i | Pa es AVI] CNW Ieee Mickey Rogers + Joanne Taylore-Knowles - Steve Taylore-Knowles Cesare Menem Cre Mel Aen]Contents Live and Learn Page? om oe I cine useing sone ace MST comnmcaton sre ecavapnt te sae MM cine use winrar j HEI recon rane reer as } IDENTIFYING EMOTION AND ATTITUDE: short conversations ‘LANGUAGE USE: taking about changes in food preferences ‘ORGANIZING A PARAGRAPH: wring atopic sentence an supporting deta ‘ORGANIZATION AND PLANNING: preparing a short presentation READING FOR THE MAIN IDEA: maparine article } PETE AME LANGUAGE USE: listening to a complaint PUY Talking about milestones Talking about tite experiences Talking about learning Talking about things you have been doing lately ‘Asking for more information Discussing personal action plans J Describing possessions Taking about how you have changed Taking about childhood memories Taking about similarities with ‘other people 1 Talking abeut changes in food preferences Giving feedback on a presentation Talking about advertising and ads. ‘Asking fr el iformation in a store Asking pite questions Expressing shopping preferences. LANGUAGE USE: talking about an unusual business wn ic err, Sapo ORGANIZING A PARAGRAPH: ins and o cooing sentence DISTINGUISHING FACT AND OPINION: magazine article LANGUAGE USE: istening to recorded messages EI ommwesnonsraseer: sania ven ve } MI eeu sewing stron ops NFORNATONAND SEAR: pong ——— Decisions, Decisions Pye 57 I ercvcz se esa aos inn } ee Piece: nonin crue ni es rd wes henna OUR WORE wing an , EI seroncrovwe ame: dsinsensnsntoom | 4 ESET INL communtcanon sare oisy siting Je vxaiiecoorins wines | GP _dsersing eis and ntsns MB eect se wags persia onion 4 aig amp pounding os Persuading obs GM ecm con] Taleing cose oF Mas nes Ea Talking about geting things done ford LANGUAGE USE: reading a tyes } Talking about small businesses IDENTIFI EMOTION AND ATITUDE: shor conrestions ‘Talking about unusual senioes Tatking about problems in ‘your community Presenting a business idea Talking about gossip and | ‘ral communication | Reporting what people said Inotucing anew op of comersaton hing ace Reporting information about cel phone use Talking about making decisions Talking about dilemmas. Evaluating advice gven by others ‘Taking about hopes and wishes oplaning a decison you made Discussing how you act and react Present perect progressive Statve verbs used to ‘t00/either, so/neither never/always used to ‘Me too,/Me neither. et bara take, make, do ‘Te leaming process Intermediate plateau (advance, fnustrated, etc.) Sport and exercise Tine epesions in ages, cent, inches et Personal goals Order of adjectives ‘Memories ‘The senses (sigh. smelt, te) Food Emotions (anger. boredom, et.) | | i ape ae te Pi iy bay, et) SOUNDS: /i/ vs. /25/ ‘WORDS: use to/used to Article the vs. no article Problems with products SOUNDS: /1/ vs. i/ Indirect questions Solutions to problems with products pening phrases usedin Advertsing (commercial ad, Indirect questions (Doyo kr .? imestage, et) urs ee nine shopping (shop around. delve, te) have/det something done Compound nouns WORDS: compound nouns vs. have/det + indirect object | Evaluating services and products adjective + noun I Past participles | tee ne ee oe) Serves (ntl, clen out te) ' lew pode sarees. Peale ho ie as (eparman, jens 1 esa pros and Sete (asa, Pelp t) i onl Reported speech ‘ra communication WORDS: Say/says/said Reported questions 3k say tell say/tal + objet Feelings (50, ndecisv, rene, et.) ask Fact and opinion (bleve, prove, ace report et.) ‘Second conditional hhope and wish Mh were you. could ‘Surveys (purpose, results, ee.) eee Responding to dilemmas Decisions Global problems (the economy, ‘late change, et.)Contents Think Again! rage 67 GIT stun rr at oon apne aie wanleonien EE cormoresnon sre sessing LANGUAGE USE: witing 2 comment about an online article hhh ‘THINKING AND PROBLEM-SOLVING: thinking logically Stories We Toll rige77 LANGUAGE USE: reading stories PREDICTING: tracitional story from Afica EI cur use: wine an recite J ‘CHECKING YOUR WORK: witing a short story J INFORMATION AND RESEARCH: conducting an interview } ‘SPEED READING: personal anecdote LANGUAGE USE: listening to a radio quiz show HITE conmeciton sr: singe carton ath LANGUAGE USE: writing information on a medical form ‘SELF-DIRECTION AND LEARNING: developing