Ease Cll me CHUCK. This unit presents the lonauege - needed for names ond ils, greetigs, and introductions. focuses on ‘Wh-questons and yes/no questions, ‘short answers, ond stotements CONVERSATION introducing yourseit ‘This exercise presents conversational expressions used for sel introductions and introduces the verb be. 1 Books open. Tell the class to look at the picture. Then ask some pre-lstening questions lke these: ‘Where are these people? Do they know each other? What's the man’s name? What are the two women’s names? 1 Play the audio program seversl times. s only listen, Esplain any unfamiliar words and expressions, such as: ello = Hi (more informal); Good momning’afternoon evening (ore formal) ‘But please eall me Dg first same is lest name = family name or fiven name) -t¥ou ean call me "But everyone uses my sme (first nave * Introduce the “Look Up and Say” technique, 2 helpful method for Ss to use whenever hey practice convergations printed in the test: Ss briefly look at 2 sentence on the page and then look up at their partner and say the sentence by relying on their short-term memory. ‘Model how to use this technique to practice this conversation, Also, encourage Ss to “act out” their parts by using gestures and displaying emotions whenever appropriate (eg., here, Ss could shake hands and sraile while practicing) Play the audio program again, stopping after each sentence, Ss listen while looking at the sentence and then look up and eay it aloud, Divide the class into pairs to practice the conversation Walk around the class and give help as needed. Optional: Books closed. Ask for volunteer pai stand up and act out the dialog. Fars more: 183k, have Ss use their real names instead of in the diolog. llengir: B) CHECKING INFORMATION This exercise practices ways to clarify or check information about people's names, using rising intonation with Wh-questions. Ag 1 Indicidually or in pairs, Ss match the quessions and responses. Play the audio program ance and then elicit, Se answers to check them, Answers 1b od. ae "© Model how to use rising intonation with Wh-questions to ‘lari or ehovs inforinatien. Ss repent. Tel) tho class te ask you each question while you demonscrace haw to ‘answer, using your real frst and last names, ™ Optional: Review the letters ofthe alphabet to help Se spell their names. 1 Pairs practice for several minates using their own names, Go sround the elass and give help as needed, B Group work * Explain the task and any new vocabulary: nickname = a name used informally instead of person's given name (eg, Lis for Elisabeth, Red for a person with red hair, Mac for Michael MacNeil) full name = a person's legal aame, including the frst, ‘middle (sometimes optional), and last names (eg. Soha Fitzgerald Kennedy) 1% Model the A’B dialog with several S¢ and try to extend {by using expressions from part A "Ss form small groups and practice introducing themselves. Optional activity: Tae name game Time: 10 minutes. Ss may enjoy this as an jeebreaker on ‘heir rst or eecoud day ni elaes. Tete fs ehosid use only fret names or both first and last names while playing the game. 1. The clase sits or stands in a circle, 2. Use something small, like a tennis ball or a paper ball Say your name and throw the bal toa 8. 8. This S quickly say’ his or her name and throws the bell twanother 8. 4. Continue until all Ss have participated. Optional: Play the game again, this time with Ss say: ing Uhe name ofthe person they are throwing the ball ro.Unit 4 El NAMES AND TITLES This exercise clarifies the use of titles with names in English and anticipates the common problem of Ss" rmisusing 0 title with a first name (eg, Mr. Dave, Miss Sharon) A = Explain that people in the United States and Canada use ‘frst names more often than titles and fast names. In situations where people cee each other regularly (eg. at work, in an English class), they usually use first names. * Optional: In @ heterogeneous class, ask how titles and names are used in the Se' native languages as compared English, 1 Write your own first and last names on the board with the correct ttle. Tel the class which name end ferm ~ formal (with a tile) or informal ~ you prefer them to use, © Regd aloud the information on addressing someone formally and informally while using the art as an exemple. Show the differences by pointing out certsin Ss ‘their full names with appropriate titles (eg, ‘Ms. Maria Cruz, Thet’s Me. Renji Saco.) and 3s ‘ing to other Ss and using their fret names or ames 12. Tals is Mila. He's Joes nounce and explain the titles inthe box: Mr. Preston), Ms. /mia!, Miss (moi, and Mrs. "msi. Go over the checklist to clarify “Single” and “Married” ‘usage. Point out that titles used wich full name (16. first and last names) or with just the family, fr last, name ~ but never with just a fist name # Optional: Explain che ticles Dr, doktor? anc Professor (prsfesor 1 To help Se say what they would like to be ealled in class, these expressions on the board Please cll me My narme i.» but pleese cal me Eeegene cals me Callon Ss to identify others in the class. Ask “Who is |. thislthat?" or “What's histher name?” Optional: Ask for one or two volunteers to name everyone Sn class, Do the same during the next few classes. Bf 1 Read the instructions al, Ply the audio program ne. Seoniy stem Audio seript 1. Cutvex: Good afternoon, onan: Good afternaon, Mr.Chang. Please sit down. 2. Ciuc: Good morning. ‘Wonax: Hello, Chuck. Nice to see you. 8. Maw: Hello, Lit Lit: Hi, How are you? 4, Laz Hi, Tm Bhizabeth Mandel ‘Max; t's oe to meet you, Ms, Mandel 8. Mace Carol. thie is Ms. Kim. osu: Pleased to meet you, Ms. Kim, anny; Nie to meet you, tes. 6.00: Hil How are you? Max: Oh, hi, Amy. T'm fine 1 Explain the task and write F for Formal” and J for Informal” on the board. Play the audio program again while S write theie answers s Elicc answers around the elass ta check them, Answers. EE CONVERSATION introducing someone ‘This exercise includes conversational expressions used for introductions and presents Wh-questions and the verb be, Ag ¥ Ack Ss to cover the dialog and look atthe picture. Ask a fos preshstenine ouestions What are ther doing? ¥ Books closed. Play the audio program. Sslisten. 1» Cheek comprehension by aching a fete simple questions like: ‘What is Paulo's friend's first name? (Tom) Where are Paulo's parents from? (Rio! Bree Books open. Pley the audio program again. ‘Explain any new vocabulary: LFoo2t 81 4F S&F 6l father/Dad - a mate parcat mother/Mom = female parent parents = a mother and a father ‘Where are you from in... (country)? = In which ety or state do you live fin your country)? B Group work Ss form small groups. Use the AB dialog with one group to model the activity, Set» time limit of about four rinutes for Ss to practice making introductions * See page 116Please call me Chuck. EB) GRAMMAR FOCUS wh-questions and statements with be 269 ‘This grammar fevs shows how Whequestons, statements, and contractions are formed withthe terbbe. I also presents subject pronouns (eg, J e) and possessive adjectives (e 7m, As). 1 First, ose the audio program to present the questions tnd statements in the first box. Then pay the audio program agai, pausing between each exchange. Ss repent. + Optional: Pay the audio program agein, bot this time divide the elas inca to groupe: One group repeats the {questions and the other group repent the responses, Sitch rote for even more pr X= Review the fanston of pronoun: It takes the place ofa noun, Point qut that subject pronouns (e.g., he, she) Asually eke the place ofnames Tom, Amy). Write these examples on the board Sees for: the US. mils fom the US Bangs my friend = Shgis my frend. 1 Next, play the audio program to mode! che contractions, or reduced forms, of be (eg 'm, 1, What) Se repeat Explain thet reduced forms are commonly uted in are often used in writing conversion: ul foe 1 Play she audio program zo present :he pronouns and adjectives inthe last box. Clarify the diferences between subject pronouns and possessive adjectives by writing examples onthe boord Lay name is Cou You are Your name is Amy. We ove from Braz, ‘Qu fomilv fom Brort owe’ your and theyreheir are same but spelled diferently * Optional: Let Se work in pairs to make up additional examples. Check their sentences and have some Ss write the beter ones on the board 1 Finally, show how possessive adjecsives canta the place of posessive nouns. Give these examples: Tom 5 Arms friend Tomi be friend Thay are Eau pores. They ae spores list afew additional examples A = Enconsage Ss 0 use contractions when possible in this take Se ping words iaieally wnt th form pairs to compare their answers, Ehcit responses to cheek answers. Lam Chuck Answers ‘Yoo: Rich, who are the two women over there? Ruch: Oh, their names are Lisa and Kate. [Rich Hi, Kate, This is Yoko. She's from Japan. Yor: Hello. Nive to meet you. ‘Kate: Good to meet you, Yoko, Lisa: And my name is Lisa Youo: Hi, Lise. Rick Liss and Kate are from Canada, Yoo: Oh? Where are you from in Canad Kate: We're from Toronto 1 Ss practice the conversation in groups of four. B 1 Since there are two blanks to fill in for each question, tell Ss to use the Wh-word with the full frm of be. Ss first work alone to finish the task and then form pairs (0 check answers. Answers 1. Who is that? 2. Where is he from? 3. What is his last natne? 4 Who are the to students over there? 5. Where are they from? © Group work 1 Explain the task and go over the model Wh-questions. Then elicit a ew additional questions and write them on the board as examples. 1 Ss first work alone to write down five Wa-questions ‘Walk around the class and check Ss’ questions. Se form small groups and take earns asking their questions and giving real responses, Write a ting limit ‘of about ten minutes on the board for this 1 Walk around the class and give help wherever needed. ‘Also, note any common grammatical problems that ‘groups might be experiencing. When time is up, clarify any problems with the whole lass. Optioual activity: Lots of languages 1 Seo page 126. BE worksoor For homework, assign Exercises 1-8 on pages 1-3 in the ‘Workbook. Check Ss' answers during the next class. (Answers can be found on page 145 of the Workbook Answer Key in this Teacher's Edition.)Ll SNAPSHOT Greetings trom around the world ‘This text pretente different types of gestures used when greeting people in various parts of the world. Books closed. Go arcund the lass and shake hands with each § while saying "Hello," “Hi,” or “Good morning! aflernoonievening.” fT you get any weak, “dead fish" >handshakes, model again how to gently but firmly press someone's hand. 1 Have the clase stand up and practice greeting one another while shaking hands. 1 Books open. Ss look over the pictures and phrases that describe different types of greetings. ¥ Pronounce the new vocabulary and, i necessary, explain ‘the neve words by acting out each gesture. Optional: In a heterogeneous class, ask what kinds of ‘gestures are used as greetings in the Ss’ countries. Ask for volunteers wo etand up and show the class how the agrecting is properly done. ¥ Hold a short class discussion to answer the two {questions given here. Alternatively, have Se work in pairs or small groups to do the tack 1 Check Se’ answers to the first question by taking a class survey, asking, &g.,“Do people shake hands in your country” 3 © Check answers to the second question by asking “In which country do people greet each other with (eg, 2 bos Possible answers (second question) handshake (Canada, Peru, England) ‘bow (Korea, Jana, indanesia) a kiss on the cheek (Brazil, France, Italy) 2 hug the United States, Denmark. Egypt) 2 pat on the back (Greece, Rustia, Mesies! CONVERSATION Asking about someone This conversation contains the granimar Points presented in Ererae 6 nthe la, he prevent continuous “Ohare you ting Engh fe ued only ax an cxpretin: ll egy thie trctare in Dol Ax Books closed. Present the target fanction by inviting two Se to come up to the front ofthe class. Then iesroduce them: and encourage each to ask questions about the other. the frst per of the audio program. Se iste, ‘Ask afew sitople comprehension questions to cheek SF understanding: Who are fiends? «Sarah and Tom; Tom and Paulo? 1s Pain foam Rraall? (Yes) Te hea student? (Yes.) ‘Are Paulo and Tom in the same class? (No.) ‘Ae they op the same baseball team? (No, They're on same volleyball team.) ‘the pieture to help present the conversation. Explain these words and expressions: ainwhile SE How's everything? linforaal) < Hos are sou? Nor bad Pretty good, thanks. (ator «Pm Be, thank yo. ‘engineering = the science oF profession of planning, Gesigning, and building machines, ads, bridges, ete team = 8 group of people who ork, play, or act ‘gether; here, a group that plays volleyball practice che conversation in groups of three Bay 1 Books closed. Tell Ss not to worry about understanc every word; they only need to understand the gist of what i ssid 1 Play the second part of the audio program once or tice, Audio seript Pavto: Are you from the United States, Sarah? ‘Sanat Coughing) No, Tm not. Um from Austeslia Pavio: Ané what are you etudsing? ‘Suu Tm studying engineering, to. Bi ct, T Ohtake Pavvo: Say, lemiie Youre righ! 1 Books open, Tell Ss to listen for the answer to the ‘question. Play the eudio program again. Check answers. Answer ‘She's from AustralPlease call me Chuck. EEL GRAMMAR FOCUS ‘¥es/No questions and short answers with be 12nd CH) This grammer focus shows how yao 0 ‘Ter answers reformed wh be 1 Ply the aude program 5s repeat 1 Model the cree tree patterns shor answers (6 ‘Motimnat) Pent out thot theses nen amie 1 or anavet cannot be reduced tte contrition Pm 1 Explain how yes/no questions are formed from statements: by inverting the subject and be. Write some examples on the board, Elicit additional simple statements with be and ask other Ss to form questions from them, 1 Ask similar questions with be about Ss in the class. ‘Allow Ss to answer with a short "Yes," but encourage them to give the correct information for "No" responses. A 1 Ss do the task individually and then compare answers with a partner. Check $s" answers Answers 1A Are vou fr ited State B. Yes, Jam. I'm from Chicago 2. A: Is Rosa in English 101? B: No, she isn’t/'s not, She's in English 102, 3, A: Ave you and Monique from France? B: Yes, we are, We're from Paris 1 Pairs practice the conversations. B Pair work 1 Explain the task. Ss work in pairs to write answers end then take turns asking and answering the questions. Check answers around the class Answers 1.No, they aren't/they’re not. They're on the volleyball team, 2, Yes, they are. 8. No, they eren't/they're not. They're from Brazil 4. Yes, he is. 5. No, he isn't/he's not. He's a student. C Group work Go over the task and the example question. $s form small groups. Tell them to first write their questions individoelly and then to take turns asking and answering their questions Optional activity: Who am 1? See page 116. Nc] ‘See page 108 in this Teacher's Edition for notes. Ey LISTENING GPP This exercise practices listening for specific information about people 1 Go over the task and the information inthe chart. ‘To help Ss develop # predlistening schema, ask a few questions like these: Inmumber 1. here ie Joe from? What do you chink his last name is? 1 Play the audio program once or twice, Se complete the chart, Cheek Ss! answers. Audio script ‘ig ma. Stiond Linda Tenake, We're in ‘Joe: Hi, Linda. I'm Joseph Miler. Bveryone ls me Joe. “Laxa: Nice to meet you, Joe. And what's your last name again? ‘Jot: Tes Miller. MILLER, Livpa: Where are you fom, Joe? Sor: Tm from here, the United States originally ‘rom Chicago. Lpiva: What are you studying here? ‘Jor: Chemistry Lbeaa: Oh, chemistry. That sounds interesting. 2, Cush: OK, Ms. Vera. Let me just check this information, Is vour frst name spelled E-L-L-E-N? Buexa: No, i's not. My fast name is Elena. les spelled ELENA (CLERK: OK Thanks. And you're from Chile, correct? Euexa No, I'm not fom Chile. Em from Mexico, Curnk: Oh, sorry. Mexico, But you are studying English, ngbt? ‘Buswa: No, fm not. 'm studying engineering, Cink: Engineering. OK. Got it Nua: Say, are you In Sook Kim? s 1s Sook: Yes, that’s ight. ‘Maw: Is your brother Min Ho Kim? IsScok Yee. heist Mag Tel x Sook: No, he's not. Min Ho is at home in Kore ‘Max; Ob, he's in Korea! Is be in school there? IN'So0k: Yes. He's studying English at Seoul University this semester. Answers Firstname Last name Where from? Studying? 1-Joe Miler theUS chemistry ZElena Vera’ Mexico. engineering 3.MinHo Kim Korea Englishunit 1 TE) READING meeting and greeting customs In this text, stadents explore the topic of meeting and {greeting customs around the world they also practice seanning for specifi information 1 Optional: Bring a world map to clase to help Ss identify the countries being discussed here. ' Books closed. Write the names ofthe five countries on ‘the board: Chil Finland, the Philippines, Korea, he United States. Make sure the class knows where these countries are oeated. Optional: Doss the class know the nationality of each country here? UFthey dont, write this information on the board and have Ss take notes: Country Adjective Person (People) Chit Chilean Cpiean(s) Finlond Finrish Finns) the Phibppines —Philipine ipirols) Kees Korean Koreants) the Unies S Amencan —— Amercenis! 1 Ask the pre-reading question as a topie warm-up. If possible, follow up by asking for more specific ‘formation fers the class, like this How do you teg. swe malofemale Se fron: the same ‘ountry) gree: each other im ...? Do you know haw Filipinos greet one ano = Optional: Allow Ss to take turns esking similar questiaz» arourid the lass or in groups, 1 Books open. While Ss read the information about cach ‘country, encourage them to circle or highlight any words ‘whose meaning: ther can't guess (rom the contest of the article. 1 When Ss finish, elicit any words that they still don't nove. Explain the wards or ask Ss o check their dictionaries. Here are a few examples: Calle usually = almost always, generally greeting cheek = ether side of the fuee below the oye “kiss the air” = to put one's lips near, but not ‘touching, another person's cheek male =a boy or maa firm = steady and strong close friends = fiends who like or Jove each ather very ‘uch ‘The Philippines everyday = commen Korea slightly =a little bit ‘The United Stoves ‘often = many times situations = positions or conditions at the moment A 1 Go over the task and read each statement in the chart aloud. Ss sean the text and check the names of the correct country or countries for each statement. Check answers around the class. Answers Korea v we US, Chile Finland the Philippines v y ze wf v B Pair work 1 Read the instructions aloud and model the task with one or two S, ike this ‘T: Carlos, how do two male friends greet each other in vour cauntry: Mexico? Si: Well. ther sometimes shake hands or hug each other. ‘T: And Noriko, how do @ male and a female friend greet each other in Japan? ‘S2: They bow or sometimes just nod their heads. "= Ss work in pairs todo the task, Encourage Up to perform the gesture or style of greeting, After a few minutes, ack volunteers to demonstrate for the rest of the class some ofthe greetings ther discussed. Uptional activity: Crossword pussie 6 to stand! * Soé page 116 SBE wet hhomework or allow them to work with partners at the end) of the hour or atthe beginning of the nest class. When ‘they finish, elicit Ss’ answers around the clas. (Answers can be found on page 145 of the Workbook Answer Key in this Teacher's Edition.)This unit eoches Ss how ook = [bout het fobs, school, and daly ‘ovrines. oso Introduces simple present Wt-questns and Sfatements, and tine expressions Ineuangprepastfon. Ei i El SNAPSHOT work and school days ‘This exercise introduces the themes of time spent at work and school, and numbers of holidays and vacation days. 1 Books closed, Introduce the topic of how people spend time in various countries by brainstorming with the lass, like this: 1. Write and cirele the word TIME on the board. 2. Atk the class to help you think of some words that relate to"time." If there are no suggestions after a few seconds, start adding some words like these tothe board — hours, days, years~ and explain them, if necessary, as each one is added. Continue writing the ‘Ss’ words and your own until there are no more suggestions or the boatd is fll. (Nove: When. brainstorming, no words should be consiered wrong or inappropnate. Free word assocition isthe key to effective brainstorming.) ¥ Books open. Present any new vocabulary leg. overage number vs number per day/week ear: working hours EA WoRD POWER Jos This exercise presents the vocabulary ofjobs and ways to categorize jobs, A Atk Ss to ook through the vocabulary list. Pronounce and explain any nev words, including the eategory cites In the chart, but take care not to give away a category thata word may belong to. Alternatively, have Se check their dictionaries 1 Se complete the word map ind 1 Se write two more examples for each sategory. Then hhave Ss work in pairs to compare answers, ' Blicitiinswers arooind the class aid write chem on the board under the appropriate categories. Tell Ss to use this information to add any addizional jobs to their own charts national holiday) and give some examples. Ifyou prefer, have Ss read the Snapshot on their own with ' Model how to read decimal points (eg, 4.5 = “four point five") Optional: Ask some Wa-questions s0 Ss can practice seanning the chart for numbers: What is the average number of working hours per week in the United Kingdom? (44) Which two countries have ten national holidays? (Braz and South Korea) 1 Ss do the task by reading each question and then wnting the country's name and their reason for choosing. it, Go around the class and give help 2s needed Ss form pairs to compare answers, Check Ss’ answers land write on the board the names of the countries and reasons mentioned most often Answers fextro examples in boldface) ‘Service eeupations he attendant Profesional engineer salesperson pote secerity guard doctor hairstylist BMonagcment positions Office work company director receptionist superssor secretary sales manger word processor president ‘mailroom clerk CEO (ehiet departmental assistant ‘executive officer) Optional activity: What's hisiher fob? ¥ See page 117.unit 2 Ea WorRK AND WORKPLACES ‘This controlled practice develops Ss’ ability to write simple present sentences describing people's jobs A 1 Use the pictures and gestures to explain any new words célamns A, B, and C, lke this: ‘What kind of job is this in picture number 1? (She's a selesperson.) What's the neme of big airline? (United) What's another war to say someone "cares for patients”? (le or she helps sick people.) ‘Tey not to reveal the relationships among the words and plarases in the three lists Optional: Ask Ss to suggest » category title for each coluran (eg. A = Job tiles: B = Workplaces and companies; © = Job descriptions), = Describe the vatk hy going over the example: the cieled and connected iceme in AB, and ©. Have Se work alone to match the rest B Pair work Tu model the activity, read aloud the example description, You may want o ask a volunteer to read the next set of sentences. Then Ss form pairs to compare their answers orally. Answers ‘She's a salesparton, She works in a department store, ‘She sells clothes He's chet. He works in a restaurant. He cooks food, Hits a fight attendant. He works for an aitline. He serves patsengers. She's a carpenter. She works for @ construction ‘company. She builds houses. He's a receptionist. He works in an office. Re answers ‘the phone She a nurse, She works in & hospital. She cares for patients © Optional: Ss use the information to write their own sentences. Have Ss write descriptions of five of the jobs listed in Exercise 2on page 6 Optional activity: Serambled letters See page 116. EY CONVERSATION bescribing work imple present statements “This conversation and Whoguestions aw 4 Books closed. Set the focus By writing these {questions on tha boss Waats Andre She's a {tour] muide) lp ieresting? (Wee. ivis) mon o siacers? es, he ie) ' Ask Se to listen forthe answers to the questions on the board. Piay the audio program several times. Then check Se’ answers. Ask for any additional information students may have heard. necessery, explain eny new words and expressions Ike Booze interest Oh, really? = an exclamation used to expe or surprise ‘guide = a person whose job is to chow a place or an area, to visitors tours «visits to places or arcas Vhat counde...1-Tebink there 1 Play the audio program again. pausing after each line, [Ss repeut, Model the stress i “Where do you Work, Andrea?” and “What do you do there?” 1 Ss practice the conversation in pairs, Remind them to use the “Look Up and Say” technique, (Note: This is eseribed in Unit 1. Exercise J, of this Teacher's Edition.) Bey # Read alos the two questions. Play the audi program for-par ote brie, Se Maen fr te newer Ado script som: What do 700 do exes? Do you mathe amburgess atom ot Govt. ake orders ‘ANomie ad what tne thee? Dopo ike your job? dso Sure Bee faa And pt fee hamburgers 1 Elicit answers around the class 2. He takes orders 2. He Hikes his job because i's fun. He gets free hamburgers too,How do you spend your day? Ed GRAMMAR FOCUS simple present Wh-questions and statements GAY This grammar focus practices simple present ‘Wh-questions (with the auxiliary verb do) and statements using pronouns I, ou he, and he Taleo shows how the preposition af in to, and for are used. Prepositions are @ 4iteult part of Brglish grammer, and there are many exceptions co usage rules for them, However, at this level, simply refer Ss tothe Unit Summary for Unit 20m page -3 ofthe Student's Book. 1 Use the audio program to present the questions and statements inthe first bux. Ss repeat. 1 Explain how dois used to form Wh-questons inthe simple present: do (with 0, we, hey or does (with te she, it) subject (pronoun or noun) + simple form of ‘he verb, Point out that the main ver ia the question is always in ts simple form: Tehas no finals. Write this information on the board Statement Question Tork in an ofice Where do you west? Hlewacks in on ofce. Where dacs he nak? Model the reduced form af do in questions (eg, ‘What ‘ya’ da?” wat bya dow, Where'd’ work?” wer 9 \watk/ also model the stress in questions (eg. "What do you do or "Where does she work”. Point ot that Brepositions and articles (a, an, hei are amos: alas unstressed se the audio program to present the pronouns and heir simple present verb forms inthe chart. Make sure St understand the need to add ans to verbs with the third person pronouns he and she and i. Point ov the regular verbs work end take, the spelling charges in study studies and tezch~ teaches, andthe imegsiar verb forms do does, go ~ Boe, and have ~ he. 1 Ask the first four Wh-questions from the box eround the class. Ss answer using real information abot themselves if they ean A 1 Se complete the conversations individutlly and then compare answert with a partner © Check answers and explain any new words before pairs practice the conversations. Answers 1A What do you do? Bil'm a student I study business. ‘A: And where do you go to school? BI go to Jefferson College ‘A: How do you like your classes? BB: ike them a lot 2..&: What does Kanya do? B: She's a teacher. She teaches mathematics at ¢ school in Bangkok. ‘A: And what about Somsak? Where does he work? B: He works for an electronics company. ‘A: What does he do, exactly? B: He's salesman. Iie sells computer equipment, B Pair work 1 Explain the task: Pairs work together to complete the chart; then they write 2 short paragraph (three to four sentences) to describe each job in the chart. Check Se! answers around the class, Possible answers /in sentence form) A doctor works in a hospital. She has an offic, soo, ‘orks long hours. She cares for pawients Atuavel agent works fora travel agency. He takes trips too. He makes reservations and writes ailine tickets for customers A police officer works outside and pasrols the eity in a police ear. She has a partner. She writes traffic tickets, too. © Group work "© Present the A 'B/C model dislog with the help of several Se. Alternatively, call on volunteers to talk about the kind of work they do or ather schools they go to. Then $= spend about five minutes doing the activity in groups. Optional activity: Game - What's the question? ¥ See page 127. ‘Assign Exercises 1-5 on pages 7-9'n the Workbook for fabout ten minutes of in-class work; Se can complete the rest for homework. In the next elas check snewers, cAnsware es Se fou of Oe ‘Workbook Answer Key in this Teacher's Edition.)Unit 2 I weitinc ‘This exercise gives Ss an opportunity to write a short description of what they do, Optional: Part A ofthe activity can be assigned for Dhomework, Ifitis, ask Ss not to write their names on ‘their compositions. A 1 Have Seread the model composition and then write a short description about themselves. Encourage them to sive as much information as they can. Remind &s not to write their names on their compositinns. ® Optional: Give an additional model by writing « paragraph on the board about yourself or another person Se know. As Ss write their compositions, move around the class and help a8 necessary, (Note: It is not necessary to correct every error here.) B Group work 1 Ss work in groups to pass around their compositions, rend one another's either silently or aloud ~ as each ‘group decides), and then try to guess who wrote Optional: Each group votes on the mott interesting cormposition, Then one member (but nat the author) reads it sloud tothe class, and the others try to guess ‘who wrote it EZ CONVERSATION baiy schedules ‘Thit conversation introduces the topic of dsily schedules and routines, and uses time expressions with adverbs and prepositional phraces, AS 1 Books closed, Intedce the topic of dll schedule, see, and roatines by anking several Ss seve {oyu do on weekdays? on weekend? Chat tnt do you. get up, eat breast roseep? 1 Sethe scene and play the sue program once ore, Auk some comprehension question ike these When docs Helen get up? ‘She gets up around ten, When does she get homie? (She gets home around midnight) Whar does the do? Shes « TV announcer.) ' Books open. Go over the conversation line by line and expla any new voesbuiary. Then 3s practice che senoversation in pairs EE] PRONUNCIATION Unstressed words ‘This exercise focuses on unstressed words ~in particular, prepositions — and also emphasizes how key words are stressed in sentences. The sentences illustrate the need for 2 strese-timed rhythm in English. agsy 1 Books open. Play the audio program several times. Ss listen and repeat, Show them how to clap their hands ‘together on each stressed best. 10 Bae * Go over the questions and tel sto ake notes as they listen Pay the secerd part ofthe audio program several ines, é ‘Auta seript Heh: And you, Daniel? What's your day lke? Danan: Well, night now I'm in school, 80 Tjust have a ‘part-time job, But Tm pretty busy. 1 get up early around sixass. Then 2 work from seven wntil nine Tigo schoo and etude etl fosr Pat. Then Lark ‘again from Sve until seven, HHnuzx! So what do vou do? ‘DANIEL: Gnugls) Tm a dog walker. Heures A what? Whav's th Danmb.: A dog walker. I take people's dogs for walks. 1's reat, and it keeps me in shape, too! ¥ Elicit answers around the class ty check Se! comprebension, Answers 1 He gets up around six Am, goes to work at eeven, and studies until four Pa 2, He's 2 dog walker B Pair work 1 Replay the audip program for part A in Exercise 7 or read the conversation aloud while clapping or tapping on the desk each time @ word or syllable is stressed : ‘Show Ss how to add accent marks to the vext w help ‘them remember which words are stressed. ' Pairs practice the conversation again.How do you spend your day? EX. GRAMMAR FOCUS Time expressions «29 Tis grammar acs presente adverbs and Prepostonal phrases tenes tie 1 Use the audio program to present he sentences and phrases ia the bores Su istan and repeat 1 Use a lok or draw clack fae onthe bonrd and mie the tne expression to can) Uhm egel getup at seven) Explain ony new word, On the board write these ules ote expresions Usage rule Prepositional phrase atleround/antil/ bel heforelaer 700 caller + cock time also “noon” and “midnight” inthe moring/ = inthe + main portions of day (except right’) at + “right” 120 + dayls) of the week ofterncen/evening at nigit - 100 Fridey's) : 1 Tell Se that early and late are adverbs. Explain that adverbs describe the action ofa verb, usually by telling nor how, Hlvstrate the point by writing these sentences and questions on the board; Ss should be able to aupsis she correct adverbs as answers: ‘When do | leave work? When do get home? I iaie « A Go over the task. $s fil in the blanks. Blicit answers and explain any new vocabulary. Answers 1. I get up at/around/before six in the morning con weekdays, 2.1 go to bed around /at/before/after midnight on weeknights 23. start work at 11:30 at night 4.T arrive at work early on Bondays, at/before/around 7:00 As 5.[ have lunch at/around taree inthe afternoon on weekdays, 6.Letay op late on weekends, 7.Thave a litle snack around /at 9:00 inthe evening. 8.1 sleep until noon on Sundays B 1 Model the task with « S and rewrite one or two sentences on the bosrd. Ss first work alone; then they compare sentences with a partner. C Pair work 1 To model the task, let Ss ask you the five questions, Alternatively, have volunteers ask each other (Gomes ‘See page 108 ia this Teacher's Bdition for notes 1) LISTENING ‘This exercise practies listening for specific information about peopie's daily schedules. task and the chart. Play the audio program soveral times. Ss fill in the chart. Check Se answers. Audio script ‘Tava: What do you do, Rodney? Ropxer:T'm a chef. Tv: Hey, thats great Se what are your work. hours lke? RODNEY: They're OK. I work in the afternoons and evenings I get up around nine Aa and I work fom ‘leven Ast Unt ten Pat. I get home fairly Inte, about leven Fm, And I'm usually i bed by one in the ‘fnoraing. And what do you do, Tins? ‘Tou: Well, Tm an office manager. Its a regular nine-to- five ofce jo, 501 get up at seven am. and get Ihome around six pat. That's OK, though, because T keto go out at ight Igo to bed around midnignt on weekdays. Ropxer: What about you, Ellen? BULES: Well, my job is bit different —I'm a Might attendant, I start work at six in the morning, 901 hhave to get up before five a. ‘Tus: Wow! Thats too early for me! ELes; Then T often have long flights, 9 I don't get Thome until nine oclock at night. But I always go straight to bed ~ around ten Answers Gets up Gets home Goes to bed sob at a ae t Rodney ciuf = Sam Meat i Tina office = Tau 6 PM. midnight manager Ellen flight SAM. SPM 10 PM ‘attendant B Class activity "8 Blicit $s" responses and take a class vote. Optional activity: True or false? 1 See page 52 unwoit 2 GE) READING tie daiy grina ‘This text explores the ressons some students have parttime jobs; Ss elso practice scanning for specific Jnfermation and making inferences ' Books cased Introduce the tope by asking questions Tike these around the clas: Do you have a jb? Do you work part tise or ull ime? What do you do, exactly? 1 Books open. Read the pre-reading questions aloud. Then verte the following an the board: STUDENT + JOB = Good idea? or Bad idea? Elicit some comments and waite. few ofthe Se ideas an the beard under the appropriate heading, What is the teneral consensus? 1 Tall $s to read the three passages straight through once Encourage Se to guess nese words through contest hosever, ithe sil ean igure cut some meaning. tell them to circle, underline, or Sighlight the wor Tren estheresplain aay untemstar vocabulary oF Se to check their dictionaries. A ¥ Explain this scanning task: Se icok through the text for specific information needed to ccmpleve che chart. Let S= Jinow that they may need to mane some inferences, 1. edueeied guesses.” You mas’ as- want to point out that ‘ove of the items have move than one enswer, ™ Check answers around the ela Answers Zon Louren Enea 1. To ear mones for eallege 2 Tobuy nice clothes 3, To go out an the weekend 4.To pay for acar 5.To get job experience B Pair work 5 Invroduce this as a fun activity with interesting ‘questions for partners to debete and figure out. Questions 2 and § require abit of simple addition and =o ches se pt a Answers 1. SE answers wil vary. 2. Brandon works 18 hours a week (mabe fewer, ‘depending on whether or not he js given a lunch break), Lauren 20, and Erica 15 8, Brandon ears $88, Lauren $195, ang Brin $128.75 4.59 answers will vary 2 Assign Bxercises 6-11 on pages 10-12, At the start of the next clase, allow Ss a few minutes to compare answers in| pairs or small groups befbre checking their responses. ‘(Aneners cam be found on page 146 of the Workbook ‘Answer Key in this Teacher's Eéition.) Optional activities 1 Classified ads Time: 15 minutes. Many &s enjoy being intellectually challenged in class. This categorizing activity is not only fun bus also mentally stimulating Preparation: Make photocopies of job ads from an English-language newspaper and bring them to class. Alternatively, ask Ss to bring in classified stetion from an English-language newspaper that includes employment ‘opportunities. 1 Ss work in groups of four. Make sure that each group has either photocopies of job ads or their own classified section ofthe newspaper to work with. é ' Explain the task: Ss choose come jobs in the ads to lsssify inte various categories that they think up together. To model the activity, read a few of the job ads snd then write those job titles on the bosrd. Elicit appropriate eategory examples for each one and write them on the board, to, like this - Jobs secreeary Possible job categories ‘an indoor job: an offce job {9n osidoor job a service job 2 job that requires Engish ‘an exciting ob, not ¢ 8OO-500 jes 2 boring oly @ whitecelier jb 2 dangerous job a difieut job 2° glamorous jb; @ fan job’ Groups do the task and then take turns reporting their classifications to the lass. 2 Game Word Bingo 1 See page 92.HON? much i It? This unit helps Ss tal about money, especialy.“ with regard fo shopping It introduces How much... ? with demonstrative this/hat! these/those andthe pronouns one/ones. Ways ‘of expressing preferences and making» comparisons with adjectives are lso presented. El) SNAPSHOT spending habits of adults and teenagers in the United States ‘This exercise introduces the theme of annual expenses and spending habits ofa typical adult ane teenager. 1 Books closed, Introduce the topic by writing YEARLY EXPENSES on the board. Then brainstorm with the class, Ask Ss to soggest some typical products and services that people buy or have to pay for each year (eg, rent, car insurance, food, CDs, books, clothes). Write Se’ ideas on the board, Then ask the class to ‘dypoae the five most important items. Can Ss suggest bow much someone might spend yearly on those five items, or can they rank the items from 1 (the most expensive! to 57 Optional: Use the brainstorming map on the board to include the concept of percentages tased on yearly expenses. Choose five of the most important items and 5 to suggest a realistic percentage (e55 ‘nat an average person might spend yearly 1 Books open. Present any new vocabulary (eg., housing, enferiainnicat, tases, exings, roam decor! or ask Ss vo use theie dieionaries. Model the pronunciation of each 1 Ss work individually to look at the information and then ‘answer the questions, For the last question, tell Ss to write the names of five or so products or services en ‘each oftheir two lists; they do not have to write down percentage estimates for these expenses 1 Have Ss compare responses in pairs or in groups, Alternatively, elicit answers around the class. Possible answers Michael Pemny spends most of his money on housing (31% = 89,643). [Rebecca Burns spends most of her money on ‘entertainment (55% = $1,44)), Michael spends only 5% (81,558) ofhis yearly expences ‘on entertainment, but Rebecca spends over half, 35% 181,441), Rebecea also spends more on clothing (35%) than Michael does (52) Lest question: S® answers will vary * Optional: Take a class poll: For the last question, find (out which three products and services Ss listed the most often and write them on the board BA CONVERSATION Prices ‘This exercise introduces demanstratives lhis, that. these, those) and the sronouns onejones, and reviews some colors used within the context of shopping. Ah 1 Books open. Tose the sane, refer Seto the piture. Ask sm where the people are and what they are ding 1 Bocks clase, Write thete questions onthe board and a Seto ten forthe ancien Does Maria ie the yeliw easngs? (No) How much’s the bie nee? (es $42) Dore ar bay hecloe fr Maid Why or why sees. Is er birnsey present) 1 Play the first part ofthe audio program one orc. (Check Se answers othe questions on the board 1 Books open, Present the conversation line by line Explain any new vocabulary = for example: Tm aot sure.= 1 doo (realy know. Hine = sound made to express doubt Innit bod is lal ight Hey = an ncection uae to cll attention to someone of someting or W express interest, surprise, cle =Td like to let me get = buy tice the conversation in pairs, Remind them to ‘ese the “Look Up and Say” technique Bas 1 Set the scene: Maria and Stave are gong to look at something elie in the department sor. Go over the to {questions and then play the second par othe audio, program. Check Se answer. Audis serint Masia: Steve, come and look at this tie. What do you think? SIDE: It’s a nice te, but look at the price ~ $25! ‘awa: Oh, that’s not bad. And 1 want you to have it. Let me get it for you. Sree: OR Sure! Answ 1. They buy a tie, 2 Maria pays: 13units EX GRAMMAR FOCUS pemonstratives; one, ones : tf This exercise presents demonstrative adjectives (his/that, these/those), the pronouns ane‘ates, colors, and prices. ' Use the audio program to present the questions and statements in the boxes. Ss repest. Explain the difference between shisjthas end theselthose in this way: Use this or these to refer to any object or abjerts (eg. 8 pen, books) close to you; use that ‘and those for any objector objecte further away. Make sure Ss understand thet this/that are used with single ‘toms and these/those with plural items or things that have two pares (eg, earrings, glasses, jeans). ' Tell Ss that the pronoun one replaces « singular noun (eg, necklace) and thet ones replaces « plural nen ea, earring), Point out that one is used after this/that Jbut ones is almost never used after these, those. 1 Use the audio program to model the pronunciation of Aollar prices, Ss repeat. Call on Se to take turns asking questicns with “How ‘T about things pictured in this unit or a} or made-up auch is/are Jn the classroom; others respond wi m.c0 present the new vocabulary. Encourage Se to asi: and answer questions about the color of 0 '« Explain that Se should use the pictures to complete the eo conversations. Ss do the task individually and then compare gnswers with a partn 1 Before eliciting Se’ answers, explain this new ‘expression ‘Are you kidding? (informal) = Ie hat true. or are you “joking? (sid wehen someone fe very surprised) Answers 1.4: Exeuse me. How much are those jeare? B: Which ones? Do sou mean these? 8: No. the light blue ones. B: Oh, they're $59.95. A: Almost sity dollars! Are you kidding? 2.4: like that backpack over there, How euch is it? B: Which one? Bach backpack has a diferent price. A That red one. 1 Pairs practice the conversations, i Optional activities 2 1 Game~ Colorful things around us Time: 10-18 minutes, This activity involves identifying the colors of objects in the classroom. ™ On the hoard, write the names ofthe twelve colors from the color chart. Then brainstorm with the class ‘and try to come up with additional names of colors ia English that the Ss alveady know. Add these to the list oon the board, 1 Using the total number of eolors on the board, divide the lass into small groups, assigning one or two colors to each grosp, "= Explain the game: Each group Jooks around the coun and moe» adjective + than Fete S10 the Uait Summary for Unit on page Sof {he Sadun Boks Then shure withthe ase these uldelnes fr making comparisons with adjectives 1.For ene-syllable adjectives, add -er (or ust +r ifthe adjective ends ine) nice ~ nicer; cheap ~ cheaper. 