Cambridge University Press

978-1-107-59675-7 – American Think Level 1

Zoltan Rezmuves Herbert Puchta Jeff Stranks Peter Lewis-Jones
Frontmatter
More information

TEACHER’S EDITION 1
Zoltan Rezmuves, Herbert Puchta, Jeff Stranks & Peter Lewis-Jones

© in this web service Cambridge University Press www.cambridge.org

Cambridge University Press
978-1-107-59675-7 – American Think Level 1
Zoltan Rezmuves Herbert Puchta Jeff Stranks Peter Lewis-Jones
Frontmatter
More information

Acknowledgements
The publishers are grateful to the following contributors:
Blooberry: text design and layouts
Claire Parson: cover design
Vicky Saumell: author of Using the Digital Resources

University Printing House, Cambridge CB2 8BS, United Kingdom

Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.

www.cambridge.org
Information on this title: www.cambridge.org/americanthink
© Cambridge University Press 2016
This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
First published 2016
Printed in the XXXXX by XXXXXX

A catalogue record for this publication is available from the British Library
ISBN 978-1-107-59607-8 Student’s Book Level 1
ISBN 978-1-107-59529-3 Student’s Book with Online Workbook and Online Practice Level 1
ISBN 978-1-107-59641-2 Workbook with Online Practice Level 1
ISBN 978-1-107-59665-8 Combo A with online Workbook and Online Practice Level 1
ISBN 978-1-107-59666-5 Combo B with online Workbook and Online Practice Level 1
ISBN 978-1-107-59675-7 Teacher’s Book Level 1
ISBN 978-1-107-59685-6 Class Audio CDs Level 1
ISBN 978-1-107-59703-7 Video DVD Level 1
ISBN 978-1-107-59712-9 Presentation Plus DVD-ROM Level 1

Additional resources for this publication at www.cambridge.org/americanthink

Cambridge University Press has no responsibility for the persistence or accuracy of URLs
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Information regarding prices, travel timetables, and other factual information given in this
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Cambridge University Press
978-1-107-59675-7 – American Think Level 1
Zoltan Rezmuves Herbert Puchta Jeff Stranks Peter Lewis-Jones
Frontmatter
More information

CONTENTS

Student’s Book Contents ii

Course components T-vi
Using the Student’s Book T-viii
Introduction and course methodology T-xiv
Using the digital resources T-xvi

Teacher’s notes and answer keys

Welcome unit T-4
1 Having fun T-12
2 Money and how to spend it T-20

Exam Practice and Review T-28

3 Food for life T-30
4 Family ties T-38

Exam Practice and Review T-46

5 It feels like home T-48
6 Best friends T-56

Exam Practice and Review T-64

7 The easy life T-66
8 Free time T-74

Exam Practice and Review T-82

9 The wonders of the world T-84
10 Around town T-92

Exam Practice and Review T-100

11 Future bodies T-102
12 Travellers’ tales T-110

Exam Practice and Review T-118

Pronunciation T-120
Get it right! T-122
Student A and B pages 127
Class audio script T-129
Workbook answer key and audio script T-139

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Cambridge University Press
978-1-107-59675-7 – American Think Level 1
Zoltan Rezmuves Herbert Puchta Jeff Stranks Peter Lewis-Jones
Frontmatter
More information

CONTENTS
Welcome p 4 A Personal information; Nationalities and be; Names and addresses B Things in the classroom; Prepositions of place;
Classroom language; Object pronouns; this / that / these / those C Days and dates; My day D My possessions; have; I like and I’d like

FUNCTIONS & SPEAKING GRAMMAR VOCABULARY

Unit 1 Talking about routines and everyday Simple present review Hobbies
activities like + -ing WordWise: Collocations
Having fun Adverbs of frequency
Expressing likes and dislikes with have
p 12
Giving warnings and stating prohibition

Unit 2 Role play: Buying things in a store Present continuous Stores

Money and how to Talking about what people are doing at Verbs of perception Clothes
spend it the moment Simple present vs. present continuous
p 20

Consolidation Units 1 & 2 pages 28–29

Unit 3 Talking about food Countable and uncountable nouns Food and drink
Ordering a meal a/an, some, any Adjectives to talk about food
Food for life How much / many, a lot of / lots of
Apologizing WordWise: Expressions with
p 30 too and (not) enough have

Unit 4 Talking about families Possessive adjectives and pronouns Family members
Asking for permission whose and possessive ’s Feelings
Family ties was / were
p 38