your memory ‘Stage and Screen Pige 97 LANGUAGE USE: reading a magazine article NOREEN: tin GSI scr us king stots ean GI IN wring pone hhh vet Breaking the Rules Page 107 EIT re seme: mcr ie GSI utr useicenga a ati ctin sn ESI cowmuemon ruse: sin soe aaa csin Caine crccrs (ET wrornovano neste sensing oars Just the Job! Page 117 TI occ se einen EM ve wove: an seconicve ET reve use ng usec Tn wg ons € no on ORGANIZATION AND PLANNING: preparing for a job interview ——— aes rsd Talking about intetigence and the brain Figuring out a pute ‘Checking information ‘Speculating about what you see Giving your opinion about brain traning Discussing logical thinking Talking about embarrassing events Talking about events inthe past Asking for more information Gwving your opinion about a story Making predictions Reporting onan interview 4 ‘akkng about injuries ‘Asking for and giving medical advice Asking fr claiication Desenbing gets Describing heath problems Talking about ways to remember information Whig att be \ eg ineraten bet peo, pes nines Facing consrss on wih shows owt ‘whinge ol rare Desig bows an mvs Dusit charts of pd ans ants es sephora Talking about breaking the rules Cticizing behavior in the past Talking about punishments Taking about unfufiled plans ‘and intentions. Ghing advice Analyzing graphs J Tolkng about unusual jobs “Talking about work and the workplace -Ageeing/cisageeing with a ecturers eas Talking about having your own business DDesenbing your peret workplace Evaluating jb cancidates Praccng 3 job interview ell Irregular verbs list, Pronunciation symbols, Communicative Wrap-ups, and Grammar Reference Pages 127-143. Modals of deduction— imight/must/could/can't ‘Tog questions be + noun/adjectve/verb ng ETA Adjective suffines fu, less Improving your brain Inteligence 10, genius, chile proc, et.) The human brain (lefe-brain,rigne-brain, brain cel, et.) Pr SENTENCE RHYTHM: tag questions Past perfect Verb + gerund infinitive when by/ateady/just Verb + direct object + infinitive Embarrassing events Adjectives for deseribing stories Tine expressions (by the time, by 3 o'clock, ete.) ‘Verbs (admit, promise, refuse, ee.) Things you can read (nove story, folktale, comic book. eto) WoRDS: /2/ in multsylable words Its + adjective + Infinitive ish for regrets Monty. Subject relative clauses Object relative clauses, Relative pronouns who, that, which, where = ‘should/shouldn’t have was/were going to was/were supposed to as/were planning to/hoping to Gerund phrases as subject and object Separable and nonseparable phrasal verbs Injuries Health problems and symptoms Pants ofthe body Adjectives (essential, necessary, etc:) Medical advice (rest, see a doctor, have an xray, et) a Ata live performance Adjectives for describing TV shows ve performances (play, bale, ec) ‘TV shows (soap opera, sitcom, et.) ‘charecteristis of team players (patience, sense of humor, et.) ee Breaking the rules Good and bad behavior Problem teenagers (rude, lay, oisciotine, ete.) Pars ofa grap (title, key, aus tc) a The worl of work Phrasal verbs for talking about work Adjectives to desc people (crete, any. ee) Common note taking abbreviations | ‘Adjectives to describe the workplace (quiet, colorful, etc.) peererenell SOUNDS: /se/ —— ‘SOUNDS: /e/ vs. /a/ SOUNDS: /4/ 5. // al SENTENCE RHYTHM: ‘tess patterns with nonseparable: phrasal verbs.talk about learning in general and in your experience. talk about things you have been doing lately. seuss personal action plans, eserive some of your personal possessions. 2 talk about how you have changed talk about your childhood memories. ‘dentiy similarities between yourself and other people, ) ask polite questions. describe prablems with products and services. talk about possible repairs and solutions, ‘make complaints, talk about getting things done. sve your opinion about products and services. describe produets and services talk about communication escripe what ather people have sad to you report other people's experiences. © tak about making decisions. talk about dilemmas. Gliscuss your hopes and wishes, plan a decision you made. e 9 talk about inteligence and the brain. discuss how to work out a puzle. ‘check to see if you have the ight information ‘speculate about what you se. talk about events inthe past. ask for more information, ‘ve your opinion