2 For one- or two-syllable adjectives ending in y, change y and add -er: pretty - pretien 8. For adjectives ending in a single vowel + consonant, double the final consonant and add -er big ~ bigger 4. For other adjectives of two ar more syllables, add more: ive ~ more attractive lar comparative rm of good, use better tio program to presen’ 18 adjective forms in the boxes, Ss repeat thon always comes after the adjective. ‘Also explain that in comparisons with more, the adjective is usually stressed (eg. IU more attractive than the wool one) Optional: Ask more questions about Se’ clothing and other things they have in class, Use additianel adjectives (e.g. larger, smaller, older, warmer, greener, ‘more useful, more beautiful. ‘Note: See the list of es in the appendix at the back ofthe book.) Ss using comparatives es above each conversation illustrate the difference between the two objects being compared, Tell ‘$5 w look at each picture and the adjectives in parentheses before filling in the Blanks. s Explain that the phrases e small/a mediumla large! an exira large are often used for clothing sizes. 1 Ss compare answers in pairs, Then check answers around the lass. Answers 1.4: Which tie is prettier, the orange one or the blue one? BB Well, the blue one is silk. And elk ie nicer than polyester. 2, Ass this green shire larger than that yellow one? B:No, the yellow one is bigger. It's a large. The green ‘one i a medium, 8A: Which are cheaper, the brown boots or black ones? Bi The brown anes are leather. And lesther is more expensive than rubber. 1 In pairs, Ss practice the conversations, © Optional: Introduce adjectival order: Write the phrases blue sll te and brown leather boots on the board. sk ‘Sif they can figure out the rule forthe order of these ‘wo kinds of adjectives. (Answer: Color comes before material) B Pair work ell the lass to Took again a¢ the piewures in part A Then model the AB dialog in part B and show how to ase the useful expressions in the box. Pairs practice siving their own opinions. Encourage them to compare other similar ebjgets pictured in this unit or ound in the classroom. * Optional: Did Se come up with any other “useful” expressions? Ifo, ask for volunteers to write them on the board. Check for spelling and grammatical accuracy; the other Ss copy the expressions into their voeabulary notebooks: opt See page 85. mnal activity: Guess the word [) writinG ‘This exercise practices comparing US. prices with prices in the Ss’ home countries. Go over the task and the items in the chart. Read the ‘model aloud. (Note: IF Se aren't sure what each item, costsin their countries, they ean make up realistic prices.) Ss fill in the chart. ' Ss-can draft their short paragraphs in class or as a homework assignment, 1 Ss work in pairs and read each other's draft together ‘They can help double-check grammar, particularly any comparisons with adjectives. Optional: Ss may want to recopy or retype their paragraphs before handing in afinal draft for 7unit 3 77] READING ‘Shop till you drop In this text, Ss explore the different kinds of shopping ‘available in the United States; they also practice scanning for facts and key words, and making inferences ¥ Books closed. To introduce the reading, write the ‘opening question and this brainstorming topic on the board: KINDS OF SHOPPING IN MY COUNTRY. Ss work individually to make a brainstorming map and then share idess in small groups. Elicit S¢' examples of hhow, when, and where they shop in their countries ‘Write that information on the board, A ' Books open Ss should be able to zead these paragraphs ‘and answer the questions in both exercises without ‘using their dictionaries. It may be a gocd idea, however, toask Ss to underline, circle, or highlight sny word whose megaing they ean’ guess from its context in @ sentence. Then eliit and explain any new vocebulary Catalog shopping spusie lub = 2 mail-order company from whieh ‘members order music (easseties, CDs) at discount prices Television chopping QVC=*Quadity, Value, aod Convenience” Computer shopping households = homes posters = pictures, oen reproductions of original ‘paintings er photogrephe and pristed on large ‘Sheets of paper, which can be Framed or pinned to @ ‘wall or board 1 Se complete the chars indisduatiy end then compare sansicers in pairs or smal] groups. Check snswers sround the clase Answers ing N telession shopping channel, 3 F- about $74 of American households have personal computers, B Pair work * Go over questions 1 and 2 and the eight kinds of work individually to think about their answers and then check the boxes. ¥ Se form pairs or groups. Tell them to take turns asking and answering the questions. Walk around the cass and give help es needed. 18 © Optional: Take a quick class survey to find out which are the three most popular kinds of shopping among the Ss, This can be done simply through a show of hands. QE worksoor ‘Assign Exercises 6-10 on pages 16-18 for Ss to do in class ‘or for homework. In che next class, have Se work with ‘partners to compare their work. Answer any qaestions St ‘may have, particularly ones that result from differences in their responses. (Answers can be found on page 147 of the ‘Workbook Answer Key in this Teacher's Edition.) Optional activities 1 Car for sale Time: 10-18 minutes, This creative and fun activity practices writing 8 description ofa car, Preparation: Cut out color magazine pictures of cars oF other vehicles. (If the picture appears in an ad, cut out any text that accompanies i.) Plan ta divide the elas into smal) groups; each group neede one picture, x Explain the activity: In groups, Se write an ad for the car inthe picture, using their own informstion. Write these cues on the hoard and explain or model how to use them with an extra picture of ¢ car: Information needed for @ car ad Model Type of vebite Yeor: Miles/Kilemeters Color Condition (excellent, good 2, ec) Speco eotres: Person to contact Prone ™ Groups use the cues to prepare their ae, Go around the class end give help as needed * Groups take tarne reading their ads tothe dass. The ‘others ash questions to get more information. Are there any “serious buyers? 1 Hold a brief class discussion: Which vebicfe would Ss smost like to buy? Why? 2 Crossword pussle - “ 8 Game -Word Bingo 1 See page 92.This unit teoches Ss how to talk about the toples of enteiaiamen! ond personal likes ond dsites, ond how to make Invitations. t presens yes/no questions with do, object proncurs, the modal would, and verb +10 + verb constructions. El SNAPSHOT stusic sates in the United States IY This exercise introduces the theme of music and prezents the vocabulary for various types of musie currently popular in the United States. 1 Books closed, To introduce the topic, tel some of your favorite kinds of music. J} general questions about Ss’ preferengesdi site thelr responses onthe bear Do you like musie? What kind? Which group/singer do you like What Kinds of music do vou think| ' Books open. Ss look over the infor country (and western) = style of pop ‘paved on the white folk music of the west us. Je of religious music originally perfrmed “a ype ofr shmie talking, spoken = Optional: Brainstorm with the class on additional types fe that might rearesent “Other = 85" in the apshor ¢g., religious or choir musi, reggae, ethnic ousie like Irish ballads or African chants! © Ss workcin pairs, small groupe, or a a whole elass to answer the questions. 1 Before playing the audio program, read aloud the types of musical styles listed. Then play the audio program while Ss jisten and number the musical styles in the byder they are heard, S.rap spel 6 country felassical — T-rock 8. New Age ' Have students compare answers in pairs. Then check responses around the class. Answers Bclassical 2 gospel © BXew Age Sap Beountry jane 1 pep Tock Optional: What kind of music does the lass like best? ‘Take a poll, Also, ask $s to bring tapes or CDs to class and play a few examples of their Caverite music for the rest of the clase EE) WORD POWER Entertainment presents vocabulary related to various types ‘ent ~ movies, music, and TV programs ~ 0 ‘Ss will use in this unit, A 1 Model the pronunciation of the words in the list repeat Sr dictionaries to ‘ue task, Allow Ss touse eaitind sha Plaza tng hr 35 requested or needed. B 1 Ss ada three additional words to esch category, using dictionaries i they wish. Then elicit Se answers around the lacs, Answers “extra examples in boldface) ‘Movies TV programs Music horror films game shows classical science fiction Bews jazz ies ‘TV programs Muse ‘hnllers soap operas pop westerns talk shows Salsa adventure cartoons regs comedies documentaries opera musicals sportsevents——_-heavy'metal c 1 Explain the task: Selouk wer die seven, they hav tw the type they like the most, 2 next to the one they like second best, and soon. They do the same forthe items listed under “TV programs” and “Music.” 1s Have Ss form small groups to compare their rankings. = Optional: Take a class survey to find out which typos of entertainment were the top thren items in each category. Optional activity: Scrambled letters 1 See page 116 wwUnit 4 El CONVERSATION tikes and aisiikes ‘This conversation introduces yes/no questicns with dl for talking about likes and dislikes. Ach Books closed, Aska few pretistenng questions to elp Seficor onthe ope being discussed here peopie’s Hikes and diltes of mete aod mies ‘Who kes are? What about rook? Tesanyoae fan of.» usicanigroup?? Foe. Gingerigoop), out ean sand ow about you? 1 Se the scone: To rend are talking about mse Play the aun program, Se lstn, Then agk afew Fecal coupebeatin goctane: Does Tm ke jan? (Ne) ‘What does Wyaton Marsal pla? (Be plays the trmpet) What kindof poop is The Cranberries? (There 2 rock group.) Does Li ike them? (6, She can stand them Books open. Refer othe pictures and present conversstin line byline, Explain tha een ee =2 {San iio thet teane'T have or atone dia 1 Mee! the blend in “Do you... 2"/ay9 and the promunciaton of hem fmin“Do yu ike the Fetch oonsteesaed bere, * Se practice the conversation in pairs E] GRAMMAR FOCUS ¥e thelr Fee cime. ‘© {White these cues on the board What {like to do in my free time Fike... (sports, msc, TV, videos) J, ery day 1 usually/eften/sometimes 1. er Saturday/Sunday Fan my summer vacation, {usual in the evcsing Ss to usp the cues to write @ total ave aentances ‘about themselves ~ esch sentence on a separate index card or small piece of paper (eg,, 3” x 5"). Tell 8s not to verite their names on their papers. Collect the papers, six them up, and then give one to each & ‘08 the information they nave in the description wu cise piece of paper. When thes find the person who fits the description, they write the S's name on it and Keep it. ‘Then they get another description. Whoever finds the most people is the winner. 1 Blict the kinds of questions Ss could ash and write some ‘of thems on the board for them to use as models. 1 Seta time limit of about ton minutes, Ss move ares the class asking questions and matching Ss with Gescriptions. When time is up, ind out who made the ‘most matches. 41 LISTENING tf) This exercise practices making inferences. 1 Books closed. Set the scene by telling Ss that they are going to isten to three people ~ Joha, Anne, and Phil — discussing sports and exercise. Write the three speakers! ‘names on the board and then play the audio program once. Se only listen. Audio seript ‘Axaie: How good are you at sports, John? ‘Joint: Are you kidding? I'm terrible! But Ive to watch ports, Igo to football or baseball games all the time. ‘Abd buy three or four different sport» magazines every week, Asse: Wow! Part: Do you lke sports, Anne? ‘ANNE: Oh, yes like to exercise, But I don't watch sports ‘very much, and J never buy sports magazines. ‘Puli How much time do vou spend exercising? ANSE: Well, I guess I exercise about two or three hours a ‘ay. Ido aercbies three times a week, and the other Gays I go swimming. It makes me feel good, How often do you exercise? Pru: That’ great! ‘JoAN: And what about you, Phil? ‘Pam: Oh, I'm too lazy to play sports - really hate ‘exercising! And I almost never goto any sporting events. In my free time, I ike to sit with my feet up and watch my favorite TV shows. 1 Ask Ss to share whatever specific information they remember hearing during the discussion, and write it in tapte form on the board, ' Books open. Go over the task and read the questions aloud. Use the pictures to explain the three types of people. Play the audio program again once or twice. Ss complete the task and then compare answers with a partner. 1 Blicit answers around the class Answers L.Phil —2Anne John EE] GRAMMAR FOCUS avestions with how; short answers CAF This exercise focuses on azking additional questions swith how and responding with short answers. 1 Use the audio pragram to present each question-and: answer set Explain any'new voesbulary that 33 find aificult wt Make sure Ss know the difference betseeen wll and ‘00d: well is an adverb and describes verbs; geod is an lagjective and describes nouns, Ask several ses70 ‘questions like these around the lass: T: Are you a good swimmer, Ali? Sh: Yes, Lam. T: Sara, does Ati ewim well? 52. Yes, he does. 1 Start a question-and-answer practice around the class, like this: T: Antonio, how often do you work out? Sl: Mmm, not very often, How much time do you spend studying every day, Chang? bout three hours a day. Jénny, how well do vou ‘88: About average, I guess. A 1 Present the task 1 Se frst work individually to complete the four questions. Check answers before pairs practice together Answers 3. How good are you at volleyball? 2, How well do you swim? 43 How often do you watch sports? 4 How much time do you spend exercising? 1 Ss work individually or in pairs to write four more How... ? questions. Walk around the class and give help as needed B Group work 1 Esplain the task by reading the instructions aloud. Tell pairs from part A to separate and to form new groups af four Se each, Then Ss take turns asking their own four questions along with the other fonr questions in part A ‘while giving real answers. After about five minutes, ask ‘each group to share their findings, lke this S:In our group, Charlie says he's a couch potato, ‘Sara and Han are both fitness frecks, and I'm really sports fi Optional activities 1 Game~ What's the question? w See page 117 2 Question and answer ™ See page 118. (a See page 108 in this Teacher's Edition for notes, 37Unit 6 [Bh READING simert moves In this article Ss read about some ofthe things that sercise dos forthe body and brain; they alse practice Scanning, identifying details, and making inferences. X Books closed, Branston withthe clase on haw exercise helps people, Write some ofthe Be’ responses on the oar ke this: How doce exercise help you? Erecse nates you ft on improve your body helps you velox 1 Books open, Read aloud the pre-iading ask. Have Se read eath statement in part A and decide individvally or in pes if itis trae or not x Take a quick class vote through show of hans) to see swhich statements S think are enerally tse 1 Tell$sto rea the passage silently and to merk any words whose meanings they ean’ gues from context. Encourage Sé to use tei dictionaries to check the reanings of any dificult words 1 Ect and explain any expressions that Se stil dont uundersand ~ for example lifts the spirit = makes a person feet happier builds confidence = makes a person believe in ‘aim /herselt Alternative presentation 1 Accign the reading for homework Tell Ss to check their ictioneries for any words that they aren't sure abou. A Pair work 1 Go over the instructions. Se form pairs and work together to decide on and check the stauements that are true, this time based on information given in the arvicle ‘Then they sean the pastage again and underline any rds or phrases that helped them determine which starements are true 1 Check Ss’ ansivers around the class. Answers (helpfl information in parentheses) 2 Gifts the spirit) 2.7 tela conbence) | stronger) = i las 5.7 thelps you learn new things) 6.7 thelgs jou... remembers information better) a 8. (walking four to five miles... ive times a week helps you ive longer) 38 B Pair work Go over the three questions. Make eure Ss know that Benefits means “helpfel things, advantages.” 1 Decide ifSe chould work again with their same partners for switch to new partners for variety. As pairs discuss ‘answers tothe questions, walk around the class and note any problems the Se are having, particalarly with [grammar or using new voeabulary correctly. When Se nish their discussions, go over any problems with the whole class, 1 Asa class activity, read each question sloud and ask pairs to volunteer their responses X2E workbook ‘Assign Exereises 8-11 on pages 35-36 in the Workbook for in-class work or as homewurk. When they finish, have Se work in pairs to compare answers. Then check answers around the class, ‘Answers ean be found on page 150 of the Workbook Answer Key in this Teacher's Edition.) Optional activities 1 Game - Questions... and more questions Time: 20-15 minutes. This activity reviews talking about routines and abilities using adverbs of frequency and questions with hou and do, Freparotion: Each S will need five blank cards (eg, index cards, paper from a small note pad), * Divide the class into two teams ~ A and B (or into foor ‘groups designated as teams A, B, C, and D), Each S ‘writer five Setemente describing hie or her routine, Tell, Ss to write one sentence on each card and xo use an adverb of frequency in each sentence (eg. I usually stey Thome on my day off] work out five times @ week.) ¥ Collec: Se’ cards and pat them in pile facedown, Team A starts, One $ takes a card and reads the statement to a Son Team B ie..,"l go jorging twiee 3 week"). That § on Team B tries to make = question from the statement (e.., "How often do you usually go Jogging” or “How much time do you spend jogging?” or “Do you ever ge jogging”) Ss on both teams (ar all four teams) decide ifthe ‘Fis "Tana Baers a point Tht i mE Bi. Seaaitartrte Statement. Ifthe question is correct, Team A gets the point instead, 1 Keep s record of the team scores oh the board, The team ‘with Uhe most points is the winner. 2 Game - Word Bingo See page 82. 8 Crossword puzale 1 See page 136. ‘haetion ieyh more Seeker We ha a reat. inet This unit proctices describing dai, = Weekend, ond leisure activities as well 0s vacations. Induces the past fense In Wh ond yes/no ‘questions and statements with m= = regular ond iegulr verbs. = EE) SNAPSHOT in their tree time ‘This graph introduces the theme of leisure time; it also presents oseful verbs for talking about daily activities 1 Books closed. Introduce the theme of leisure or fre-time activities by brainstorming with the Ss on which activities they usually do after school or work every day, Write S'euggestions on the board, ike this: + Daily leisure activites exerise study and do homework watch TV. meet fiends for cofee rod listen to music 1 Books open. Se read over the information in the graph; if necessary, explain any new words or expressions: free time = the time when you sren't working or doing other duties high school seniors = students inthe last year (twelRth oF high schonl or secondary school in the US. nd Canada: most are 17-18 years old work around the house = do household chores Grive around « drive ina car forthe fun oft, usually ‘noe going anywhere specific ' Go over the three tasks. For the third task, explain how to rank the activities: Ss write J forthe most interesting activity to 8 for the least interesting, 1 Allow Se to work individually for s few minutes to complete the tasks. Go around the class and give help as needed, 1 Asa pair or group activity, Se take turns reading the {questions and sharing their answers, Check Ss’ answers like this: First question: Take a class poll by licking responses through # show of hands on which activities Ss do every day ‘Second question: Tell pairs or groups to look over their lists again and to vote on the three most popular activities they like to do almost every day’ ane S from teach pair or group writes their three choices on the board ‘Third question: Ask pairs or groups to share their top Uhnee choices for the most interesting and least interesting activities in the graph EB CONVERSATION the weekend “This exercise ntodues the pas tense of regular and irregular verbs through a conversation about the weekend Noe: I gosible, Exercises 2-6 shouldbe scheduled dear the start ofthe we: Altec the past eee as been presented and practiced in Beercise 8S wl be given the ance to alk about their own weekends in Exereee 6) Aa Books closed Set the eno: Chis and Kate ae talking aboot their weekends, Atk Seto listen to what each pereon did. Se don ned to take notes. 1 Play the audi program. Then ask Sato name same of facies thet Chris and Rata tated about Write sea debe beard 1 Books open. Play the audio program again once or twiee. Sé listen and look at the pietures or read along ifthey wish. Then go over the conversation line by line. Explain any new vocabulary (eg, in the country, lake). (Note: The modal would is used in the last line ofthe dialog only as part of an expression. In the Jast wo lines, Kate makes a suggestion ("Why don't you just... 7), Chris's response is intended to be humorous, implying thac he works on his ear because he has nothing else to do ~ not because it’s old and in need of repairs. Ba) 1 Read the tvo questions aloud to hein fous their Tstening. Play the second pat ofthe audio progam corse tie . Audio seript Karz: Did you do anything on Sunday, Chis? ‘Chmis: No, Ijust stayed home all day. What about you, Kate? What dig you do?” Kare: I met some friends, Gris: Oh, where did you go? ‘Kare: We went to @ great outdoor concert. Then we had Ginaer out and went dancing. ‘Cymis: Tt sounds like you had a busy weekend! Rare: Yeas, Tenens fs, 1 Have Ss compare answers in small groups. Then check. answers around the class Answers 1. She met some friends 2 She went to a (great outdoor) concert, had dinner out, and went dancing ee ee 39unit7 Ed GRAMMAR FOCUS Past tense 269 This grammar focus practices the past tense in questions and statements with regular and irregular verbs. 1 Use the audio program to present the questions, statements, and verb forms in the boxes. Point out the difference between regular and irregular verbs in English: {1 Explain that many verbs have regular past forms that end in -ed. Go over the regular verbs in the right- hhand box. Write adiitional examples on the board to illustrate how to ckange the simple form to the past tense ~ play/played, enjoylenjayed, dancetdanced. Present the pronurciation rules for regular past forms ip the appendix in the Student's Bask. 2, Bxplain that some verbs have irregular pest forms that need to be mexorized. Again, ask Ss t0 look at the appendix, this ime going over thelist of irvegular vverb past forms, Te! Ss to refer to this list whenever they need to ‘© Explain the use of the ausiliary verb did in the past tense(eg., Did you €o'go....? Yes, Ldid. What did you do... Where did sou go... 2). Give other examples, ‘write thei un the bose, and mark strese pattern: over the words, using different eolored chalk or By inserting. accent svarks ~ for exemple: Q Did you play any sports on Saturday? A Mes | did | played tennis wth my friend. Q What did you eat ‘or breakfast? At had some cereo! ind toast Q Where did you ge yesterday? A came to school ™ Play the audia progrsm again, this time pausing it after esch question end response; Se repeat to practice streas-timed intonation once more. A Go over the task: Ss complete the conversation individually and the= compare answers with 9 partner. ‘Check answers around the class before pairs practice the conversations together. Answers 1.A: Did you go out on Friday night? B.No,/ didn't I invited friends over, and I cooked. inner for them. 2.A: How did you spend your last birthday? B. [had a party. Everyone enjoyed it, bot the neighbors complained abyut the noise. 3.A: What did you do last night? ‘B:Twent to the new Tom Cruise film. I loved it! 4.A: Did you do anything special over the weekend? B: Yes] did. ! went shopping, Unfortunately, spent all my money. Now I'm broke! Alternative presentation 1 Go through the task orally with che class dy ealling on volunteers to read their completed sentences alové. B Pair work 1 Model how to respond to the four questions in part A by having St ask you the questions and then giving etsiled responses like these: 1; Did you go out on Friday night? T:No, didnt, I stayed home and watched a video. I saw ‘Star Ware agein, and it was stl really good. 52; How did you spend your last birthésy? T-Ob, my whole family took me out to dinner. We had delicious Chinese food st a new restauram downtown. We hed great time! 1 Before pairs begin the practice, explain that ifs S feels @ aaestion is to personal, be or she may just make up an d2nswer oF respond with "Td rather not say.” Optional activity: Game - Tie-TaoToe See page 117 EB PRONUNCIATION Reduced forms of did you ‘This exercise presents the reduced form and blending of Nth th son & Rotmal feature af colloquial recognize (i.e, hear) reductions than to produce them, ‘Therefore. don't fore Ss to produce reductions if they have too much trouble or think it sounds strange ae 1 Play the audio program, Psint out te reduced forms tn sak Seto pace saying the sentences osng the ‘elton Cll on individual Se around the cies i heck thet seo te reduced frm, Ten model he 40 pronunciation wgain, followed by the whole class ‘repeating each time. B Pair work * Go over the instructions: This time, Se practice asking the questions in the grammar box in Exereise 3, Remind Ss again that they don't have to give true answers if they don't want to; encourage them, however, to give detailed answers whenever possible and to ask follow-up, ‘questions to get more information 1 Walk around the class and give feedbeck wu individual ‘Ss pronunciation and use of reductions,EB WORD POWER cotocation ‘This exercise practices making collocstions, also known as “word partners.” A 1 Explain the task by presenting the verbs and the ‘examples given in the chart. Then pronounce the words ‘and phrases listed above it, Se repeat. Explain any new vocabulary (©. the dishes, he laundry). 4 Se work individually to match each verb with two ‘more words or phrases. (Note: IfSs find this task very difficult, you may wish to allow them to use their Optional activity: Game - Twenty questions 1 See page 27.How do you like the neighborhood? [3 PRONUNCIATION Reduced forms of there is/there are “This exercise practices producing the reduced forms of there is/there are. « Play the audio program once or twice, Ss listen and repeat. Point out that both there is and there are are often reduced in conversation, Explain aleo that although there isis often contracted in writing (¢here's, there are i not 5 IN YOUR NEIGHBORHOOD ‘This isa fluency activity and a follow-up to Exercises 3 and 4 Here, the purpose is to get Seto respond quickly with correct pronunciation while giving facts about thelr ‘own nelghborhoods. Group work 1 Explain the activity by modeling how to use the example ialog and cues. Ask 8 volunteer to start with A's pa Siist 7 Yes, there is. There's one on Fourth ‘Jas: Books, and i's right next to a popul ‘hop called Perks. They have really great books there. ‘S:And are share any drugstores? 8 g00d bookstore in your neighborhood? Street Is called coffee T:No, there aren't, but I think there are some downtown on Central Avenue, And how about your neighborhood? Is there a good bookstore ...? Go over thelist of places. (Note: All ofthese words were presented in Exercises 1 and 3 except for « music sore) ‘Then elicit additional places Ss may want to ask about in their classmates’ neighborhoods. Write these on the bonrd for $s to use in their groups. 1 Present the useful expressions. On the board, write other expressions of your own and those elicited from the class (6... Oh, I can't remember /Gee, Ihave no idea. 1 Ss practice the activity in small groupe LISTENING 2H) this exercise practice listen for leatos of Siac und sears du eas roaring 1 Books dosed. Ask che ase What places do you wan teknow about whan ving a ty for te time? Wit Sy responce onthe oar 1 Set the scene: Two guests are asking the hotel clerk ‘bout zame places 1 visit in the neighborhood. Play the audio program once. Ss listen. Audio seript CuemK: Good morning. Can T help sou? Guest 1: Yes. We need some directions. (CusRk: Sore, What are you looking for? Guest 1: Wel, fst of al, we're looking for the Hard Rock Cafe. How far i it from here? (CLERK: Oh, it's just 9 few minutes from here ~ right __,_ across from the National Bank. ‘Gunst 2: The National Bank on Park Avenue? (CuERK: Yes, that’s the one. Gursr 2: Is the Hard Rock Cafe a nice place? ‘Cusm: Wel, I think to, The food s good, and there are ‘some interesting things to look at in the restaurant = Tike one of Elvis's cars ‘Quast 2: Great! And where is the Sclenee Museum? (Cusns: Well, that’s near City Hall, Guest 1: Near City Hall. OK, know where that is. And whats the museum like? CuEnx: Actually, it’s not very good. I's small, and there isn’t a lotto see there- es really for young kids, ‘Guest I: Oh, then maybe we won't go there. Guzst 2: Mim, one last question ~ is the in the city? Cur: ¥es, the six blocks fo ‘avery good one. It's only about here. I’ in the park next the train ‘Oh, next to the train station, 3s. Definitely visit the aquarium Great! Thanks slot, Cuzni: You're welcome, Have a good day! 1 Books open. Go over the task and play the audio program again. Ss complete the chart, Check arcwers nd the clase, Answers Place Location Interesting? Hard Rock Cafe across from the National Yee ‘Bank on Park Avenue ‘Science Museum near City Hell No ‘Aquarium in the park next tothe Yes. train station REE wornvook ‘Assign Exercises 1-4 on pages 43-45 in the Worktaok a in-lass work or for homework. Se compare answers in soups when all exercises have been completed. Assign fone exercise to each group, who is then in charge of checking Ss’ responses around the class on that same task (Answers ean be found on page 152 of the Workbook Answer Key in this Teach 's Edition.) 47Unit 8 Ea SNAPSHOT 10 important things to look for in a community ‘This graphic introduces the topic of features that are considered important in a community, 1 Books closed. Introduce the topic of various aspects within a community by asking the Ss these questions: Whee features would you like in your town or city? What things do you not want? ‘Write the most suitable answers on the board. 1 Explain these worde before Se read the Snapshot: ‘community = the people living io a certain area ferime = an action that is aguinst the law robbery, ‘murder, and s600n, ‘unemployment = the number af people who don't Thave jobs relatives = family members publie transportation = buses, subways, trains, and 1 Books open, Model how the decimal umbers should bbe read (eg., 9. = "nine point one") $s read the information 1 Read aloud the tasks, Ror the first task, make sure Ss know how to rank the ten jtems by writing on the beard: 1 = the mest important 2 = importont thot aot as much as 1}. 10 « the least important 1 Ss do the tashs and then compare answers. ™ Optional: As a follow-up to the free cask, take a class poll (through a show of hands) on which three items ‘were generally considered to be the most important and which three were the least important. For the second task, allow Ss es compare answers in groups of four; ther group secretaries write their three best or most interesting suggestions on the board. Encourage groups to act quickly by making a rule that no answer can be ‘eritten more than once; this also promotes a healthy competitive spirit among groups FE CONVERSATION bescribing neighborhoods ‘This exercce presents how much with uncountable nouns (e.g erime) and how many ith countable nouns ie, restaurants), AGH 1 Books closed. Set the scene: Dan and Rim are talking about where thes live. Write these questions on the board Were does Kim ive? (Un an apartemt downtown) Wat te? (There isn't much exime, but theres & Ioeof trafic) share does Dan Boe? Cn a house in the suburbsi "ke? here sen mech todo there itt do Kim and Dan decide to do? CRrade paces one weekend) 1 Play the first part ofthe audi program several ies. (Check Se answers to the questions onthe board. conversation line by line. Explain any new words and expressions: ‘the suburbs = small towns outside a bg ety where ‘people live but don't usually work ‘trouble = problem trade places = here, o exchange homes 2 Modal the and steess in dourntoven, ‘Suburbs, and trouble, Then $s practice the conversation fn pairs. 48 Ba # Read sloud the question that Se nee to fous their Tstening pa Een play te fed part of fe maslo program once or twice Se take nots on additnal Rivnatoe above Dar and Rims neighborhoods Audio seript Dax: Haw many. Beighohane? Kan: There are a lot, actually, There's a great pizza place on the corner. The pizzas ave delicious and very cheap, ‘And there's s good Chinese restaurart on the next block, Are there any good restaurants close te your place? Dax. Unfortunately, there aren't any. But there isa big ‘public park and a sports center just down the street. ‘Kit: Wow! You're realy lucky! yuraots are therein your 1 Ifthere's time, have pairs compare answers, Then check anaveers ty wlciing 2 writing them on the board Answers ‘Kim says there ae a lot of restaurants in her nelghborhed: There's a (reat) pizza place on the corner; and there's a good Chinese restaurant on the next block. Daz says there are’ any god restaurants ose toHow do you like the neighborhood? oO GRAMMAR FOCUS How much and how many ‘This exercise practices the structure How much is there? with uncountable nouns (eg, crime) and How mony’... are there? with countable nouns (et, restaurants), Certain quantity words, also known as quantity determiners (e lot, « little/a fe, muckimany, Gry, and none}, ae introduced here as well, “The distinction between countable and uncountable nouns is likely tobe diffiutt for many Ss because: 1, Not all languages make this distinetion, 2, Far languages that make the distinction, words that are courtable in English may be uncountable or Many nouns ean be bith countable and uncountable in English (eg. crimes/erime). Use the audio program to present the ianguage inthe boxes, Se repeat. Then introduce the distinctix between countable and uncountable nouns Explain that nouns taking a plurals are thought of as discrete and countable units (eg, 0 restaurant! restaurants, estorelstere) In feet, one can count hem: one store, tivo store, ten stores 2, Contrast countable and uncountable nouns bs explaining that uncountable nouns do not no-mally take a piural-s and are not thought of es disereve and countable units (eg. nase traf, pallutron. crime We doo say two trees" or “many pollutions. Pint out that some nouns, however can be both countable and uncountable, Wrste some examples lke these on the board Uncourtzele nun There is 0 lt of anit toda Courtebie noun: There ae Sao unuiual nats Uncountsoe noun: Ceime's down tis yeon Countobie nour: There are ony three crimes tris yer so arin ms neighborbood Last year there wert many cas CCarify the fet that quantity words or determiners are used 20 desriv differing amounts of countable and uncountable things. Pot the fllowing information on the board for Ss to copy into their notebooks; then elicit example sentences and write them on the side Quantity words used. with countable and uncountable nouns * alot any. rane only with uncountable nouns = gfitle, much only wth countable nouns * a few. many A ' Explain the task by modeling how to answer the first {question. Ss work individually and then compare answers in pairs, Elieit Se’ answers, 1 Before Ss work in pairs to take turns asking and answering the questions, check Ss’ answers around the class, Answers 1. There are a joa ew/none,/There aren manv/any. 2. There's a lov/a ittle/none./There isnt mvch/any 3. There are slota few/none,/There aren't mans/ans. 4 There's # lot/alitie/none ‘There isn’t much/any. 5. There are a lot/a few/none/There aren't many/any. B Pair work ' Go over the instructions ard the topics. To model the task, elicit “How many/much ..." questions for the inst wo words io the hist, 1 After Ss work individually to write questions, have them form pairs to take turns asking cheir questions. Then clicit $s responses around the class. Answers ow much crime is there? How many parks are there? How much pollution is there? How many restaurants are there? How many schools are :here? How many stores are there? :Game- What's the question? Optional act 1 See page 117 (Wom Ce boards to Se pge 109 in thi Teachers Edition for noes 1) writing tn this exes, Ss prin aking and then writing out B where they live, A Group work ' Go over the questions: Pronounce each one and have Ss repeat. To model the task, use the photo to ask the class some of the questions given here. 1 Divide the class into groups of four. $s take turns asking and answering the questions. Encourage Ss to ask additional follow-up questions oftheir own. ' Read aloud the example paragraph. Tell Ss to ‘brainstorm their tpies before beginning their compositions. ' Optional: In pairs, Ss take turns reading their first Grafts aloud. Then they make revisions to their drafts bbased on questions, comments, and ideas that they received as feedback. 49unit 8 HD READING city scenes In this text, Se explore characteristics of cities in Mexico, ‘Japan, and Australia; they also practice scanning for positive and negative ideas, and making inferences. ' Books closed. Use the pre-reading question given here “What are cities like in your country" —to stimulate 1 short class discussion or brainstorming activity on this topic. Write as many ofthe Se’ ideas on the board as possible. 1 Present the idea ofa city's “postive” features by asking ‘Ss which ideas on the board show good things about city circle those words. Do the same for any “negative characteristics by asking which things are bad or unpleasant in a city; underline those words cr use ‘Biffereat-colored chalk, A Books open, Go over the task. Se read the passage ‘without using their dictionaries and try to complete the chart 1 Ask if Sp have questions about any new vorabulary (ee ‘modern, traditional, influences, outings, rural, comm: churches, reveational facilites). Rather then vour explaining the words or expressions, see if other Ss the class can define them by giving synonyms or examples or even drawing pictures ta illustrate them on the board, Ifno one can provide a definition for a cercaic, ‘word, allow 85 to check their dictionaries. = Optional: Ss first compare answers in groups, 1 Elicit Sy afiswers around the class, Possible answers 1 Mexico Positive = modern cities: traditional Indian and Spanish influences; a central square; cutdoor sasketplaces, parks} a lot of excitement Negative = lots of tratfic and air pation 2.Japan Posiice cities a mix of traditional and medern characteristics; litle enime; many parks and gardens Negative = houses are expensive; traffis, polation, ‘and crowds are probleme 8. Australia ‘own churches, schools, shopping centers, and recreational facilities [Negative = suburbs often fer from center of town; ‘raflie slow; many trafic jams B Pair work ' Go over the task with the class. Tell Seto write down five characteristics mentioned in the article that are ‘true about their own cities. 50 Ina homogeneous class: Ss form pairs and scan the text together, looking for five characteristics that match their country’s cities. If desired, let two pairs form a {group of four to discuss thelr choices. Ina heterogentous class: Give St several minutes to work individually while they skim the text for appropriate comparisons with eties in their own cvuntries. Then Ss form pairs or groups to compare ' Optional: Ask Ss to look over their own lists from part B again, Tell them to circle the things that are positive characteristics and to underline those that are negative Which characteristics do they have more of - positive cones or negative ones? Does this say anything about Ss general feelings regarding the cities in their countries? ‘Tell Ss to do Exercises 5-9 on pages 46-45 in the Werkbook or assign the exercises as homework. At the start of the next class, have Ss coinpare answers in pairs. ici answers around the class to check Se’ work. ‘Answers can be found on page 152 ef the Workbook Answer Key in this Teacher's Edition.) : Optional activities 1 Hex good és your memory? Time: 10-16 minutes. This setivity is a fon “test your memory” map-drawing task. 1 Explain the activity: Ss draw maps oftheir school’s campus (or of the immediate neighborhood that surrounds the school) © Model the task by drawing a simple diagram that shows the location of your school building and its immediate vicinity (eg., nearby streets, che campus area, large trees, benches) 1 Ask Ss to think about che building their classroom is. {in and what other things are nearby (eg., a pay phone, Jawns, a bus stop, streetlights, a parking lot, a cafeteria, small stores), Ss work in pairs and try to draw a map ofthe school ‘building with 2s much information as possible about ‘things on the street and in the immediate surrounding 1 When time is up, find out how many and what types of| ‘ings Se were able to add to their maps. Which pair added the most ite Optional: i's possible, Ss might enjoy taking a break. ‘and going outside the achool building to check their ‘maps for sceuracy and for Usings they might have ised. Sete time limit of about fifteen minutes for this. . 