Consolidation Units 3 & 4 pages 46–47

Unit 5 Talking about events in the past Simple past (regular verbs) Parts of a house
It feels like home Making suggestions Modifiers: very, really, prett y Furniture
Simple past negative Adjectives with -ed / -ing
p 48 Role play: At a market
WordWise: Phrasal verbs
with look
Unit 6 Talking about what you like doing Simple past (irregular verbs) Past time expressions
Best friends Talking about past events Double genitive Character adjectives
Simple past questions
p 56 Talking about friends and friendships

Consolidation Units 5 & 6 pages 64–65

Unit 7 Giving advice have to / don’t have to Gadgets
The easy life Talking about rules should / shouldn’t Housework
must not / don’t have to WordWise: Expressions
p 66 Asking for repetition and clarification
with like
Role play: A phone call
Unit 8 Asking questions Review of question forms Collocations with time
Talking about similarities What + be + like? Descriptive adjectives
Free time
p 74 Describing things

Consolidation Units 7 & 8 pages 82–83

Unit 9 Talking about the weather Comparative adjectives Geographical features
The wonders of Paying compliments Superlative adjectives The weather
the world can / can’t for ability WordWise: Phrases with with
p 84

Unit 10 Talking about plans be going to for intentions Places in a town

Inviting and making plans Present continuous for plans Things in town: compound
Around town Adverbs nouns
p 92

Consolidation Units 9 & 10 pages 100–101

Unit 11 Role play: A health problem will / won’t for predictions Parts of the body
Future bodies Making predictions First conditional when and if
Time clauses with when WordWise: Expressions with
p 102 Sympathizing do

Unit 12 Talking about travel and transportation Present perfect Transportation and travel
Travelers’ tales Talking about life experiences Present perfect with ever / never Travel verbs
Present perfect vs. simple past
p 110 Role play: Life as a bus driver / flight
attendant

Consolidation Units 11 & 12 pages 118–119

ii Pronunciation pages 120–121 Get it right! pages 122–126 Speaking activities pages 127–128

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Cambridge University Press
978-1-107-59675-7 – American Think Level 1
Zoltan Rezmuves Herbert Puchta Jeff Stranks Peter Lewis-Jones
Frontmatter
More information

PRONUNCIATION THINK SKILLS

/s/, /z/, /ɪz/ sounds
Contractions
Values: Taking care of yourself
Self esteem: Why it’s good to have a hobby
Values: Fashion and clothes
Train to Think: Exploring numbers
Reading Quiz: Do you take good care of yourself?
Blog: So what do you do in your free time?
Photostory: Olivia’s new hobby
Writing Writing about routines
Listening Conversations about hobbies
Reading Soap opera: Shopping
Webchat: How not to spend money
Culture: World markets
Writing An informal email to say what you’re doing
Listening Shoping dialogues

Vowel sounds: /ɪ/ and /iː/
Saying -er
Values: Food and health Reading Article: Food facts or food fiction?
Self esteem: Being happy Blog: My brother’s cooking
Photostory: The picnic
Writing An email about your favorite or least favorite meal
Listening Ordering food in a café
Values: TV families Reading Article: TV families
Train to Think: Making inferences Article: The swimming pool heroes
Culture: Around the world on Children’s Day
Writing An invitation
Listening Why my family drives me crazy

Regular past tense endings:
/d/, /t/, /ɪd/
Stressed syllables in words
Values: Community spirit
Self esteem: Feeling safe
Values: Friendship and loyalty
Train to Think: Making decisions
Reading Article: The LEGO House
Blog: Dad gets it right! (finally)
Photostory: Hey, look at that guy!
Writing Summary of a text; blog post
Listening What is “home”?
Reading Article: Best friends … 8,000 miles apart
Article: How we met
Culture: Friendship myths
Writing An apology
Listening A story about Cristiano Ronaldo

Vowel sounds: /ʊ/ and /uː/
Stress in numbers
Values: Caring for people and the environment
Self esteem: Classroom rules
Values: Giving your time to others
Train to Think: Creative thinking
Reading Article: “… just because I didn’t want to take a bath”
Website: Product reviews
Photostory: The treasure hunt
Writing A paragraph about housework
Listening Radio program – advice for young inventors
Reading Article: Mary gives everything for Teen Feed!
Text messages: At the airport
Culture: Volunteering abroad
Writing A blog entry about volunteering
Listening Interviews about how people spend time

