (gaming); John Fedele/Getty Images, 35 (video chatting); Eugenio Marongiu/Shutterstock, 35 (listening); Location photography by Mannicmedia, 37 (conversation); Hans Kim/Shutterstock, 37 (woman); Rich Carey/ iStockphoto, 39 (scuba diver); Aila Images/Shutterstock, 44 (man); Location photography by Mannicmedia, 45 (conversation); Tempura/Getty Images, 47 (stylist); Elesey/Shutterstock, 48 (blue background); Location photography by Mannicmedia, 51 (conversation); wavebreakmedia/Shutterstock, 51 (woman); RosaIreneBetancourt 9/Alamy Stock Photo, 54 (raking); duckeesue/ © Copyright Oxford University Press 4602815_SC3e_TB3.indb 237 4/9/16 3:44 PM ... progress reports at any time Third Edition SMART CHOICE Third Edition SMART CHOICE Starter ii © Copyright Oxford University Press 4602815_SC3e_TB3.indb 4/9/16 3: 41 PM The Online Practice Learning... parents SMART TALK What’s on Channel 2? Student A: Turn to page 85 Student B: Turn to page 97 13 © Copyright Oxford University Press 4602815_SC3e_TB3.indb 4602792_SC3e_SB3.indb 13 4/9/16 3: 41 3/ 10/16... are real, like documentaries and news programs 23 © Copyright Oxford University Press 4602815_SC3e_TB3.indb 4602792_SC3e_SB3.indb 23 4/9/16 3: 41 3/ 10/16 2:18 PM