2 Word associations See page 119,Ei Do you DANCE? In this exercise, Se review asking and answering questions with do, how often, and Kow well while interviewing one another on sporte and other leisure activities. A Class activity Read sloud the instructions and the six activities in the chart. Ss repeat. Model the A/B dislog with several volunteers; try to get detailed responses from them, HEVEW Of UNI S-8 This unt eviews the pst tense andthe ‘resent continuous olong wit asking {questions with be, do, how ote, How ‘wel, how much, ond how many. also reviews talking abou cies, dy ‘routines, and ee-ime octvites. Set a time limit of about ten minutes. Ss go around the class and take turns interviewing one another, ‘= Walk around the class and observe any difficelties Ss ‘may be having. At the end ofthe activity, make some general observations to the whole class oh any common problems Ss had with grammar or vocabulary usage. B Group work ¥ Ss form small groups. Using their charts, Ss take turns sharing what they found out about one another, LISTENING ‘This fon “whodunit” activity reviews listening it also practices making infere Awe ' Books closed. Set che scene: Detective De interrogating Frankie, a suspeet in aro what he did lact Saturday, Play the aug) Ss only listen. about Audio script Der. Doses: fa knock on the deor) Well, Frankie. How fas your weekend? Frankie: Oh, it's you, Detective. My weekend? What do "you want to know about it? ‘Der. Dosss: Now just tell the truth. What did vou do at ‘one Pas. on Saturday? FRANKIE: Ah one Pl, on Saturday? Well, ob, 1 remember I watched a baseball game on TV. Yeah, ‘The Expos won, four to nothing. It was great game! Der. Dosbs: OX... OK. What did you do at three Pat? Frags: Ah. at three? Ah, ewah, [went to my karate class like I aways do, every Saturday at three, Der. Doses: Karate, huh? Well, well... OK And what id you do on Saturday at five Pa? Frovaie: Ah, ob, yeah, ah, after karste, I visited some ld friends of mine, Tom and Mary Kent, on Frot Street Der, Dosss: Yeah? Tom and Mary Kent. Wel talk to them. Now, Frankie, sc odock. Where were you st FRANKGE: Oooh! Gee. at six? Well, ment home at six. Yeah ... todlean the house: ‘Der, Doses: Yeah, yesh, so you cleaned the hosse. Now Iisten carefully, Frankie. What did you do at eight on Saturday night? PRaNnie: Gee... at eight? Uh ob, yeah remem: ‘ber now. I watched a terrific movie on TV! Yeah... it was great! Der. Dosss: Oh, you watched a movie on TV, did you? ‘And what movie did you watch? What was the name of the movie, Frankie? Hun? Frasuae: The movie? The name of the movie? Us, let me think a minute... it was a fantastie movie a. well, it was exciting Der. Dobus: OK, OK, Frankie FRASaE:.. and cleariy zemember that I went to bed atten-thirty, uh, exactly... Yea, I watched the movie, and I'went to bed right afer... ahem the movie. Yeah, boy, Tas tired ... along day, ke Tsaid Dev. Doone: Interesting. Very interesting, Frankie Come on, Frankie, les go down tothe police station. Frasiae: The police station? Me? Why me? Iwas at Thome on Saturday night! Det. Doses. Sure, Frankie. cure. (police siren) ' Books open, Explain the task: Ss look at the pietures and listen for Frankie's answers to Desective Dobb's (questions. Tell the Ss that ifthe picture and Frankie's answer are the came, they should civeleT for true; if the picture and Frankie's answer are different, they should siecle F for false 1 Play the audio program again, Ss do the task ingividually and then compare answers in pairs Check Ss answers around the class Answers — [uoora t “s00rm T S00re. 7 600rx: T - B00rM F 10:30PM. F B Pair work ' Go over the questions; Ss repeat. Then Se work in pairs ‘to use the pictures to answer the questions. Answers 1. He-wert out after he deaned the house, 2. He went to the house that was robbed. He robbed the house. He eame heme at 10:30 Pt 51Review of Units $-3 El WHAT CAN YOU REMEMBER? ‘This communicative activity reviews the past tense as Ss talk about what they did the previous day. A Pair work Go over the instructions. Model the correct pronunciation and intonation of each question, Ss repeat, Show how to give extended answers like these 81: Waat time did you get up yesterday? ‘T; Well my alarm rang at six oWock and {turned it off ‘Then I listened to the morning news on the radio for thirty minutes. Then I S82: What did you wear te school? T: Let me think Oh, yee, Twore .. (aming at least four items of clothing and accessories) 83: Were you late for class? T:No, Lwasnt. [arrived ten minutes early. I got a cup ofcoee end chatted wich # Seta time limit of five minutes. Now $s form pairs and teke turne asking the questions. Bneourage Ss to ask eppropriate follow-up questions and to give lots of details in their responses. Go around and give help as needed, noting any incorrest past tense forms. 1 When Ss finish, write some questions and answers on the board that the class generally had trouble with, ‘Then ask Bs to help correct them. B Group work 1 Pairs separate into new groups of four. Explain the task Se try to atk as many questions as possible about what ‘others in their group did yesterday, Tell groups to keep score of how many questions each person asks. 1 Ss do the task with books closed for aboot five minutes. ‘Then find out which S asked the most questions in each, group. Who atked the most questions in the whole class? ROLE PLAY what's it like? ‘This role play reviews caking and answering questions about a classiiate’s city while using Aow muck ow many and there isi there ave. 1 Explain the activity be going over the roles for Students ‘A and B, Allow the Bs to describe their hametowns of the ety thes are currents living in El WHAT’s GOING ON? ‘This fan exercise involve: listening to sound effets ie rain purpove isto elit the present continuous, i) = Explain We Lask: Ss wil hear the sounds of people de things ‘e., they won's hear people talking). Ask Ss to ess what each person is doing and to come up with interesting suggestions. They should answer the question in the chart with notes written in the present continuous, Write this strueture on the board: Audio seript/Answers {someone mixing a drink with ice cu 2. someone taking a shower and singiog 5, someone Vacuuming ~ 8 ring gets sucked into the wacsum 4, someone snoring, waking up, rolling over, and going 1 ack ta slaep eo : 52 Go over the questions fa the box. $s repeat. Then mode! she task with one or to Ss, 1 Ss form pairs and try the role play. After about five stinutes, have Ss change roles and try the activity again, woth the same partner or with a different one B Pair work Model how to use the example AJB dialog. Ss form pairs tnd use the dialog to talk about their answers. Then ‘check Se suggestions around the class Test 2 See page 122 in this Teacher's Baition for genersl instructions on using the tests. Test 2 covers Unite 6-8. Photocopy the test (pages 127-180) and distribute a aopy toeadh S Allow 45-60 minutes for the test. Listening sateril forthe test is at the end of the Class Audio Program. The Test Audio Scripts snd Answer Key start on Optional activity: True or false? Time: 10-28 minutes, This activity practices making descriptions, 1 Explain the activity: Ss write six statements about themselves four should be true and two false 1 Ss form groups and take turns reading their statements ‘aloud wl othors try to exees which are true and which are false.Wh: des Ne Tak ike? This uni introduces woys 0 describe ‘people's physical appearance and to identity what they are lng ond wearing. i pracicas questions and stotements for describing people ond presents moditrs HE) WORD POWER appesrance ‘This exercise presents words and expressions used to eseribe people's hysical attributes, 1 Books closed. As a quick warm-up to this vocabulary: ‘balding exercise, ask a few volunteers to stand wp ‘Then use the vocabulary from part A (and additional ‘words and expressions of your own) to describe each volunteer’ height, age, general appearance/looks, and hair, like this: 17: (standing nest to Sean) Sean, you're medium height ~ about five feet seven, right? You're young and good- Tooking. You have short black hair and brown eyes Alternative presentation Preparation: Pind some color pictures of famous people in magazines or newspapers. Bring them to class to use during the warm-up activity A ‘© Books open tolook at the pict the vocabulary for few minut and to swdy 1 Present the vocabulary by pronouncing exsh ward or phrase. Ss repeat. Then start at the 1op left again and mode! how to use each word or expression in a sentence 5 lok at the picture and repeat the sentence fone —for example: Ts Height: £7. is short, Dustin Hafan is fairly short. Marilyn Monroe was metiom height. John Wayne was pretty tal Frankenstein is tall Age: He's youn She's mile aged. He’ elderly “Look: He's handsome. ‘They're goot-voking. She's pretty, Hairs She has straight black bi He has curly red hair ‘She has short blond hair She has long brown hair. He's bald, We has a mustache and beard 1 Explain that handsome usually refers to men and pretty te women; however, good-looking ean be used to describe both eexes. Also point out that the adverbs fairly and pretty are used to give the modified word a less strong meaning (€.» He's fairly shoct.= He's short, but not very short./He’s pretty tall = He’ tall, bt not very tall.) 1 Now Ss work alone todo the task: They need to add three more words or expressions. Walk aruund the clase and give help as needed ‘Ss compare their responses in pairs or small groups ‘To check $s" answers, write these sis categories on the board: Height Hair ype Age Hair color Looks Other ict Se’ answers one ata time. suggest which category is best for each one, and write it ‘ext to the appropriate heading an the board, Tell Ss to write the words and phrases in their notebooks for use in this unit and for foture reference courage Possible answers ght: rather short, very tal, 52° 'ar five feet wo) ‘around sis feet, ges in her his teensitwentieslthities, ld | Cooke evte, beautitul,vsly Hay ‘gelinle: peemed,rediam eth port [a Hoir colar blond, Srunatte, auburn. gray, white Osher: Boas type = athletic, maseviey. heavy, thin, slender; Bye color = black, brown. blue, green ery, hazel 1 Ask each $ to make a sentence using one word or phr=se from part Aor from the ones written on the board. ‘Check that Ss use the correct grammar structures (Note: If Ss have difficulty remembering which pattern toute, refer them to the Unit Summary en page §:10 for examples of structures with be + adjective and Aste noun.) B Pair work Go over the task by reading the instructions aloud, 1 Ss first work individually to fill in the chart. Walk ‘around the class and spot-check Se’ responses; give help as needed. ' Tell Ss to form pairs. Then model the A/B dialog with severa] volunteers. ' Pairs take turns describing ench other as in the A/B ‘ialog. Encourage them to give lively responses when agrecing or disagrecing. 1 Optional: Volunteers form new pairs an eit hack to back infront ofthe class. Find out how well they ean Aescribe each other without turning around. 53Unit 9 Bl CONVERSATION bescribing someone 2G) Tis exercise introduces question and statements 1 dae people ‘Book en Ue he pctre el the scene: The woman ssloking for someone and ie deerbing that person fo hebotdaece 1 Books sed. Pay the audio program, Sten and take oles. Toes ask te tan some comprehenton questions Tike these Who ibe woman looking? (Marin Bok) What des be ook ile? ee about 38, prey tl with red bir) Whete de won name? (dean Tesi) Where irtbe en? (Hee i he resaurant) What he women going sda? (Go and ek for him) had lffeuky anowering sme of the i laa geccan edhe Shad catiay the audio program again. Then let pairs compare answers before checking answers around the class. * Books open. Present the conversation line by ine Explain any new expressions, such a Ym afraid I missed him. = 'm worried tbat he (the ‘person I came to meet) already le. Lav’ssee.=I need to think for moment. 8 few minutes ago = from one to ten minutes” before now ' Ss form pairs and practice the conversation using the “Look Up and Say" technique. Optional: Tell pairs to cover the conversation and look. only at the picture. Then have them try the practice ‘again, this time using their own words, EB GRAMMAR FOCUS auestions for describing people BP thie os abestions ar appearance Vote Not lary presented bere hat already been pracsoed is Execute 1 end 2 in this ere) to present the questions and Ss cepeat ge prarcices using Wh- and res/no x18 to deseribe peoples general hair ecior‘length, and height. expressions in his twenties = between the age of 20 and 29, ‘medium length = bereen sort and long. re several ways to give a person's Write these examples on the fue fet to 2s 53 Feet two inches a 2m five fee Sx inches (ta ‘Use the questions in the boxes to elicit responses about, some Sein 1T: What does Sa: Yes, he's in TT: Does be have # beard? ‘85: No, he doeso't T; Does he wear contact lenses? ‘$6: Gee, T don't know. ‘TOR, bow abut... ? What does abe took tke? Optional: Se take turns asking the same questions sround the class. 54 A 1 Read aloud each of the six statements. Then go back to umber 1 and elicit atleast one appropriate question frit 0 the task individually and then compare answers ‘sith a partner. Check answers around the class. Answers How old is your brothes? 2 How tall are you? 45 What color ie dulia’s heir?/What eolor hair does Julia have?’ 4. Does she wear glasses? 45. ¥het does he look like? 6. What color are your eyes?/What color eves do ‘you have? B Pair work ™ Read the instructions aloud to the class, Make sure St understand that they ean write five questions about any’S in the class or five questions about you. Elicit a few questions that Ss might ask and write them on ' Before Ss form pairs, have them write down their five questions individually. Then partners get together and take turns asking and answering each other's questions. ¥ Check Se’ answers around the clase by calling on various pairs te ask you or one of thei classmates their questions, (ote: Ifa S doesnt want t answer a question, tell ‘him/her to smile and say “Td rather not say.") Optional: While checking answers, write on the board any interesting or unusual questions that were given ‘as responses. Have Ss copy the questions into their notebooks.@ wuoisit? ‘This exercise practices listening for and giving descriptions of people, Ae 1 Books open Rea the nsructions vo the clas. Explain thet Ss ned to stn to eat deveion and write he umber 1, 3,34, 0F 5 neath bor Tell the Se these pubers aro based on the aren which he devenpiont tre Heed tin acti orem. a Play the aio program once Sslissen while they Tok Bike picture and wie a mumber each bon Alternative presentation 1 Books closed. Set the sere: Five people ar being Severbed Tel Sot wre down the numbers through Sema veparste lee of paper. Ther St ten and take pias on each person inthe ard the hear each one Doing doveribed: Pay the auno program once, without sopping Stake notes Then Sscompere nit in pars or small groupe before opening the ods tok te pltsre, How nung of poopie Se Ray Correctiy wich hel eey™ 4 Audio se 1 Woscas: I shink Brian's good-loc ‘with dark brown hair ané 8 Biro 2. Mas: Tina's eighteen. She's got pretty red heir — ‘shoulder length and very curly and she always ‘wears interesting glasses, just fo fan He's pretty tal, he. He's about What does he look like? 3, Wonas: Rosie is pretty tall for ber age. She bas long blond hair and wears contact lenses. She just tamed te 4. Max: Tim's about twenty.three. Hes faily short and a Dig heavy. He needs to lose some weight 5. Wonuut: Alice is very tall, and she's got long black bai, She's around twenty-five, Oh, and she's very slim, She looks like a fashion mode. 1 Elie Se! answers around the class, Answers (as pictured from let to right) B Pair work ' Read the instructions aloud, Then vse the example A.B dialog to iodel the activity with one or two Ss. 1 Ss form pairs. Each $ secretly chooses one person to Aoseribe from the class. Then Ss take turns describing the person they chose while their partner tiesto guess ‘who itis, Walk around the class and give help as needed Optional activity: Game ~ What's the question? Se page 117 (oom 8 weitinc In this exercise. Ss practice writing a deseription of @ A 1 Go over the instructions and read the example escription to the class, 1 Se work individually to write their descriptions. Remind Ss not to name the parson they are describing. Go around and give help as needed, B Group work ™ Go over the activity. Model how to do the task with one or two groups. 1 5 form small groups and take tars reading their escriptions aloud. After each description is read, other Sein the group try to guese who ie being described, Optional: Have each group vote on which description was the best or the most interesting, Then that description is read by the writer to the whale class. How many Ss can ‘guess who is being described? ZF workbook For homework or a8 in-lass work, Ss complete Exercises 1-5oon pages 49-51. Use the Workbook Answer Key on page 163 in this Teacher's Edition to check Ss! answers “whenever convenient during the next class, Optional activity: Is this me? Time: 10 minutes. This provides additional practice in escribing people 1 Ss write six statements about themselves — four thet are true and two that are false ' Ss work in groups and take turns reading their statements. If aS hears a folse statement, he or she says "Palse!” and then gives the correct information, ike ths: St: (reading statements) I'm pretty tall. have straight black hair. ‘2: False! You don't have straight black hair. You have carly black hair, Si: You're nigh! OK, my eyes are green. Thave a mustache, I'm wearing jeans, I'm in my twenties. 83: Falee! You're notin your twenties. You're 18! 55ctl Tl SNAPSHOT thirty years of fashion ‘Thie graphic introduces the topic of clothing and changing Sashion styles, As a quick warm-up, find out how miuch Ss know ‘about the entertainers in the photos on the left and on isthe decade that includes the years 1951 through 1959, Ask "What does the 1970s mean? Which decade is itnow?™ ' Pronounce the new words and have Ss repeat. the right: * Go over the four questions. Decide how you want the Left: Marlon Brando(192¢-)= U.S. movie actor (coea herein the 1954 film The Wild One) ‘lass to work ~ individually, in pairs or groups, or as a whole-lass activity; then instruct the class accordingly. Right: John Travolta (1954) = U.S, movie actor 1 18s worked individually, let thee form pairs or (soea herein the 1977 film Saturday Night Fever) 1 Read cloud the Snapshot ttle, Bxplain that the 1950s sroups to compare answers. Then elicit responses around the dass. CONVERSATION teentitying people ‘This co=vercation introduces modifiers with participles, ' To incroduce the topic of this conversation ~ asking ‘about and idensifiing people at a party ~ ask the class: ‘Do yo: often goto parties? What kinds of people are Audi there? Do ou avose knew even? you eo fre afer souareie? Have you ever gone fo party lane? How was i? flow Gia you tee peopl bers? Age * Bosks closed Set the scene A man Raoul comes toa pary slone. s0 a friend iSarahi is telling him about peo- ple he Goesnt know, Write these questions on the board: ‘argaret?_ (She coulda't make it She wen: to a Does. 37 know anyone at the party? (No, she doesn't.) “ci ag ¢ she? She’ the tall one in jeans.) Wheres she? (She's standing near the window.) the audio program once. Check Ss" answers to the ‘questions on the bssrd ' Books open. Play the audio program again while Ss Took ax che picture or read along silently. Present the conversation ine by line. Explain new expressions: God to see you! = Tm happy to 8ee you Ob » an exciamation ced wo express various emotions, 7), or pleasure (Ob, I ike vo» ‘here, the past af cam’ wasn’t able to make it = come or g0 somewhere; do something 1 Se practice the conversation in pairs. Bap © Ask nome questions ie thas abou the people in the pre Wich ones Sora Rasa? ‘What thle tun/ornan wearing? 56 ¥ Go over the instructions. Pronounce the names ofthe four people. Explain that lobe! means “write the names ofthe people in order to identify therm” 1 Play part B of the audio program. Ss.do the task. seript ’ ‘Sanase Let's see. Who else is here? De vou know Kevin Phillips? He's really nie. Raat: No, I don't. Which one is he? ‘Sau Hels over there, He's the one wearing white slacks and Raout:.. and a yellow polo shirt? ‘Samaté That's ight. And chen there's Michiko Sasaki ‘She works with me atthe off. Raol1: Oh? Which one is Michiko? ‘Sante Oh. Michiko's the very pretty woman in black pants and a green pullover sweater. She's wearing gasses. Ruod Oh Le er. Shes the one ting a Kevin, right? ‘SaRax: Ubu ‘RAOUL: And who are those two people dancing? ‘Sanat: Oh, that's my bestfriend, Her name is Ross, ‘Rosa Ramirez. She's really nice. ‘Raov: Yeah, and she’s very attractive in that. purple dress. ‘SARAH: Uh-huh. And she's dancing with John DuPont, her new boyfriend, RAOUL: John is Rose's boyfriend? SaRAst: Yeah. Sory, Raoul Raowa: Oh! Geg,theyrerealy good dancers, aren they? Sana Ye Gide vou wane 0 AGG Ui Sarah? Pim Sorry, but which ones Judy ‘36uin? laughs) 1 After Se compare answers in pairs, check answers around the class Answers (os pictured from left to right) Rose, lain, Micha, Kevin 4What does he look like? FE] GRAMMAR FOCUS vwoditiers with participles and prepositions ‘This exercise reviews Wh-questions and presents modifiers with present participles and prepositional phvases for descriptions; it also introduces the definite Erticle the + noun and reviews the pronouns one/ones 4 participle ending in ing is known as a present participle. A participial phrase functions as an adjective phrase, which is @ reduction of an adjective cause. i type of phrase modifies a noun, does not contain a subject and a verb, and shows no cense: He's the man who ie wearing glasses. (adjective clause) He's the man wearing glasses. (adjective phrase) ‘Ss need to know how to form a present participle (i., verb +-ing) and where to place the participial phrase in a sentence (Le, after the noun or pronoun it modifies). A prepositional phrase is made up ofa preposition (eg. ‘ith, next to, on) and its object, which is @ noun or pronoun, 1 Use the audio program to present the questions responses in the box. Ss repeat. Then have 2 quick practice by asking questions about the Ss - for example: Who's Sal? Which one is Peéro? Which ones are Lee and Ben” 1 Explain how to form a participle by writing 8 suryeture with some examples on the bosrd wear + ng = wecring dance + ing = dancing ‘You may also want o refer $s tothe Unit § Summary Grammar Extension on page S-6 oftheir textbook Read aloud the first two questions and ‘bee again. Point out thet the participles wearing and talking come after the words they describe (ie. the ‘own rian; the pronoun one) ements in the " Now point out that the pronoun one replaces the Singular noun ma” (or person) in "Which one is Raoul?” ‘The pronoun one functions in the same way in “He's the fone (or man or person) talking to Sarah." Also, ones replaces the plural noun people in “Which ones are the Smiths?” “They're the ones on the couch.” "The definite article che is used when a speaker knows or assumes thatthe listener is familiar with and thinking about the same specific thing or person the speaker is. talking about. Present these contrasts to help explain this difference between alan and the Indefinite article a: He's g man. (not a specific person; he is one man out ofa whole group called men) Definite article the: He's the man +... (a specific person, e,, the man/one/person who is wearing certain clothes or doing something in particular) If necessary, explain what a prepositional phrase is by ‘writing this sentenge on the board Shes the one with the short black hair Blicit some other examples and write them on the board A ¥ Go over the first statement and the example answer to explain the task. After Se work individually to rewrite the statements using modifiers with participles or prepositions, have them compare answers in pairs. Then elicit answers around th Answers 1. din is the tall guy wearing glasses 2. Bob and Louise are the good-looking couple talking tovimn 83. Lynne is the young woman in the T-shirt and jeans. 4E Maria isthe attractive woman sting tothe left of Carles, 55. Tom isthe serious looking person listening to Maria B Pair work 1 Model the task by completing one or two questions with several volunteers. Then Ss work alone to write their tuestions, Walk around the clas, giving help as needed, Check Se' questions before pairs work together. 1 Se work in pairs to take turns asking and answering their questions. EE) PRONUNCIATION contrastive stress ‘This exercise practices the use of stress to focus on contrasting information in statements, Ach 1 Play the audio program once or twice; Ss repeat. Pont lout the strese in the contrasting words, is, the words in bold type Bap * Go over the insrutions Ss circle or write a test mack (7) over each word they think should be stressed. ' Play the second part of the audio program. Ss check and correct their guesses. Check Ss’ answers before they practice the conversations in pais, Answers 41.A: Is Rose the one sitting next to Kate? B: No, she's the one standing next to Kate, 2.A: Is Brian the man on the couch? 'B: No, Brian's the man behind the couch, 87units Hl) READING Hip-hop fashions ‘This text explores a clothing trend popular among teenagers around the worl in the exercise, Se sean for key wards in order to match pictures to specific vocabulary in the test 1 Books closed. To introduce the topic of current or “hot” ‘new fashions, read aloud the two pre-reading questions at the top about clothing styles and “dressing up" or "dressing down.” Explain that dress up means “to wear nice, expensive, new, or formal clothes," and dress down means“to wear old, worn, comfor:able, or easual ‘lothes.” Elisit Ss' responses to these questions around the class, Alternative presentation 1 Write che two questions on the board Then give Ss ‘about five minutes to work in group to talk about them. When time is up, ask the groups to summarize their ‘main idees and to present them tothe rest of the class A 1 Books open. Ss read the passage and try to guess the nge of any unknown words. Tell S¢ to circle or au any words whose meanings they ean guess ' Go oxer the article and explain any words Ss don't know fr can’t find in the dictionary ~ for example: beat» strong bass rhythm Iyries = the words in a song Toose-fi Bey, not Hight Flannel =a kind of soft cottn fabric Parogroph 2 “African Americans = black Americans whose families originally came from Africa Detroit and Chicago = two latge cities in the midwestern region ofthe US. influenced = had an effect on mixture = a combination of things Sensation = excited interest Paragraph 3 . Pride and joy = something or someone very special PP toa person . i. Mickey Mouse, Snoopy cartoon characters 1 Assign this artice as a homework assignment Te Ss to read it and to look up any difficult words and expressions in their dictionaries. Go over the labeling task. Model how to do the first two items, like this: Tell Ss to look at the frst two pictures ‘Then ask some questions ~ for example: ‘T; What type of clothing is this in the first picture? CiaSS. (snomer gives in text) Boge Jeers. 'T: Right, Now how about the nest one? What are these called? Si: Black pants? 58 ‘T: OK. What else are they calles? 'S2: Jeans? I think they're tight black jeans, S3: They're called Levs, right? IfSs aren't sure what certain things are called in the pictures, tell them to scan the article for the names of various types of clothing that seem to be appropriate and may match the pictures. % As Ss work individually to write down the words for the various pieces of clothing and accessories, go around the class and give help as needed. lan the second part of the task: Ss look at ll ten Pictures again to decide ifa clothing item is a hip-hop fashion or not. If yes, they cheek the box next to the picture; ifno, they leave the box blank. Remind Ss to scan through the artiele again, this time checking to see Meertain items pictured here were also mentioned as being hip-hop fashions Optional: Se form poirs or groups to compare answers. 1 Elicit Se’ eesponses around the class, Postible answers /from left to right) baggy jeans 7 bight Bleck jeans brosn cowboy boots black biking boots fred baseball cap 7 shat 8 sellow jacket with sports logo 7” 2 brown jacket/blazer ‘blouse with cartoon character flannel shirt 7 B Pair work ™ Goover the three questions with the class. Then Se form pairs and discuss their answers to each question. Walk. around the class and give help as needed, Optional: To check Ss’ free responses, call on pairs to share their answers with the class, Optional activities 1 Game - Colorful things around us % See page 14 2 Sentence-making contest X2E Workook ‘Assign Exercises 6-11 on pages 52-54 for homework. At the beginning ofthe next class, have Ss compare answers in pairs. Then elicit anewers around the class for a final check (Anewers can be found on page 153 of the Workbook Answer Key in this Teacher's Edition.)Have QO Ver Cen @ camel? This unit helps $s expand thelr... = bit to tlk about post events ond experiences. introduces the present < perfect with oleady andyet,olong with regular and inegulor post IB SNAPSHOT Unusual ways to spend time ‘This graph presente some interesting facts about 1e in various places around ‘unusual waye to spen the world, (Note; It would be helpful to have a world map for this activity) Books closed. As a warmvp, have a brainstorming activity with the class by doing one ofthe following: (a) Ina heterogensous class: Introduce the topic by brainstorming like this: sk the Ss to think of one interesting or unusual thing thaccan be done in their bhometouens or cities, Have Se write their activities on ‘the board, but tell them not ty include the location Brainstorming on interesting or unusual activities = go to Staniey IVarket ond look for seme bargoins = sit the 3 = ste 0 Be ‘Then read sloud each activity and atk the class questions like these: “Where ean you do this?” or “Where fs this possible?” Elicit suggestions; then ask wrote it o give che correct answer. oy Farm EA CONVERSATION Going out trnduces the present perfect for referring ein the past. This exercise 0 indefinite ev AG Boake closed. Sx the sane Two fiends are talking bout poste things tod that vig, White sme jr tnening Goes ete gt Ure ber We te wc en here eave What cyt she ang? Chew Orlane) oe she wont to do something tonight? Te, she does) Whee hes she ben abeady? (To several jae bs nd twice on evening verboat tours) Whee to they decide 2 go? (othe theater) the frat prt ofthe auto program, S take notes, Then cheek Se answers othe questans ot te beer = Books oper. Play the audio program again, pausing Present the cnvereron ce by ine, Allow ost vepeat i they wish. Explain any new voabulry ‘New Orleans =a sity and port on the Misiaspsi River in the southera U.S state of Loulsiana riverboat tour = 2 short eraise on a boat with a fat ‘etzor, hich often has a paddle wheel moving it throogh the water 1 Se practice the converstion in pairs, (bo) In.a homogeneous class: Broaden this brainstorming activity by allowing Ss to choose an activity from the hometown, cities, equntry, or somewhere else they have ue the activity as visited or read about, Then eon escribed in (a) above. 18 Books open. Ss read the information in the Snapshot ‘without using their dictionaries. Check if there are any words that Se can’t guess even after looking at the photos provided on the page. Point out or ask for Volunteers to indicate on a map the four places 8 Singapore = the capital of the tiny island-nation of the same name, located in Southess! Asia New York City. ortant city jn the northeasters region of the U.S New Zealand = a neighbor of Australia, located in the ouhwestern Pacific Ocean Réunion = an island inthe Indian Ocean ‘Then $3 work individually ' Read each question alow ave sem form answer the questions. Whe Pairs or small groups to compare information Bae * Go over the instructions and the 899 play part B ofthe audio program, tions, Then Audio seript Box orrice: (phone rings; picks wp) Thank yeu fr calling the Saenger Theater. How can {help you? ‘Teo: Um, whav’s playing tonight? Box price: Tonight is the final performance of The Mousetrap. ey ‘Tap: The Mousetrap. That's a mystery, is’ it? Box oFrice: Yes, itis. ‘TeD: Great! Llove mysteries, And where ace you loatted? Box orrice: We're at 148 North Rampart Street. ‘Teo: How do you spell the street name? Box orrice: Its RAM-P-ALLT. ¢ ‘Dep: So that's 143 North Rampart Street. Oh! Do you __.! still have tickets? 2 Box orFice: Yes, we do. ‘Teo: I like to reserve two tickets for tonight 4» Elicit Se answers around the class, Answers 1. The Mousetrap is playing, 2 It's at 143 North Rampart Street, 59Unit 10 FE} GRAMMAR FOCUS Present perfect; already, yet G4} This exercise practices the pretent perfect in questions and responses with elready and yet; it also introduces regular and irregular past participles. ‘The present perfect exprestes the idea that something happened (or never happened) before now; the time in the past ic unsperified and unimportant. The present perfect can also show the repetition of an activity before now ~ Again, the specific time is not important. 1 Pat Figure 10.1 on the board to visually show Ss the to situations in which the present perfect is used: The present perfect A ore event ~ the specif {ire is not important) a er cleaned your room (yet)? (okeody) cleaned it Present Howe Yes, Ie repeating events ~ the ypaiie Present tires isnot import) as ue sizined my room twice this week Figure 10.1 Play the audio progam to present the questions and svatements in the box. Ss repeat. Explain how to form zhé present perfect: Use the vero hace = the past parciciple form of a verb. Play the audio program te present the regular and irregular past participles in the box along with the contracted forms ‘Tell Seco refer to the appendis at the back of the Studen's Book for a lst of additional irregular pest participles wheneve- needed, (ote: Se will practice using the present perfect + eves slong with a review of the past tense in Exercise 5 on page 62.) 1 Doa quick drill around the class by asking questions ike these to elicit S? responses in the present perfec: fave vou been to... '¢.¢..a concert) lately‘vecently vis past month? Have you seen... (eg., Star Wars, Baywatch)? Has Carlos been to... (eg, Disneyland, the Grand Canyon, Perie, Haw yoo dane "yee homework, any ecercies © Optional: Go back to the two diagrams that you put com the board earlier. Ask Ss to suggest additiene? examples. Ifa 5's suggestion is grammatical, ask thet S to write it under the appropriate diagram on the board A ' Read the question and the instructions aloud, Present the useful expressions. Mode! how to use these expressions by reading aloud the examples for umber 1. 60 ' Ss work alone to complete the task snd then compare answers with a partner, Check Ss’ ancwers around the class. Possible answers 1. T've cleaned the house once/twnce this week /I haven't cleaned the house zhis week, 2, Ive made my bed seven times/every dey this week./ haven't made my bed this week. 43. Tve cooked dinner every day/four times this week./ Thaven't cooked dinner this week 4.2ve done laundry once/twice this week /T haven't done laundry this week. 5.I've washed the dishes every day/fve times this ‘week /T havent washed the dishes this week 6. Te gone grocery shopping once/twice this week./ Thavent gone grocery shopping this week. B Go over the instructions. Model the task by doing the first item with a volunteer, with you asking the ‘question. Then Se work individually. Encourage Ss to _use contractians io their answers, Go around and give help as needed. » Elicit Ss' responses to check answers around the class. Answers 1. Yes, Pve already been to aerobies class four times. 2.No,] haven't had the time, 4. Actuslly. haven't seen any yet 4. No. Pave’ gone to any parties for a while. 5 es, hve already made three calle, 6.Tive eaten at fast-food restaurants a couple of times 1 Ss form pairs and practice the dialogs C Pair work # Show Ss how to give zheir own information in this task: by having ehe cass ask you some of the questions in part B, Then have pairs do the activity together. Walk. around the class and note any problems that Ss seem to be having, When pairs finish, go over the problems and their solutions with the whole class. # Optional: Asa follow-up, atk pairs to share with the restof the clas the most nerenting or unusual Optional activity: Chain story A terrible day! See page 119, XE wotooot For homework or as in-class werk, Ss complete Exercises 1-4 on pages 55-67, Use the Workbook Answer Key on page 28¢ in #s Edition 1 check Se ancwers whenever convenient during the next clas.Have you ever ridden a camel? EA CONVERSATION pescribing events ‘This exercise introduces the differences between present perfect and the past tense; it also presents the ‘adverb ever when used in Have you ever... 7 Ach * Optional: Books tote, Ask the is How was your weckend? or Hove you cver ben to Las Vas oF ‘ante City? ote: Both American ets are pol fanbling centers where he larg hay hotels also Fave cob where fanous entertainers fe Pformances) Ifa S snowers i was great Fre been there encourage the rest the last ak auutGona laf tore ndoation 1 Books closed. Set the scene: Two friends are talking about past experiences, Play the audio program; Se only listen 1 Books open. Draw Se attention to the picture and present the conversation line by line. Explain any ifficult vocabuleoy. = practice the conversation in pairs. B Use the questions to stimulate a class discussion on magicions that Ss have seen, Have Ss take turns telling the class when and where they saw a certain magician. Ed GRAMMAR FOCUS Present pertect and past tense GB This exercise practices the use of the present perfect foram indefinite time in the past andthe past tee fora pectic event inthe past The present perfect is used here co refer to events that cceurred within atime period beginning the pact and Centining up tothe presen cr, the present perfect is cred for the- indefinite past" Far txamle, “Have you ever Seems magic show” als niplig-at any time i soar \eeime."In contrast, the singe pat describes speite event completed in the past ai “Tes, [sn 8 Maye show 1 Pur Figure 20:2 on the board to vitally show $3 the éifference between the past andthe present perfect 1 Ask Ss some additiona? questions beginning with “Have ‘you ever...” Then let Ss take turns asking one ‘another similar questions around the class, A Go over the instructions, Model how to do mumber 1 ‘vith the class, Then Ss eamplote che task individually, fr the whole class ean do it arally as @ chorus © ITS do the task alone, let them compare anewers in Pics; or they ean check their own answers by using the irregular verb list in the appendix atthe back of the Student's Book 1 Check Ss’ answers around the cass. 5. The post tense Present Answers Post event 1A: Have vou ever gone ckiing? cea oe yean B. Yes, [ have. I went skiing once in Colorado, sv a magic show 2. Have vou ever lost tomething valiable? BL No, Thaven't. But my brother lost his eamera on 3. The present perect with ever 3 tip ance. om. vor buuh tothe Present 8.A: Have you ever gotten a trafic ticker? ‘ B. Yes, [have. Once I got a ticket and had to pay $50, —_— 4A: Hawe you ever seen a body-bulding competition? Present perfect = sometine i your life i you ever seen @ mag Yes | have//No, | havent tthe present perfect can introduce a tapie (eg, Have you ever seen a magic show”). However, if sve continue to talk about the topi ie, the magie show), we use the past tense (e., I saw it last year) ‘because the topic now refers to & definite event and time in the past. 1 Use the audio program te present the questions and responses in the box; Ss repeat. Model the correct stress with ever in “Have you ever seen a magi show?” B: Yes, Thave. saw the National Champ his year 5.A: Have you ever been late for an important appointment? B:No, Thaven't. But my sister was 30 minutes late for her weading! - Se practice the dialogs in pairs, B Pair work 1 Model the task: Ask several Ss the first question in part ‘A. Then pairs do the task together, asking the questions [rom part A and giving their own responses this time, 61Unit 10 [I PRONUNCIATION teve ‘This exercise practices when and when not to reduce have Ah 1 ley the audio program one, Se only iste, Point out the reced form ove Ihe in the gvstons and is Full fora fv? on Phare in the short anowers 1 Play the audio program again. Sli and repeat, B Pair work 1 Go over the task: Ss work individually to write fou ‘questions of their own like those in part A above, W around the class, giving help as needed, Ss form pairs and take turns asking and answering ‘heir questions. Remind Ss to pay attention to the pronunciation of have, E@ LISTENING Gf) This exercise practices listening for key information 1 Books closed, Explain the situstion: Two friends are talking about some things they have done recently. Play the eudio program once o twice: Ss only Audio seript Kant: So, larice, what have you been up to lately? Canuck: Ob, well. tried a new restaurant last week ‘The Classical Cafe. Have you ever been there? Kamu: No T haven't Where ite? ‘waiters. They sing! Kanu: The waiiers sing? You're kidding! Cuanicr: No, they're really terrif! Kant: Pve got to go there Cuasace: Yeah, you shoula, Karl And what shout you? Have sou done anything interesting letly? Kanu: Oh, well, Twent mountain climbing last month Cuasice: Realy? Ive never done that! KARL; Well, Iwas in Switzerland, Chatice: You went mountain climbing in Switzerlang? ‘Kanu: Yeah, Ie was really exciting! Of course it was ‘angerous, but | enjoyed it lot, ‘Cuakice: Wow! I'm impressed! 1 Books open. Play the sudio program again. Se listen and ‘complete the chart. Peint out that Ss eed to write only key words and phrases ~ not full sentences, Check Se answers by asking for volunteers to write their responses on the board in chatt and note form, Answers Why he/she liked it Where helehe went Clarice ‘The Classical Cafe wonderful; food great; prices reasonable: waiters sing | Kort mountain cimbing really exciting wn Switzerland EE WORD POWER colocation ‘This exercise practices collocation with verbs and nouns; those cellacations will be used in Exercise 9. A ‘= Bxplain the task. Read alovd the words in the list ‘and the verbe in the box. Se repest, 1 Explain any new vocabulary. Alternatively, you prefer, have Ss use their dictionaries. bright green flesh; Chinese gooseberry rice wine = an alcoholic drink mede fom the seeds of ‘Hee plants ote called soke 1 Model how to do the frst item in the chart, Then Ss complete the task individually. Give help as needed. If time permits, have pairs or groups compare answers. ‘Then check ansivers around the class. 62 Answers climb abil ‘a mouatain drink goats milk Flee wine oie ra truck at howifrait raw fish lose yourkevs your wallet ride camel ‘s motorevele 1 Model the cask by writing on the board the past participle form for the first verb listed in part Climbielimbed. Again, Se work alone to complete the task before comparing answers with a partner. Check Se’ answers, or tell the class to look at the lst of irregular past participles in the appendix at the back of the Student's Book, Answers Climbiclimbed; drink/drank; drive/driven; eat/eaten; Tosellost; rideriddenEa HAVE YOUEVER...? ‘This isa fun information-exchange activity that gives Ss ‘an additional opportunity to practice using the present perfect and the past tense A Group work 1 Read aloud the instructions, Then model the A/B dialog with several volunteers, using the words and phrases in Exercise 8, part A. Have you ever ridden a camel? groups, Ss take turns asking one another their (Questions. Remind everyone ta take notes on their classmates’ answers during this activity; these notes will be used in part B B Class activity 1 With the whole class, each $ uses his or her notes to find and then share one interesting thing he or ehe Aiscovered about a classmate during the part A activiy 1 WRITING te never.. ‘This exercise gives Se the chance to describe in weiting a personal challenge and why they would lke to try it A 1 Books closed. Ask the class this question: “What would you like too that you've never done before?” Elicit some. responses and write them on the board as examples. Then ask Ss to give ressons why they are interested in that paniewtar activity 1 Books open, Go over the instructions and read the exarmple parsgraph aloud. Use the picture to define the term whitewater rafting. 3s write a draft of their paragraphs. Walk around the flags and give help a3 needed, Note: Ielassroom time is tight, writing the fi ‘ould be given as @ homework assignment.) Sra B Pair work ¥ Go over the instructions. Read one or two Ss! compositions aloud and then show how to ask ‘aformation, clarification, or details. Explain to the class that the S writer should be king notes and making revisions daring this peer-feedbsck session. ' Encourage Ss to revise their drafts to improve the e.g, clarify ideas, add more information and details, double-check grammar and spelling) Optional: Ask for volunteers to read their paragraphs aloud tothe class. (Wiemann ‘See page 110 in this Teacher's Edition for notes. Optional activities 1 Getting to know you ~ better! Time: 10-16 minutes. This fun activity allows Ss to get to kecir their classmates better by asking questions about ‘heir past experiences, which may inclade some regular ts-tes of experiences along ith some rather unusual ones! w With the whole class, brainstorm some fin and unusual topics, Write as many phrases as possible on the board using past participles, such as: driven in a snowstorm ‘met someane from Russia missed the last train howe ‘raden @ dooky gone to a party alone climbed Mt. Fyi eaten spicy Indian food © Class activity: Ss take turns asking classmates {questions starting with “Have you ever... won a prize gone on @ safari Si: Certos, have you ever won a prize? 