Vowel sounds: /ɪ/ and /aɪ/
Voiced /ð/ and unvoiced /θ/
consonants
Values: Valuing our world
Self esteem: Being brave
Values: Appreciating other cultures
Train to Think: Problem solving
Reading Article: An amazing place
Article: Could you live there?
Photostory: The competition
Writing An email about a place in the article
Listening Interview with a Kalahari Bushman
Reading Blogs: Alice’s world; The life of Brian
Letters to a newspaper: Our town: What’s wrong and
what can we do about it?
Culture: Ghost towns around the world
Writing An informal email
Listening A conversation between people arranging to go out

The /h/ consonant sound
Sentence stress
Values: Exercise and health
Self esteem: Getting help
Values: Travel broadens the mind
Train to Think: Exploring differences
Reading Article: Changing bodies
Webchats: Crazy things that parents say to their kids
Photostory: The phone call
Writing A phone message
Listening Dialogues about physical problems
Reading Blog: The non-stop traveler
Interview: The taxi driver
Culture: Hard journeys for schoolchildren
Writing An essay about someone you admire
Listening A traveler talking to children at his old school

iii

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978-1-107-59675-7 – American Think Level 1
Zoltan Rezmuves Herbert Puchta Jeff Stranks Peter Lewis-Jones
Frontmatter
More information

COUR SE COM PON ENTS

THINK BEYOND LANGUAGE
American Think offers a complete array of print and digital teaching and learning tools designed
to help you ensure academic and lifelong success for your students.

STUDENT’S BOOK 1
with Online Workbook and Online Practice
Herbert Puchta, Jeff Stranks & Peter Lewis-Jones

Student’s Book with Online

Workbook and Online Practice
The Online Workbook offers full workbook content
online, with embedded audio and video content, and
provides online access to the Cambridge Learning
Management System so teachers can track students’
progress.

STUDENT’S BOOK1
Herbert Puchta, Jeff Stranks & Peter Lewis-Jones

Student’s Book
Thought-provoking topics throughout the Student’s Book
are designed to challenge and inspire your students as they
develop critical thinking skills, explore values, and build
self-esteem on their journey towards English proficiency.
COMBO 1A COMBO 1B
Workbook with Online Practice Student’s Book and Workbook
with Online Workbook and Online Practice
Herbert Puchta, Jeff Stranks & Peter Lewis-Jones
Student’s Book and Workbook
with Online Workbook and Online Practice
Herbert Puchta, Jeff Stranks & Peter Lewis-Jones

The Workbook provides additional practice and

reinforcement of essential skills presented in the Student’s
Book. Callouts in the Student’s Book guide students Student’s Book Combo Editions
to the corresponding workbook pages for ease of use.
The workbook also includes free online access to the
with Online Workbooks
Cambridge Learning Management System for extra If there are fewer hours per week of instructional time,
practice, games, and interactive video activities. Split Combo editions of the Student’s Book and Workbook
are available. Combo A combines the Student’s Book and
Workbook for Units Welcome–6 and Combo B contains the
Student’s Book and Workbook for Units 7–12. The Combos
include complete access to the Cambridge Learning
Management System with Online Workbooks and Online
Practice.

| g

ntain is higher than a hill.

nd it’s more difficult to climb a mountain.
WORKBOOK 1 Workbook page 84
with Online Practice
Herbert Puchta, Jeff Stranks & Peter Lewis-Jones

T-vi

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Cambridge University Press
978-1-107-59675-7 – American Think Level 1
Zoltan Rezmuves Herbert Puchta Jeff Stranks Peter Lewis-Jones
Frontmatter
More information
Teacher’s Edition
The interleaved, annotated Teacher’s Edition includes
complete lesson plans alongside the Student’s Book pages,
audio scripts, and exercise answer keys.
TEACHER’S EDITION 1
Zoltan Rezmuves, Herbert Puchta, Jeff Stranks & Peter Lewis-Jones
9 9 WORLD
OBJECTIVES
THE WONDER S OF THE
WORLD
FUNCTIONS: paying compliments;
talking about the weather
GRAMMAR: comparative adjectives;
can / can’t for ability;
superlative adjectives
VOCABULARY: geographical
features; the weather; phrases
with with
T
An amazing
hey eat wild animals, plants, berries, nuts, and
insects. They hunt with bows and arrows. There
are lots of dangerous snakes, spiders, and scorpions.
There are lions, leopards, cheetahs, and hyenas. It’s
place
one of southern Africa’s hottest places, and there is
often no water. Then they have to get their water from
plants, for example, from desert melons. When they
are sick, there are no hospitals. The people have to get
their medicine from plants, too.
They are the San, the last people living in the
Kalahari. The San people have another name – “bush
people.” Their lifestyle is very simple, but they know
more about animals and plants than most people do.
The San people live in small groups of twenty-five to
fifty. They live in huts – little houses that they make
from wood and grass. There are no schools for the
children. Children learn from the older people in
the group. There are lots of things they have to learn
so that they can live in a dangerous place like the
Kalahari. In the evenings, the groups of people often
sit around a fire and tell stories. Many of the stories
are about animals and how to hunt them.
The Kalahari is a big area of bushland in southern
Africa. It has two parts. There is less rain in the
READING southern part than there is in the northern part, so
the south is drier. There are fewer plants and animals
1 Look at the photos. Which of the animals can there, and it’s a lot more difficult for people to live.
you name in English? But when it rains at the end of the summer, the land
becomes greener and more beautiful. For a few weeks,
2 Name other animals in English. Write them down.
there are millions of little flowers and even butterflies!
3 SPEAKING Work in pairs. Look at the animals
on your list. What countries do you think of?
5 2.19 Read and listen to the article. Mark the
statements T (True) or F (False). Correct the false
Pandas come from China. information in your notebook.
You find spiders all over the world. 1 The bush people always get their water from
plants.
2 When the San people are sick, they get medicine
4 SPEAKING Work in pairs. Look at the photos
again and answer the questions. from a hospital.
3 The bush people teach children important things
1 What do the photos show? about living in the Kalahari.
2 Where do these people live?
4 The north of the Kalahari is wetter than the south.
3 What do you think they eat?
4 What dangers are there in this place? 5 Many San people today work with tourists.
5 What do these people know a lot about? 6 A vacation in the Kalahari is never dangerous.
6 What’s interesting for tourists about this place?
84
CLASS PRESENTATION SOFTWARE
LEVEL 1
Herbert Puchta, Jeff Stranks & Peter Lewis-Jones
Presentation Plus Digital
Classroom Pack*
Presentation Plus helps you plan and deliver more
effective, engaging, and dynamic lessons quickly and easily.
Presentation Plus puts it all together, with:
● The complete content of the Student’s Book, Workbook,
Class Audio and Video programs.
● Connection to Cambridge Test Center
● Additional Games and Activities
● Access to Cambridge Learning Management System
● Access to online teacher training course
*Presentation Plus is available on DVD and as an application
compatible with iOS, Android, and PC computers and mobile
devices.