52. Yes, Ihave. i won a speech eontest once. Jill, have you ever seen a ghost? 88: Well, I'm not realy sure, but one night I saw 2 Game- Hangman Time: 20 minutes. This popular activity can review vocabulary in any unit; it also allows Se to practice spelling words. (Note: In Unit 30, the focus could beos past participle verb forms.) 1 Ss form large groupe of five or sis. Fach group chooses ‘8 word from the unit. Point out that this game is somewhat similar to the popular TV game show in North America called Wheel of Fortune ™ Groups take tums going to the board, There, one group Graws» hangman disgram and blanks ~ one blank for ‘each letter of the word they have chosen 1 Figure 108 1 Other groups take tums guessing which letters are in the word, Ifa group guesses a correct letter, i is written in the appropriate blank on the board: if itis incorvect, cone part of the bods ie dravn on the hanginsa’s gallows. ‘There are nine body parts, which are drawn in this order: head, neck, leRt arm, right arm, body, lef Teg, right leg, left foot, and right foot. 1 The object of the game is for s group to guess the correct word before the picture of the hangman's body is completed. The group who guesses the word isthe winner and gels to be “it” je, tas chance to be at the board. If there is enough classtime, play unt every trop has won and gotten s chance tobe “it” 63Unit 10 LE) READING taking the risk In the text, $s read about risky sports; they also practice seanning for main ideas, 1 Books closed. Use the pre-reading questians to stimulate a shor class discussion on the topic of participating in risky, or dangerous, sports. Alternative presentation Do some brainstorming with the Se: Write RISKY (DANGEROUS) SPORTS oa the board. Then elicit ‘examples from around the class and write each ‘suggestion on the board, Can Se explain why each of these sports might be considered risky? A ' Books open. Go over the instructions, questions, ‘and chart. Then Ss read the three interviews without ‘using their dictionaries. As usual, ask them to circle, ‘underline, er highlight any words whose meanings zhey * Optionsl: Allow $s :0 wark in pairt or smal! groupe to B Pair work « Read sloud the instructions and questions. Ss form pairs ta discuss their responses, Tell them to check (¥/) the statements in their liste that are the same and to put, fan X next to the ones that are different 1» Blicit some “same” responses and some “different” responses from pairs in order to check Ss’ answers, Possible answers (Acenpt as correct any answer that is logical and grammatically erect) 1.'m (not) going to move to anew ety 2.1 (don’t) plan to get married 5.1 (don't) want to nave a large family. 4. hope te find a job where ean travel 8.18 love to make a lot of mones! 5.T'8 Tike to become very successful i 7.1 love to retire at an early age. 5-10.86" answers will vary EW PLAN on IT ‘This is an open-ended Muenes activity in which Se can sath shout their real future plans or their dreams and hopes, Group work 1 Introduce the task by modeling the correct pronunciation and intonation pattern of each question; 5s repeat, Remind Se that Wh-questions usually have falling intonation and vesine questions usually have rising intonation, 1 Before Ss form groups, have a quick question-and- ‘answer practice with the whole elass, lke this T: What are you going to do after this English course is BI: Gee, { guess I'm gomng to get part-time ub, 'T: Ob? What kind ofjob do you want to get? Si: Wel, I don’t want to work at, .., but I hope to 'T: That sounds good! Allright, Yen, please ask someone ‘else the next question ‘81: Ty, do you plan to study here again next year? Groups take turns asking and answering the questions, ‘Pronirage Se to ask follow-up Questions to get more informstion and ta show enthusiasm and interest in their classmates’ future plans. 100 Optional activity: End-ofthe-class party Time: 15-20 minutes. This activity practices describing. plans for 2 class party ¥ Explain the activity: Se make plans for an end-of-the- clase party. Write these topics on the board Dote Place Menu (food and drinks) Activities Entertainment Report oo big mh nb de wha Ss form group. Tell them to Beainstorm on the tpics get ideas for their class party. Seta time limit of about ten minutes. Go around and give help as needed As a class activity, ask graups to take turns reporting ‘their plans tothe class. Take a vate (through a show of hhands or with secret ballote): Who has the best plan? How many Ss really want to have a party? Wote Consider the Sy’ responses and then tabe it from there.)A change for the bett El PRONUNCIATION Reduced form of to ‘This exercise practices how to reduce fo in statements formed with verb + infinitive t Ace 1 Play the audio program and point out she reduced form of to ta Gt sounds lke “tuh”). Then play the audio again and have Ss repeat several times. If possible, check Ss’ pronunciation individually around the class. B Pair work 1 Read over the task. Point out the four verbs in the examples in part A that Ss can use here 1 Ss first work individually. Then in pairs, they practice the reduced forin of fo while reading their tatements aloud to each other. Walk around the class end monitor Se’ grammatical structures and pronunciation, © writinc ‘This exercise gives Se the opportunity zo write 2 description oftheir future plans. A ' Use the picture and the example parazvash to help explain the task: Se write one or two zaragraphs about ‘what they would lke to do someday. Tall chem to include any changes in their lives tha: they would need to make in order to achieve a parties er goal for homework, 1 Sp write a frst draft - either in clas B Pair work 1 Ss form pairs, Remind them to sit next to each other so they can see their partner's composition. Encourage pairs to give helpfal comments on content (eg., Are there enough details? Should there be more examples? and organization (eg, Does each paragraph contain a main idea in a topic sentence”). Walk around the class and give help as needed. TB ers See poge 114 in this Teacher's Edition for notes. Hi] LISTENING This exercise practices listening for me's ideas about people's Future plans; it also involves taing notes AH * Books closed, Read slo she instr tceve and exlais Ge task, Thon play Se audio promam once Seon ston Audio seript to set the 1. Max: So, what are your plans, Charis? Are you ‘thinking much about the fature? Cnagait: Hmm, not relly. I don't ike wo make plans. ‘Oh, except for one. May: What's that? Caanui: Jaughs) Yesh, Td love to get a Trans Asm ‘Man: Yeab, daughs) who wouldnt? 2. Wows: Do you have plans forthe furare, Leon? Lzpw: Yeah, Ido! I really want to opea my ovn ‘business. So right now I'm taking s course ax running a small business. Wonax: What kind of business? LLEOK: Oh, maybe a sports shop, or something lke ‘that. You know I love sports. But I rant to doit on ‘my own. [don't want to get a big loan from « bank. ‘So I quess it's going to take me awhile ‘Wo: Yeah, But it's going to be worth it! God luck! 8. Wows: Any big plans forthe future, Marie? Would you like to get married soon? ‘Mam: laughs) Ob, no, definitely not That's one thing I don’ plan todo for awhile J want to save my money for the next few vears and buy myselfa lite house. f'm really tired of living with my parents. ‘Weostus: Oh, yeah! Ikinow what you mean. Well, let tne know if you reed a roommate once you get your own place! Masie: laughs) OK, f wail ¥ Becks open. Play the aidio program once more. This time, Ss listen and write notes in the chart, * Ss compare notes in pairs. Then eliit Ss’ responses. Pos Plans fo ‘Doesn't want to LCharlie geta sportscar ~ 2 Leon open own business eta big loan from on his-ovn ‘ba saveher money for get married soon the next few years or live with and buy ahovse parents 3. Mare B Group work ' Read the questions aloud. Then Ss form groups to share ‘heir information. Find out if most group members agreed with each S's answer, 101unit 16 GB READING the future looks bright ‘This article is about three amazing Young people; the exercise practices scanning for main ideas along with summarizing and making inferences, 1 Bocks closed. Write the two pre-reading questions on the board to help prepare the less for the topie how and why people set goals for themselves. Then stimulate short lively discussion on this topie by encouraging Ss (in groups or sa whole class) to give their own responses to the questions. «Present any words that Ss might have difficulty ‘understanding from the context. (Note: This eould be done after Ss read the article instead.) For example: Bolamurati Krishna Ambas advanced training = additional courses or experience ‘na certain Geld (eg. learning to be a surgeon) Catherine Charlion composer =. person wha writes music Jasmin Sethi ‘2 perfect score = 100% correct Diind = unable to see editor = here, che person in charge of planning and ‘ivectng other workers on a newspaper or magazine; ‘also, someone who edits (changes/errecte) another persons writing food collections = asking for cans and boxes af things to eat and then giving them to poor and hungry people A 1 Books open. Ss read the article straight through, ' Read sloud the two questions here and present the chart Tell Se to sean each paragraph again in order to Took foreach person's “interests” (ie. what they enjoy doing) and their “goals” (i.e, what they hope to doin the faeurel. Direct Ss to complete the chart in note form — only with single words and short phrases. 1 Ss do the task individually. Walk around and give help ‘as needed. Elicit Ss’ answers around the class. Answers Interests, Goals 1. Balamurat{ medicine wanted to be a doctor 17; plans to get sel teaithng in 2. Catherine engineering, would lke to design ‘music ‘concert halls or ‘manufacture pianos 8. Jesmin the school wants t» goto top paper, food university; would ollections like tobe a lawyer B Pair work «* Present each question and have Ss repeat. (Note: If any Ss feel uncomfortable about giving personal answers, {just tell thom to make up imaginary goals to talk about, 10a ‘or have them talk about someone that they know well, such 25 a relative or friend.) 1 In pats, Se take turns asking and giving responses to ‘each question. After about five minutes, you may want. Ss to form groups to talk about the questions; alternatively, have all the Ss participate ina lively class discussion during which volunteers ansiver the questions. "= Check Se’ answers if only pairs and/or groups did the task, Possible answers 1. Maybe designing and manufacturing soand systems or recording and acoustical equipment. 2, Yes, Balamuratt needs more time to meture es an adult. for)No, he must be # genius, whieh probably ives him the ability to be a good/eompetent doctor at such a young age. 43, With lots of determination, help from others, hard work, and never ging up. 48 Se"answers will vary Ce Workbook ‘Tell Ss to do Exercises 6-10 on pages 94-86 in the Workbook or assign them as homework. Rave Ss work in small groups to compare answers, Then ebit responses ‘around the class. (Answers can be found on page 160 of the Workbook Answer Key in this Teacher's Edition.) Optional activity: Good intentions Time: 18-20 minutes, This exercise give Ss’ additional practice in talking about their fature intentions 1 Explain the activity: Ss think of some real “good Sntentions”- things they would ike to de but may not actually be able tp. Encourage Se to dream a bit. Write this information on the board Q What are your good intentisns? 1. hgpe te be an interpreter at the Summer Oljpes 2.12 ike to go on a world cruse someday 3 ¥ Ss frst work individually. They should think of three {go0d intentions and write thems down using the verb + Exercise 7 on page 101, ideas, Set a time limit of five minutes. As a class activity, Ss ‘get up and ask as many other classmates as possible the ‘question on the board. When time is up, eall on Ss to report tothe rest of the class on some of the better intentions they heard. (Note: If the end-of-the-class party was planned in Exercise 8 on page 100 of this Teacher's Edition, give Ss ‘some time to make final preparations, or hold the party now.)HEWN OF UC 12-Ta Hh FAVORITE RESTAURANT ‘This exercise reviews describing a restaurant: the cuisine, priees, service, atmosphere, and s0 on. A Group work 1 Explain the task by reading the instructions loud. ‘Then present each question: Ss repeat. 1 Elicit some words that are commonly used to describe a restaurant's atmosphere (e.g. quiet, noisy, elegant, nice, relaxed) and service (eg, excellent, very good, good, fai, ‘poor, terrible), Weite them on the board. Model the activity by using the questions to talk about ‘sour favorite restaurant. like this: T. My favorite place to eat is the Hard Rock Cafe. S1; Oh? Where is that? T- Its downtown on the corner of First and Jones. ‘$2: What kind of food do shey serve? T- Wel, they serve delicious hamburgers end french ‘they have great chicken and rib dishes, too. his uit reviews desclbing a restourani and the | food, and using superlative adjectives fo folk ‘bout poces inact, I aso poctices ascussing.. weetend plons while usin the present continuous ‘and be going to. Final, Ss use various structures to discuss changes in person's if, $8: Does it have a nice atmosphere? Tr Yes, it does. There are lots of interesting pictures and things on the walls, and the musie is really good, too. Si: Is it expensive? ' Divide the lass into groups. Ss take turns talking about their favorite restaurants while others ask questions to wet more information and details. Walk around the class and give help and suggestions as needed, B Class activity 1 Read the question aloud tothe class. Have groups decide ‘on the most interesting restaurant that they talked about. Remind them to give several reasons why. 1 Groups take turns describing the restaurants they chose. Encourage others to ask more questions, especially to find out why the group preferred that particalar restaurant, 4 LISTENING aaa iL lst ke eben proet rajesas 1 Explain the task: Sé listen to esch question and then. check (/) the correct response, Play the audio program conee or twice. $s do the task. Audio script L.MAx: Cou) Ihave a table for two, please? 2 Won Can Iget you anything to drink? 3. Wont: What would rou like fr dinner? 4. MAN: What kind of dressing would sou like? 3. Woman: What vegetable would you like? 6 Max: Would you like dessert? ¥ Ss compare answers in pairs or groups. Then check Se’ lansscers around the clase, Answers 1. Yes, this way, pleane 4 Teatian, please 2.Yes, ll have tea, please, 6 Carvots, plese. 8.Télike'e steak. please, 6 No, Iden't think so. El INTERESTING ADDRESSES ‘This exercise reviews the superlative forms of adjectives vwsed to deseribe places in a cit, A Pair work ¥ To help explain the task, go over the instructions and point out the picture. Then pronounce each item listed ‘ander the three categories; Ss repeat. ‘© Find out which sity isthe most interesting and ‘appropriate for pairs to talks about either the city your school isin or another cty that all the Ss in the class iknow well. Wete the name of that city on the board. 1 Model how to got started by using the example A/B dialog with several volunteers. Encourage Ss to use superlative adjectives during thie activity (eg. 1 think the Sheraton isthe biggest hotel in the city.) 1 Ss work in pairs and take tums atking questions about certain places in the city. Tell Ss to write down their ‘answers for use in part B. Give help as needed. B Class activity Compare Ss’ answers eround the class, like this: Write the three categories from part A on the board. Then tell pairs to choose their three most interesting sentences — ‘one for each category ~ and to write them on the board under the appropriate headings. Tell Ss that duplicate statements are net allowed. 103Review of Units 13-16 Q& THE WEEKEND "This exercise reviews the future with the present continuous and be going t. Pair work 1% Read the instructions aloud. Present the phrases in the box and have Ss repest. 1» Se do the activity in pairs, Walk around the elas and note any difculties Ss may be having. 1% After about five minutes, go over any grammatical structures or word choices that Ss had trouble with Optional activity: Charades See page 121 EQ) ROLE PLAY inviting a friend ‘This role play raviews calling a friend on the phone to invite him or her to go out. (Vote: To make this role play more interesting and realistic, tell the Ss the éay before this activity is planned - to bring to class the ‘entertainment setion from a daily Bnglish-language newepaper or current city guide.) A Pair work 1 Use the picture to help explain the role play: One friend calls snother friend and invites him or her to go out and <0 something fun, (Now: Assure the dass that this activity is just a role play. $5 should have fun doing it land not worry about making areal “date” with a classmate.) 1 Point out in the example dialog that A is the person being called (‘the callee") and B is the person making the phone eal ("the calles"| Thea model how to use the 4B dialog with 2 S, Hold an imaginers phone in your hhand while sitting back-to-back in front of the class S=A;T= Bu A: ‘phone rings and caltee picks it up) Hello? B: Hi, (eallee’s nome). This is. .,realler’s name) At Ob, hil B: Say, are you doing anything on Friday? Oh, yes. Tm sorry. im going to be busy on Friday. ‘Well, how shout Saturday? Are you doing anything then? No, What would you like to do? Let's see that new Harrison Ford movie. It's playing at the Varsity Theater downtown. Everybody says it's really great! 4 Jove to! What time js the show? Uh, it starts at 25. ‘And where do you want to meet? How about in front of theater at OK, See you on Saturday then. Bye! Bye-bye 1 Ss form A/B pairs and sit back-to-back (if possible) while they: do thei rele nlay phone conversstion. (Note: If Ss brought newspapers or city guides to class, eneourage them to use them here.) Go aroun the class and givehelp as needed, we we ee wewe B Pair work t= Hove pairs change partners and voles and do the activity again Optional: Volunteer pairs perform the role pl of the class, front FRR INTERVIEW ‘This exercise reviews ways to ask sbout and deseribe changes in a person's life while using a variety of verb Conses and structures, Explain the task by reading the instructions aloud. ‘Ten model each question: Se repeat. 1 Optional: Elicit additional questions Ss may want to ack each other. Write the more interesting oF unusual fones on the board for everyone to use. Note: This activity will work best if Ss are paired up with classmates that that they don't know very well.) ' Se work in pairs and take turns. Bach 8 uses the given ‘questions along with questiane of their own ~ to intarview the other. Walk around and give help as needed. 104 B Class activity 1 Tell Ss to spend a minute thinking about thres Interesting things they learned about their partners: ‘Then Ss share their information with the rest of the Test 4 ‘See page 122 in this Teacher's Buition for general instructions on sing the tests. Test 4 covers Unite 13-16. Photocopy the test (pages 135-198) and distribute a copy ‘to each S. Allow 45-60 minutes for the test. Listening material for the tests is at the end ofthe Class Audio Program. The Test Audio Seripts and Answer Key start on page 139 of this book,Be TS GETTING TO KNOW YOU ‘This communicstive activity draws upon the structures ‘and much ofthe vocabulary presented in Unit 1. Ss will enjoy finding out more about their classmates while “sharing some interesting information about chemselves. 1 Books closed. As a warm-up to this activity, ask for & volunteer to come up co the front ofthe class and sit in the “hot seat.” Ask the class questions like these: 1 do you know about ts hissher nickname? Chat’ hisher family name? Whatl histner middle name? Where is he she from? What foreign languages does helshe speak? (stodent’s name)? ‘Then ask the 5 in the b sest questions like these What is your father’s frst name? What is your mother’s name? Are you named after a family mi ve you good with names? A Class activity 1 Books open. Use the slezures'to help explain the activity Go over she chart by reading aloud each “Pind someone who... "satement. having the class repeat each accompanying goestion after you * Optional: Find out how much Se know about the Famous people in the pic-ures: Tom Hanke in the first picture and Magic Earvin) Johnson inthe third. (Note ‘Tom Hanks [1956-):= a TS. actor known for his roles fn such filme a8 apolio 13, Forrest Gam, and Philadelphia, for which he won the Academy Awar best actor. Magie Johnson [1959-]is « popular U.S. athlete who played on the Los Angeles Lakers basketball team for twelve years before announcing his retirement from professional sports because he was infected with the virus that causes AIDS; Magic now devotes much of his time educating young people on the prevention of AIDS.) 1 If necessary, model how to go up to one S and ask some ofthe questions in the chart until his or her name can’ bbe written down. Then move on to another S and azk a few more questions 1 Remind Ss not to write the some classmate's name mare than once; in other words, ence an interviewee's name has been written down in the chart, the interviewer should move on to another classmate Have Se get up and move around the slse, Set a time limit of about ten minutes, Walk around the class and give assistance only ifchere is communication Lbreakdown, Nove sTthere are any grammar or vocabulary problems that Ss continue ts have. Co cover these points afler Ss have completed part B B Pair work 44 Ss form paits and compare their information, ® Optional: As 2 follow-up, elicit the most interesting piece of information that each S found out about a classmate. ‘This fs an information-eharing activity where Ss discover some facts about their classmates' routines by acking simple present Wh-questions A 1 Use the art at the bottom of she page to introduce the topic here - what time people do things each day — and to review the expressions that Ss will be using in this activity Point out that thie communication activity gives $s a ‘chance to learn more about their classmates. Then read loud the phrases in the chart; Ss repeat, 1 Tell Se to work individually to write down true times from their daily routines in order to complete each statement in the chart. Set a time limit of about two minutes, COMMON GROUND B Class activity ' Model the correct pronunciation stress, and rising intonation for the question “What time do you..." along with each of the sx phrases in this chart. $s listen and repeat. Go over any new vocabulary inthe chert, such as breakfast = a meal esten in the morning as the first meal of the day inner = the mein meal ofthe dey, usually eaten in the ‘evening between 6:00 and 8:00 8. in the U.S. and Cenada 1 Explain the task: Ss go around the class to interview five eeudents, one at a time. Aer they write down a S's fname, they should ask all six questions starting with “What time do you..." Remind Ss to il in the time in the chart for each response the interviewee gives. 105Interchange Activities 4 Set atime limit of about ten minutes, Walk around the elase and give support ar advice ae each pair's conversation warrants C Class activity 18 When time is up, $s sit down and compare their own answers (in the part A chart) with the answers ofthe SWAP MEET ‘This role play practices asking about things for sale and responding with short and appropriate answers white trying to bargain, A = Set the scene by explaining the term swrap meet: In many cities in North America, people try to sell new 1 sed things to the public by bringing the items to a Gerignared place (eg, a ethool o stadium parking lt * Optional: Ina heterogeneous class, find out which Ss come from countries where swap meets and bargaining are common events ™ Go over the pronunciation of the items pictured on the (op half of Student As'and Stodent B# pages. Have Ss repeat. ¥ Divide the class into pairs and assign A parts. Show hhpw te write down a suitable price for the first object on ‘cach list, like this: ‘Tall Student As, what's a suitable or fairs price for tome used binceulsre? SL. Hmm, Meybe $20? 2] think $43.95 is better TT Both are OK. Please write down your awn price for them: here. And do the esme for the other four items, T:Now all Student Bs, what's a good price for an old ‘yerele like the one here? five Ss they interviewed (in che part B chart), Bach S then decides which classmate's daily routing is most similar to bis or her own, 1 Read aloud the example sentences and go over the useful expression¢ in the box. Then call on Ss around the class to share their findings. S3: Maybe $25.59, S4: Wel, $5.00 is fair, think. ‘T-All right. Write down your price on the line, Aleo, ‘write prices far the rest of your items # As Ss are figuring out their prices, walk around the class and spot-check the amounts they are writing ‘own. Do the prices seem reasonable, or are they fantastic? Encourage Ss to be inventive here B Pair work Mode! the example A/B dislog with several Ss, showing that Ais the buyer and B is the seller. Read the definition for haggle at the bottom of the page Remind the class to use linked sounds with “How much isare ¥ Write time limit of about ten minutes on the board. Explain that pairs need to take turns starting the dialog so that each person has the chance to be the buyer and the seller until both partnere are able to buy at least three things. 4 Walk around the class and give heln, porticularls if a communication breakdown seems to be happenit.e Optional: Ask for volunteers to perform one of cheit swap meet transactions in (ront of the class, Alternatively, have Ss change partners and try the activity again EGSSnoes WHAT AN INVITATION! WHAT AN EXCUSE! ‘This exercise practices writing creative invitations and responses and culminates in a fun communicative activity for the whole lass to participate in. Preparation: Each S will need six blank cards for this all cut to the same size (about $9) A 1 Go over the task and the three examples in the book, 1 Tell Ss to look at the picture of the young man at the bottom ofthe page. Ask "Which ofthe invitations ‘matches his situation?” (Answer: The first one) 1 Blict suggestions for similar kants uf invitations. Encourage Ss to think up invitations to interesting, ‘fans, or unusual events or sori activities. 1 Ss write out their three invitations ~ one invitation per 106 card. (They don't need to put their names on the cards.) ‘Walk around the class and give help as needed, B acceptance and two refusals ~ one per cad 1 Elicit suggestions for other waye of accepting en invitation. Point out thet there should be both an expression of interest or a direct acceptance along with ‘question about a time, day, or lace to meet. * Go over the refusel cards in the sere way. Encourage Ss to suggest silly or unusual reasons for refusing an. invitation, = Tell $s to look at the picture at the bottom of the page . of the young gir! holding the bird eage, Ask “Which ofthe refusals matches her situation? (Answer: The first one) 1 Ss write their throe response cards. (Again, there is no need for Se’ names on the cards.) Wall around the class again and give help at needed, C Class activity 1 Read the instructions aloud to explain the activity ‘Then collect the $s’ invitation cards and put them facedown in one pile. Do the same for their rexponse cards and put them in another, separate pile. ' Mix the cards in the invitation pile and put thers facedown on 2 desk at the front of the classroom. Then mix the response pile in the same was, placing this deck on a separste desk 1 Ack each $ to.come up and take three invitation cards land three response cards ~ for a total of six cards. Tel Interchange Activities ‘them to sit down for a few minutes to read the cards ‘they took. (Vote: If any Ss got three refusal cards, find ‘out which $ or Ss have more than ane acceptance esrd ‘Then help them switeh cards so that each Sends up having one acceptance and two refusal cards to use as responses during the activity) ' Borrow a set of cards from one $ and model the task ‘with another S or two. Encourage Ss to get ss many acceptances to their invitations as they ean within a time limit of ten minates. 18 Now tell the Ss to stand up and walk around the class. ‘They should take turns extending invitations and responding to other people's invitations while using their six eards, Go around the class, giving help only if there seems to be a real breakdown in communication, After the ton minutes are up, find out whose invitations received the most acceptances. FAMILY FACTS ‘This enjoyable communicative activity reviews and practies the language and grammar studied in Unit 5 to ask follow-up questions of their own real information about their classmates, Ss are encouras tofind out mor ‘Note: Let Ss knows that if they don't fee! comfortable ‘answering the questions with real information aboot thsir families. they ean just make up other responses or answer with "fd rather not sax”) 1 As @ warm-up to this activity, ask the class to look at the photos. Encourage Ss to ask one another questions around the class, ike this: ‘T Look at the middle photo. Please ask a question about it, Kendra. Si: Where does this family live? Lee? $82: They live in Africa ‘T: Yes, Now ask another question 82: OK. How mane are there in this family? Sita? '83: There are four in the family. Greg. are these the ‘grandparents? 4: No, they're the parents, A Class activity "Go over the task and the chart, Read sloud each of the ight statements beginning with “Find someone." and the accompanying question. Have Ss repent the questions in order to practice good pronunciation and intonation, Model the task, Ask for one oF two volunteers to come ‘ep tothe front ofthe class to help you. Then show haw to walk over toa $ and ask questions in the chart until ‘that S's name can be written down. Demonstrate how to ask follow-up questions to get more information (while making a few notes): 'T (asking question 1) Do you have any brothers or sisters, Gabriel? 1: Yes, I have seme sisters. T Oh, realy? (now asking question 3) How many sisters do you have? SI: T have three sisters. Wow! That's alot! writing down Gabriel name next ‘a question 3 in the chart) What ave their names and ges? Si: Well, Susta is twenty-two, Marta is ‘Tuning down additional nctes in the chart: Susita 22, Marta...) Si: Now ste my turn to ask you about your family Doyou,..? Encourage Ss to ask additional questions (e.., about cousins, aunts/uncles, nephews/nieces), paiculerly when someone answers “No” to yes‘no questions or says "T don't have any brothers/ssters” in response to ‘questions beginning with “How many...” Explain that completing the chart is only one part of this activity; the other partis to have interesting conversations with their classmates so they can find cout more about their families. ¥ Sota time limit of about ten minutes, Remind Se net to write down a S's name more than once in the chart. $3 do the activity by getting up and moving from classmate to classmate, '* Walk around the class and observe how communication fs going. Keep notes an any vocabulary or structural problems ~ especially question formation — that the Sé ‘may be having. When time is up, go over any general problems and their solutions with the whole class. B Group work "Ss form groups and compare information from their charts and from their follow-up questions. Optional: Ask groups to share one or two ioteresting facts that they discovered about their classmates during their discussion. 107Interchange Activities FITNESS QUIZ ‘This activity involves a quit on nutrition and Btness. Ss practice interviewing, listening for questions and choices, ‘and talking about their levels of fitness and what to do to improve them, A Pair work 1 As preparation, Ss quickly read ech item on the quiz and circle any werds they do not know. Then have them work in pairs and use thelr dictionaries to check Gefnitions. Elicit any words that Ss still don’t ‘understand and explain them or give simple synonyms ~for example fatty food = food with a lot of fat (eg. hamburgers, ‘french lries, cheese, mayonnaise) ‘8 complete physical = a fall examination by a doctor Alternative presentation 1 Lf time ie limited, have Ss reed over the quis fer home- work, looking up new vocabulary in their dictionaries. ‘Then, in class, pairs can quickly begin their interviews. ¥ Pairs take turns interviewing each other, Remind them to rivcle their partner's pointe for each item. Move around the lass and give help as needed © When Ss have finished, tl! them 10 add up their pariner’s points in order to reach a total score for the fitness quiz. Then point out the numbers and informatian at the bottom of the quiz under “Rank ‘your partner.” Ask Ss to find where their partner ranks in the char, Then they should read gload his or her hing Giness profile. B Group work Go over the instructions, Made? the questions and the ‘exemple response; Ss repeat = With several volunteers, show the class how to compare scores, lke this: T: What is your teore, Sam? Si: It’ 49 points, ‘TOK, and what does that say about you? SI: Itsays: (reading) "Good job! Your health ane Giness are above average." ‘1 Thar’ great! But whet can you do to improve your ‘Si: Ineed to work out four times a week, Now T only go ‘a the gym an Mondays and Thursdays "T: Good. And how about you, Laura? 2: Wel, 1 only got 17 points, The quis says that my Tpealth and fitness are Optional: If you think Ss may have dificuty talking ‘about how they need fo oF ean improve their tness, write some example sentences on the board like these: | need 2» exercise every morning with a video | need. to watk aut more and lose some weight | can tay tenis on the weekend with frends { can g2'to the gym ond take an gerobis class Note: The modals con and should are introduced in. Unit 113 Elicit additional sentences around the class and add them tothe bosrd $s form groups of four Groups take turns talking aboot their scores. Go around the class. giving help when requested © Optional: As a class activity, discuss Se’ results: Do they fee! the descripsons inthe ranking are accurate? Why or why not? VACATION PHOTOS {nis role play inesrporstes wuch ofthe grammer and vocabulary presented in the unit. It also gives the Ss 2 chance to be creative as they make up descriptions of vacations in interesting places. 1 Divide the clas into pairs (preferably with Ss who this unit). Then assign each pair their A ang & roles 1 Model the promunciation ofthe places: Mexico City ‘meksikow stiy/ and Thailand /tay2end? Then tell the Student As to look over their information on page JC-8 and Student Bs theirs on page IC-10. Give them 1 few minutes to do this, 1 Show the class how to wse the photos to help make poles next to the frst five questions given here. 1 Then mode) the activity with 8 volunteer (P'= Student 108 4; 8 = Stisens 8), fn particular, demonstrate how Ss can use this roleplay to make up wonderful and ‘restive stories about s vacation in an exciting city ‘or country. ‘* Encourage the class to ask additional questions of their 1 Pairs spend several minutes using their phovos and ‘questions to prepare their vacation stories Alternative presentation ™ Gather all the Student As together in one area af the classroom and go over their photas of Mexico City long with the instructions and questions. When they ‘understand what they are required to do, tell hem to return w their desks aial prepare their roles, Then do - ‘the same far the Student Bs and their information aboot Thatland, il aa ts1 Sel atime limit of five minutes for this first part of the role play: The Student As start by shoving the photos of Mexico City to their partners while giving informa. tion and answering questions, Walk around the class and take note of eny common problems the Se may be having. "When the time is up, go over any problems you ‘observed with the whole class. B Pair work ' Now the Student Bs get to share their photos of nailand and answer their partners’ questians. Again, Interchange Activities set a time limit of five minutes, Go around the class and give help, particularly to those Ss who may be having trouble thinking up things to say about their photos. © Optional: Ask one or two pairs (those who had entertaining or interesting role plays) to perform them infront ofthe class. When they finish, elicit whet was good about their performance and what, if anything, could have been better NEIGHBORHOOD SURVEY ‘This activity incorporates all of the voeabulary and grammar points presented in the unit. Se should have Sur comparing real neighborhoods in theirci:> or town while ving to decide which one they’é like to live in A Group work 1 Read aloud the instructions and the questions; go over the survey form. Then use the example dialog to model ‘he aesivity with the elas, 1» Optional: Choose tro different aeig «area and write the! do seme quits brainstorming, Write Sens onthe tard Use a chart sme ip the one inthe bok Neighborhood | Neighborkied 2 ‘nds of people sohoole publ troneportaton pollaion ¥ Ss form groups of four or five. Remind Ss that they should use the questions and the example dialog tog started, Also, they need to fll in their survey form each ‘ume they finish diseussing a parscular item Seta time limit of about ten minutes, Walk around the class end stop by each group to listenin, offer help whenever needed B Class activity \ Explain this follow-up cask: Groups look over their survey forms and then take a vote on which neighborhood they would all prefer to live m " Groups take turns sharing ther findings with the class. Weite these sentences on the board for the groups wouse We would all prefer to Jive There are three main reasons why we decided on this neighborhood rat, there ware Second, there isfare FIND THE DIFFERENCES ‘This enjoyable activity practices the present continuous; it also includes deseribing what people are doing or wearing Before starting the activity, divide the elass into AB pairs (vote: If possible, have partners sit across from ~ mot next to each other. This will make ic harder for them to eee cach other’ picture during the activity) 1 Tell the Student As to look at page IC-12 and the ‘Student Bs to look at page IC-14. Give the Ss a few ‘minutes to look at their own page and pictare; tell them not to look at their partner’ picture. A Pair work ™ Go over the instructions, Explain that the task here is for partners to get information from each other by asking questions - not hy Jooking at each other's pieture. Make sure all pairs understand that there are some differences between their two pictures and they ‘must find those differences by asking and answering ‘each other questions. Remind Ss to talk about nly the people that have names, ' Road aloud the questions given and the people's ‘names in the pictures; Ss repeat to practice good ‘pronunciation and intonation, (Note: All the instructions and questions on pages IC-12 and 1C-14 are the same; only the pictures have slight variations.) 109Interchange Activities Encourage $s to suggest ather questions; write thera on ‘the beard for the whole class to use during the setvity. Model the task with one or two volunteers to show how to ask questions about one picture in order to find 2 Gifference in the other one throug # partner's response. For exaarple (P'= A; $= Bl 'T: Haw many people are there in your picture, Luis? S: There are six, TE Oh, That's the same number ia my picture, OK, how many are standing in your picture? S: There are three people standing in my nieture. How ssbout in yours? ‘Let me see. Oh, there are three in mine, too, Who is standing in yours? 8: Uh, Dave, Fay, and Kate are standing in pieture 2. T Really? Gee, in picture 2, Dave, Ann, and Kate are standing. Great! Fay is sitcing in my picture, Great! We found one difference already! Let's And some more, Now it's your turn to atk me some questions 80K 1 Ser s time limit of about five minutes, Pairs take worns asking questions to find the differences between their two pictures, Walk around the class, giving help only sf there is serious breakdown in commnieation, B Class activity 1 Tell pair to lock over their answers (i.e, the differences they found between the two pictures) and ta choose one to write on the board. Encourage them to come to the bosrd quickly by making it « rule that no answer can be written twice ' To check the answers written on the board, ask the pair who wrote an anewer to read it aloud for the class. ‘Then find out if other Ss agree. If they do agree, go on ta the next answer until all of them have been checked; if Ss don’t agree, ask the class to loole at both pictures again to cheek it. Possible answers In picture 1, Davels Pahirt is white. Im pieture 2, is black, hp picture 1, Ann has long hair and she's standing. In picture 2, she has short hair and she's sitting In picture I, Nick isnt weering glasses, In picture 2 eis Ip picnure 1, Kevin has a beard and mustache. In picture 2, he doesn, Inpieture 1, Pay is siting snd has straight brown hal Th picwre 2, she's standing and holding a drink, and ‘he hes eurly red air In picture 2, Kate's sweater is purple. In picture 2, its oranee. LIFESTYLES SURVEY santy gives Se This semi-controlied communicative another chance to learn more about also praccices the present pert 1 Bocks closed, Intsoduce these wet 8 of lifestyle brainstorming with the class: Aske Se to sugges activities that people with each lfeetyle might do; write ‘the suggestions on the board ~ for example Easygoing and relaxed Busy and fast-paced teed tof books exercise etry dy watch TV every day 80 out every weekend enjoy ltering to music use @ celar phase take nops eat out most of the time 1 Books open. Kead the instructions aloud, then nave Ss look at the two pievures: Can ther decide which lifestyle each person has? (Answer: The man seemt to be easygoing and relaxed, the woman busy and fast-paced.) Present all the questions in the survey: Read each ‘question aloud in ite full form (e.g, “How many times watched TV fm tha pact week? have Ss repeat 1 Model the activity by asking some ofthe questions from Doth sides ofthe chart while interviewing a velunteer. 110 Also, demonstrate how to write down each of his or her responses under the column called "Number of times.” Se may also want to take notes on any additional information that their partners give them, © Now Ss form pairs. Tel them to take turns being the incevviewer and the interviewee, Each interviewer should ask all ten questions and take notes on each answer that his or her partner gives. Set a time limit of about five minutes. Walk around the class, giving help only if there is @ breakdown in communication, B Group work 1 Go over the instructions, Model the example response and have Ss repeat. "© Optional: Use the two pietures on the page to elicit sponses from the class. Write Se summary ~ for example This man's Westyle is easygoing and relaxed. He really enjoys reading. In fact, he has read feur novels in the post ‘month! He likes to take 2 nap every afterncon, ard he loves to watch TV. He has slept late six times in the past month He has very Bite stress in his Iie This woman's itestvle ic buty and fast-paced. She has eaten takeout dinners fve times in the post week She has getter home very late four times in the last two weeks. ‘She hardly ever has any time for fun these days.1 Now tell Ss to look over their survey forms and to prepare a summary of their partners lifestyle. They an do this by writing down complete sentences or by simply making notes or a quick outline of what they ‘want to say: Give them a few minutes to prepare, CITY GUIDE ‘This communicative activity gives Se the chance to be “experts” about cities they choose to discuss. 1 Books closed. As a topic warm-up, write these questions fon the board: Do you come from @ big or smal city? fs your cty interesting or boring? Why? Do mary tourists go there? Why or why not? ats more popul Is there another ety in your county | If yes, do you know 6 lot about it? SNH ety do you mont ts ‘el sther people about? 