© in this web service Cambridge University Press
Video DVD
Six videos vignettes per level reinforce each unit’s target
language and vocabulary objectives through a compelling
live-action extension of the photostory content from the
Student’s Book.
VIDEO DVD 1
Herbert Puchta, Jeff Stranks & Peter Lewis-Jones
THE WONDER S OF THE
READING During feedback, insist on students quoting key text
1 If you’re using an interactive whiteboard (IWB), do from the article that supports their answer.
this as a whole-class activity, with books closed.
Answers
Elicit/introduce the names of the animals: hyena (top
left), snake (top right), cheetah (bottom left). Ask: 1 F The bush people always sometimes get their water
Where do they live? Accept all suggestions. Establish from plants.
2 F When the San people are sick, they get medicine from
that they all live in the Kalahari in southern Africa.
a hospital plants.
2 Pair students and ask them to choose one person to 3 T
be the writer. Set a time limit of, say, two minutes 4 T
for students to list as many animals as they can. The 5 T
pair that lists the most animals in English wins. Ask 6 F A vacation in the Kalahari is never sometimes
one student from the winning pair to read their list
dangerous.
DORXGZKLOHWKHUHVWRIWKHFODVVOLVWHQVDQGFKHFNVRʃ
animals that also appear on their lists. Elicit names
of any other animals that weren’t mentioned. Record
any unfamiliar words on the board and instruct
students to record them into their notebooks. Also
drill pronunciation as necessary. Pay special attention
to the pronunciation of leopard‫ۉ‬OHSȪUGDQGhyena
Kđ́‫ۉ‬LQȪ
3 SPEAKING Pairs choose a country for each animal
on their list and then compare their ideas with
another pair. In whole-class feedback, ask pairs if
VOCABULARY
WKH\ZURWHGLʃHUHQWFRXQWULHVIRUWKHVDPHDQLPDOV
Elicit reactions from the rest of the class.
4 SPEAKING Focus students’ attention on the photos
using the IWB where possible. Ask students to read
Geographical features
WKHTXHVWLRQVDQGXQGHUOLQHDQ\GLɽFXOWYRFDEXODU\
to ask you or a partner about. Check/clarify: dangers
by eliciting a few examples of dangers for humans
in the deserts of Africa, for example. Give pairs
three or four minutes to discuss. Monitor to check
1
that students are using English as much as possible
Label the picture with the word
DQGSUDLVHWKRVHUHDOO\PDNLQJDQHʃRUW6XSSO\DQ\
unfamiliar words they need. Conduct brief whole- 2.20
class feedback by eliciting one or two ideas for each
question and recording them on the board. Ask
1 ocean | 2 hill | 3 mountain | 4 jungle
VWXGHQWVWRVNLPUHDGWKHDUWLFOHTXLFNO\WRɹQGRXW
CLASS AUDIO CDs 1
which, if any, of their ideas were correct. Refer back
to the board at this stage.
5 2.19 6WXGHQWVUHDGWKHVWDWHPHQWVɹUVWDQG
underline key words. Play the audio for them to
listen and read the text more carefully and locate the Herbert Puchta, Jeff Stranks & Peter Lewis-Jones
key parts of the text that will help them complete
the exercise. After listening, students mark the
statements true or false, correcting the false ones in
their notebooks and underlining key information in
the text that supports their choices. Students compare
answers in pairs before you check with the class.
Class Audio CDs
T-84
Class Audio CDs include both the Student’s Book and
Workbook audio program content, supporting listening
comprehension and helping build fluency. Icons in
the Student’s Book and Teacher’s Book identify the
corresponding audio track.
Cambridge Learning Management
System
The Cambridge Learning Management System (CLMS)
is an all-in-one learning platform that hosts the complete
online workbook content and extra online practice, and
includes progress monitoring tools in one user-friendly
system. Teachers may also access a free online Professional
Development module to brush up on using digital
technology in the classroom.
T-vii
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Cambridge University Press
978-1-107-59675-7 – American Think Level 1
Zoltan Rezmuves Herbert Puchta Jeff Stranks Peter Lewis-Jones
Frontmatter
More information