1 Now model esch of the questions on the board; Ss 1 Ss form pairs. Tell them co take turns asking and answering the questions on the tosrd. Point out that SSF goals in this warm-up task are: a) to choose a city that they already know a jot about veg, their hometown, another city in their count, the city they fre currently ising im) and: to choose a city that they really want to tell other $s about A 1 Books open, Go over the questions, instructions, and chart. Point out that the “City Guide" is set up as fit vere being seen on the Internet, Explain any new vocabulary. such as souvenirs » things bought in a certain place to help ‘remember that plate or the fp taken there historical sights «places of interest that were port of teal events ina city’s or country’s past bargain clothing stores = shops that sal! clothes at cheaper prices than atber stares free fun attractions = places or ings todo that don't cust any money (es, walking in a park, going window Shopping, watching street performers) Interchange Activities ‘Tell pairs from part A to separate snd to form new small groups with other clasemater, Ss take turns telling their group sbout their partner's lifestyle. Walk around the class listexing in to groups’ discussions, give help only if requested Ss work individually to complete the guide with information about their cities, Walk around the room, ipving help whenever needed, (Note: The part A task can be assigned for homework, especially ifclasstime is tight or sf Ss want to get more information about their cities before filing in the guide.) Alternative presentation 1 Ss may wish to bring real information to lass (eg. brochures, maps, travel books or guides) about the city sy have choses to discuss in this activity If that is the case, go over the questions, instructions, and new vocabulary in part A several days before this actin is scheduled to be done in class. Se will then have enough time to gather materials that chey might already have or to use the extra time to search the internet or a local library in order to supplement their own knowledge about a particular city B Group work 1 Divide the class ito small groups. (Note: Particalarly ina homogeneous class, find out which cities Ss have chosen to talk about. Then try to place Ss in groups. ‘where each S has chosen a different city to talk about.) ® Go over the instructions. Present each question: Ss repeat, Blicit additional questions that Ss can ask one ‘another, and write them on the board forthe groups to 1 Model the activity with one group by having ther ask. ‘you questions about your city: Give elaborate answers and encourage the group to ack you lots of questions for more details and clarification. TALK RADIO ‘This fueney activity challenges the Se ability to give thoughtful advice on some interesting questions; it also practices using infinitive complements, 1 Asa topic warm-up, ask Ss ifthey ever listen toa talk radio program. If someone does, put him or her on the “hot seat”; if severa) Ss say “Yes,” have them form « panel and sit atthe front ofthe class. Then model how the other Ss can ask them questions, like this: ‘Which radio talk show do you listen to? Isitin. . (S's native language) or in English? ‘Who hosts that program? What timelstation is it on? Do they discuss different topics every day? ‘What kinds of callers does it usvally have? Have you ever called a radio calk program? Ifyes, tell ‘us about it. Alternative presentation 1 Being a portable radio to class (ora short-wave radio in order to get programs in English). Find 2 talk program and let the class listen to it fora few minutes. mInterchange Activities ‘Alternatively, record an interesting seyment from a popular local radio tall show (or the BEC, Voice of America ete.) and play it for the class, How much ean Se understand? A Group work Go over the instructions and question. Make sure ‘everyone understands that there are three parts to ‘evaluating each of the four problems presented here: 4. The group read the caller's questinn 2. Ss take turns suggesting how to solve the caller's problem, 3, Then the group decides (or votes) on which suggestion is the bast nne to give that ealer 1 Ss form groups of four to six. Present the useful ‘expressions, ‘© Model how to get started by working with one group, like this 1: OK. Lav's read Caller 1's question (reading the ‘question aloud for rhe group). Lets look at the picture there, too. The mother and lather are in the kitchen fixing dinner, ard their daughter and another girl fare setting the table. The other girl is probably the one vishing she US 1: Yes. She looks Asien. TD That’ right. She's Asian, and she's visting an ‘Amertean family So let's talk about her ‘problem: ‘What small gift can she get for this family she's staying with? 'S2; Well, they're cooking. I think it would be useful to ‘get something forthe kitchen ~ something like a wok or a teapot ‘$8: That's good iea, But she could also get them a big box of chocolates. Si: Well, I think its @ good idea to give them s nice plant. ‘Then they can remember her each time they waver it ‘T Well, these are alt good idess. Now lets vote on the best suggestion. § Set a time limit of shout ten minutes forthe groups to disevss all four caller’ problems. Then groups start the activity. Go around the class and quietly sit near each group fora minute or two. It's probably best not to interrupt them during their discussion ~ unless they reed 2ome direction or they ack for help. B Class activity * Groups take tras coming wp to the front of the lass to share their advice foreach problem ARE YOU READY TO ORDER? ‘This ereative role play practices both taking orders and ordering from # menu: it alto involves vsing negotiation skills when mistakes are made in a restaurant situation, 4 Optional: This activi might be fum to do in the echo! ‘afeveria o= enother large room that has tables end irs rather than desks. Ifsuch a place is available, ‘make arrangements to take the class there, You will need between ffteen and owents minvtes to eamplere 1 Wich the whole class together, briefly explain the activity and the roles: Se work in groups of three and wacise thay are in a restaurant called The Corner Cafe, The Student As are waitersiwsitresses, and the Student Bs and Cs are customers. Divide the class into groups of three. Them sesign the ABIC roles to the three Ss in each group: The Student se pgs 5C- att either before or during the role plas. 1 Ask all Ss co silently read over their assigned roles and the menu for a few minutes, Tell them to mark (.e., circle of underline) anything they don't understand and o ask about it when you go over their roles, Gather all the Student As (waiters/waitresses) together ‘pe sree of the rim, if possible, Quietly eo over their instructions, using the pictures to help arity their eves. (Note: Try not to let the Student Bs and Ce overhear what you are diseussing.) Point out that there are three parte in their role play. Then answer any nz questions they may have about their roles or items on the menu, 1 Do the same for the Student Bs and Cs (customers) Quietly go over their instructions, using the pictures to help clarify their eves. Point out that there are four parts in their role play = the extra part here involves ‘he customers’ tipping the waiter or waitress at the feng, Then anewer any questions they may have. Quickly model the pronunciation of the food and drink items on The Corner Cafe menu for the whole class; Ss repeat. Als, if time permits. go over the pricy for exch ‘tam on the ment; Ss practice (e.., $2.00 = "ws dollars"; $3.50 = "three doilars and Afty eems” or “ues By”). # Encourage Se to be creative, to improvise, and most of all, to have fun, ow eoch groups doing. Try nt interfere with tele Tol layocolen there i adios breakdown in communication. If that occurs, quickly give whatever Fes pede and then allow Ue prep io cantinoe with the activ. Alteruntive presentation = 089 Yet Su ste aint eam ofthe recording for Gin 1, Exercise 6 on page 89 andr Exercise 9 00 page 64 This my hep he das bw beer prepared 2 {ae caiengngvle pan Thea go over the role and uc a oulied above befregmupe do the activistInterchange Activities HOW MUCH DO YOU KNOW? ‘This is a lighthearted wind-up to the unit, in which Ss get to “test” their own world knowledge; it also practices the superlative forms of adjectives. 1 Books closed. As a quick warm-up, brainstorm with the class on various subjects that high school and college students study: Write them on the board, like this: High School end College Classes geagrophy history forign ianguoces algebra Piolege ‘strony chemistry botany English ftercture ‘Then find out how much Ss know sbout some of these ssabjeets~ for example: TT; How much do you know about geography ~ a lot, a little, or almost nothing? 81; Um, I know alittle about it. 1 took a geography ‘lass once, $2: Wel, know almost nothing. I'm always forgetting ‘where famous places are in the world. ‘83:1 know a lot about geography: I¢s my favorite subject! Pair work ' Books open. Read the instructions alové, Then model the falling inconstion for each question in the chart hhave Se practice. Also pronounce the three choices for teach answer, Se repent, Nate: IC best not to explain any new words at this time as :his might give away an answer) 1 Divide the class into pairs. Before Ss begin the eeivty, ‘model how to da the task by using the “Look Up and Say" technique, like this: TT: Which metal ig the heaviest ~ gold, silver, or aluminum? Si] think slumioum is the heaviest 7: Oh? I'm not sure, but I think aluminum ie much lighter than guld or silver. S: You do? Well, maybe you're right, 7: Hmm, well, think gold is the heaviest of the three metals St And I think silver is T: OK, I guess we disagree here. So Pll check gold, and "yaw ean check silver. Well ind out later who got the ‘correct answer fer this one. S: ll right. Now it's my turn, Let's go on to question 2, ooking at the question for a moment and then looking up at the T'to ask the question) Which planetis...? 1 Set a time limit of about six minutes. Then pairs take ture asking and answering the questions. Remind them to check (/) their answers in the chart after each iseussion. IfSs have difficulty with any new words, allow them to use thetr dictionaries, 1 Wher time is up, present the final question below the chart. Then direct pairs to check their answers against those in the appendix at the back of their book Optional: If chere is time and interest, go over each question and its correct answer with the clas. Encourage Se to find out more information about any topic that they find particularly interesting Answers 1. gol 7. alter of wine 2 Bato 8. Egypt 3, supiter 8. Colombis 4. 8 tortoise 10) a octagon a irafle : 1h amile 6. the liver 12, the Dark Ages ' Go over the information in the score box at the bottom of the chart. Ss total their correct answers and then find that number in the score box and read the {description provided WHAT ARE YOU GOING TO DO? ‘This activity provides an entertaining extension to the ‘unit it practices the future with che present continuous land be going to when asking and answering questions ‘about Weekend plans, As a quick warm-up, ask questions like these around the class: What are you doing this weekend? ‘Are you going to do anything special on... (eg, Friday or Saturday night, Sunday afternoon)? ‘Are you going to 8... (eg, movie, party) this ‘What is... (S' name) going to do on Optional: Let the class put you on the “hot coat” to ask. you questions about Your weekend plans, (day? A Class activity ® Read aloud the instructions and the headings in the chart, (Note: If all the Ss are married, tell them to ross fut the first item in the chart.) 1 Present each of the eight phrases given here and have Ss repeat for gocd pronunciation, intonation, and stress. Then have volunteers form the questions from the phrases. The whole class practices each question, Here are examples of questions forthe first two items fn the chart g0.0n 0 date ‘Are you going on a date next weekend? ‘Are you going to go on a date next weckend? naInterchange Activities stay out oll night ‘Are sou staying out all night next weekend? Are you going to stay out all night next weekend? ' Point out that when Ss find someone who answers "Yes" to one of their questions about an activity in the chart they need to write down that S's name next to the item, (Note: Tt makes for livelier and perhaps more interesting activity with Se talking to meny’ more people if they write down a S's name only once.) 1 Dse the picture ond the AB dialog to model the task vith several volunteers. Show how Se should react to hearing about someone's plans (eg, “Oh. you are? Gee, that’s great! or "Wow! That sounds like fun") and bow to ask additional questions to get even more information from each person (eg., “Who are 30a going with?" “Which... are you going 20 se0?" “Did you already get the tickets? Nate: any Ss feel uncomfortable talking about ‘heir real weekend plane, tell them to invent some interessing plans to talk sbout during the activits:) 1 Set a time limit of about ten minutes, Ss stand up and move around the class to do the task. Remind them to write down the name of anyone who answers “Yes" to a question about an activity on the list. Go around the class and listen in to see how Ss are doing. (Note: Its best not to interrupt Ss during this exercise. This isa fluency activity where communication of real information is more important than grammatical or lexical accuracy) B Pair work . Ss form pairs and compare names in their charts ‘They should also share any other interesting pieces of Information they heard during their conversations. Optional: Ask pairs to share with the class the most interesting or unusual weekend plan that they heard about, Also find out ifany Ss are going to change their plans for next weekend as a result of doing this activity UNFOLD YOUR FUTURE This fluency activity és an appropriate wind-up to the vonit Its also » fun activity in which Ss, who have just successfully completed one goal ~ finishing the English course using New Interchange Student's Book I~ now have the chance to talk about other goale along with their rea] future plans and dreams. A ¥ Fora quick warm-up t0 help the class start thinking about their possible futures ~ real and imaginary ~ tell 510 cover the chart and look only at the pieture. Then elicit some examples of questions that @ person might ask a fortuneceller. Write them on the hoard: Aer I gcing 20... (meet/morry someone: move/travel change jobsfriends; buy something expensive)? vehsorbrave to) next year? page, Explain the tack: Ss the chart ealled "My Possible 4 Future” with real (or if sume Ss prefer, made information about themselves Model the pronunciation and intonation of each ‘question in the chart; Se practice. ¥ Ss complete the chart individually. Walk around the class, giving advice as needed B Group work 1 Go over the task. Then have Ss form groups and take turns explaining their possible Future plans. © Optional: Ask each group to chovee the most Snteresting or unusva? future plans that someone talked about. Then that § from each group tells the rest ofthe class about his or her plans. As usual, ‘encourage other Ss to ask questions to show their interest and to get more information and detailsi Upttoal ACCWVIces Ande Ri ee Function /rmmar _ Univéxecse | Teachers Pope [Heomningelossmcies nines 2 a va e Gome - Ward Bingo (@) ome ~ Coil things around us (6) ow much do you tink i is? (fo aie 2 g0 co - a kes ond cites TT eschanging personal infomnction Lets go! Extending invicions (loss relepnone fist Names ond numbers Rev. 1-4/2 Game - Kangen (6) Reviewing vocabulary Rev 1-4/5 Peopie in the reas Tatking about people an Game - went cuestions (6) eso questions 5/1 Guess wna! (6) a Yesmo questions 5/5 in my tee tine Talking about utes ‘Guestion ond cnswer (6) i Waking comparisons Game = Quesvens...nd are questing” Exchonging personal iformolion = Choi sony -&wernoie day) Norrting osiey Vocation spsts ond sourenics Tatting about vocations . -icure story To rating 9 stony ow good is you meson? Browing o mop Word essocionons ES _ Reviewing voeobulary - Is his me? ‘Sentence:moking contest (6) Woking phone cali Grecing 6 commer Mal no ight “What an Interesting ose! [_Deserbing © place Ave you doing ening on Sturdo7? | iendng ivtotons Ya i A neere senna aking plang 93 nao the css party Planning cls pary 106 : "Good inenons aking about spire ioe Game = Chareses BY, = ii - Note: (6) = 0° genetic" ov, Le. Icon be used in any New interchange uni by using 0s sar by sighlyodoping soother lies, grammar points, of vocobulony. 15Adc Lional Optional Activities Scrambled letters (G) Who am 1? (G) Time; 5-10 minvtes. This activity can be used with any ‘THe: 10-18 minutes. This setivty practices yes/no ‘ust fora fon vocabulary review and spelling exercie Guestions Preparation: Near the end of yee, choose ten words _Preperotian: Cutout magazine picture fone foreach 8) and scramble the leters ofeach one. Use the Unit of wellknown people that Se are sure to know (eg, Sumraries in the back of the Stadents Book te help you. famous entertainers, TV personalities, politicians, people IE possible, choose ten words that are related to one currently inthe news) snotéer in some way (e.g, words for jobs in Unit 2; words tatroduce or review the names for different kinds of for ciohing in Unit 9; all nouns) entertainers (eg, actor actrees, singe, musician) and Tn cas, write the scrambled words oa the board. Te for other famous people (eg. politician, government snake the task easier, give Ss the frst Teter leader, president, prime minister, king, TV personality, héenfir ) talk show hoe, Riseeprn @——) 1 Ask each S to some to the front ofthe class. Pin or tape Betruend ' picture to the Ss back without him or her seeing it Senn (mn i If possible, use piccres of women for female Ss and receh i pictures of men for male Ss eam im 1 Raplain the task: Each S cries to guest whose picture is mils — ace } ewnom ) 10 keamican@ ) rearrange the letters to find the words. Check & on his or her back. Ss can use only yesino questions to find out who i is Model the task by asking a 5 to pin a picture on your back (eg. the picture here is of Boris Yeltsin} T Am Ian entertainer? anewers, S.No, you aren'. Answers T Ams politician? S:Yeu, you are Co ge hos, Te five in North America? Tsingle 20, nickname S:No, you don't T DoT speak Rossin? 5:Ves, sou de Tam I President Yaltsin? Lots of languages S: Yes, you arel 1 Now Ss move around the ease trying to ident he pictures When a Scorecly gueses the persons name fe or abe sits down, 1 Stop the activity afer about ten minutes. Find ou how pera ‘Time: 3 minutes. This activity introduces the names of languages that Ss speak In a heterogeneous class: fs Fisd ect hate many aiff are in the class. Ask questions like these and wrive ‘the information on the board for Se to copy into ‘their notebooks: Crossword puzzle (G) T. What's your first language, Celia? uty Sx guessed t ‘Time: 15 minutes. This activity is nood Ser reviewing 1: How niany of you speak Spout myaa In either a homogeneous or heterogeneous class: 1 Find ost how many different foreign languages Se are studying or know how to speak. Ask questions like these and write the information onthe besrd fs peesible on thee grids. (Note: The exaraple eid 1, Whois studying another foreign language? lee sels wort ona ma ope ce Si: Tm studying Chinese. " Se iim sadying French TT And who speaks another foreign language? 9:1 speak German. 1 Se form pairs or groups and then make a crossword puzsle grid of 22 by 12 lines, 4 Se use words from the unit and try t2 iin as many 6a|uln|t LIs 2 a ¢ P ith [a A e| [ul |n e e| Is] [4 wiilflel l6| |p a a. le | t ni _[r VTelalifrfalrleln é n r siiis|tl{eltr it 3 f= After ten minutes, stop the activity and find out who has the most words on the grid, Ask that S vo read each ‘word aloud and 10 spell exch are; the rest ofthe class listens and circles the same words on their grids What's his/her job? Time: 10 minutes. In this activity. Ss guess people's Jobs while using Wh: and yes!na questions and short responses. Preparation: Ask Se to look through magazines ond newspapers for pictures of people who seem to have interesting or unusval jobs Tell ench So bring about four pictures to class. * Collet :he pictures, mix them vp, and divide thems into sets one st foreach group. 1 Form $s into groups and give each a number leg, Group 3, Group 21 Explain the ecuvity: Ss try to identify each person's job. When the group agrees on a job title fora person, the seeretary writes the group ‘umber on the back ofthe picture, along with the name of the job. Let $s use their detonaries. 1 Write these dialogs on the bosrd and mode! hem: Ale habe olen? B. Yes, hefshe i. (or) Nb, helthe ist A: Whats hidher job? BI think hes/shes o/en © Yes, 1 agree. (or) No, | think hes/she's olen 1 Give one set of pictures to each group, Seta limit of five minotes, While groups work, alk around and give help as needed. 1 When time is up, tll groups to chaose the three most interesting pictures and to pass them on to ancther Additional Optional Activities group. Without looking st the back of the picture, the ‘ew group tries to identity each job. Do they agree with the previous group's suggestions? Game - What’s the question? (G) Time: 10-15 minutes. This activity reviews Wh-questions. Preparation: Bach § will need three blank cards. ™ Divide the class into two teams = Teams A and B. (Note: ‘This activity ean also be done in groups.) Give each S ‘three blank cards, 1 Se think of three statements that could be answers to ‘Wh-questions (e.g, She works in a 200. He’sa flight attendant for United. J stay dance at UCLA). Then Ss write one statement on each card, Walk around the class and give help wher needed. ' Collect all f the $s' cards and put them in a pile facedown, w= Team A starts: One § picks up a card and reads it sloud toa S from Team B. That S then tries to make a suitable Wh-question for it, Ss on both teams decide whether the question is correct or not If itis, Team B wins a point iit isn't, a $ from Team A tries to correct it If the correetion is acceptable, Team A gets the point instead. Keep a tally of the stores on the board, The team with the most points wine Game - Tic-Tac-Toe (G) ‘Time: 8-20 minutes, This activity practices making past tense questions and statements with regular and Irregular verbs. It ean be adapted for use with any unit's verb forms or vocabulary ' Draw a grid with nine squares on the board (ie.,8 rows by 3 culamns). Ask Ss to call out past tense verbs (eg. drove, enjoyed, saw) and write them on the grid, ' Divide the clase into two teams - Team X and Team O. ‘Team X starts by choosing a verb and making either a question or a statement with it. IFit is not correct, ‘Team O gets chance to use the same word in a ‘question or statement. If Teara Q makes @ correct sentence, write an O on the grid. Then itis Team O's ‘tum, The game continues until ene team gets tietae-toe (ie, three Xs or Os together in a row, in a coluinn, or diagonally through the grid). ' Optional: This game could also be played in pairs or roups, which would give each S mare chances to make {questions or sentences. u7Additional Optional Activities Likes and dislikes ‘Tome: 18-20 minutes. This a yes/no questions. Preparation: During an earlier class, ask Se to write three statements on a piece of paper about their likes and dislikes on the topics of music and entertainment ~ for example: Teast stand talk shows. ike Mozart. My favorite actor is Harrison Ford. CCollect che statements and use the information to meke @ class gri. In the first box on the grid, write the three sentences from one S (do not include the S's name). Continue by writing three more statements in the next ox until all Se statements have been included. Make one ‘phototapy for exch Give each S a copy of the grid. Explain the task: Ss ‘moce around the class trying to find out who wrote the information in each Dox on the grid. They da this by asking one another questions. When Se find the correct person, ther write down that S$ name in the box on the grid ‘Model the task. Tell $s to look at the first box an che je questions and write them on the ivity practices Wh- and ferid Blk esas board: (Do yos lke talk shows? De'you lke Mozart? What do you think of Harison Ford? ™ Set a time limit of about 15 minutes. Ss get up end go around the class asking questions. Remind Ss wo write own the correct S's name in each bos. When time is up find out who has written down the ‘mest names. Then check that all the names are correct by asking each § to read his or her statements alond to the class, Let's go! Tove 80 minutes, This if a two-part exercise that pracioes writing Geseripuios uf vente ino iy ~ ug real information ~ and then extending invitations Preparation: Ask Ss to bring English-language newspapers to cass for this tax IF¢here sre none failabe, Ss cool translate information from other newspapers or other local printed sources with information sbout events in voor town or city and make copies for all Ss to use in las, 1 Explain the first task: Se scan the newspaper for {interesting loca) events. Then they choose three events _and write short gurmmaries about each one: ‘There isa cassie Japanese movie atthe Star Theater. ‘The movie is Tae Seven Samaras. Ie on Tauriduy wi B oelock, 18 ‘Se should add other information as appropriate (eg. type of movie, main actors, ticket price, location of the theater). 1 Ss work individually, in pairs, or in groups to write Gescriptions of three events. Nfove around the class and give help as needed. (Note: This first part could also be done for homework) 1 Explain the second task: Ss work in pairs and take turns reading aloud their three descriptions to each other. Then they invite their partners todo something, ‘using the information about their three events, Guess who! (G) ‘Time: 6-10 minutes. This activity practices yes/no ‘quettions. Ieeould be adapted for any unit 1 Have Ss form groups or divide the lass into two teams 1 Explain the activity: One $ thinks of someone in the classroom. The other 8 try to guess who itis y asking YesMno questions, The S who guesses correctly has the next turn, Model the task, Hike this: "7 Tim thinking of someone in the classroom Sh Ieitamant Tes S52: Ig he sitting near the window? TN 8. Does he wear glasses? T Yes ‘4 Does he have curly black heir and a red shirt? T Yer 55: Is Eduardo? T.Yes, iis! Now its your turn 55: OK Tim thinking of someone 1 Now 86 play the grme in groups or teams Question and answer (G) ‘Time: 10 minutes. This activity practices asking questions about world geography or about your country: it also of activity could be easily adapted for any unit's grammar and vocabulary. Preparation: Make a set of Wh-questions arid questions ‘with how on cards; write one question on each card, Then answer to each guéstion on a separate cara ~ for example Question cards Answer cards Whot' the capitol of France? Paris How cold is New Zealand Jn the winter? It goes down to (50° Fahrenheit il |Answer cards The Nile Question cards [wes eg ar wees Make enough question and answer cards so that half of the Ss have one question card each and the other half hhave one answer card each, (Note: In a small class, you may want to give more than one question or answer card to each S) The questions should be about local geography, your country, or the world, and they should be relatively ‘easy for Ss to answer. 1 In cless, mix up both sets of cards and hand out one card (either a question or an answer card) to each S. 1 Explain the task: Ss move around the class and try to match their questions and answers, To do this, chey can cither read their questions and answers aloud or they ‘can use these phrases, ike this: Si: What's sour question? $2: (reads his or her question aloud) Si: No, my answer doesn't match for) Yes, that ‘matches my answer (reads onswer cload! Set a time limit of about five minutes, When wo Ss find a question and anawer that mateh, they sit down. Check ansivers by having Ss read their questions and answers alous to the rest of the class Chain story ~ A terrible day! (G) Time; 10 minutes. This setivity prasties telling stories in the pase cence, * Se work in groups. Explain the task: Each group makes up several inceresting stories about # cervible day when ‘everything went wrong. One the Bra sor, and then the ather Ss in the group cake turns adding sentences to it 1 Model the task, ike this: 1. Yesterday was a terrible dav’ We went to the beach, Si. There was no sun 'S2: And it rained for two hours. 'S3: Then we went toa restaurant for lunch, 4; The food was horrible there, Si; And then # Se form groups and do the task. Set a time limit of ‘bout five minutes. Go around the class and give help as needed, 1 Bach group chooses one of their stories. Then groups take (ums telling their stories tothe class. Which ‘roup told the best story? ‘Additional Optional Activities Word associations ‘Time: 10 minutes. This activity reviews vocabulary used to describe places. 1# Write six words on the board from any one of the last four units in Student's Book 1 (e., from Unit 14, Canada, Australia, city, beach, mountain, river) ‘Explain the task: &s brainstorm and try to think of as, many word associations as they can for each one. 1 Model the task by eliciting word associations for the ‘word Canada and writing them on the board under it Canada snow Air Canada mounteins skiing Vancouver French 1 Ss work in groups. Seta time limit of about tem minutes for groups ts finish brainstorming on all six words. Walk around the class and give help as needed, 1 Find out which groups made the mest word associations for each word, Those groups take turns reading their words aloud; other groups listen and check off those same words on their own lists. Sentence-making contest (G) Tine: 10-15 minutes, This activity reviews deserting ‘people, their careers, and changes in thei lives. Preparation: In the class before the activity is done, each S brings one eolor magazine piriure showing several people doing various activities. Collect the pictures and Choose the best ones for this task. The number of pictures should equal the number of groups (eg, class size 20 = 4s in each group = 5 pictures needed), Then number each picture fog, #2, #2) ® Group work: Cive each group a picture and explain the game: Ss try to make as many different sentences a they can ~ in three minutes ~ about the people in the picture. On a separate piece of paper, the group secretary writes down the picture's number and every sentence the group ean think up. 1 When the first three-minute time limit is up, groupe exchange pictures (clockwise around the class! and do ‘the task again with the next picture. On the same piece of paper, the group socretary again writes down che picture's number and all the sentences that the group. forms, Continue the activity until every group has written sentences for each picture passed around. 1 Clase activity: Now find out which group has written the most sentences for each picture. Then that group hholds up the picture while the group secretary reads their sentences aloud to the class. nyAdglitional Optional Activities Chain story - Visiting a foreign country (G) Time: 10 minutes, This activity practices narrating » story in the past tense while sing adverbs, adjectives, and conjunctions, 1 Baplain the task: Ss tall story about visiting a foreign country. One 5 gives the first sentence ofthe stors ‘The next S repents that sentence and adés another sentence, Model the task with several Se: DT went to France St: Twent ta France, and Y stayed in Paris. 2:1 went to France, and J etayed in Pars, but it was very expensive there S81 went to France, and I stayed in Paris, bat it was ‘ery expensive there However! bought © ace. 1 Have Se form groups Ss take turns adding sentences round the group until the story comes o 82 interesting end Game - Simon Says (G) Time: 8-10 mina, Most Sv nay ha ae, whch ws paris of the body and practices haste This pase coll alan be oduplad 0 otber ts different types of action verbs (eg, Unit 4 instrument, go out, listen to) 1 Explain the rules of the game: Se stand up, Yor sive» series of commands - one ata time, with mst starting with the phrase "Simon says," like Simon says touch your toes, ‘The class must chey these commands. Some! however, you give a command without °S: T. Touch your toes When $s hear 2 command without "Simer say shouldn't do anything. Tell Ss that if they é: an act ‘without hearing “Simon says" or if they do che wroag ‘action, they're out and they have to sit dows. The Jest SS standing is the winner end gets to lead the next Absent again! then they most be absent from cass. 1 Explain the activity: One $ is calling the tescher or the school office to give a medical excuse for not being able to come to sehoob. Eecourage Ss to think of some interesting excuses for being absent, Model he task swath 2 volunteer, lke this: 120 ‘TE Hello? This is... (giving own name or school's name). How ean I help you? 8: Hello. This is Chuck Chen. Fm sorry I can't come to (Giving name of teacker or course number — eg, ‘Ms. Johnson's, Englieh 100A) class today: ‘1 Oh? Tim sorry ta hear that, Chuck, What's wrong? S: Wall, I went skydiving with some friends on Ssturdey and I hurt my ankle. "Oh, that’s tg0 bad! Well, I hope you feel better soon ‘Take care now! $: Thanks. Good-bye T Bye. 1 Pairs choose roles and then sit back-to-back to practice making telephone ealls. Go around the clase and give help as needed. ¥ S85 suiteh roles and ty the activity again Optional: Ask pairs to volunteer to perform the activity in the front of the class. What’s your opinion? Time: 10 minutes. This exercige practices giving opinions snd making short responses. 1 Explain the activity: Rech § writes down statements that express his ur her strung opinions about five things. These statements should be about things that other Ss in the class may also know something about. Tn addition, the statements should be generally of a fight and inconsequential nature. Give some examples Tike these: 1 think the f008 in the school cafeteria is terrible! J eant stand the color of the new building next door! hace heavy metal music! 1 think Star Ware isa really terrific movie! Ss work individually to write their five statements ‘Walk around the class and give help as needed 4 With the whole class, Ss take turns reading one of their opinions sloud. Then they name a classmate, and he or she must make a suitable response with so, too, neither, or eicher when agreeing, or use other expressions for contrastive respmene, ke thie: Si: I think the fond in the schol cafeteria is terrible! ‘What's your opinion, Terry? 'S2: Yeah, I do, oa, .. Uh, I love to eat kiwi fruit! May? ‘83; Ugh! Ob, I doa't I can't stand them. Jay, ...?That's not right! Time: 18 minutes. This is a world-knowledge quiz. 1 Explain the task: In pairs, Ss think of a country and write down six statements about it five true and one false. These should be factual statements, nat opinions (e.g, 1 think X is more beautiful than Y), Write these example sentences on the board: The Netherlands i small count I in northeon rope. Its alse keown 28 Holland The people speak French. The copital city is Amsterdam There are lot of windrils in the Nethelands. (Answer: The false statement here is “The people speak French” Correction: Duteh,) 1 Ss work in pairs to do the activity [Now groups of four (two pairs each) get together. ‘The members of one pair take turns reading their statements aloud. The other pair tries to identify the false statement and to correct the false information init What an interesting place! Time: About 3 minutes for each group's presentation. This activity requires Ss to do some outside research for a soup presentation to the class, 1 Deseribe the task: Ss werk in groups and choose @ country or city that none of them has ever visited but ae they would all like to go to someday. Then they prepare a short, three-minute class presentation on it, sing information from guidebook, encyclopedias, ‘andor travel brochures. Write these topies on the board {or the groups to focus their research on: place best time ofthe year savon what to see and do weather why it’s interesting shopping people food Class activity: Group members divide up the topics and take turns presenting different facts and {information on the country or city they chose, like this: Si: Algeria is a beautifil country in North Africa. ‘The weather is ‘82: There are many things to see in Algeria. For ‘example, you can/should » Optional: IF time permits, allow the class to ask a few questions afer each groups presentation in order to [get addtional information abovt the place, Additional Optional Activities Are you doing anything on Saturday? ‘Time: 10-16 minutes, This role play practices extending, secepting, and declining invstations, Preparation: Ss bring in information from English language newspapers and magazines about local events (eeg., movies, concerts, sports events, fairs). 1 Explain the activity: Ss work in pairs (or gronps) and practice inviting each ather to real events in the city or town by using local English newspapers and ‘magazines, One S tells a partner about an event that be or she would like to see and then invites the partner to it The partner either accepts or declines the invitation, «= If necessary, explain that this activity is just a role play ~ ie., Ss should not fee ebliged to actually go out ‘with someone in the class as a result ofthis practice. Game - Charades (G) ‘Time: 20 minutes. This activity reviews the vocabulary for any activity or situation that wae presented in Units 13-16. This game can also be adapted to use with any other unit or unite 3s form groupe, Bach group thinks of several situations ‘2g, erdening ina restaurant; eating an ice cream cone; talking about the sizeof a fish that got aay: +afusing an invitation) ~ one situstion for each member of the group to mime. ® Groups take tars miesing or acting ovt their situations in front ofthe class. Remind each group not to speak while performing their situation; they ean only nod their heads when a group guesses the situation correctly. The other groups callout their guesses (€8., ‘You're ordering a meal in a restaurant." "You're refusing an invitation to go somewhere.") Keep score on the board: Each group thet guesses correctly gets one point. 321Tests ‘The following sat of four tests may be used to assess students’ mastery ofthe material presented in New Interchange Student's Book 3, Bach test covers four unite. Not only will these eriterion reference tests allow the teacher to determine how successfully students have ‘mastered the material, but the tests will also give students 2 sense of secomplishment, For information about these teste — and about testing in general — see “Testing ‘Students’ Progress" on page x in the Introduction to this Teacher's Edition 1 When to give atest 1 Give the appropriate test afer the class has completed each quarter of Student's Book 1, ie, four units and the ‘accompanying review unit. Before giving a test = Photecopy, collate, and staple the test — one for each svudent inthe cla 1 Schedule a dass periad of about 45-60 minutes for the test 1 Locate and set the recorded Part A forthe test listening ‘sectian on the Class Audio Cassette or Audio CD, The tests are at the end ofthe cassettes (cassette 2, 16x 4) or CDs (CD2, tracks 54-57). ¥ Tell the students that they are going to have a “pencil and paper” test (.e, oral production will not be tested). Suggest that they prepare for the tost by reviewing the ‘epprepriate units and unit suramaries. In studying for ‘the tes, students should pay particular sttention to the Conversations, Grammar Focus points, and Word Power exercises. Tell Ss that the vest will algo contain @ listening section and a short reading section How to give a test 1 Explain thst the point ofthe testis not to have students compete with each ather for the highest grade. rather. the test will inform each student (and the tescher) about, Faw well tne material was jearned and whet material, ifany, may need extra review and practice. 1 On the day ofthe test, hand out one photocopy ofthe test to each student Se to tobe abrnt re. shérgntbe Yn Noth thee ‘sure students understand the instructions, eg., “Check (V) the correct answers " “Complete the conversations” Circle T for true or F for false.” 122 1 Tell Se that about five minutes ofthe test time will be ‘used forthe listening seetion, part A, which isthe first item on the test. However, itis up to the teacher to decide whether to give the listening seetion near the Deginning or the end ofthe test-taking time. 4" Tell Se that they are not allowed to use their Student's Books or dietionaries during the test. ' Tohelp Se use their time efficiently and to finish on ‘time, write the total time forthe test on the board before beginning the test Total time: 45 minutes 1 After the test begins, revise the tume shown on the board every ten minutes or so to tell the class how mach time isleh. 1" When giving the listening section of the test, direct the class £9 part A, and go over the instructions. Advise Ss just to listen the frst time they hear the audio recording, and then to listen and mark their answers ‘during the second playing. Afterward, play the sudio recording twice, straight through: without stopping. or pausing. 5 Alternative present 1 Ifthe teacher does fot wish to use the class time for 7 the test, tll Ss to complete the whole test at home except for part A, the listening test item. Advise the Ss to complete the test at home in 40 minutes and not to.use their Student's Books or ditionaries. During the following clase, take five mirtes to play the audio recording and to complete part A of the test. How to score a test, 4 Either collect the test and use the Test Answer Key to score it, or go over the test with the class while allowing each student to correct his or her own test. Alternatively. tell the students to exchange tests with a partner end correct each other's answers as the teacher 4 Each test has a total score of 100 paints (60 correct answers are possible at 2 points each). Ia letter grade is useful to the teacher and the Ss, this scoring system ‘an be used: 80— B9points = Bor Very good J0= 79pointe = CorFai 6Borbelow = Need toxeview the unit(s)A 49) Listen to Rosemary, Ken, and Yoko talking. Check (V) the correct answers, 1, Her last name is J Yoko. OMiyake, Miyaki. 2. Kenis Clan engineer. Da student, Cachet, 3. They all can't stand Bonnie Raitt’s music. ion't like = like 4. The concert tickets are Li $42 each. = $7 each, = $24 each. B Complete eact question with information about yourself, 1. What's your first and last name? 2, Where are you from? —_______ 3. What do people usually eall you? C Complete each conversation. Use the correct form of be. 1. A: Is Joseph Davis from the United States? B: Yes, A ee ae) He's fromm Chicago. B: No, Mr, and Mrs. Sanchez aren't Brazilian. They're American. 8, A: Are you in English 201? B: No, — 4A: I'm in English 101. B: Yes, my first name Copyright © Cambridge University Prese 1897 123Test 1, Page 2 124 D Read the passage. Then circle T (true) or F (false), Names ‘n English-speaking countries, many people have three names ~a first name, @ middle name, and a last or family name (for Sometimes people use a short name or nickname (Bob for Robert, Liz for Elizabeth). People use a title example, John Fitzgerald Kennedy). (Ms., Mr.) with a first and last name (Ms, Mary Murphy) or with only a last name (Ms. Murphy), Many Americans and Canadians use first names at work or at school. In colleges and universities, teachers often call their students by their first names. T F Many people have a middle name in English-speaking countries. T F Bob is a nickname for Robert. T F People use a title with a first name, such as Ms. Mary. 1 2 3 4 T F American and Canadian teachers don't call their students by their first names E Complete the question in each conversation. 1. A: Where ‘you work? work in a department store What ____ she do? She's an architect. Where does Jason ______ to school? DP OR oe oe He goes to U.C. Berkeley. How —_____ she like the class? Ob, she Tikan ita lot F Read each set of sentences and circle the word that doesn't fit. Write the correct, ‘word or words on the blank for the incorrect one. carpenter 1. Tam a salesperson. I work for an airline, I serve meals to the passengers. 2. Ken works for King Travel. He's a receptionist. He takes people on tours. » . Judy Johnson is a nurse. She works in a bank. She cares for patients. Copyright © Cambridge University Press 1997Test 1, Page 3 G Write a short paragraph (about 3-5 sentences) describing your daily schedule or routine. Example: I get up at 7:00 in the morning on weekdays. Then I... H Read each question. Circle the correct word in each answer. 1) A: How much is that ring? B: (That / They're / It's) only $29, 2. A: How much are those boots? B; Oh, (these / they're / it's) $65, 3. A: Which one do you prefer? B; | prefer the leather one. It is (cheap / big / more attractive) than the silk one A: Which one do you like better? B: I like the red one better. it's (pretty / nicer / good) than the blue one. I Complete these sentences. Use the correct form of the adjective. Example: That purple Tshirt is nicer than this pink one. (nice) Are these boots the ones over there? (large) 2, Usually leather jackets are ________ the wool ones. (good) 8. Silk is _______ cotton. (expensive) 4. Which shirt is _________, the green one or the yellow one? (pretty) Conynight © Cambridge Unversity Press 1997 125Test Page 4 126 J Complete each conversation with the correct form of do. LA you like California, Kenji? B: Yes, 1 Treally like it. 2. A: ____. John play the piano? B: Yes, he 3, A: What kind of music they like? B: They really like rock a lot. K Complete these sentences with object pronouns. alot, 2 1, Julia Roberts is my favorite actress. Tike 2, Music videos aren't very interesting. Do you like 8, Ellen can’t stand the actor Sylvestar Stallone, What do you think about 2 4, Baywatch is my favorite TV program. Do you like L Answer each question with a complete sentence about yourself. 1. What do you do? _ —- 2, Where do you go to school? 3, What do you usually do before 8 at? 4, When éo you usually get home on Mondays? What is something you do on Saturday's? 6, What kind of TV program do you like? ‘ould you like to go out on Friday? —_______, but —____ (Copyright © Cambridge University Press 1997Name: Dote: Score: A BG Liston to people talking, Circle T (true) or F (false). 1. TF Peggy hos four sisters and four brothers. 2. TF Janet usually goes to the gym to work out about three times a week 3. P Jobn went to dis 4, TF There's not much traffic or crime in Peter's new neighborhood. in the mall on Sunday with his girlfriend. B Complete each conversation, Use the present continuous (for example, is going, are taking) this Sunday afternoon? 1 A: Are — = B: No, 'm not. 'm not doing anything on Sunday. Would you like to do something? 2. A; Ts your sister coming tothe pinic tomorrow? B - 3. this summer vacation? B are going to France this summer. They really want to see Pari 4. A: When ave you playing tennis this week? Be on Friday morning, Do you want to play, too? C Rewrite these sentences using determiners. Example: In China, 39% of women get married by the age of 22, Je Ching, any women get married by the age of 22 1. About 5% of Americans use public transportation to get to work. 2, In the US., 80% of divorced people get married again. 3. Thirty percent of American mothers return to work one year after having a baby 4, Ninety-eight percent of homes in the U.S. have at least one color TV set. Copyright © Cambridge University Prose 1987 127Test2, Page 2 128 D Rewrite each question or sentence and put the adverb in the correct place, L. Lhave eggs for breakfast, (often) 2. Do you eat lunch at the cafeteria? (ever) 3. Iwateh TV in my free time. (sometimes) 4, What do you do on Saturday night? (usually) E Read each conversation and complete the question. 1. A: How — exercise? B: Not very often. I exercise only about an hour on Saturday morning 2 A: Do 2 B: No, Inever drive to school, I ride my bieyele most of the time. 2. A: What nsually _? B: I usually stay home on the weekend. [ often have lots to do around the house, 4. A: How - at tennis? B: Well, I guess I'm pretty good. I played on the tennis team in school 5. A: How spend working out? B: Oh, I spend about two hours every day at the gym. I'm a real fitness freak! F Complete this story using the past tense (for example, did, walked). 1 (have) a great day last Saturday. In the morning, my best friend and I rive) to the City Museum where we _____ (see) a wonderful art exhibit. Then we —_____ (go) bicycling in the park all afternoon, What fan! After inner, we —______ (watch) anuld movie on TV, It was really a wonderful day! G Answer these questions about yourself. Write complete sentences. 1. What did you do on Saturday? 2, Did you do anything special on Sunday? 3. Where did you go on your last vacation? 4. How Jang were you away on that vacation? 5. Were you out last night, or did you stay at home? Copyright © Cambrage Univesity Press 1997Test 2, Page 3 H Use the map to write @ complete answer for each question, Example: Is there @ police station near here? ‘Yes, there is There's one on Fox Street next to the post office School Post 8 g i Stati 3 Geet] | Police Station | 2 g Fox Street < xt Shops 2 & |E| Bank $ & |a = F Pay Phone we 1. Is there 2 bank around here? Are there any hotels near the school? 3. Are there any shops in this neighborhood? 4, Are there any coffee shops near here? 5, Is there @ pay phone near the park? I Read each senterice and circle the one word that doesn’t fit. Then write the correct, word on the blank. 1. On Saturday, I always take my clothes to the drugstore to wash and dry them there, After that, Igo to the library to make a book for the weekend. Then I go to the grocery store and buy movies for my dinner. _ 2, There's a barber shop in my neighborhood where I always get a good work. Also, near my house, there are several nice banks where I like to eat dinner twice a week, On the corner ~ of First Avenue and Pine, there’s a drugstore where I exercise about an hour a day. 129 copyright © Cambridge University Prose 1897Test 2,P: 130 J Read the questions below. Answer them by writing a short paragraph (about 4-6 sentences) to describe your neighborhood. Do you live in a house or an apartment? Where is it? Is there much noise? ‘ow much traffic is there in your neighborhood? How much crime is there? ‘How many restaurants are there? Are there any stores or shops near yo How do you like it there? yur home? K Rend Rosa's letter to Gary. Circle 'T (true) or F (false). | Dear Ger Dear Gay _ ' Berkeley és an interesting city. | really like it here! There's always 0 lot to do, Every day after school Lusually go to Telegraph Avenue. | alv.ays like to go to my svorte coffee “shop and meet my friends there for coffee in the evening “there is always something interesting to do in the town or on the university compus, such os see a movie or hear some On Saturday, my friends and | usually toke the bus to San Froncisce for the day. San Francisco is a beautiful place | Love the shops and restourants, and its @ areot city for just | walking cround or Rollerblading in Golden Gate Park | “We always go to Chinatown to have lunch, and then we go shopping in the afternaon, | On Sunday, | ike to play tennis with friends, or we watch 4 sports event, ike a fostoall game or 4 baseball game on | TV at home. | think American football is very exciting! Well that’s all for now Take care. Hope to hear Rosa LT F Rosa doesn't like Berkeley. 2. TF She always studies after school. 8. 'T F She spends the weekend in San Francisco. 4, T F She really likes to watch football. a CCopyvight © Cambridge University Press 1997is = ———— A 9) Listen to people talking and check (V) the correct information. 1. Gl She is short and in her thirties. DD She is medium height and in her twenties. Gi She is fairly short and about twenty-five 2, Cl He had a great vacation in Paris lest year in July. He hasn't been to Paris, France, yet He can't wait to go to Paris in August. 8. SJ You shouldn't go to the Ramblas because that's a very long street. You shouldn't miss some of the wonderful museums in Barcelona, You should visit Spain in January. 4, 2 Tes important to get some rest for a backache, 3 You shouldn't take aspirin © Its helpful to get a lot of exercise and to play lots of sports. B Read these descriptions of people. Circle the correct word in each sentence. 1, My sister is (im / on / at) her thirties. She (does / has / is) long blond hair, and she (have / is / does) medium height. She (is / wears / does) contact lenses, 2. My bro! x (has / is / are) pretty tall, and he (does / is / has) a beard and a mustache. He (is / has / are) twenty years old. (Copyright © Cambridge University Press 1997 131Test 3, Page? 132 C The police are Jooking for two people. Read each description and circle the correct picture of the person. 1. The man is very tall, He's in his 2. The woman is short and in her forties. twenties, He's the one with dark hair She has curly blond hair. She ig in a and a mustache. He is wearing glasses. _cap, a white T-shirt, and dark pants, He's in a long black coat and jeans, She ign't wearing glasses. She is the He is carrying a small suitcase ‘woman with a camera around her neck. D Complete each conversation. Use the present perfect. Example: A: Have vou been to San Diego? B: No, haven't been to San Diego yét, but I'm planning to go next year. 1, A: Have the children eaten anything this morning? Be Ne eat lunch soon, So they should 2 2 No, the movie hasn't started yet. I think it's going to begin in about 10 minutes. ‘Has your mother called you today about your sister's birthday party? No, wee . but I talked to her yesterday about it, Has Carol's brow B: Yes, —________ already —____ tie A: cen the movie Star Wisrs? band a little Ttalian though, E Circle the correct adjective. Bill's car is never clean. Why does he drive such a (boring / dirty / noisy) car? It’s not safe to walk there at night. It's really (interesting / quiet / dangerous), . It isn't cheap to stay at the Plaza Hotel. The rooms are very (small / old / expensive). ‘The movie wasn't interesting. It wes s0 (exciting / beautiful / boring) that Ie. ‘Hawaii is a very relaxing place. It's not (hot / stressful / small), like New York. ‘Copyright © Cambridge University Press 2097Test 3, Page 3 F Read Sam's composition. Then circle T (true) or F (false). a Mexico 0 ne of my favorite places museums and lots of fascinating for a vacation is Mexico. I old buildings. And the hotels really like the weather because it are not too expensive. But you never gets cold there. The people can stay in other places in Mexico, are very nice, too. They never For example, you should go to laugh at my bad Spanish. And _one of the beach resorts — the food is wonderful! like Acapulco. And you shouldn't Mexico City is a very interesting miss the Mayan temples place to visit. Ithas some great near Merida. : 1. T F Sam likes warm weather. 2. T F His Spanish is very good. 3, T F There's lot to see and do on a vacation in Mexico. T F The hotels in Mexico City are pretty expensive. TT F The Mayan temples are in Mexico City. G Answer these questions about your hometown, Use complete sentences, 1. What's your hometown like? 2, What's the weather like? —___ 8, When's a good time to visit? 4, What can you do downtown? 5. What should a visitor see there? 6. What is one thing/a visitor shouldn't miss? 7, What can you buy there?) ————— Copyright © Cambridge University Press 2997 133Test 3, Paget 134 H Read each set of sentences, and circle the one word that doesn't fit. Then write the correct word for it on the blank, 1. I feel terrible today. I have the flu and a headache. I know it's @ good idea to get some bandages soon from the drugstore. 2. You really have a bad cold! Everyone thinks that it's important for you to go to bed and get some stress. ae 8. He picked up a very big suitease yesterday, and now he has a bad backache. He should go to the dentist this morning. 4, Ifyou hurt your hand on something that's too hot, its helpful to put the cough under cold water. Then put some ointment on it. I Look at each picture. Then circle the correct word for each description, 1. a (bag/ tube) of cough drops 2. a (ean/ bottle) of aspirin 3, a (tube / box) of ointment 4, a (bottle / box) of bandages a (can / tube) of sunburn spray J Read each conversation. Check (7) the correct response. 1. A: Well, what does your friend look like? B:CINo, he doesn't. DYes, Ido. Co8he's pretty short. 2. A: Would you like to do something tonight? RT Nn, Fhate it! C Sure. Fa love to! Des, it’s very expensive! Does Hans have mice weather in the iaii7 B: = Yes, itis. Citt’s not too bad. DOh, really? 4, A: What can you do there? B: (] Sounds interesting. (J You should take a boat ride. CJNo, you can't. 5. A: Ihave a terrible eold today. B: (Oh, that's too bad! Ci Gee, that’s great! Gere you are. 6. A: May Ihelp you? B: Dl's excellent. (Could Ihave something for insomnia?) Try this lotion. (Copyright © Cambridge University Press 19974 — Aah wate 1 Listen to a waiter take an order ina 2. Listen to this telephone conversation. restaurant. Fill in the restaurant check. Complete the message form. Donna called d@s RESTAURANT CHECK .Q, 4 ' large order of 8 | & to rink: i ! 'e ison - itsin “ Bring your. © B Check (V) the correct response. 1. 'mnot in the mood for dessert. 3. like Mexican food a lot. can’t either. SoamI = Sool = 140, too. Neither am Tm not either. 2, I'm erazy about spicy food! 4. Loan’t stand greasy food! am, t0. = Really? I am, Oh, Tan’. = Lean, too. = Neither do I. = Oh, Ilove it! C Circle the correct word. 1, What (would / will) you like to eat? 2. (L'lL/ Pd) have chocolate ice cream, please. 3, (Would / Will) you like anything else? 4, Yes, please. I'd (like / have) some water. Copyright © Cambridge University Press 1997 135Test 4, Page? D Read Joanna's restaurant reviews. Then circle T (true) or F (false), Two New | csetateccas Restaura nts about twenty dollars in Town Anton's is a much bigger restaurant, | andit was very crowded an that night waited twenty minutes for a table. Anton's is noisier than Michelle's, and the waiter was very slow with my his week I tried two new meal, ordered soup and a steak with restaurants ~ Michelle's and fried potatoes and vegetables. The ‘Anton's, They are both French : soup wasn't very hot. The steak was restaurants downtown, OK, but the vegetables weren't very Michelle's is a small place with about good. For dessert, I had ice cream. twenty tables, The waiters and The meal was really expensive ~ about waitresses are very friendly, and the _! forty-five dollars! Now you know why service is excellent. I ordered chicken | I would go to Michelle's again, but and ! not to Anton's. with orange sauce along with t Michelle's, 1. F Joanna didn't have dessert 2. T F Michelle's is smaller than Anton's. 3. 'T F The service was very good at Anton's, 4. 'T F She liked Michelle's restaurant better than Anton's, E Circle the correct word, 1, There are lots of beautiful trees in the (sea/ forest / volcano), 2. A (desert / continent / hill) is a very hot and dry place, 8. love swimming in the (waterfall / plateau / ocean). I hate swimming in @ pool. 4A (swamp / mountain / river) is higher than a valley, F Complete each sentence with the correct form of the adjective (for example, smaller, more exciting, the biggest, the most beautiful) 2. Is Rio _____________ than Buenos Aires? (erowded) 9. Is Disneyland amusement park in the world? (famous) 4, California is than France. Qarge) 5. Which is or Danube? (long) _— river in the world: the Nile, Amazon, 136 Copyright © Cambridge University Prese 1997Test 4, Pages G Read each conversation. Complete the question or response. 1. A: How ________ Australia from New Zealand? B: Oh, I think its only.about 1,200 miles away. 2A: ___ is Angel Falls? B: Tes 3,212 feet high. 3. A: How _____ Washington, D.C,, in the summer? B: It gets up to about 32 degrees Celsius - that's around 90 degrees Fahrenheit. 4A: ___ is the Mississippi River? B; It's about 3,740 miles long or 6,019 kilometers. H Answer these questions about yourself. Write complete sentences. 1. Are you doing anything tomorrow night? 2, What are you going to do tonight? 3. Are you doing anything on Saturday? Would you like to see a movie? 4, What are you going to do next week? I Circle the correct word or phrase 1. Please (tell /to tell ) Mary there's a school party on Saturday. 2. Would you ask Bill (bring / to bring) the concert tickets tonight? 3. Could you (tell / ask) her that the movie starts at 8:15 on Friday evening? J Look at each message. Complete the request by using the name in parentheses. 1. The test on Thursday is-at 1:00 exe. Please tell . Kim) 2. Meet me after class today. Would you ask ? (Alex) 8, There's a volleyball game tonight at six, ‘Gould you' tell SAE IY (An) 4, Come to the picnic on Saturday. Please ask tice) Copyright © Cembridge University Press 2997 137Test 4, Page 4 K How have you changed in the last five years? Write a short paragraph (about 3-5 sentences) describing some changes about yourself. LL Answer these questions about your plans, Use complete sentences, 11. What are you going to do after this test today? ——_—_ 2. Do you plan to take an English class again next term? 3. Which other language would you like to learn? 138 Copyright © Cambridge University Press 1997Pana Test 4: Units 1-4 A Listen to Rosemary, Ken, and Yoko talking. Check ‘the correct answers 1. Roseany: Hi, Ken! KEN: Hi, there, Rosemary’ Good to see you again, Rosen: Yeuh, I'm glad to cee vou, 00, UA, Ken, this is riy new fend, Yoko Miyake, She's from Japan. KEN: Hello, Yoko. Nice to meet you. ‘Yoko: Hi, Ken, I's good to meet you, to. KEN: Ur, 'm sorry, Yoko, but what was your last name, ‘again? YoKO: Oh, it's Miyake, M-l-Y-A. KEN: Ah, Miyake (pranounced *Mee-yab-KEH™ ‘not Niyaki (proncunced "Mee-ysh-KEY”).-.. Goughs) Youo laughs) Yes, very good! That’ right 2. Kx: Are you here on vacation, Yoko? Yoxo: No, mm a student. Rose:sany Yoko and I are in the same engineering ‘lass at the university KEN: Ob, really? That's great! Yoro: Ub-hub. An whar do yoo do. Ken? Are you KEN: No. Tim not, ] work in 2 restaurant downtown. ‘Yoko. Oh? What do vou do there? Kex: I'm chet. Yoxo: Wow, you're @ chef! Gee, that sounds really Interesting! “keh? 3. RosenaRy; By the way, this Friday night. Wou wnth me? KEN: Sure! Pd love tot Rosesak: And Yoko, what about you? Do you like Bonnie Raitt? She sings country musie long with the blues and rock Yoxo: Yes. Ido, I like her 8 lot, snd T'd really like to see her in concert! Rosesan: Good! ex: Yeah, that's great! 4 ‘Yoxo: Uh, Rosemary, what time is the concert on Friday? Rosesuas: I's at eight o'clock Yoko: OK That's fine, And how much are the tickets? RoseMag: They're only twenty-four dollars each. What do you think? Kes: Gee, twenty-foar dollars each, think that's very reasonable! ‘YoKO: Me, ton, I don’t think that's expensive at al. FRoseaas™ Allright, So let's meet at my house at seven ‘lock on Friday, and we can go to the concert in may ear. OK? Ken: OK ‘Yoxo: Yes, that sounds great! re's 4 Bonnie Raitt concert bth of vou like to go Test 2: Units 5-8 ‘A Listen to people talking. Circle T for true or F for false 1 ‘Man: So tell me about yuur family, Peggy. How many brothers and sisters do you have? Prac: Well, Ihave four sisters ~ Mary, Liz, Debbie, and Sue, MLN: Oh, that's nice! And do you have any brothers? racy: Yes, I have four brothers - Dick, Ted, Sar, and Harry. 2 ‘Woxtan: How often do sou exercise, Janet? Jaxer: Well I go jogging about three times a week. ‘Woxtss: Ohi Do you ever goto the gym to work out? Jaxer: Yes, I usually goto the gym on Tuesdays, ‘Thursdays, and Saturdays. ‘Woxtax: Wow! And how much time do you spend st the gym? Jaxer. Oh, around three or four hours each time T gotthere, 3 ‘Wows: What did you do on the weekend, John? Jor: Welt, I saw an action movie at the new movie ‘theater in the mall. I went there with my girlfriend on Saturday, \Woxsar: And where did you go on Sunday? Jou: went tothe Laundromat, and then my parents Invited me over for dinner 2¢ their house, Wehad a great barbecue. ‘Wouas: Gee, you were pretty busy! Jou: Yeab, laughs) I guess las 4 ‘Woxsas: Hi, good morning! Perzk: Hi. I'm your new neighbor. Peter Curtis. {just ‘moved into the apartment building yesterday. Woxtas: Oh, nice to meet you, Peter PETER: Uh, ie there a post office near here? I have to sail some letters ‘Woxtan: No, I'm sorry, there isnt one around here. But there's a mail box on the corner of First and Main Street. That's about five blocks from here Pezex: OK. Thanks. Mmm. What's this neighborhood ‘ike, anyway? How much traffic and crime is there around here? ‘Woxtax: Oh, well, there jen‘t much. Ie’ really pretty ‘quiet in this neighborhood, 139Test Audip Scripts Test 3: Units 9-12 A Listen to people talking and check the correct information, 1 ‘Mas: Excuse me. Im looking for someone. Her name is ‘Sharon Beck, Worean: Well, what does she fook ike? ‘Max: Man, Jet's see. She's about twenty-five, I guess, ‘and she's fairly short, ‘Woxax: Look over there. Ts she the one with the long, black hair. ‘Mas: Huh? Where? ‘Woxtans... who is siting at the table next tothe window? ‘Mass Yes! ‘There she is! Thanks a lot Wovax: Oh, you're weleome. Mas: (walking assay? Hi, Sharon! Sorry fm fate 2. Wowax: Have you ever been to Paris, Prance? Mas: Yes, Ihave, [ went there last year in July. Woes: How did you like i” ‘onderful cit! [had reslly « great vacation there! Wout: And what about this vear? Have you taken a vacation set? Mus: No, Thaven't but I plan to go hiking in the in August Won: Sounds good! Mas: Yeah, Tean't wait! 2 Finst sv: Can you tell me a litle about Spain? ‘Srcosn Max: Sure. What would you like to know? First nas: Well, what's Barcelona like? ‘SzcosD 4A: Oh. it's beautiful, and it's very exciting: as: What should ! ree there? ‘Secosp 344s: You should Visit eome of the wonderful museums there, like Picasso's and Mire's, And vou shouldn't miss the Ramblas, thet'sa very long street ‘where you tan walk and stop for a drink or @ meal inst Nas: Sounds grea’ And when's. goed sme SECOND MAN: Oh, I went there in June, and the weather ‘was perfect then. sis: OK, Th fox ‘SecoxD Max: Sure. My pleasure. 4 Docron: Have you ever had a backache like this before, Mr. Brown? terrible backache, What should I defor i Doctor; Well, it's smportant to get a lt of rest Mn Brown: Uh-huh. Ur, T gota litle extra sleep. And today’ I took some aspirin, but it really didn't help, Decrom: Well let's have a look a2 it Mf. Brown: OK Thanks. 140 Test 4: Units 13-16 A Listens 1, Listen to a waiter toke an order ina restaurant. Fill in the restaurant cheek. WarTEE: May I take your order, please? Cusrona: Yes, 1 Bave a hamburger. Waren: One hamburger. And would you like french fries with that? CCusroMeR: Yes, please. Give me a large order of, french fries. ‘waoree: All right. One large order offiies. And how ‘about a salad? CusroMeR: No, thanks, but 1 lke a cup of coffee. Warex: OK Would you ike to have your eft now or later? Cusromen: I lke it now, please ‘Warree: Allright. Thank you very much, (Cusroner: OK Thanks. 2. Listen to this telephone conversation. Complete ‘the message form. Max: Hello? Doxxa: Helle, May I spesk to David, please? ‘Mas: Sorry. He's out, Would you like to leave @ message? ‘Doxa: Yes. This is Donna, I'm calling about the meeting. Would you tell him the meeting's on Friday evening at eight o'clock? Max: Sure. (writing down the message) Friday evening at eight P.. Doxa: And i's jn Room 251 at the high schoo ‘ax: OK. Room twve-ive-one ... atthe high school Unshuh, Dons And pleas sk hin wo bring hs cssetie ‘Maxi Bring vour cassette reeorder. OK, Donna, 30 give David your message. Dowwa: Thanks a lot Max: You're weleome. Bye. Donna: Bye.TEST ANSE? EUS canons nomena pine Test 1: Units 1-4 a (ax2=8) L.Miyake 2achef Slike 4. $24 each 8 Isx2=6) “Any logical and grammatically correct sentence is acceptable. For example: 6 [3x 2=6) ‘Any logical and grammatically correct paragraph with 23-5 sentences is acceptable. For example: I get up st 7.00 in the morning on weekdays, Then T read the paper and have coffee. Igo to work at 8:30. 1 hhave lunch around noon. After work, | go ve school and study until 9:00 Pi 1. My name is Charles Chang, " (axe 2. Yn from Hong Kong. iis 3. more attractive 3. Well, everyone calls me Chuck 2ithey're 4. nicer © x28 4 4x28) 1B: Yes, heis, He's from Chicago LLlargerthan 8. more expensive than 2 ge Mian Ais Sonchts Heanlian? Rbetter than 4. prettier 3. B: No, mag. Im in Gnglish 101 1A: inourhisi ene Ast? 1 10) 1. A: Da you like California, Kenji? ° B: Yes, Ido T really like it LT 27 8F 4F 2. &; Does Joh play the piano? B: Yes, he does e axe at kind of musica they like? a ee 8. 8: What kindof musiede they lik k Bx2=8) Bx er em en i Circled words Written words Saher. Apt cB Bie He 2. salesperson Bight attendant v [es 2= 16) iat tour) guide Any Yeical and grammatically correct sentence is hospital aie fore acceptable, For example: 1.fima student. 2.1 goto UCLA Extension. 5] drink coffee. 7. Llike them los, 4 T osually get home st 8 Yes, like so, but 1 5:0. have wo suds 2 recepti 2 bank 5. Iclean the house. 6. [like game shows eee Uni Exercise lems _Oycle _ Areas tested _ nt ‘A LT Uistening: Speling 6 person’ asi nome yf ee Somes Fol at ee cana ang rir 1s IE Redatec te an ga i SRF “tase: eiocmsion snore Sees Sana Sage pee Waqanion ol oomrars i Sassy oe irae ae ae Sia tee Wineprioeeee a a a 32 una Cases yer “= = th Gntet ahs od ipeter a ada aS | toa Ot S| bate So ea gies an Haat FasianTay ov oat By | gata eemnae eg een caches me 4/1 | Grommor: Wh-questions with do.oné short responses Function: Tolking obout likes and dislikes Me ee ee ee or ect nerarneclioes 141Test Answer Keys Test 2: Units 5-8 A x LT 27 OF 4? a] 8 (4x29) 1. A: Are you doing anything this Sunday afternoon? 2. B: Yes, she is.She's coming to the picnic amorrow 8. ar Where are vour parents going this summer vacatio 4. B: Tim plaving Sennis on Friday morning. Do you want to play, too? c axe Any logics? and grammatically correct sentence ig acceptable. For exemple: 1. Not manyiA few/Few Americans use public transportation tu get to work, 2. In the US, mostmanyla lot of divorced people get razried again. 3, Some’ Not mans/A faw/Few American mothers return te work one year after having @ baby. 4. A Nearly sll/Mlost homes in the U.S, have at Zeaet ‘one color TV se. 15x 2= 10) 1 atten have eggs for breakest. Do sou ever eat lunch at the cafeteria? T sciustimass watch TY in my fee ime. for) ‘Sometimes I watch TV in my free sie. ‘What do you usually do on Saturday night? I5x2=10) ow often da you (usally exercise? Do van ever drive to seca? ‘What da you usvelly doom de weekend? ow good are ou at tennis? ow long dessa spend working out” or) ow sushi time da sau spend working out? F [5 210) ‘Thad a great day last Saturday. In the morning, my best friend and I drove to the City Museum where we 221° & ‘wonderful art exhibit. Then we went bieyeling in the park all afternoon, What fun! After dinner, we watched fan old movie on TV. It was really a wonderful day! 6 bs x2= 10) ‘Any logical and grammatically correct sentence is ‘acceptable. For example 1, I stayed home and studied 2. Yes, 1 did, Isaw a good movie. 8. I went to Canad 4. Twas away for three weeks. 55. [was out lest night with friends. H (x 2=10) Any logicsl and grammatically correct sentence is acceptable, For example 1, Yes, there is. There's one on the corner of Elm Avenue and Fox Street. 2. No, there aren't, 3. Yes, there are. There are some on Fex Street, 4 Yeo, there is/are, There's one on Maple Avenue. 5. Yes, there is. There's one next to the bank on Ear Avenue, ' [6x2=13) Circled words Written words Ldrugstore laundromat make ‘borrow (or) get movies food for) groceries 2. work haircut banks resteurams Geugstore am 4 14x 2=8) ‘Any logical and grammatically correct paragraph with 45 sentences is acceptable, For exemple live in a big apartment building in the ity. There's @ lot of noise and trafie downtown. But there's isn't much rime, There are a lot of restaurants and shops I really Tike the area a lot! I's a very exciting place K [axz=a) LFOo2F 3F 47 Wnty Exercise ems Cycle _Areos resteg ng: Post weekend acti LUstening: Neighborhoods Listering: Foy members, nariber, ng: Leigureactiviesretings:kequency Function: Asking obout 1 Grammar: Questions wih how Function: Asking abou exercise = “Grammar: Post gnse_ Function; Describing o pos eveot “Grammar: Post tense jFunction: Descabing weekend actives ond vacation 7/2__ Grammar: Pas ense of be Function: Describing a vacation nd the right before ploces | ‘971 Grammar: there is: here 07: 07s, ony, some _Funetion: Deserting locations of 72 WA] Voeabuior: Places and things to do mere (82! Grommar: How much cnd how many _Wrilng: Desebing ond nighbarhood i 1 Kee 8 Roding: Topic 142 cies; ue/ale comprehension check 1Test Answer Keys Test 3: Units 9-12 6 1x2=14) Any logical and grammatically correct sentence is a [4x2=8] acceptable. For example: 1, She is feirly short and about twenty-five. a ite taih tg sty batts not too big 2. He had a great vacation in Pars lest year in July. 2 Is pretty cold in the winter nd hot in the summer. 8. Youshouldnt missome tthe wonderful museums 4. Saag a gona ime fo vst my hometown in Barcelona 4, You can visit the City Museum downtown, 4, Its important to get some rest fore backache. 55 Avisitor should eee the beautiful river near the park 6. Avisitor shouldn't miss the flea market on Saturday orning You can buy old clothes an interesting books. 8 i7x 2014) 1. My sister is in her thirties, She has long blond hain, ‘and she is tedium height. Ske wears contact lenses. 2. Ny brothers prety tall, and he has a beard anda " lease) ‘mustache, He fs twenty years a Circted words Written words c faxa-a — Lbandages medicine on aspirin 1 (irled the man onthe le Bates = Cireled) the woman on the le enti sector a ‘i eoueh bum (or) hand . (5x 2= 10) Jo, they havent. So they should eat lunch soon 1 [5x2 10) 2A Mavihemaatacnasn? * hbog Sishe Sean 3 Bi No, chehaanl, but I talted coher yesterday 2 bottle & box about te on 4. B: Yes, be has already seen it twice. 4 She's pretty short. 16x2=12) Have sou ever sudieg French? oa as 2 Sure. 1 love to! e [x2 10) 3: snot toa bad 1 dirty expensive sistent & Youshould take a boat ie 2 dangerous 4 boring 3. Oh, that's too bad! & Could | have eomething for msorniz? F xe Argos rested ye Listening: & person's Gener appearance ond coe Listening: Joceons. ches nmes during the yeor Lstening: Qeseiarion a o county ang ey Function: istzhing peoples’ pure wit desciptions Gromimer: Mesont pect alec, yet 6 (TAT Reeding: Topic ono vacation in Maxi ion (rommer Advts ond cdjectves: conjunctions - Writing: Describing ones hareiown Grommor: Modal eres can and should ‘Wiiting: Giving suggestions on whol fo doin one's home oeobulary: Heated wos ‘Vocabulary: Containers ond medicines a “rermmar: Questions for desriting people nd fesponises Function: Ing someone out responding fo on inttion Faneton: Ftking about the weather ‘Grammer: Moco! verb can Fanaton Telingobou! heath problems and responding (Grammar: Modal verb moyfor requests sisi cones zit 143‘Test Answer Keys Test 4: Units 13-16 a [sx 2= 16) 1. Restaurant Check: 2. Message: Donna called. 1 bamburger ‘The mezting is on Eridey large order of frensh ——_gvaning at 6:00 (2). fries 1s in Room 251 a4 the to drink: (acupof bigh school. Bring your sole sasstiteresarder. 8 uxe-8) LNeitheram!. — 8.1.4o, too. 2 Tam, too 4. Oh, Jlove tt © 1s x2 = 8) Lwould 3 Would 27 4 ike D Uxzes) LPO? 8P 49 = [6x 2=8) Liforest. 2 dese "8. ocean 4. mountain F {5x26 10) 1 morecrowded 4 larger 2 aner 5: the longest 8. the most famous (x 2~ 9) How faris Australi from New Zealand? How high is Ange! Falls? How hot is Washington, D.C. in the summer? Hose ng i the Mississippi River? SS ed 4 [axe ‘Any logical and grammatically correct sentence is ‘acceptable. For example 1. Yes, Lam. 'm going to a concert (tamorrow night). 2. Tm going to work late (tonight) 8. No, 'm not (doing anything on Saturday). Sure, Td Tove to (see a movie)! 4.1'm going to visit my friend lest week) 1 [3x 2-6) Atel 2tobring 9, tell 4x 2-8) 2, Plat te Kim chat he tes on Thursday cat Lota 2, Would you ask Alex tommeet me after class today? 8 Coulé yo tll Ann thab sheresaxllenbal me 4 Pleas asi Mike ca come to the ssn on Saturda K [3 x26) ‘Any logical and grammatically éorrest paragraph with, 345 sentences ig acceptable, For exemple: Tve changed 2 jot in the last five years. 1 got married and Pve lost weight. My husband and I moved to a new town, I got a new job there. I work as a secretary in an International trading company. So] think my English is Detter now ‘ (ax2-6) Any logical and grammatically correct sentence is ‘acceptable. For example: 2. Y'm going to go out to dinner with my fiend. 2. Yes, Ido. '8 like to take English 102 next term 3. P8 love to learn Italian. P¢ ike to goto Italy someday. univ _Exercise__ ems Gycle_Areos rested & 82 2 © Modal verbs wou > ig: Toni on esioarantevaws: Toe 147 Voembtan: Geoppy wor @ # 1446 13/2 isting: Aiea ina reveurant wing dovn on oerWarkoak Answer Key Please call me Chuck. exercise 1 ‘Answers will vary Exercise 2 a 2M James B.MRobert 8. F Jen 3.F Catherine 6 F Susan 4 F Elizabeth © 7. M William @2dim f1doe bh. Bill e4liz g.6 Sue 3. Michael Charles Kennedy Exercise 3 My name is Jim Holmes. Sieg io meet you, Mr. Holmes, This is Jenny Parker. Nice.so muetvoa, Ms Parker, Iello, I'm Willism Dean. Please call me Bill Pleased 10 meet vou, Bill, Exeuse me, what's your name ‘ioe King. wv do you spell your first name? HARLEN-E, Exercise 4 2 dirs: What's vour ast name? Bea: Nr Jast name s Hayes. sini: Who's that? Bea: That's my wile, 4, div: Whav's ber.name? Boa: Her name Is Rosa Jos: Where's she fom? Bos: She's from Mexico, 6, Jisc Who are they? Bop: They're my wife's parents. Exercise 5 2, We're students. Qur classroom number is 108.-C 8. Excuse me. What's your last name again’? 4 That's Mr. Kim, He is in my class. ‘5. My name is Elizabeth, Please call me Liz 6. This is Paul's wife. Her name is Jennifer. 7. My parents are on vacation, They are in South Korea. 8. I'm from Venice, Italy. Ibis beautiful ety Exercise 6 "Asti: Ob, they are on the volleyball team. Let me introdtie you. Hi, Surachai, this ig Lisa Neil ‘SURACKAL: Pleased to meet you, Lisa. Lisa: Nice to meet you, too, Surachai. Where axe ‘you from ‘ScrackAt: am from Thailand ‘Anti: And this ig Mario. He is from Brazil, Lisa: Hi, Mario, Pablo: And my name is Pablo. I am from Colombia, Exercise 7 A ‘Answers will vary 8 (Note; Words in italics were given os examples.) ome Where om? Languages Spot 1.Mario Cali, Spanish vollesbat! Colombia and French 2.Bileen Mezambigue, Swahili and Africa Portuguese 3.Su¥in Telwean Mandarin Chinese ‘and Engliss volleyball 4.Ahmed Luxor, Egypt. Arabic and English basetall Exercise 8 ‘Sanat: Pretty good, thanks. Are sou a student here? Rick: No,{'m not. mon vacation, Are you a studen:? Saw: Yes, Lam, Rictt: And what are vou studying? ‘Sassi: Tm studying Spanish Rice: Oh, really” Is Susan Miller in yoor class? ‘Sanat Ves, she is. I she vour friend? ict: No, she's oot. She's my sister! Exercise 9 Tiss: Hi, Im Tina Fernandes Axo: Are you from South Americe, Tins? Tixa: Yes, Lam. Im from Argentina, ‘Where are you and your sister from, Alex? ALES: We're from Taiscan, ‘Tiva: Are you from Taipei? ALEX: No, wee not, Wet from Tainan. Sey, are you in English 1017 risa! No, Lm gat. '™m in English 102 Exercise 10 2. A Are vou ftom Spain? B, No, wee not from Spain, We're from Mexico 3. A: Ave they on the same baseball eam? B:No, they've aot on the same baseball tear, ‘They're onthe same volleyball team. 4. A: Are Kim and Mika in your class? B. Yes, Kim and Mika are in my clase. 5. A Isitanice class? B: Yes, it's a nice class 6. A: Is. vour teacher Mr. Brown? B: No, my teacher isn't Mr, Brown. I'm in Ms, Weet's clas. Exercise 11 1. How are yoo? Saying “hello™ 2. See you later. Saying “goodbye” 3. Take care Saying “goodbye” 4. How's everything? Saying “hello® 5, Good evening. Saying *hello™ 8. Good ni Saying “goodbye” Exercise 12 ‘Anawers will vary 145Workbook Answer Key How do you spend your day? Exercise 1 aise jockey police officer security guard tour guide Exercise 2 2, She works in a travel agenty and takes people om tours. She's a tour guide 3, He worke in an office, He's a word process computers a lot, 4 She's a diac jockev. She works in a night club. She plays music Exercise 3 2. She Works fora travel company and arranges our. She's a travel agent. 3, He has an interesting job. He's a teacher. He works in a high school ‘an architect. She works for a large company She builds houses. It's a great jb. She works with computers in an office She's a word processor. She's also a part-time sdent. She takee an English class in the evening Exercise 4 ‘Tom What dace your husband do exa Liz: He wacks for a department store manager Tow: How does he like it? Liz: I's an interesting job. He likes it very much, Buc he wwarks long hours. Abd what do you do? Tos: Ta student. I suds architeerare Luz: Ob, really? Where da sou go to school? Tow: | goto Linceln University. My wife, Je there, to. Lu: Really? And what dacs she study? ‘Tow: She studies hotel management. Luz: That sounds interesting. Exercise § ‘Vjerar: I work for American Express. Manx And what go ya do there? Veron: I'm in management. Masi: Bow doxou ibe i? Wieror: It's a great job. And what do vos do? ‘Mani: Pm a salesperson, He likes Exercises LHe a chet, 2, He makes TV programe about Chinese cooking. 4. She finishes at eight or nine oslock in the evening 4. She's an electrician, 146 Exercise 7 ‘Answers will vary, Possible answe 2, Where does he work? 3, What does he do exactly? 4. Hoow does he like hi job? Exercise 8 ‘Everyone knows Pat at the hospital. Pat is a part-time night nurse. He cares for patients at night. Qn Saturdays and Sundays, Pat sleeps most of the day and Wakes up alittle before nine in the evening, usually st 8:45 or 8:50. He has breakfost very late, around 9:30 or 30,00 Pas! He waéehee television until eleven o'clock, and then starts work at midnight. Barly in the morning, usually around 5 Pf, he leaves work, has a little snack, oes home, goes to bed, and sleeps lata It's a hard schedule, but he loves his work. Bvercise @ ‘sfela[ pels a whole] els fill : eMB's[ elt 7 = s Me clvte|s fig‘ fil 7) "| ole} s é a[n|s|wl el rfs Exercise 10 2 What does he do? 8. She serves food in a restaurant 4 He goes to the university 5. She stays up late, 6. He works part time. Exercise 11 1. New York Hospital needs aurses. Work during the eh SyAleeys oil Ba Cease parttime, Call 278-1181, 2. Interesting job for language student. Mornings only ‘Take people on tours. Need good English and ‘Spanish. Call 989-3292, ' y He ona hes! Oly wrk from 6:00 Serves great food! Work as our manager. Cal 735-6856,How much is it? Exercise 1 ‘Saat The light blue ones over there. They're nice. Rebecca: Yes, But I don't really like light hue! Saat; Hmm, Well, what about that sweater? It’s perfect for you, Resecca: Which one? Sat This red one ‘Resecca: Well] ike it but its expensive, ‘Saat: Hey, et me buy t far you. It a present! Renecca: i Exercisa 2 2. A: How much are those bracelets? B: They're $29, 8. A: How much are these shoes? B: They're S64 4, A: Haw suuch is thas dog? B: Thats my dog. snd he's not for sale! Exercise 3 L backpacks 8. gloves 9. scarves 2 bookshelves 6 hairbrushes 10. sweaters 3, dresses Tinecklaces 1. ties companies £ mings 12. dishes Exercise ¢ Answers wil] cary. Prasible answers: 2 That's chesp, 8. That's prey expensive! 4 Tha able 5 That's not bad, 6. Thar's chezp. Exercise 5 1 Cenk: I's $195, Luis: Ang hove much ie that one? Cuente 1s $288, Leis: Ob. really? Wel Kin: Excuse me, How much are those jeans? Curnk: Thev're onl 858. Kine: And how much is this sweater? (Ccenk: Which one” They're all differen. uy. ike this green-ane, CLERK: I's 834 Rane Wel, that’s not bad 3, Sonta: Ike those sungissses over there. (Cure: Which ones? Sosa: The small oven ones (Ctena: They're S199. Sots: Oh, they're expensive! Exercise 6 Catton Geld Later Siac Wont pants bracelet boots pants boots pants, gloves ring pants gloves bracelet gloves shirt necklace gloves shirt ring shirt jacket Hachet jacket necklace jacket Workbook Answer Key Exercise? ‘These cotton gloves are nice es, but the leather ones are niger. A: They're also more expensive. ‘A: Those silk jackets look more attractive than the wool ones. BB: Yes, but the wool ones are warmer, 3, A: Tals purple shirt is an interesting color! B: ‘ 5 es, bot the color is etter than the design, ‘The design isnt bed Think the design on that red shirt fs beter than {he design on this purple one 4, As Hey, lok a tis gold ving! it’ nic, Andis cheaper than tht silver ring. Bot its smaller than the silver one ‘A. Well, yeah. The silver one i bigger thas the gold one, But lak at the price tag. One thovsané| dollars is ot of money for = ing! Exercises Gitiog etnies ewely ep computer bracelet ress compact dite player earrings athletic shoes television necklace sweater Taptop computer ning Exercise 9 “Answers will vary, Possible answers: 2, Which cap do sox like more, the wool one or the leather one? like the wael une more, or Like he leather one more. 3, Which ones do vou like more, the high-tops oF the tennis shoes? ike the high-tons more, or Llike the tennis shoes moze. 4, Which one do vou prefer, che laptop computer or the deskiop computer? refer the laptop computer, or Larefer the desktop ‘ompuler 5. Which television do vou like better, the 19-inch one or the 25.inch one? ike the 19-inch one better, or Llke the 25:inch one er 147Workbook Answer Key Do you like jazz? - Exercise 1 “Answers will vary. Exorcise 2 ‘Answers will vary. Possible answers: 2, Do you like Tor Cruise? Yes, I do. Tove bis 8. Do.you like rap? No, don't T can't stand it- 4 Do you like Demi Moore? Yes, Ido. 1 lke her a lot. 5. Do you like TV game shows? No, I don’, Tean't stand she, 6. Do you like soap operas? No, I don't. I don't ike chem very much, Exercise 3 1. Mariah Carey is a pop singer. 2. The Rolling Stones are a rock soup, 48. Oprah Winfrey is a TV talk show host. 4. Bruce Willis is an actor. Exercise 4 1. Sagat Yes, J ke ita lot. fm a real fan of Garth Brooks, Ep: Ob, doas he play the guitae? Sanat Yes, he does. He's my fevorite musician. 2. Asst; What kind of mnt de yee narence ike ‘Jason? aso: They lke classical ‘Asse: Who do they like? Mozarc? ‘Tasox: No, they dant like him very much. They prefer Beethoven. 3, Scorn Teresa, do you like Mariah Cares? ‘Tessa: No, I dant lean’ stene her. 7 ike Celine Dion. ‘corr: I don't know her. Wh ee: she sing? ‘TeRzsa: She sings pop songs. She's really great! Exercise 5 ‘Answers will vary, ind of m Possible answers: 1. Whathinde of movies ‘like comedies and 4 yoa ike? musicals 2, What is your ~My favorite movie is Favorite movie? ‘Star Ware. 3. Whabhingtands of TV Tithe game shows. ‘Shows do you like? 4, Whois your favorite TV actor or actress? 5. What is your favorize My favorite TV actor is Michael J. Fox Mg favorite song is 6. Whois your tavonte Aly favor rock group 3s rock group? U2 Exercise § “Anwers will vary. Possible answers: 2, Which movies are more interesting, thrillers or Science fiction films? ‘Scienge fiction films are more interesting than thrillers. 3, Which films are seaner, horror flims or tnnulers? 4, Which films are mare exciting, comedies or thrillers? 148, Exercise 7 a ‘by listen to teh thepiano” —janz_——videos theguiter music TV thetrumpet CDs afilm 8 Answers will vary Exercise 8 ‘A : 1. Then and Now 2. A Question of $1 Million 3. The Best Man Wins 8 4. science fiction 2 comedy 3. western Exercise 9 2. A:Do you like gospel music? B Le 3. A: There's a baseball game tonight B Great. Let's go, 4. A: What do you think of Tina Turner? B: Lmanota real fan of hers. Exercise 10 a = L.No 2 Yee 3.Yes 4.No 5. Yee 8 Answers will vary, Exercise 11 A Kare: Yes, Ido. Like ta lot ‘Rosin: There’ a concert on Friday, Would vou like to go with me? ‘are: Yes, l'dlove to, Thanks. 