USING TH E STUDENT’S BOOK

Units are grouped in pairs and the first reading introduces the unit theme.

High-interest reading texts,

Pre-reading activities ranging from magazine articles
activate students’ prior to blogs and webchats, spark
knowledge and preview student interest by exploring a
key vocabulary. wide variety of topics, cultures,
and issues.

9 WORLD
9 TH E WO N D ER S O F TH E WO R LD

OBJECTIVES
THE WONDER S OF THE FUNCTIONS: paying compliments;
talking about the weather
GRAMMAR: comparative adjectives;
can / can’tt for ability;
superlative adjectives
VOCABULARY: geographical
features; the weather; phrases
with with

T
An amazing
hey eat wild animals, plants, berries, nuts, and
insects. They hunt with bows and arrows. There
are lots of dangerous snakes, spiders, and scorpions.
There are lions, leopards, cheetahs, and hyenas. It’s

place one of southern Africa’s hottest places, and there is

READING
1 Look at the photos. Which of the animals can
you name in English?
2 Name other animals in English. Write them down.
3 SPEAKING Work in pairs. Look at the animals
on your list. What countries do you think of?
5 2.19Read and listen to the article. Mark the
Pandas come from China.
You find spiders all over the world.
4 SPEAKING Work in pairs. Look at the photos
again and answer the questions.
1 What do the photos show?
2 Where do these people live?
3 What do you think they eat?
4 What dangers are there in this place?
5 What do these people know a lot about?
6 What’s interesting for tourists about this place?
84
often no water. Then they have to get their water from
plants, for example, from desert melons. When they
are sick, there are no hospitals. The people have to get
their medicine from plants, too.
They are the San, the last people living in the
Kalahari. The San people have another name – “bush
people.” Their lifestyle is very simple, but they know
more about animals and plants than most people do.
The San people live in small groups of twenty-five to
fifty. They live in huts – little houses that they make
from wood and grass. There are no schools for the
children. Children learn from the older people in
the group. There are lots of things they have to learn
so that they can live in a dangerous place like the
Kalahari. In the evenings, the groups of people often
sit around a fire and tell stories. Many of the stories
are about animals and how to hunt them.
The Kalahari is a big area of bushland in southern
Africa. It has two parts. There is less rain in the
southern part than there is in the northern part, so
the south is drier. There are fewer plants and animals
there, and it’s a lot more difficult for people to live.
But when it rains at the end of the summer, the land
becomes greener and more beautiful. For a few weeks,
there are millions of little flowers and even butterflies!
statements T (True) or F (False). Correct the false
information in your notebook.
1 The bush people always get their water from
plants.
2 When the San people are sick, they get medicine
from a hospital.
3 The bush people teach children important things
about living in the Kalahari.
4 The north of the Kalahari is wetter than the south.
5 Many San people today work with tourists.
6 A vacation in the Kalahari is never dangerous.
But soon, the grass and the bushes get dry and turn
brown. Then life becomes more difficult again for
people and animals.
Every year, thousands of tourists from all over the
world visit the Kalahari. They love driving around the
bushland in open jeeps. They love watching the wild
animals. Their guides are often San Bushmen, and
the tourists love listening to their stories about the
wonders of the Kalahari. The tourists stay in small
huts called “lodges.” They have comfortable beds and
showers, but there is no electricity in the huts. When
they go out of their hut, they have to be very careful.
Sometimes there are lions or leopards around!
6 SPEAKING Work in pairs or small groups and
answer these questions.
1 Would you like to go to the Kalahari? Why or why
not?
2 What wildlife are you interested in?
I’d love to / I wouldn’t like to … because …
I’m (not) interested in …
I think it’s too dangerous to ... / wonderful to ...
I love / hate takingg pphotos.
watching … / staying in …
Valuing our world
1 Read and check (✓) the statements that show
that the natural world is important.
1 Why should I want to go on a safari? There’s
a nice zoo in my city where I can see lots of
animals.
2 I want to build a hotel for 800 people in
the Kalahari Desert. We can make a lot of
money like that.
3 It’s great to learn about wild animals. It helps
me to understand more about the world.
4 Who needs lions, leopards, and hyenas?
They’re dangerous animals!
5 I watch a lot of nature shows on TV. I support
a project to save tigers in India
India.
2 SPEAKING Compare your ideas in pairs.
Statement 1 shows that the natural
world is not important for this person.
Why do you think that?
Because the pperson doesn’t want
to see wild animals in nature.
But maybey that’s not true. Maybe y
he or she thinks fly
flyingg to other
places is not good for nature.
85

The audio program sharpens Each sequence of

listening comprehension and exercises helps students Think Values sections encourage
provides additional reading, to unlock the text. students to reflect on the topics
vocabulary, and pronunciation First, learners read presented in the readings and
support. either for gist or to to express and support their
check predictions. Then opinions on meaningful issues.
they re-read for more
detailed understanding.
Frequent opportunities for
speaking practice build from
students’ prior knowledge and
learning a personalized context
for language production.

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Cambridge University Press
978-1-107-59675-7 – American Think Level 1
Zoltan Rezmuves Herbert Puchta Jeff Stranks Peter Lewis-Jones
Frontmatter
More information

Core language skills are presented in context.

Listening comprehension
is fully supported by
a consistent pattern of
Target vocabulary is instruction that moves from
supported by photos and pre-listening activities to
illustrations to facilitate listening-for-gist to listening-
understanding. for-detail tasks.

9 TH E WO N D ER S O F TH E WO R LD

GRAMMAR LISTENING
Comparative adjectives adjectives comparative form
1 Match the things in the list with the photos. Write 1–4 in the boxes.
short adjectives small 0 smaller (than)
1 Look at the article on page 84 again. Find (one syllable) big bigger (than) 1 vultures | 2 a lion and its kill | 3 a spear | 4 an antelope
examples of comparisons. Then complete the hot 1 (than) 3 2.21 Listen again. For questions 1–5, check (✓)
table on the right.
adjectives ending happy happier (than)
A, B, or C.
2 Complete the sentences. Use the comparative in consonant + -y dry 2 (than) 1 Where was PK born? 4 What can show the
form of the adjectives. early 3 (than) A in the Kalahari Bushman where the
in the Sahara lion is eating?
1 Africa is (big) than South America, longer adjectives attractive 4 (than) A B B
but (small) than Asia. (two or more beautiful more beautiful (than) C in Kenya A antelopes
2 Be careful of the spiders in the Kalahari. They’re syllables) B vultures
2 Before a young man can
(dangerous) than the ones at home. C his future family
irregular bad worse (than) get married, he has to
3 Cars these days are (good) quality adjectives good 5 (than) 5 To take the kill away
A do a task.
than they were 30 years ago. far farther / further (than) from the lion, you
For me, vacations in the Kalahari are B find a lion.
4 C D have to
(interesting) than going to the beach. C kill an antelope.
2 2.21 Listen to an interview with a Bushman A run faster than
5 My sister has two children. Her son is nine. His sister is two years (young). 3 It’s important for the the lion can.
from the Kalahari. Check (✓) the title that best future family that the
6 John is a musician. It’s (easy) for him to learn a new instrument than it is for me. B attack the lion
Workbook page 82
sums up what he talks about. young man
with your spear.
1 Life in the Kalahari A kills many lions.
VOCABULARY 2 Lions, vultures, and antelopes
C be very quiet and
B likes the girl’s surprise the lion.
Geographical features 3 A difficult task for a young man father.
1 2.20 Label the picture with the words. Write 1–12 in the boxes. Then listen, check, and repeat. 4 Big cats of Africa C has courage.