2. Cantos: Wauld vou like to go toa French film at 11:00 tonight? Pint: Tike to, but I have to udy tonight. Ganeoe Wall, davon lke Rrqniian Sime? Pun: Yes, 1 do. Nave them! Cantos: There's a great Brazilian movie on TV ‘tomorrow. Would vow like to watch it with me? Prin: [dove to. Thanks. Exercise 3. Llove herror films! 4 She's not a fan of country music. '5. Would you like to goto ¢ baseball gamve?Tell me about your family. Exercise t Male Female brother aunt father daughter busts mother nephew niece son. sister once wife Exercise? ‘Dox: No, Fim not. My brother and sister are staving with ‘me ight nov. We go to bed after midnight every night. Jott: Really? What are they doing this sommer? Are thestahing classes, too? Dox: No, they aren't. My brother is on vacation now, but, he ic Inoking for a parttime job here Jost: What about your sister? Is she wneking? Dox: Ves. che is. She has a part-time job at the ‘universiny. What about 90u, Joel? Are vou in school this summer? Joet: Yes, Lam. im studsing to languages. Dos; O&. axe-sou taking French and Spanish Jog. ell. Pn tsking Spanish again, but Imstarting Jepenece, Dox: Resiis? Phar’ exciting! Exercise 2 2. Peiev 3 Lit's hetband 3 pried. 4 5 0. Like iva lot, ‘our brather still working in Hong Kong? ‘dass, How about you and your family. Chris? Are you sul ing here? (Cums: Yes we are. We reslly love San Francisco, Exercise 5 1 This fs my aunt Barbara, She lives in Rome, but she's sjeicing Chile this summer She has e summer house there 2, And these are my parents, They work in London, but thesve siting my aunt in Chile this month, ‘Aad here you can see my grandparents, Thev live in ‘New York, but thevrestaying at my parents’ house in London nov 4, This is my brother-inlav, Edward. He wants to be a ‘company director. He's studying business in Canada ight now. 3 Workbook Answer 5. And this is my niece, Christina. She goes or She's going te high school. She likes mathematics, but sh oesnt like English 6, And you know zhis person, of course. It's me. Exercise 6 a ‘Answers will vary, 8 1 False: Many college students live in university housing. 2, Tre 43, False: Few young people in the United States live with their parents. 4, False: Nearly all university students live with their parents. 5, True 6. False: (Rents in the city are very expensive.) Many ‘young people continue t live with their parents aft they marry Exercise 7 all pearly all many alot of afew few 18 a0 Exercise @ 1. Mony children start school before the age of 8. All children goto school after the age of five 2 Nearly all young people get a job alter they finish high schoo! Only a few go vo college. 3, Not many people over 65 have part-time j Few people like to travel abroad. Man¥ people over 85 like to stay with their grandchildren. Exercise 9 In. my country, some couples get married feitly young ‘Not many marriages break up, and nearly ali disars people remarry Elderly couples often ive athome and take care. grandchildren Exercise 10 “Answers will vary uWorkbook Answer Key How aften do you exercise? Exercise 1 ean spots India spots eres Basketball swimming yous baseball jogging ‘swimming football Dieveling Jogging tennis ‘erobies Ddieveling tennis, Exercise 2 2. They hardly ever play tennis 3. How often do you go jogging? 4 We ofien do yoga on Sunday 5. Does Charlie ever do aerobies? 6 ning. What do you usually do on Saturdays? B: Well Tusually do karate on & on Sundays. as gotoshe B the gm after work. 4. 8: How often do vou exercise? ‘hoot exercise very often etal Doyou ever plas sports ion seekends? Yes, | sometimes play sports on weekends susvally baseball 6. A What do vou usually'do in your free time? B: Tually play tennis in my free time. Exercise 4 A Answers will vary 8 Answers will vary. Exercise 5 ‘Senay: I always go jogging at seven o'clock w ebout you, Susan? usually go jogging argund avon. 3g far about an hour. desis: And do you ‘lessmates in my free time. What about you? Jeary: I go to the gym an Mondays and Wednesdays. 0 bievcling ay weekends. ly lke to stay in shape, 150 Exercise 6 7 relxfelriclilstels » ee “sofas (hal 2) cpa 6 fee Fle lali in ile fe ia s Bao 2 of s Fat r i 5 Te iJole Exercise 7 8 at Haig edoetion ca uy Poyam YMA 1 play indoor sports y 2 Gowutdeor acbvines 23 cake evening elsses ’ 4. go dencing ‘ 8 Tear to oook ¥ 6 meet new people ¥ ’ ‘ Brercise 2. A: How long do you spend in the swiraming pool? ‘5: About 45 minutes 3. A: And how well do you swim? 5: Tm about average. 4, &: How good are you at other sports? B; Not too good, actually. 5, A: Hor: much time do you spend working out? B: Around an hour a day. Exercise 9 2. A: How often do you gn for # walk? B: Almest every day. [really enjoy it BA ch time da vou spend jogging? or How long do vou snend jogging? spend about an hour jogging How good are.yan at racquetball? u play basketball? Bi Basketball? Presy wells Exercise 10 2. Tom doean't exercise very often, 5. How much time do you spend a 6, How well do you play tennis? Exercise 11 ‘Answers will vary:We had a great time! Exercise + a 2enioyed S. studied 8, washed Sinvited — 6 tried 9, watched loved 7. visited 8 2 give 6. spend 3. meer 7 take dse Bge 3. sleep c Answers will vary. Exercise 2 2. Who did you meet at the party? Le: someone vert interesting, 3. What cime did yoo and Eva get home? Wego: home alitie after 1:00. 4, How gid you and Bob like the art exhibition? We iked the art exhibition aot, 8, What did you bus? Lor We bought the new Madonna CD. 6, Where did JePand Jovee go.on vacation? ‘Tres tien: toshe country fon rasation. Exercise 3 Snewe'$ will vary did vou do? on Saturday, we went shopping Zou da anvthing special in the evening? No, nothing epecial Seow goon Sunday? wo the amusement park How di ou lke it? We had a great time. Jn fact, we staved there all day esis? What time did vou get home? B. We eo: home very late, around mide Exercise 5 al Jive home from work yesterday. Did you take he day off, too? B: Ne [didn't take the day or vestarday off LWorked ee , 8, A: Isiept in all weekend. Did you spend the weekend achome? B; No.l didn't spend the weekend at home. I wen ‘at sith friends 4, A: [studied all weekend. Did you and John have » loc of homework, 00? B: No. wedidn' have g lot ofhomewark. We finishes ‘ear homework an Saturday, 5, A: Carl drove me to work this morning. Did you ave to work? B Na Ldida' drive to work Lioak the bus. 6, A: Kethy went to the baseball game last might. Did {ou and Bob goto the game? o.we didn’t goto the game, We watched iton w B Workbook Answer Ke Exercise 2.4, He took @ day off 3. e. He did housework. 4c. He didn't do launery, 5. a. He had people over. 6. b. He had a good time Exercise 7 a Answers wil vary c wate 1. visited Thailand for the first time. ’ 2. stayed for two days in Bangkok 8.vasited the flosting market ‘ 4 bought food in Bangkok B.gaw some historic ruins 6-took tripon the river ‘ “loved the food the most 4 S.enjoyed everything 4“ Exercise @ 'B: Te was great. I really enjoyed it A: How long were you there? B: We were there for two weeks. Ar Were you in Lima all the time? B. No, we werent. We were in the mountains for afew days. A: And how was the weather? Waa it good? 1B No. ie wasn't good at all. The city a2 very hot, and the mountains were ceally ela! Exercise 9 B: Ik was-e great trip. [really enjoyed South Africa and Namibia, & How long sare vow in South Africa? B For ten days. 3 And hes lang were squ in Namibia? B: I was in Namibia for about five days. A Wow, that’s a long time. How was the weather? Ic was hot and sunny the whale cme. A Bnd how did vou ike i? B Oh, it was wonderful. And the wildife was terrific ~ wwe Saw some meerkata! Exercise 10 1 The neighbors had a noisy pany till 3:00 4.x We complained about it, 2. We didn't see very much in the mounesios The weather was foggy 3. We went on a four ofthe rains. 4. I worked very hard in Switzerland. Twas there an business. Exercise 11 a Answers will vary 8 Answers will vary ed 151Workbook Answer Key a How do you lke the neighborhood? Exercise 1 dance club gas station smrocery store movie theater pay phone post office shopping center travel agency’ ‘A: We want to go dancing. Are there anv dance clubs pear here? B: No, there aren't, but there are some on Main Street. J want to send thie letter, Is there a nos office ‘around here? ‘Yes, there's one next to the laundromat. need to make # phone call. Ave there anv pay ‘phones around here? Yes, there are some across from the library J need some gas. Are ibere anv gas stations on this No, there aren't. but chere are a couple on Second Avenue. 6. A: Weneed to male a reservation for trp. Asthere a travel agency near here? BB: Yes, there's one near the Sheraton Hotel. Exercise 2 Possible answers: laundromat on the eorner of 1st Street in A, but there isnt one in B. There's a bo eenepeepe Pee eee hospital 4. There's a grocery store on Blm Street in B, bus there isn'tane in A. 5 There’ a restaurant on the corner of 3rd Street and akin A, Dut there isn't one in B. There's 2 drugstore, 5 There's « bent ox yhe corner of 2nd Street and Oak Jn A, but there isn't one in B. There's a department store. 4. There's a post office on the corner of rd and Birch in A, but there isn't one in B. There's @ movie theater. 8, There's supermarket on the corner of 2nd and Elm aren't any in B. There are some a 20, There's a barber shop an 4th Street im A, but there isn'tone in B. There's aeoffee shop, Exercise 3 ‘Angwers will vary. Possible ancwers: 2. Is there a post office near here? ‘There's one on the corner of Birch Street and 3rd ‘avenue, 4, Tim locking for a drugstore. 152 4. 1s there a laundromat in this neighborhood? ‘There's one next to the YWOA, 5. Isthere a department store on Birch Street? ‘There's one between the travel agency and the gv, 6. Are there any pay phones around here? Exercise 4 “Answers will vary, Exercise 5 8 c ovantges Disidvanaget Downtown — near the very noisy, streets ‘shopping center fall of people near the bus trafficis terrible station parking is. big safe problem Suburbs alotofparks too quiet good schools not many shops, no very little crime clubs or theaters pothing ever really happens Exercise 6 ountale nuns Uetbtable mo trafic people pollution hospital noise theater es school water Exercise 7 ‘There aren't any There's only a litte There are a couple, There are afew ‘There's alot 2. How many buses are there? 8. How much traffic is there? 4 How many banks are there? 5. How many people are there? 8. How much erimeis there? Exercise 8 ‘Aunx: Sure, There are got, There's s great club across fram the National Rank, but i's expensive. Leis: Well are there any others? ‘Aux: Yeoh, there are afew, There's site one near here. Wes called Sounds of Laws: That's perfect! Where is it exactly? ALEX: It’s on Third Avenue, hetween the Royal Thester and May's Restaurant. Ls: So let's go. Exercise 9 cards 2, We're taking along drive, We need togo to the gas sation, 8, [live on the 8th floor of my apartment building 4. Our apartment isin the center ofthe city, We live downtown, &Workbook Answer Key What does he look like? Exercise 1 2. light 3. young 4. Short 5. tall Exercise 2 fairly bong, good-looking rredium he’ middle aged pa feepe AA: How long ie his hair? his hair? B: I's dask brown 4, A: How olds be? 5, A: How call is ne? Exercise 3 ‘lit: And fos long is her hair? Steve Its medicm length, Joe: How zallis ace? Steve: She's fair tall Sisk: And ow aids sae? StEvE: She siz her early twenties. dis Dogs she weer gasses? Steve: Someries. {think she's wearing the now. Sin; OK. 1 sank wee her over there Exercise 4 Snawert wil ar exercise s ia 1 This as ier bieGQie lee pets tll He bas > blecksutiacte, and BeERaiD Hes wearing a dare thin and Heiss bag He hae short cui he 2, This wores 8 coout 25, Shes very pretty. She's mediur. heigh:. Her hair is long and blond. She's wearing a black sweater and¢ She's tagding EXT her motorcycle 5 tennis shoes. She's wearing boots sanding next to her motorcycle. She's tly tventies_Sb's rats eae looking Sha has Qs and Seale Se tach rand shes Sreatine FEAT looking ski snd bloure ‘She doesn’: have glasses. She doesn’t have straight ‘blond hair. She has curly black hair. Exercise 6 Formal Cass Blouse boots Gress jeans scarf “Shorts shirt. running shoes suit Tshirt ts cap Exercise 7 ‘2. Edward and Kate are the onee wearing sunglasses, 3. Mandy isthe tall Woman earring a jacket. 4. Alice is the woman talking to the man. 5. Giorgi is the one standing nest ta Alice Exercise Possible answers 2, A: Which one is Carlos? B: He's the one behind the couch, 4: Which ones are Dan and Cindy? B: Thev're the anes next t© Maria, 4. A: Which one is Angela? B: She's the one on the couch, 5. A: Who's Kim? B: He's the one with shore black hair, Exercise 9 2. A: Which ones are the teachers? Who are the teachers? Bi They're the ones on the couch, ‘Thes’re she ones sitting on ine couch, 3. A: Which one is Larry? Shois Lavry? BB: He's the guy wearing the coat, He's she gu’juche cost Exercise 10 "There's a good-looking middle-aged woman walling her dog. and z young guy talking on the phone. Two people are standing nest to him. Hey! The one wearing & baseball hat is my classmate! Some people are eaiting ‘at che bus stop. serious-looking ‘oman ieasking for directions, And hey, here comes a really eure woman carting a backpack, Wait a minute! know her. That's my old gifiend. T have to go now! Bre Exercise 11 2: Who's Sam? B. The handsome.guy near the door, 8. A: Is she the one on the couch? 5 Thats cight. 4A: How tall is she? B: Betty short 153Workbook Answer Key Have you ever ridden a camel? Exercise 1 2. e, called 3.6. done 4 jcaten 5. 8 gone Sh had 7. £ Jonge’ 8g. made 9. ©. seen 10, i fred Exercise? 2, Ac Has she gone running lately? BB Yes, she usually runs ip the morning and evening. 3. A: Have vou estan at the new Brazilian restaurant? B, Yer, we've already eaten there. t's excellent, but very expensive 4, A: How many times have vou gane shopping at the small this month? B: Actually, haven't gone at all. Lect go today! Thear there's 2 new music store there 5, A: How many international phone calls have vou suide this week? B: Only one ~ on my father's birthday Exercise 3 A ‘Answers will vary 8 Anawers will vary Exercise ¢ “Answers will vary Exercise § fa “Answors will vary, © L___ stayed in the mountaine ZT dost a water enjoyed the view End? ect no exercise 2 spent time on a boat waited for help 2 went swimming ‘ang hed a trnible day 154 Exercise 8 2. A: Have you ever seen a sumo wreitling match? B: Actually, I saw a sumo wrestling match last month on TY. It was teri 5. A: Have vou ever been camping? B: No, Thaven't Ive never been camping. 4, As Have vow ever eaten oysters? By Yes, Thave. late oysters last year in France. 5. A: Have vou ever gone wall climbing? B: Yes, I went wall cimbing on Friday night. 6. A: Have wou ever ridden a motonevele? B: Yes, Ihave. My brother once let me ride his rmotoreyele 1. A: Have vou ever heen to India? B. No, Pve never been to India, 8, A: Have vou tver had a bad dream? B: Yes, [had a bad dream just lat night. Exercise 7 “Answers will vary Exercise & 'B: Yes, I ost my watch last month. ‘A: Have you found it yet? B; No. Actually, Lug already bought a new one, Lock! ‘8: Oh, that’s nice. Where did you bus it? B: ag it atthe strove market last weekend. What about you? Have you ever last anything valuable? ‘A: Well, left my address book in pay hone a couple of months age BB: How annosing! Maybe that's why you haven't called me fora while ‘A: That's right. leant even remember my own phone number! But you haven't called me in long time, What's our excuse? B, Lol you. I lost my watch, so havanlthhad the time! ‘A: Very funny! Brercise 9 2.-A: Are you having @ good time? B Really.gond 3. A: How many times has he seen the show? B Twice, 4. A: What about tour ofthe ety? 3 :It’s a very exciting city! Exercise 1 2. My hometown is not an exciting place. ‘The nightlife there is pretty boring 8, Rome is a beautiful old city ‘There are not many modern buildings. ‘4, Some parts of this ety are fairly dangerous. ‘They're not very sale lete at night 5, Athens is a very quiet city inthe winter. ‘The streets are never crowded at that time of the year. Exercise 2 ‘A: What's w svn ike? B: My hometown? Oh, i's a pretty nice place. A: Iinbig? B: No, i's feirly small, and it has a lor of beautfol A: What's the weather like? Bi: The winters wet tnd too cold. Is very nce nthe summer, thoogh 4: Lethe nighlife exciting? B. No'Itsceally boring after sx ole i be evening Exercise 9 2 Brague it avery nice place, The wir: cold hash, 8. Sedney iss relasing city, and t hab 8 wonderfs harbor 4. My Hometown is a great place for vacation. bat ite otto god for shopping 5, Ourhometown ie fairly gly and dir: fe ha some beautiful ld houses, bowser ease Restaurants are very éheap in Mexic Copenhagen is a lean city ‘The buildings in Paris are really beautiful Aparimests are very expensive in Hong Kong ‘Amsterdam is y fairly crowded eiy in the Toronto has good museums, ‘Travel Britain London is Britain's biggest city, It has a very old capital and dates back to the Romans, Ic s-a city of interesting buildings and churches, and it has many beutiful parks. Tt also has some ofthe best museums in the ‘world, London jg very crowded in the summer. but it |g not too busy in the winter, Iisa posulareity with Foreign tourists and has more than eight milion ‘sitors fa year. The oity is famous for its shepping and has many excellent department stores. Lonéon has convenient trains and buses that cross the ity, soit is easy for tourists to get around Workbook Answer Key Exercise 6 8 Date eit iy founded Popltion _Weaher —atrctns Budapest 1872 3 million” very cold the Danube inthe nightlife winter Tos 1761 SSaalllion smopgy Am Angeles ary and studios warm — Hollywood Boulevard Ddeaches Disneyland Tape! Ith 2S willlon hamid’ museum century not shopping pleasant c 2. Las Angeles has good beaches nearby. 3. Budapest was once two cities 4 Budapest and Taipei ere both capital cities Exercise 7 2, You shouldn't stay near the airpert, 1's toa noisy 3. You shouldn't miss the museum. {thas some new eshibite 4, You can take a bus tour ofthe ety if you like 5 You shouldnt walk alone at night. I's too dangerous. 6. You shanld travel by taxi if you're out lace Exercise 8 B: You shouldnt miss Jogiakarta, the old capital city ‘There ate lot of besutifal old buildings. For example, you should see the temple of Borobudur A: Sounds great Bal is very popular, too, Should I zo there? B: Yes, you should. I’ very interesting, A: Shobld {ake alot of money with me? B No, youshouldn't, Indanesia is not an expensive a B: country So when should I go there? Well, ts always hot and humid, s0 it re matter Exercise 9 Possible questions 2, What can you see and do there? 3. What shouldn't you do there? 4 What special foods should you try? 3. What should you buy there? 6. What other interesting things can you do? Exercise 10 2, The streets are always crowded, 3. iesa fairly vey city. 4 What's a good time to visit the city? 5. You really shouldn't miss the fea markets. 6. What should we do there? is doesn't 155Workbook Answer Key It really works! Exercise 1 A Suggested answers: 2. aheadaché: take some aspirin 3. a bad cold: go to bed and rest 4. an insect bite: put antivitch eream on it 5. the hiceups: drink lots ofhot water B Possible answers: 2. A: What should you do for a headache? B; It’s useful to fake some aspirin. 8. A: What should you do for a bad cold? [B: Its important to go to bed and rest. 4, A: What should you do for an insect bite? [B: It's good idea to put antiiteh cream on it, ‘A: What should you do forthe hiceaps? Its helpfol te drink lots of hot water. Exercise 2 Possible answers ‘threat, se» zand ides not total tao e such, For a burn, i's important not to put ice on it For insomnia, i's helpful not 12 drink coffee at night, 5. For a fever, i's important net to get out of bed Exercise 2 ‘Answers will vary Exercise ¢ A ‘Answers will vary False False Tre Troe False Tre Tre 156 Exercise S A tle Bo ta 2 Tobe eye drops cough drops insect spray ointment pills tissues sunburn spray cream 8 Possible answars: 2. Mary has a bad cold. ‘She should buy aor oftissues, 4, Andrew and Carlos have a lot of insect bites, sould b 4, David has dry skin, Exercise 6 1, Customer: Yes. Can Ihave a package of bandages? PHarnacist: Here you are Custonter: And what do you have for @ sunburn? Puagsactsr: J suggest this lotion Customer: Phanks. 2. Paaxsacist: Hi. Can Ihelp you? CusroneR: Yes. Could I have something for sore muscles? PHARMACIST: Sure. Try this eintment. ‘Cusroster: Thanks And what do vou suggest for the Au? Puaniacist: Try some ofthese tablets. They really ‘work CCustonter: OK, thanks, 1M take them. And could I havea box of tissues? PHARMACIST: Sure, Here you are. Exercise 7 Wor, you don't look very good! Do you feel OK? No, Think I'm getting a cold. What should I do for it? You should stay at home and goto bed You're probably right. ve gota really bad cough. too. ‘Try drinking some hot ta with honey. Ie really helps, Anything else? Yeah, I suggest you get a big box af tissues! Exercise 8 Possible answers: 2. [think I'm getting a cold ‘You shauld get a bettie of stain C. 43, Thavea backache. And don't tell me to go to bed! [suggest a beating pad. 4. Lave a terrible stomachache. porwr erMay | take your order, please? Exercise 1 2 So dol 3. Tam, too. 4 Neither do 5. don't either 6. Ido, to, Exercise 2 A ‘Answers will vary, 8 ‘Answers will vary, Exercise 3 a Answers will vary, c Totes Dyasty Bie Cae fone Food Htalian American Lebanese Atmosphere quietand boring lively relaxing Spenalties desserts. Steak and —meze potatos pce very geod slowand very unffiendly friendly Price'person about $25 $22 about $18 Reservation yes no ves Exercise 4 Kate's Diner Main Dishes Solads cludes salad and choice of potatoes) Desserts chocolate cake apple pie icecream Workbook Answer Key Exercise 5 ‘Waiter: What kind of dressing would voulike on your salad French, Italian or vinaigretie? csrowen: French, please. Worer: And would you like anything to drink? Cesrowen: Yes, I have iced coffee. Warren: Anything else? Cesronen: No, thanks. Exercise 6 2, Ar What kind of soda would you like? B: [have acola, 3. A Would you like anything to drink? B: No.thanks, 4. A: What flavor ice eream would you like? B. Vanilla, please, A: Would you like anything else? B: That wall be all. thanks, Exercise 7 ‘ena It's delicious. I ike it alo. \Wairvey: Ido, to, It’s my favarite kind of food. Let's all Chiang Mai restaurant for home dalivery. any: Great idea! Their fod is always good. Teat there a lot. EY Sp do J Well, what sxould you like tonight? A Tm in the mood for some soup. Ney: So am J. And T think J wil have spiey chicken pecial Thai rice susnay: OK, let s order. Oh, wait a minute, I don't have money. WerTyev: Neither do I, What should we do? ‘Suexy: Well, let's lok in the refrigersior. Hmm, Do sou like boiled eggs? Warrsey: I eantstand them, ‘Sezaey: Actually, neither can I Exercise 8 2. Baked potatoes are less greasy than tench fries. 5. Many people lke dressing oa their salad, 4 Some people rarely cook with spices. Ther prefer biand food. 5. Vanilla is @ popular ice crear fax 157Workbook Answer Key The biggest and the best! Exercise 1 a 2.b, forest swamp a lake 6 voleane a. desert ‘Amazon River Lake Superior Mowat Fub Mediterranean Sea Niagara Falls 7. Pace Ocean Share Desere Exercise 2 2. cooler 3 friendlier th 4 heavier the heaviest B nicer the nicest B noisier the noisest Exercise 3 Tas: Well it corny has some of the mast famous cities in the world ~ Rome, Milan, Venice ‘au: Yeah. Uhad the bet time in Venice ‘ts te enostpeautial city I've ever seen, Ofcourse, it's also one ofthe most napulax tourist attractions was the most crossed ety I ieieed this summer, nd chere weren't even any cars Ls\'Tee always waned to wait Venice, What's it like ia the winter? Vous Actually. chavs the maret ime to vist Venice is one ofthe oldest and faagiesi places in Italy inthe water exercises 5, The hishess waterfall inthe world isin Venezuela, 44 The Suez Canal joins the Mediterranean and Red Teis 199 bilometers (116 miles long, Ie is, longer than the Panama Cans! The atacama Desert in Chiles he dies place in the work 6. Mount Watisleale in Hawaii gets 1,170 centimeters (280 noes! of rain 8 Year 7. The haces: capital city in the world is Muscat, in Oman. {5 The continent of Antarctica is colder than any other place in the world 9, The Himalayas are some of the most dangerous ‘mountains 20 climb. 3 4 6. 6. a 2 3 4 é coolest, Zolder the older: Grendliest Sealer the safest 9. emaller the smallest 10. wetter the wettest 158 10, Bagwater, in California's Death Valley, isthe Jomese point in North America, 11, Mont Blane in the French Alps is higher than the ‘Matterhorn in the Swiss Alps. 12, The Pacific Ocean is deeper than the Atlantic Ocean, Jn some places the Pacise Ocean is 11,083 meters (86,198 feet) deep. Exercise 5 A ‘Answer will vary c 1. False 2. False 3. True 4 False 5, False 8 False Exercise 6 2. How far is New Zealand from Bustralia? 2. It's bout 2,000 kilometers (1,200 miles) 8, How long is the Amazon River? a It's 6487 kilometers (4,000 miles} Jong. 4, Hoow enld is Antarctica? b. It gets down to minus 86.3 degrees Celsius, 5, How big is the Amazon Rain Forest? 2 [ts 6 million square kilometers (2% millon miles). 6, How deep isthe Grand Canyon? '. les about 16 kilometers deep. Exercise 7a ~-te rome nenmmgaes Workbook Answer Key I'm going to see a musical. Exercise 1 a beach party aplay a barbecue frock concert vit vats fan amusement park a ballgame on TV a museum video Exercise 2 Possible answers: 2, On Monday, she's warking overtime to finish the report 48. On Tuesday evening at 7:00, she's seeing a play with Tang. On Wednesday night, she's watching the hockey me with Kate and Sam, 3. On Thursday, she's having a barbecue at noon. 6. On Friday, she’s staying home and watching the late show on TV. 7. On Saturday afternoon, she's going to an arts festival Exercise 3 ‘Mans: [im going to-go to an art gallery on Saturday. Manta: That sounds interes Mana: Yeah, There's a new exhibit at the Modern. And hhow about you, Marta? Mars: Well, Brain and I are going to gee a ballgame in the afternoon, ‘Mans: And what are you going todo in the evening? ‘Lanta: Brian's going to vies his mother in the hospital ‘But I'm not going to.do ansching really. ‘lan: Wel, Tm going tohave some friends over fora barbecue, Would you like to come? MaRra: Thanks. 1 love to. Exercise 4 2 A: Do,you want to vist she see! fair with us B: Sure, aoveto, 3. A: Were having friends ov Woul you like to come? Bi: Digtbkide late mieten aby 4A: How about dinner at the Mexican restaurant tonight? B: Great! But t's my tum topay, Exercise 5 for dinner tonight, Exercise ‘Answers wall vary, Exercise 7 A Answers will vary, 8 Answers wil vary I True 2 False: It is possible to send letters and reports by faxing them over telephone lines. 8. True 4. False: You can carny a cellular phone i your pocket. 5. False: Now you ean take your calls wth vou every wher Exercise 8 Possible answers 4. Please ask her to bring the last fax fora New York 2 Could you tll Me. Alvarez that we need the repor by noon? Please ask him to call Ms. James as soon as possible 3. Would you tell Dr. James that the new fax machine is ready? Could you tell her to pek it up this siternoon? Exercise 9 Possible answers 1, Please ask Michael not to meet me atthe airport Stl midnight, Would yas tel him that the lane going to be late? 2, Pleat tell Lucy that we've meeting at Dino's house before dhe concert. Could you ask Ber nott forget the uckets? 8. Could zou tell Christopher that the beach party starts at noon. Please ask im not to be late Exercise 10 ‘Scone tav:'m sory. She's notin. Can Liskea message? MS: Curts: Yes, please. This is Ms. Curis. Would you tell her that I'm staying at the Plaza Hote?” The ‘umber is 795-9001, Reom 605. Could vou tell her zo salle? Seonrrany: OK, Ms. Curtis. 1M giveer the message Ms. Cus: Thank you very much. Good-bve Exercise 11 2. Could J ask her to call you back? Yes. My number is 668.297 8. Who's calling? ‘My name's Graham, Graham Lock. Can I take a message? Yes, please, Could you tell him Ros called? 6, 'm eorry. She's busy at ube moment. ‘That's OX. 1 call back. 159,Workbook Answer Key Achange for the better! Exercise 1 2A: [haven't seeh you for ages. B: Lhnow How. have vow been? 3, A: You know, Ihave three kids now. B: Thatitenifc. 4: How are you! B: Lmaoing really well. exercise 2 : 2, Kim and Anna have stopped eating out in restaurants. Now they cook dinner at hame every tvening, IYe much cheaper. 4 Alex‘z started going to the gym He looks healthier, ‘and he has tore energy. 4. Jorrysspent alotof monev.on clathes. He needs to ress up for his new job. Exercise 3 “Answers will vasy, Possible anewers 2, Susan doesnt smoke anymore, or Susan smoked lot 8, Blena doesn't wear glasses now. She looks better than before, o» Elena wore glasses before, Exercise 4 ~"Possible answers: 2. James was heavier before. ary has changed echools. fess is divorced ‘My bate is longer 6. We quit smoking. Exercise 5 A ‘Answers will vary 8 Lag ¢ ‘Now I actually look forward to getting up early 1 Gres wp nov. My hair is shorter. 2 Lois a Tot married! My wife and 1 often have friends for dinner Wore taking evening classes 8. Resie B Now I work as a computer programmer. ve gained several kilos. é healthier. 3. 4 160 Exercise 10 Exercise 6 12. Marie lst her job, Now she's broke, and she can’t pay hr rent, 8, Now that I'm going to college, I want ta be more rasponsible about doing my dasework. 4: Logy wants to pay offer student lan efor she ays a ear, 5. Fhilip plans to mative at an early age, He's almost 58 6. Ta like to be succesful in my first job. Then T ean get a better job and a raise, exercise 7 {LE0:T want to-geta surmmer job. Talike to save money for a vacation ‘ecLissa: Realy? Whene woold you like tao? po. Well, 'dlove ia travel to Latin America, What about you, Melissa? ‘Meuisse: Tm nol going taget a job right away. Tanta go to Spain and Portugal Leo: Sounds great, but how are vou going ta.pay for it? Matisse: I hope to horraw some money from my brother ‘Thave a good excuse. } plan ta take courses in Spanish and Portuguese 0: Ob, Im tired of studying? ‘Metisse: So am I. But | alec hope to.take people on tours to Latin America, Why don't yourcome on my first - Exercise 8 Answers will vary, Possible anewers: 4. Thope to find a new job, I want to make more money Iplan to take a computer lass, , : 2. I'm going to goto @ gym. Tat ike ta stop emoking, Td love to find a new job. 3. I'm going to join s singles ub, want to méet new people {plan to move into town, Exercise 9 2. Heathers salary is much lower than before. She had totake a pay cut 8. 1 dress up for my new job, and I'm always on time pow, Tim more responsible these days, 4 Afler graduation, Jack plans to work for an international company. This job is mare stressful than my last job 6, Mel hopes to:move to 8 small town, ‘Answers will vary.10 u we 13 4 16 OnUens Introduction iv Course Length i Course Componenss ie Approach and Methodology 0 Syllabus vt Unit Structure and Organization vi Review Units, Unit Summaries, and Tests _vilf General Guidelines for Teaching New Interchange vit Testing Studenss' Progress x How to Teach a Typical Unit in New Interchange xi From the Authors ll Spelling Differences Between American and British English Phonetic Symbots Please call me Ca How do you apers How much is Do sou like jazs? Review of Units “ell me about your f How often do vo: Wehada grea ine! 29 How do you tke 2he neighborhood? <5 Review of Unit: What dose he Ton" Have vow ever Ics very exciung cry! 85 Itreally works! 7 Review of Unite 9-12 77 May Take your order, please? 79 ‘The biggest and the best! £5 18 Review of Units 13-16 108 Interchange Activities 105, Optional Activities Index 115 ‘Additional Optional Activities 16 Tests 122 ‘Test Avdio Seripes 199 ‘Test Answer Keys 141 Workbook Answer Key 145 tiiNEF OWUCEICH THE NEW EDITION Near Interchange is a revision of Dnserchange, one of the world's most successful and popular English courses, New Interchange incorporates many improvements suggested by teachers and students ‘fom around the world, Some maior changes include any new Conversations, Snapshots, and Readings; rote extensive Grammar Focus models and activities; ‘greater variety and amount of listening materials; extensive changes to the Teacher's Edition and ‘Workbook: and additions to the Video. New Interchange is a multi-level course is English, 5 a second or foreign lenguage for young adults and fdulte, Tae course covers the four skis of Kistening, ing. reading, and writing, as well ar improving prmounciation and building cocsbulary. Parvicular ‘exiphats is placed on listening and speaking. The primary goal of the course isto teach communicative speteree, that ie, she ability to communicate in English 2ccording to the situation, purpose, and ‘leg of the participants. The language used in New Tnigreherge is American English: however. the course reflects the fact that Engligh isthe major language ‘ernstional communication and ie nc: limited to fone country, region. of culture, Leve: One s for beginners and takes etudente from the besinning to Jovs-incermediate level ‘Level One builds on the foundations for acrurate and fluent communication already establ:ched in the Intro Level by extending grammatical, lexical, and functional skills. The syllabus covered here in Level the Jntro Level, allowing Student's Book 3 tobe used with students who have not studied with Intro COURSE LENGTH 78 and 20 hours o class inetruction time. For clatees where mors time is available, the Teacher's Edition gives detailed suggestions for Optional Activities to extend each unit. Where less time is available, the amount of time spent on Interchange Activities, Reading, Writing, Optional Activities, and the Workbook ean be reduced. Each split edition contains approximulely 95 iw Go Doours af classroom macerial, The Student's Book, Workbook, and Student's Audio Cassettes or CDs are available n split editions, I COURSE COMPONENTS Here is a summary of what each somponent includes, Student's Book The Student’s Book contains 16 six-page units, The exercises in each unit are grouped into two topical and/or functional sections; these ‘sections are referred to a8 “ycles” in the teaching notes. There are four review units, There are 8 set of communicstion tasks called Interchange Activities ‘and Unit Summaries atthe back of the Book. ‘Teacher's Edition ‘The full-color Teacher's Edition fegtures page-by-page instructions interleaved with reproductions of the Student's Bock pages. ‘The instructions eontain detailed suggestions on how to teach the cours, lesson-by-lesson notes, numerous {ollow-up ruggestions for optional tasks and Optisaal ‘Activities, complete enswer keys, and trangeripts of ‘he listening activities. Located st the back of the book are instructions for the Intervhange Activities, * ‘an Optional Activities Index and Additional Opticnal ‘Activities, four photocopiable achievement tests for tein ease, eranseripts far che teste, test answer = keys. and answers to Workbook exercises. A noninterleaved, black-andchite Teacher's Manual i alo available ‘Workbook The Workbook provides a variety of cexeyeises that develop students’ proficiency with the srammar, reading, writing, epelling, and vocabulary presented in the Student's Book. Bach six-page unit fellows the same teaching sequence as the Student's Book. Most Workbook wnits also contain “review ‘exertises” that recvele teaching points (vom previous ‘units in the context of the new topie. The Workbook cean be used for elasswark or for homework, Clase Audio Cassettes or CDs The Class Audia Cassettes or CDs are for use in the classroom, ‘They contain natural-sounding recordings of the Canverestions, Grammar Focus models, sn the Stodent’s Bock, and the listening exercises for the testa A variety of native-speaker voices and sccents, as well as some nonnative speakers of English, are used. Exercies that are recorded are indleated with the symbol &. Student's Audio Cassettes or CDs ‘The Student's ‘Audio Cassettes or CDs are for cef-tudy by students They conia wewsdingy Uf the Guu ersato Pronunciation exerises, and Grammar Fotus models froma the Student's Book. They are available in spit eiitions only,Video The Video is designed to review and extend the topies and language presented in the Student's Book, It eontains sixteen entertaining, dramatized sequences based on the language and vocabulary in the Student's Book. There are also five euthentic documentary sequences. The accompanying Video Activity Book provides comprehension and conversation activities, as well as language practice. ‘The Video Teacher's Guide provides thorough instructional support, 8 complete answer key, and photocopiable transcripts of the video sequences. CD-ROM The CD-ROM (available in Mac and PC formats) is intended to be used in conjunction with the Student's Book to review and practice the language learned in class, The CD-ROM can be used on a home computer or ina Janguage laboratory [At the core of each of the sixteen units is video sequence taken from the New Interchange Video. ‘and some of the activities are based an ones found in the Video Activity Book. Ia total, the CD-ROM contains over 150 aecvities; students do the activivies they want todo at the touch ofa button, In additio there are four tests to check students’ progress. ‘The Placement Test The Placement Test hel teachers and program administrators place thei students atthe most appropriate level of New Interchange. The booklet contains the listening, reading, and grammar sections on photocopiable pages, end instructions for administering the ora placement exam. The listening section is accompanied by acassette Lab Cassettes The set of four Lab Cassettes and the ascompanying Lab Guide from the first ed Interchange can be used in conjunction with the New Interchange series. APPROACH AND METHODOLOGY Naw Interchange teaches students how to use English for everyday situations and purposes related to sthoo), social life, work, and leisure. The underis- ing philosophy is that learning a second or foreign language is more rewarding, meaningful, and effective when the language is used for authentic communication. Throughout New Interchange, ciudon's are prevented with natural and us language. In addition, students have the opportunliy 1» personalize the language they learn, make use of ‘their own knowledge and experiences, and express their ideas and opinions. Adult and International Content ‘New Interchange deals with contemporary topics that are of high interest and relevance to both stodents and teachers. The topics have been selected for their interest to both homogeneous ‘and heterogeneous classes. Introduction Integrated Syllabus New Interchange has an integrated, multi-skills syllabus that links topies, communicative functions, ‘and grammar. Grammar ~ seen as an essential ‘component of second and foreign language proficiency and competence — is always presented communicatively, with controlled accuracy based activities lending to fuency-based communicative practice. In this way, there is alink between. zammatical form and communicative function ‘The syllabus is carefully graded, with a gradual progression of teaching items. Enjoyable and Useful Learning Activities A variely of interesting and enjoyable activities ‘provide thorough individual student practice and ‘enable learners to apply the language they learn. ‘The course also makes extensive use of information- gop tasks; role plays: and pair. group, and whole class activities. Task-based and information.eharing activities provide a maximum amount of student. generated communication, These variations in learning activities allow for @ change of pace within lessons while also making the course ideal for both large and smal clasces, a8 New Interchange gives suadents a greater amount of individ practice and interaction with others in the classroom Focus on Productive and Receptive Skills, In New Interchange, both production and comprehension form the basis of language learning. Students’ productive skills are developed through speaking and writing tasks, and their receptive skills are developed through listening and reading, ‘The course teaches students to understand lanzuage that is at a higher level than they can produce, and this prepares them to make the transition from the classroom to the real world Teacher's and Learners’ Roles ‘The teacher's role in New Interchange isto present and model nev learning items; however, during pair work, group work, and role play activities, the teacher's role is that of # facilitator. Here the teacher's primary function is to prepare students for an activity and then let them complete it using ‘thelr own language resources. During this shase, the teasher gives minimury caformal eegbael: to students but also encourages maximum student participation. ‘The learners role in New Interchange is to participate actively and ereatively in learning, using both the materials they study in the course and their own knowledge and language resources, Students are treated as intelligent adults with ideas ané opinions of their own, Students learn through interacting with others in pair, group, or whole class activities and Graw both on previous learning as well as their own, communicative skills.Introduction Teacher-friendly and Student-friendly Presentation [New Interchange is easy to follow, with clearly ‘identified teaching points, carefully organized and sequenced units, comfortable pacing, and a variety of stimulating and enjoyable learning tasks. Mm syiasus Grammar The course has a graded grammar syllabus that contain the essential grammar, tenses, and structures needed for a basic level of language proficiency. The grammar points are introduced in comsounicative contexts iz each Conversation, in Grammar Focus exercises, and in example dialogs included in activities throughout the rest of eyele) and through grammar summaries ‘the Grammar Focus models, which are presented in ‘eaty-to-read boxes) that illustrate the mening and vurage of e2ch item, Functions A functional eylabus parallels she grammar s¥Jabue in the course. Each unit presents several Key funetions ie. introducing onezel. ‘ssking for personal infermation, greeting people) he Grammar pointe an? opie 1 tue eveles in eack unit. Student's Book 1 presents about 53 essential functions, which provide ‘ communicative base for beginner students and which enable thera re perticipace in simple communication on a wide variety of topics. ‘Topics The course deals with topies that are of Interest to learners of various ethnie and cultural backgrounds. Information is presented that can serve asa basis for eross-culturs] comparison and that both scudents and the teueher will ind stimulssing and terjoyable, The topics have been selected for heir interest to students of both genders in homogeneous and heterogeneous classes. Listening The course sefects current understanding ofthe nature of listeninc comprehension in second ‘and foreign language learning. Two kinds of listening fils are tags, Pop down proves : studeots to use background knowledge, the situation, ‘context, and topic to arrive at comprehension through using key words and predicting; ottom-up processing hills require students to decode individual words in se used m istening fur pis, steniig inferring meaning from context. Speaking Speaking siils are a central focus of New Interchange. Many elements in the syllabus (grammar, functions, topic, listening, pronunciation, voeabulary) provide solid support for eral éomauniestion. Speaking activities inthe course feeus on conversational feney, such as the ability to open and close conversations in English, introduce and develop conversational topics, take turns in conversations, use communication strategies and clarification requests, and understand vi ‘and use a variety of idiomatic expressions. In sdsition, ‘a range of useful conversaticnal expressions is taught and practiced Reading The course treats reading ¢s an important way of developing receptive language and vocabulary. ‘At the same time, the reading passages provide stimulating adult content that both students and ‘the teacher will enjoy. The readings demonstrate ‘variety oftext types — newspaper and magazine articles, surveys, letters, and interviews — and develop the reading skills of guessing words from context, skimming, scanning, and making inferences, s well, tas reading for pleasure and for information, Thi ‘approach also develops both top-down and bottom-up processing skills in reading. Writing Writing activities a New Interchange focus ‘96 various forms of writing: deseriptions, narratives, postcards, reviews. Writing is sometimes used as a basis for other activities, such as games and information-sharing activities. The teaching notes foreach urit give helpfol suggestions on how te present writing activites in order to focus on the process of writing: through brainssorming and ‘olecting information sbout a top; planning, drafting ‘or writing roultiple drafts: revising: and editing Pronunciation Level One treats pronuncistion as ay integral part of aral profieiency. The pronunciation exercises focus on important features of spoken English, including stress, rhythm, intonation, reductions. and linking sounds. Vocabulary Vocabulary plays a key role ip New Interohange. Suadent's Book 1 teaches @ productive ‘orabulary of about 1,200 words, including vocabulary reviews from Intro. Vorabulary te introduced in two iain ways: Productive vocabulary is presented through a wide variety of vocabulary exercises and through speaking and grammar activities; receptive vocabulary is introduced through reading and listening exercises, UNIT STRUCTURE AND ORGANIZATION “Although the sequencing of exercise types varies throoghout New Interchange, s typical unit presents ‘bv main topice and functions with related exercises. ‘The exercises in each unit are grouped into two ese are referred to 25 "Cwrle 1" an A-cycle isa eelficontained sequence of exercises ‘that usually consists of the introduction of a new ‘epic through @ Snapshot or Word Power exercise; 1 Conversation that introguees the new grammer structure; a Grammar Focus that provides controlled practice, which Ss usually followed by freer commipnicative grammar practice; Pair Work, Group Work, Role Play exerases, or Wiss Activities 3 that wovide Bueney practi on a specific teaching point; and Listening exerciseIntroduction ‘Also, in each unit there are a Pronunciation exercise, Book.) Finally, there isan interesting Reading exercise ‘a Writing activity, and an Intorchange Activity note that always ends Cyele2 in each unit, (This note refers students to the unit's communicative ‘The exercise types listed in the chart below are used activity, which is presented at the back of the Stadent’s Gircapuonl tieooe. daha h PURPOSE: ‘These exercises contain interesting, real-world information that introduces the topic of a unit or eycle. They also build receptive and productive vocabulary. The information in the Snapshot is presented sn a graphie form, Which makes it easy to read, Follow-up questions encourage discussion of the Snapshot material and personalize the topic. Snapshot Word Power ‘The Word Power activities develop students’ votabulary as related to the unit or eycle copie through a variety of interesting tasks, such as word _maps and collocation exercises. These activities are usually followed by oral or written practice that helpsstudents understand how to use the vocabulary in context, Conversation Conversation exercises introduce new grammar peints and functions in each eyele. They present the grammar in a situational and communicative context and also serve at models for conversational expressions and for speaking tasks Grammar Foous ‘These exercises present summaries of new grammar items followed bs controlled and freer communicative practice ofthe grammar. These [reer activities often havestucents use the grammar in personal eontext. Pair Work ‘These ora fluency exercises provide more personslized practice ofthe new Role Play teaching points and increase the opportunity for meaningful individ Group Work student practice Class Activity Pronunciation These exercises practice important pronunciation features ~ such as stress, rhythm, intonation, reductions, and blending ~ that are usually found in the Conversation 0” Grammar Focus exercises, Listening ‘The listening aecivities develop a wide variety of receptive skills, including listening for gist, istening for details, and inferring meaning from context. Charts or graphics often accompany these tash-tsed exercises to lend support to students, Writing ‘The Writing exercises include practical writing tasks that extend and reinforce the topic and grammar of the unit or eyele and help develop ‘students’ compositional skill. These exerciees are often tash-based (eg, siting a postcard, deeribing spercon) | Reading Reading exercises develop reading skills as well as receptive language and vocabulary. The reading passages use various types of tents adepted fom aauthentie sources, Pre-eading and post reading questions use the topic ofthe reading as a springboard to discussion, Interchange Activities __ These information-sharing and role-playing activities provide a communicative extension to the unit. These exercises are a central part ‘of the course and allow students to extend and personalize what they have practiced and learned in each unit vilIntroduction REVIEW UNITS, UNIT SUMMARIES, AND TESTS. Review Unite These oceur after every four units and ‘contain exercises that review the teaching peints from the four preseding units. They are mainly speaking exercises, including cne listening activity, thst review grammar, vocabulary, conversational funetions and ‘expressions, and listening. They can also be used as ‘nnformal eriterion reference tests of students’ ora] production and etening skills, Unit Summaries These are at the end of the Student's Book and contain a summary of the key productive vaesbulary used in each vnit, together ‘with functional expressions and grammar extensions. ‘The Key Vocabulary lists the productive vorabulary’ ‘uted ia the Conversations, Word Power, pai, group, ‘whole lass, and role play activities. ‘Tests There are four tetts, one for use after every ‘oar unite of the Stadent’s Book. The tests enable the teacher t evaluate students progress in the ‘course and to decide if ny ereas ofthe course need farther review. The tests are on pages 123-138 in ‘Teacher's Edition; all teste may be photocopied ‘ar clans use. Complete information on adminictering ‘and scoring the tos, as well a the answer keys. is Jocated at the back ofthis book. IM GENERAL GUIDELINES FOR TEACHING NEW INTERCHANGE New Interchange follows a multi-ills Mabe: ‘reach coniponent of the course is linked. For le, a vocabulary building exercise can serve as the hasis for epeaking task: 2 vole play activity may lead Emo 2 Tstening task or vice versa; or a grammar prepares students for a functional activity The following general guidelines cen be used when, aching the course. Teaching Vocabulary because a wide productive voeabulary is extential Sn learning a second or foreign language, Before presenting any exercise, j is helpful to determine ‘which words are needed in order to complete the task. recognize that in most Ianguage-lesrning situstions, they will encounter vosabulary they do not know; however, they do not need to understand every word, In addition, students need to understand that when, ‘they encounter an unknown word, they car often guess its meaning from the situation or eantext, Where itis necessary to pre-teach new vocabulary, the following strategies may be helpful: 1 Ask students to look af the context in which a word is used and to try to find any clues to its meaning. Encourage students to guess the mesning of a new wilt ‘word by first looking at all the other words surrounding itand then considering the generst meaning of the phrase or sentence in which itis located. Encourage students to ack themselves: iow dose this new word ft into this general idee or the convest here? Where necessary, provide the meanings of words ‘through definitions, mime, synonyms, antenyme, ‘examples, or translation. [tis not necessary to give Jong explanations as the majority of adult students will already understand the concept of the new sword or know the equivalent word) in their native language. In general, discourage the use of dictionaries during class time, eseept where itis suggested in the teacher's notes within an exercise 1 Afer teaching a unit, ask students to review the Unit Summary (at che back of the Student's Book) tacheck how many of the words and their meanings they can remember. 1 Bncourage students (o Reep a veesbulary notebook ‘or a special section of uneir English clase notebook) and to write down new words as they learn them, Teaching Grammar Correct use of grammar is an essential aspect of communicative competence. In New Interehange, grammatical seceracy is an integra! part of proficiency, but itis always a means éo an end rather ‘han an end in itself It is important te remember ‘hat second language Iearners do not usually develop grammatica! proficiency by studying rules ‘Ther generally acquire new grammar by using the Tenguage in situations where itis needed. This means thet grammar should always be practiced communicatively. However. language learning also involves testing out hypotheses about how the language works. Therefore, in developing these hypotheses. some stadents will rely more on grammatical explanations than others, In the Grammar Focus exercises, xbe mivrimation in the ecior bores should be used to explain new ‘grammar points, Give additional examples and explanations. sfnecessary, to clarify the grammar, but avoid turning any lesson inco a grarimar class. grammar points as quicily as possible. Then use the seudents’ performance on these activities to decide if further clarification or grammar work is needed. Whenever tht is the ease, remember thst there are many additionsl grammar exercises in the Workbook that can be used as a follow-up. Teaching Listening Skills ‘The Listening exercises are designed to bridge the gap between the classroom and the real world, While ‘most of these exercises have the heading “Listening,” ‘there are also some that act 98 an extension in theConversations, the Word Power activities, or fuency activities ‘When teaching listening, itis important to remind ‘students that in most listening situations the aim is ‘not to remember the specific words or phrases used but to extract the main idees or information, To help students do this, the Listening exercises usually contain a task thet enables scedents to identify 2 ‘Purpose for listening which. ‘= turn, encourages them to ignore language that is no: related to that purpose. When presenting an exercise :t is also important to prepare students for the tas: through pre-listeniag activities, These include esicz questions aboat the topic, asking students to mate predictions, and making vse ofthe context provided by the pictures and the situation. Teaching Speaking Skills A number of different kinds > activities foous on speaking skills in the course: Conversstions, pair work, rle plays, group wars. aad whole class activities, including the Inzaschange Activities, Each of these activities inve.ves diferent Jearni ‘arrangements in the lass cuvities, the In doing these types of 4%: following guidelines ar Set up pairs or groups ability levels and eiTere= ‘work together. This arrax students to help and les ‘om one another. 1 Vary the pair or group scrz-gememts so that stodents do not always zr with the same classmates. § Discourage use of the 2 when doing an activity © students to wee 98 much ©: in class, Giving Feedback It is izorcant to give clear feedback on students’ per“i7=.ances, but feedback should not inpibit studen:® a:cempts to communicate with one ancther. Accuracr = speaking a new language takes a long time © eccomplish in second language learning, and boc: srudent and teacher need tw realize this fact. Also, some aspects of language will be more dificult thar: c=hers ~ depending on the students'levels of proficie:= andlor first languages. Iramediave ' apparent. Assess which aspects ofthe stude==" performances are worth raving attention to at any particular time in their language development. It is botter to give occasional but focused feedback fon one thing at time than to overwhelm a student ‘with too mush information. There will be many opportunites to give individval feedback when students are working in pairs or groups. During these activities, walk around the class and discreetly listen in to What the students are doing and how they are getting along with the task. Then either ake scudents of different ative languages can srsent will encourage 1 native languages sinually encouraging sh as possible Introduction notes on any problems the students seem to be having in order to share them later with the whole class, or decide to give immediate feedback to the pair or group ‘on any difficulties they might be experiencing with |grammar, pronunciation, and vocabulary. Students ‘often prefer this type of “private” or personalized feedback to fendback given in front of the whole class, ‘This is also an opportunity to determine if additional practice work is needed before the class goes on to the next exercise, Conversations These exercises can be used for both listening and speaking practice. They usually require students to work with 2 partner. Since the Conversation exercises model conversational expressions and pronunciation, and present new teaching items, accurate repetition ofthe Conversations cn the audi program is important. However, students should not be asked to memorize these conversations verbatim. ‘When students practice Conversations, teach them rouse the "Look Up and Say" technique: A student looks at the line ofthe dialog that he or she needs 10 say next, and then looks up and says the line while maintaining eye contact with a partner. ‘This encourages students to avoid a "readinglike™ pronunciation end intonation when practicing Conversation exercises together. Pair Work The course makes extensive use of pair work activities. These give students a chance for individual practice and maximize the amount of peaking practice they get in each class, However, some students may be unfamiliar with pair work tasks and may not think that they can learn from their classmates. If eo, remind students that practicing with a partner is a useful way ofimproving {heir Mency in English because t gives them more opportunities to speak English in class, Role Plays. These exercises are important for developing fluency and are also fun. They focus on the creative use of language and require students to draw tn their own personal language resourees to complete a task or to improsise end keep a conversttion going. Group Work and Class Activities The course also ‘males frequent use of group work and whole class activities. In the group work activities, students usually work in groups of three to six. Often one student isthe eroup cecretary and takes notes to report back to the clase lates Tn the sles b however, the whole cassis invelved (eg, completing ‘ survey, gathering information, sharing facts or ideas previously learned in a group work activity) Teaching Reading Skills ‘The approach for teaching reading in New Interchange is similar to that used for teaching listening. The purpose for reading determines the strategy the students should use, such as reading the passage for main ideas (skimming), looking quickly for specific information in the pastage (scanning),Introduction reading more slowly for detailed understanding, reading forthe author's attitade or tone, oF reading oidentifya sequence of events. Its important not to recent each reading exercise as ifit always requires ‘the same approach (e.g, 100 percent comprehension of the passage), When students are doing a reading ‘exercise, check that they are using appropriate reading strategies. For example Students should read silently and not subvocalize (pronounce wards or move their lips while reading). ¥ Students should read only with their eyes and not use # pencil or finger to follow each sentence they are reading 1 Students should not use their dictionaries to Took up every new word they encounter in @ roading passage. ‘To encourage student interaction in the class, many reading pascages can be done as pair work, group ‘work, or whole clase activities, In addition. reading extivities tan be assigned for homework ifelass ime is short Teaching Writing Skills ‘The Writing exercises present modele of diferenc Kind of models simply a a springboar ‘woiting rather than as # basis for copying. Most of the writing tasks ean be completed by 2 zequertce of acivicies that freus on the writing process. Pre-writing Phase Through discussion of the topic, reading ofthe model eompesition or the example of the beginning of one, brainstorming on the topic. or interviews, stadente generate ideas and collect information related tothe topie. and then make notes. Free Writing Students use thei ideas. nformstion, and notes 10 plan cheir compositions. During this phase, students write freely on the topic, The foeus here i on organising their ideas — not yet on having to worry about perfecting grammar and spelling Drafting Stodents now write s first complete draft m sentence and paragraph form, but again ‘without worrying too much about spelling, gramm: or punctuation, Revising In pair or small group feedback sessions, ‘students read their own or a classmate’ composition, Then thev ash ouestions for clarification or they can righ: be included. After this type of feedback session, cach student works alone again to reorganize, revise, and rewrite his or her draft. Editing Students, working alone or in pairs, check their second drafts for accuracy. This time, ‘thes concentrate frst on checking that their ideas ‘are clearly organized ané that they have included enough details, Whe nit and organization seem fine wo them, students then focus their attention on correcting grammar, spelling, and punctuation. Final phase Students write, word process, or type a ‘ean third (end final) draft to hand in for comments, ‘or they can put their compositions up on 8 classroom bulletin bosrd for others to read. TESTING STUDENTS’ PROGRESS The following testing procedures are suggested for use ith New Zaterehange. Using the Tests in the Teacher's Edition Pour tests are contained in the Teachers Ealtion (see pages 123-198) to assess students’ learning, There is tone test tobe used after every four units. These are progress tests (also known as criterion reference test, ‘which only test whar students have actually studied, Fearned, and practiced in a unit or in a set of units ‘These tests assens studente learning of grammar, conversational expressions, productive vocabulary, and Ustening skills. (For testing students’ oral pesformance, see the following section ~ “Using Tests Prepared by the Teacher.) The tests draw on each set of four units asa whole. Only items actively presented ed practiced in the Students Book are tested. Each test takes approximately 45-60 minutes to complete in class: this eludes one listening tet item that has been included in the audio program. A satisfactory rate a learning should lead to accuracy of 80 percent snd above. IF students score lower than this, the teacher may wish tareleach some sections ofthe wnits, give addtional supplementary exercises. or assign extra homework cesercges, In addition to using these texts, the teacher can alao informally cheek etudents' oral and writien rogrese at the end of each unit, Using Tests Prepared by the Teacher 1 is also possible to check students” progress at the end of each unit using teacher. prepare tests. When developing such tess itis important to keep the following principles in mind. 1 The main goal of New Interchange is communicative competence, Therefore, text tems should ref: use ‘eussutcative oonteace rather than 1 Test itoms should closely mirror the kind of practice activities used vathin @ unit, ie, test only what has deen taught and test it ina format similar ta that in 1 Dictinguish items that were presented receptively (i.e listening and reading activities) from those that were presented productively (i.e., speaking land writing activities) in the class. Then focus on testing productively only the language that students shave practiced productively, aire se empleo bamletrnaca tet Ail Sienna perc Wis: oikeep the conversation going or to get more information,2, Completing missing parts ofa conversation while focusing on the grammar, vocabulary, or expressions in the unit. 3, Providing suitable conversational expressions for various purposes or functions (es., pening ‘a conversation, expressing apologies). 4, Selecting an item from two or three choices (e.g. choosing an appropriate pronoun or adverb in a sentence). 5, Completing a sentence withthe suitable ‘grammatical form or the correct word, 6, Reordering scrambled sentences using the correct, ‘word order. 17. Choosing the correct word or phrase to complete a sentence. 8, Supplying missing words in a passage either by selecting from choices given in a list or in parentheses, or by using the loze technique (the random removal of words from a tect, such as every verb or every tenth word), 9, Completing a short writing task similar to one presented ip the unit. 10, Answering questions or supplying information following & model provided in the unit. 11, Reading a sentence aloud wich correet pronunciation, 12, Reading a passage similar to one in the unit and completing questions ors simple task based on it, Other useful informstion on oral vesting technique’: can be found in Testing Spoken Language by Nic Underhill (Cambridge University Press, 1957), HOW TO TEACH A TYPICAL UNIT IN NEW INTERCHANGE ‘The unit-by-onit teachers notes in che Teacher's Edition gives detailed suggestions for teaching each exercise in each unit. However. on a more general Dati, the following procedurer can Be used to teach Nove Interchange. Beginning a New Unit, 1 Introduce the topic ofthe unit by asking questions and eliciting information from the students related to the theme or topic. ' Then explain and write on the board what the topics, functions, grammar, ana pronuneiasion a3 precented in the Plan of Seadent's Book 1 (in the front of the Students Bock and Teacher’s Edition) ‘Teaching the Exercises in a Unit Present and teach each exercise within a unit (preferably in the order given in the Student's Book), while nsing the fellowing general guidelines. Snapshot 1 Books closed. Introduce the topic by asking ‘questions about it, Also, use these questions to Introduction licit or present the key vocabulary ofthe Snapshot ‘and to ask for students’ opinions on the tapic they are going to read about. = Books open. Lead the students through the information in the Snapshot. Go over any problems of comprehension as they arise, % Students can complete the tasks and talk or ‘think about the questions individually, i pairs, in groups, or as part of a whole class activity. ™ Students compare answers with a partner, in ‘groups, or aca class, 1 As an alternative, ask students to look over the ‘Snapshot for homework using # dictionary. Tell them to write answers tothe tasks or the questions. Later in class, students can compare answers with a partner or partners Word Power ™ Introduce and model the pronunciation af the new words listed in the exercise 1 Explain the tash snd model how to do it. # Students complete the task individually or in pairs, ‘using a dictionary only if absolutely necessary ™ Students compare answers, At this time, encourage students to check their dictionaries if necessars. Check students’ answers, Conversation Optional: Books open. Students cover the conversation. Use the picture to set the scene. ‘Books closed. Before presenting the conversation, ‘explain the situation (eg., which people are talking together, where they are). Then write a few general listening comprehension questions on the board, which ere based on the conversation. Staden:s ‘use them to foeus their listening, Play the conversation on the audio program or sad it aloud to the class. Students listen for ‘answers tothe questions on the bosrd. Then chock students’ answers Books open. Play the audio program or read the conversation egain. Students only listen, ‘Present the conversation line by line, pausing (the audio program, ifused again) after each sentence, Ata class, students repeat each line to practice pronunciation, intonation, and stress. ‘Then resent and explain any new vocabulary ' Students practice the conversation in pairs, using ‘the “Look Up and Say” technique (described on page ix of this Teacher's Edition) ‘Optional: Ask for volunteers to set out the conversation in front of the class, using their ‘own words Elicit and give helpful feedback om their performance by pointing out what was good and what, f'anything, cou!d be improved xiIntroduction Grammar Focus ¥ Use the auto program to present the example sentences and forms in the boxes. * Give students additional examples to illustrate the grammar point where necessary. Ifappropriaie, practice the language inthe boxes by condueting an ‘individual or whole class drill. helpful, model how to do the fist item in the task. Then students complete the rest ofthe task, In addition, an exorcise can often be completed orally as a whole class activity before students complete it individually ar in pairs. If necessary, students can write the answers on a separate piece of paper instead of in their textbooks. ‘Students compare answers in pairs or groups. ‘To check students’ answers and to give feedback, call on students to read their answers alow alternatively, elicit answers around the class From volunteers, Pair Work: ¥ Divide the class into pairs. If there is an odd number of students, form ane set of thre. 1 Explain the task and model it with one or wo ‘students. Call on a pair of students to do the task as a further model if necessary Set an appropriate time limit, It may be useful ‘to write iron the board, lke this: Pit work « 5 minutes lor Pair work Start ot 9.20. Finish at 9:25 * Students practice in pairs. Move around the class and give help as needed. * Optional: Studente change partners ané do the task again * Optional: Call on pairs of students or volunteer ‘airs codo the activity infront ofthe clase, Elicit and give helpful feedback on their performance Group Work * Divide the clase into small groups of three or four, er larger groups of five or ex, whichever seems ore appropriate for the task. 1 Explain che task and model it with several students. Seta time limit. 1» Students practice in groupe. Move around the class and give help as needed. tne tas again Role Play ' Divide the lass into pairs or groups, as necessary. Assign the roles to the students. 1 Explain each role and darfy the cues. 4 Model each role with several students in the class while showing how to use the cues. Eusuurage siudenis wy becreniive aud io ‘use their own langusge resouress, Tell them not to look at each other's eves or information, xil 4 Sets time limit. : § ™ Studente do the role play. Go around the class and give help as needed. 1 Iftime allows, students chenge roles and do the role play again. © Optional: Call on students or ask for volunteers to act out the role play in front ofthe class. Elicit and give helpful feedbsck. Pronunciation Use the audio program to introduce the pronunciation point \ Play the sudio program again. Stadents practice by repeating the words or sentences. % Ifhelpfl, give additional examples for students to practice by writing them on the beard and then miodeling each one. ‘© When doing other tasks in the unit (eg., during the Conversation, Pair Work, Group Work, Role Play, and Interchange Activity), remind students of the pronunciation point Listening ™ Optional: Books open. Use the picture, ifavailable, to set the scene Backs dosed, Set the situation, ' Play the audio program. Students listen for general comprehension, Point out any key vocabulary that is essential for the task, : 1 Books open. Explain the task. Remind students that they don't have to understand eversthing on the recording 1 Play the audio program once or nice more. ‘Stadents listen ané complete the task. 1 Students compare answers in pairs or groups. 1 Check students’ answers Writing ‘© Explain the task and go over the model composition ' Through brainttorming, elicit key vocabulary and ‘edaiuiona! language studeits ight need. i way bbe helpful to write this on the board for Ss to copy {nto their notebooks ' Students use their brainstorming nates to write rough drafts of their compositions. Thev should explain the at his stage . 1 Suadents get feedback onthe content and erganizaton of ther dra fom ther Classnaee eile hey work n pais or sll troupe, and fom the teacher whenever possible. Student then revise their Safe * Optional: This writing proces of competing, Sime if needed and i tine llws 1 Students prepare another draft. (The second,third, or final draft can be done for homework if necessary.) At this time, students check carefully for content, organization, grammar, vocabulary, punctuation, and spelling. Optional: In pairs or groups, students exchange compositions and read them. Alternatively, students put their composition on the bulletin board for everyone to read. Reoding 1 Before students read the pascage, use the pre- reading question(s) to intreduce the topic of the passage and to help establish the students? ‘background knowledge 1 Preview the vocabulary and pre-teach only key ‘words that students might not be able to guess or infer from contest. Encourage students to guess the ‘meanings of words using context elves, 1 Explain the task. Students read the passage silently. Diseourage students from using a pencil or finger co point at the text or words. Also, tr to prevent them from subvocaliging (pronouncing wards silently, usually, ‘while moving their lips’ while reading the passage 1 Then students goon to the task end doit either indwidually or in pairs. whichever is more appropriate, 1 Students compare answers in pairs or groups. = Check students! answers. 1 Ask the discussion questions given, general follow-up discussion questions on the topic, for other specific questions to find out students! personal reaction to the passage and topic Interchange Activities 1 Where necessary and aboropriate for the task, divide the class into pairs or groups and assign the students their roles A. B.C, ete.) and their corresponding page numbers. Model the getivity with one or more students Encourage students to be crezive and to have fun. They should foeus or eorimunication, not on ‘grammar. Also, they-shoulé not refer back to the tunit once they have begun the activity. ' Students o the task. Go around the class and give hulpas needed, 1 Where approzriate, cal! on pairs or groups todo the ctivisy im fron fsheclase. 28 ususl, elicit and give some helpful feedback on each performance Optional: Use an audio tape recorder ar a video camera to record the students performances, Then play them back to the class and discuss their merits, Unit Summaric Students ean study the Unit Summary in two ways. ' Assign a Unit Summary for homework ~ belire the teacher presente a new unit in class —s0 ‘that students can familiarize themselves with the Introduction vocabulary and expressions that will be studied and used in the unit, ™ Alternatively, have students use the Unit Suntimary fas a review activity afler each unit has been taught (efor @ homework assignment, as a quick check or self-test, or as 2 study guide for a class test Workbook Preview each unit of the Workbook exercises before introducing the unit, or part ofa unit, in class. Note that the Workbook exercises present teaching points in the same sequence as the exercises in a unit in the Student's Book, but she Workbook exercises are more integrative, often combining vocabulary and teaching points from two or more exercises in the Student's Book into one activity. In addition, most units contain “review exercises” that recycle teaching points from earlier units in the context ofthe new topic. The Workbook can be used in a number of ways. ' After students complete @ Student's Book ‘exercise, assign a Workbook exercise that has the same teaching point. Students can complete itn dass individually, in pairs or in groups, or as ‘a homework assignment. After several Student's Book exercises have been completed. assign appropriate Workbook exercises tw be done as homework 1 After completing one evele ofa unit inthe Student's Book (see how each unit is dinded by checking the teacher's notes), assign the designated Werkbsok exercises included in the teacher's nores at the end of each eyele 1 At the end ofa unit, have students do all the corresponding unit's Workbook exercises as aa incclass review or for homework FROM THE AUTHORS: We hope you enjoy tesching New Interchange and using the exercises and activities in it. We hove confidence that this course wil be interesting, innovative, and useful to you, the teacher, and so your students who want to learn English as a second or foreign language. We would be most happy to receive any comments that you or your stadents might ike to share with us, Rast wishes, is Jack C. Richards Jonathan Hull ‘Susan Proctor xiHUCHOTS' ACKDOWIEAQMENES ‘A great number of people contributed to the development of New Interchange. Particular thanks are owed to the following: ‘The reviewers using the first edition of Interchange in the following schools and institutes ~ the insights and suggestions of these teachers and their students have helped define the content and format of the new edition: Jorge Haber Resque, Centro Cultural Brasil-Estados Unidos (CCBEU), Belém, Brazil; Lynne Roecklein, Gifu University, Japan; Mary Oliveira and Montserrat M. Djmal, Instituto Brasil-Estados Unidos (ZBEU), Rio de Janeiro, Brazil; Liliana Baltra, Instituto Chileno Norte- Americano, Santiago de Chile; Blanea Arazi and the teachers at Instituto Cultural Argentino Norteamericano (ICANA), Buenos Aires, ina; Mike Millin and Kelley Seymour, dames English School, Japan; Matilde Legorreta, Kratos, S.A, de C.V., Mexico D.P,; Peg Doaaer. Rivia Doren, and Andrew Sachar, Rancho Santiago College Centennial Education Center, Santa Ana, California, USA; James Hale, Sundai ELS, Japan; Christopher Lynch, Sunshine College, Toky ‘Japan; Valerie Benson, Suzugamine Women’s College, Hiroshima, Japan; Michael Barnes, ‘Tokyu Be Seminar, Japan; Claude Arnaud and Paul Chris MeVay, Toyo Women’s College, ‘Tokyo, Japan; Maria Emilia Rey Silve, UCBEU, ‘Sto Paulo, Brazil; Lilia Ortega Sepulveda, Unidad Lomoa Hermosa, Mexico DF; Eric Bray, Kyoto YMCA English School, Kyoto, Japan; John Pak, Yokohama YMCA English School, Yokohama, Japan; and the many teachers around the world who responded to the Interchange questionnaire. The editorial and produetion team: Suzette André, Sylvia P. Bloch, John Borreli, Mary Carson, Natalie Nordby Chen, Karen Davy, Randec Fall, Andrew Gitzy, Pauline Ireland, Penny Laporte, Kathy Niemeavk, Kathleen Schultz, Rosie Stamp, and Mary Vaughn. And Cambridge University Press staff and advisors Carlos Barbisan, Kate Cory-Wright, Riitta da Costa, Peter Davison, Peter Donovan, Cevilia Gomes, Colin Hayes, Thares Keeree, Jinsovk Kim, Koen Van Landegbem, Carine Mitchell, Sabina Sahai, Helen Sandiford, Dan Schulte, lan Sutherland, Chris White, and Ellen Zlatniekse tetcan fates -aN OF SLudenC's Bad Title/Topics Functions Grammar TTT _ Please call me Chuck. Totredusiag yourself introducing Wh-quentions and statement with iqendetee ral qeneaee Sensi hacking iiranun’ jodaeiooesueeeretet Sumaet itor combine Ling ul vontosayenepuasinglec euores ona es canbe tnd neonates perseal fonts’ oakoce presen porttalve ‘electives CEST ow do Ju aghed fe dng?*"" Dittng work and shoal aA Sel iat Wgeotasid Onsibatone workpieces thd’ forand ging options talking statemenay Gime exprueion’ ai, sehen! daly schedules clock time about dally schedules se arsnadtiua tire af? Se aia ee How much isi? Tallng bow price giving See omisptehce sonplponida!| ohio cline «ie gota” hone ae ge co forse clang tat posed edly. Pking eaeesives bustopeee nck ant uae ren Sie ood utes salingthnge cases CET Doyou lke jazz? Talking abow ike anddlaltes) Simple present yeeoo and ioc rei eesgeaiay °° gig muons ching ahaa taut fda ann: ; fiwicpeatadeesd “mdecnese viel one ofet vont asec excuses; dates and times verb would; verb + to + verb : EER _ : - See Tell me about your family. Talking about lane and family Present entiauousyealno nd Familosane fan ie mmembesroxchonging information Whquenona,atonente, ad thet the prevent denerbing. short anawere: determiners el fami hte mets all mon many 2 Ino some, not many, a few, and feu i Eee How often do you exercise? Asking about and deseribing Adverbs of frequency: always, almost Sports and exercise; routines routines and exertise; talking about always, uevalls, often, sometimes, frequency: talking about abilities aldnme_ avd even, almost never, never; questions with how: how often, Row mush time, how long, ‘how well, how good; short answers Tate Past ta awh festleos Fiking about veeaons enw th egal end ivegalar Ser; pant tent ofbe How do you lke the "Asking aboot and esscbing ‘Thre thew ar nb ny, oma seigbborhood? fection sfplacesaating avout prepositions of place, questions Stowe ood place laa cy; tnd deertbagneghtertends, | hnpmugh ahd how many, countable egiborboot; houses ned ‘Shing abyatguantea fod voetantaite nouns, sonlea — iListening/Pronunciation ‘Writing/Reading Interchange Activity EE Recognizing formal and informal Writing questions requesting “Getting te know you": Collecting names; listening for personal personal information personal information from information “Meeting and Greeting Customs": _“lassmates Intonation of clarification Reading about greeting customs questions Ee Listening so descriptions ofjobs and Writing a description ofan occupation “Common ground’: Finding similarities in classmates’ eily schedules “The Daily Grind’: Reading about rs Unstresned words students with part-time work daily schedules ETS Listening zo people shopping: Writing a comparison of prices in “Swap meet”: Buying and selling Listening ‘or isems, prices, and different countries ‘things opinions “Shop Till You Drop": Reading Linked sounds about different kinds of shopping a COE Taentifvics musical styles: listening Writing invitations and excuses “What an invitation! What en excuse”: Making up unusual “The Sound of Music" Reading : about musicians from around the world SESE family relationships; Writing a description of family life “Pamily facts": Finding eut ning to information about, “The Changing Family’: Reading _ information about classmates’ families end family life Gieat ans Ameritas treaty families and family members Blending wich does 3g to people talk about Writing @ description offavorite “Fitness quis”: Interviewing about freetime activites; listening to activities fitness habits routines; listening to descriptions “Smart Moves": Reading about of sports participation fitness for the brain Sentence stress Listening'to descriptions end ‘Writing a postesed “Vacation photos": Telling @ story opinions of past events and vacations “Vacation Postcards’: Reading i ricbaves Reduced forms of did you about different kinds of vacations ‘ a Listening for locations f places; | Writing adeerption of ome “Neighborhood survey" Comparing listening to descriptions of places in «City Scenes": Reading about two neighborhoods _ncighborhoods neighborhood life in cities around ‘Reduced forms of there is snd the world there are xviiTitle!Topics Functions Toes What does he look like? Appearance and dress; clothing and Asking about and describing people's appearance; identifying people Grammar Questions for deseribing peosl What... Took ik, hoe old, what color, how long, how tall, modifiers with participles and prepositions Lee Describing past experiences; making plans; exchanging information about past experiences and events Have you ever ridden 2 camel? ast experiences; unusual events. Present perfect yesfno questions and statements; regular and =, > irregular past participles; already and yet; present perfect and past tense contrast : hie ‘Asking about and deseribing cities; fasking for and giving suggestions; talking about trasel and tourism Isa very exciting city! Cities; hometowns; countries ‘Talking about health problems; aking for end giving advice: masking requests; asking for and giving suggestions It really works! Health problems and remedies Adverbs and adjectives; conjunetions: and, but, however, and ‘though; modal verbs can and should Infinitive complements; modal verbs ‘can, could, and may for requests ae Expressing likes and dislikes: sieving and disagreeing ordering May I take your order, please? Food and restaurants So, neither, oo, and either; modal verbs would and will for requests BC Deseribing countries; making comparisons; expressing opinions; talking about distance and measurements ‘The biggest and the best! World geography; countries; the environment, Comparative and superlative of adjectives; questions with how: how far, how big, howe high, hhow deep, how long, how ho, and how cold iin oa ‘Talking about plans; making invitations; accepting and refusing invitations; giving reasons; taking Tm going to see a musical, Invitations; leisure-time activities telephone messages cree STE Acchange for the better! Life changes; plans and hopes for the future 2 ‘Exchanging personal information; describing changes; talking about plans for the future the past tense, and the presente > ‘Future with present continuous and be going to; messages with tell and ask Describing changes with the present tense, the comparative, perfect; verb + infinitiveLstening/Pronunciation Listening to descriptions of peoples ‘entifang people Contrastve stress Listening for time and place'of an ‘event; listening to descriptions of Pronunciation of have Listening to descriptions of cities and hometowns; listening for incorrect information Pronunciation of can't and shouldn't Listening to advice; listening to requests in a drugsto Reduced form of to Listen plan: i to people make dinner Histening to restaurant orders, ress in responses Interchange Activity POET oH “Find the differences": Comparing two piesares of «party “Lifestyles survey’: Finding out about a classmate's life Writing/Reading ‘Writing a description of someone “Hip-Hop Fashions”: Reading about. clothing styles “Writing a description of an unusual activity “Taking the Risk" Reading about Writing a description of an ‘City guide": Creating a city guide interesting city “Famous Cities": Reat cities around the world ig about ‘Writing about a home remedy “Grandma Knows Best!": Reading about home remedies “Talk radio": Giving advice to call Taree “Are you ready to order?": Ordering ‘2 meal in a restaurant t review Writing a restaur “To Tip or Not to Tip?" Reading about tipping customs istening to a TV gume shows Iistening for information about Intonation in questions of choice ‘Listening for information about invitations; receiving telephone messages Redneed forms of could you aad ‘Writing a request to give a message “Ways to Keep Phone Calls Short”: Reading about telephone manners “How much do you know: Taking a quiz on general kaowledge ‘Writing about an interesting or beautiful place “Things You Can Do to Help the Environment”: Reading about the environment Lee “What are you going to do?" Finding out about classmates! ‘weekend plans would sou Eee Listening to descriptions of changes; istening to hopes for the future ‘Writing about future plans “The Future Looks Bright": Reading Possible future about the plans of three successful students nfold your future: Planning a edoed form ofto eran | xix