1 ocean | 2 hill | 3 mountain | 4 jungle | 5 river | 6 desert | 7 lake | 8 beach | 9 island | 10 forest

GRAMMAR 4 Make sentences with can and can’t.

B
can / can’t for ability 0 Simon + run fast / – swim fast
Simon can run fast, but he can’t swim fast.
1 Look at the examples. How do you say these
sentences in your language? 1 Matt + drive a car / – fly a plane
Matt
1 A man can run even when it’s very hot.
2 Dogs + understand humans / – speak
H 2 Lions can’t do that.
A Dogs
2 Look at these sentences from the interview. 3 I + write emails / – do math on my laptop
I Complete them with can or can’t. I
1 How you find a lion and its kill? 4 They + write good songs / – sing well
J
F 2 You get the kill from the lion They
at night. Workbook page 82
G 3 How you take the meat away from
C D
the lion?
E 3 Complete the table. Being brave
Affirmative I/You/We/They/He/She/It can run SPEAKING Think about and answer these questions.
2 Work in pairs. Ask your partner to 3 Work in pairs. Compare some of the fast.
SPEAKING SPEAKING Compare your ideas with a partner.
close their book and then ask them about the places. Use the adjectives in the list to help you Negative I/You/We/They/He/She/It
1 (cannot) run fast. 1 In what situations do people have to show courage?
picture. or use other adjectives.
Questions 2 I/you/we/they/he/she/it 2 When is it difficult to show courage?
hot | big | dangerous | high | nice
What’s A? difficult | beautiful | exciting run fast? 3 Who could be a role model for you in situations where you
Short Yes, I/you/we/they/he/she/it can. need to show courage?
I think it’s … / I’m not sure iff I A mountain is higher than a hill. answers No, I/you/we/they/he/she/it
can remember. Is it … ? / Can you y 3 (cannot). People have to show courage when they are in new situations.
give me the first letter, please? Yes, and it’s more difficult to climb a mountain. It’s difficult to show courage whenn you’re scared.
Workbook page 84

86 87

Cross-refereces to Grammar presentations Think Self-Esteem sections

leveled practice in the use a scaffolded inductive foster students’ sense of self-
Workbook support and approach to help students worth by encouraging them
extend skills lessons. understand the features to reflect on and discuss their
and structures of English own attitudes and opinions on
grammar. thought-provoking questions
relating to the unit’s theme.

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Cambridge University Press
978-1-107-59675-7 – American Think Level 1
Zoltan Rezmuves Herbert Puchta Jeff Stranks Peter Lewis-Jones
Frontmatter
More information

The second reading text introduces new language and focuses on

critical thinking.

Train to Think builds students’

critical thinking skills through
lessons that focus on exploring
language through higher order
skills.

10 A RO U N D TOWN

READING 2 Think about your suggestions. What are the advantages and
disadvantages of each one?
1 Look at the photos. What problem Problem solving
does each one show? Suggestions
1 SPEAKING Work in pairs. Discuss
2 Read the letters and match the the problem. Make suggestions. music festival young people love noisy / messy / expensive
problems with the photos. Write music / fun
The young people in your town aren’t
1–4 in the boxes.
happy. They say there is nothing to do.
3 SPEAKINGDecide which suggestion you think is the best.
have a music festival Compare your ideas with the rest of the class.

We think a music ffestival is the best idea because

all young people love music. It’s also a lot of fun.
B

GRAMMAR VOCABULARY
Adverbs Things in town:
A 1 Look at the sentences from the letters on page 96. compound nouns
Underline the adjectives and circle the adverbs. 1 Choose a word from A and a word
What’s wron from B to make things you can find

Ouurr Town:
T
Toow
wn:
wn:
g They drive really fast.

Our
O u o
0
and what ca in a town. Look at the letters on page
n 1 We can stop this problem easily.
96 to help you.
we do abou
t it? 2 It isn’t easyy being young.
A cross | youth | traffic | graffiti
3 Let’s get more traffic cameras to catch these fast drivers.
1 O ur town is a mess, and that’ss not good d for
I hate the litter in our streets. Why can’t
fo totourism.
urism
i .
ca people put
it in the trash cans? It isn’t difficult. We need to educate
4
5
We need to educate people quickly.
Some of this art is really good.
y
bike | trash | bill
B wall | camera | can | lane
walk | board | club
people quickly. We need more trash cans and billboards 6 Some of these people paint really well.
saying “Don’t litter!” and things lik
We also need to punish people
ike that.
ple who litter. I think they Each unit includes two vocabulary
2 Complete the rule.
2 Complete the sentences with the
words in Exercise 1.
should spend a day picking it up.
Charlie, 14 C and grammar sections
RULE: To form adverbs, add 1
that are 0 Slow down. There’s a
to regular adjectives
presented into adjectives
context with the unit
traffic camera just ahead.
(e.g., quick ➞ quickly).
y
2 P eople always compl
mplain about the kids in our town. They
Delete -y-y and add2 ending in -y -.
1 I really like that for

theme and is supported by additional

don’t like us han
anging out at the shopping center. They the new shoe store downtown.
say they don’t feel
eel safe. But we never cause trouble. We only Some adjectives have irregular adverb forms 2 Don’t litter! There’s a
(e.g., fast ➞ fastt 3

leveled usually comepractice

immediately after the in
object the
).
Workbook.
meet up theree because
b there’s nowhere else for us to go. good ➞
behind you.
We need momorre things to do and more places to go. A youth Adverbs of the verb or the
club would
uld be great. There are lots of empty buildings 3 Don’t cross the street here – there’s a
verb (if there is no object). He plays tennis well. NOT He plays well tennis.
downttow
own. They could use one of them. just down there.
Mark, 15 4 The new is really
3 Complete the sentences. Choose the correct words and popular. Lots of people are painting
3 T he biggest problem in our town is the cars. There are
too many cars on our roads, and drivers don’t care
about pedestrians. They drive really fast. Some of them
write them in the correct form.
0 His car was really fast . He won the race easily .
on it.
5 I ride my bike to school. There’s a
(easy / fast) from my house all
don’t even stop at crosswalks! I ride my bike everywhere the way there.
and I just don’t feel very safe, even when I’m in a bike D 1 Her French is very . She speaks .
(good / fluent) 6 We go to the every
lane. We can stop this problem easily. Let’s get more traffic
cameras to catch these fast drivers. Friday night. I usually play table tennis
3 Read the letters again. Answer the 2 Driving a car isn’t . You need to do it very
Pauline, 15 and hang out with my friends there.
questions. . (careful / easy)
Workbook page 92
3 We need to walk . I don’t want to be
4 P eople like to complain about the graffiti on the walls of
buildings downtown. They think it’s ugly. I agree that
a lot of it is. But if you look closely, some of this art is really
1 What does Charlie think people who
litter should do?
4 I did my homework
. (late / quick)
. I was really . Pronunciation
2 What does Mark think young people
good. Some of these people paint really well. Why don’t we use (tired / bad) Voiced /ð/ and unvoiced /θ/
need in the town?
them to make the town more attractive? I think we should
3 What does Pauline want to do to
5 He drives really . I get in the car consonants
create graffiti walls where these artists can show off their art. with him. (scared / dangerous)
make the road safer? Go to page 121.
Maybe this will stop the problem of them doing it illegally.
Paris, 13 4 What does Paris think will help stop Workbook page 91
the graffiti problem?

96 97

Cross-references to the Pronunciation section

in the back of the Student’s Book focus on areas
where English learners often have difficulty,
Focus on the Corpus (American providing additional practice and audio support.
Think Teacher’s Edition)

These cross-references, which appear in the

Be aware of common errors related to much and
Teacher’s Edition, indicate appropriate points in the
many, go to Get it right! on Student’s Book page 122.
unit to exploit the Get it right section at the back of
 
the Student’s Book. Get it right provides exercises to
help students avoid common errors as identified in
the Cambridge English Learner Corpus.

The Cambridge English Corpus is a multi-billion word collection of real-life written and spoken English. It includes the
Cambridge Learner Corpus, the world’s largest collection of learner writing, comprising more than 50 million words of
exam answers written by students taking Cambridge English exams. We carefully check each exam script and highlight all
errors made by students. We then use this information to see which words and structures are easy and difficult for learners
of English, and ultimately, work out how best to support and develop students.

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