about a stony. deserbe stories and songs. talk about injuries. ask for and give medical advice. describe health problems. describe regrets, © talk about ine performances and entertainment. ie information about peopl, places, and things. esenibe TV shows and movies. talk about breaking the rues. citize past behavior. talk about punishments, talk about plans and intentions you had in the past talk about work and the workplace. evaluat job cd wdidates fora poston, practice a job interview. A Very often, life is referred to as a road or a journey. Look at the photos and decide which road best represents your life, and why. Explain your ideas to your class or group. “The road of life twists and turns and no two directions are ever the same. Yet our lessons come from the journey, not the destination.” Don Williams. Jr, novelist alah 2 “Map out your future-but do it in pencil. The road ahead is as long as you make it. Make it worth the trip.” Jon Bon foot, musician “Two roads diverged in a wood, and I-I took the one less traveled by, and that made all the difference.” Robert Frost, poet [3 Read the three quotes about life above. Which one do you like best? Why?1 Vocabulary: take, make, do ‘A Write each phrase in the correct column of the table ‘time off from schoo! or work a donation to a charity an extreme sport ‘big mistake volunteer work a very important exam id fd do ‘an important step in your life a video something artistic ‘A: Have you ever taken a very important step in your life? B: Yes, | have. | got married. ‘A: Wow! How long have you been married? a mal present perfect + yet/already Language in context Listen to the conversation. Check the things Tony has done. Wen things to do betore you're 30) | 1 Take a really cool trip. 6 Do something physically adventurous, 2 Do something artistic. 7 Go backpacking 3 Have an awesome party, 8 Do volunteer work, 4 Have an unusual job. 9. Date someone who isn’t your “type.” 5 Do something extremely romantic. 10 Go to an amazing concert. 4 ani et hentia : | B Notice Look at the examples in the table on the next page. Circle the correct options | ‘to complete these rules. 1. We use already in . —— a) alfirmative statements. b) negative statements, ¢ questions (Ininforma English, people } 2 Weuse yt in... | often use the simple past wih a) affirmative statements, b) negative statements. c) questions. | Sitadi/yer e.g, id you eat yet? Use Example I've already taken a cool tri. We use the present perfect with already to say we did something before it was expected, Taeiialeen eee or to emphasize that we have done something, Yes, | have,/No, I haven't. haven't done that yet. We use the present perfect with yet to ‘emphasize that we haven't done something, Have-you' dena'that yal? but that we're going to do it. Yes, | have./No, | haven't./No, not yet. C Practice Complete these conversations with already and yet. 1A: So, have you had an unusual job (1) —____? io, not (2) 2. A: You need to live on the beach once in your life. Bit've (3) ____ dome that. lived on the beach last summer. 3 A: Have you (4) this year? B: Yes, I gave some money last week ‘made a donation to charity 4 A: Have you taken an important exam (5) —_________? B:No. I've (6) taken a few small exams, but I haven't taken an important one (7) p [EY Now you do it Work in groups. Ask and answer questions about the things on the list in Exercise A. ‘A: Have you... yet? —<— — ‘No, not yet,/Yes, | have, Two years ago, |. Con ‘¥ | have already done volunteer work. X | already have done volunteer wor Pronunciation: /j/ vs. /&/ AT) Listen to these words. Notice the difference _B [JE Work in pairs. Practice these sentences. between the pronunciation of the letters Make sure you pronounce y and j correctly. y and j. Practice saying the words. A:AHiaveyou ale BIE See B: Yes, have. 2 Idon’t like egg yolk yet | 3 Is your friend’s name Jess or Jack? yolk | 4 Have you flown on a jet yet? yes | 5 Do you know a good joke? yakReading: reading for the main idea ‘the main idea. The topic sentence is often, AFB work in pairs. Discuss these questions. 1 Apart from English, what other things are you leaming right now? 2 What do you like about learning new things? What don’t you like about it? B Read the article. Underline the topic sentence in each of the two paragraphs. What is the main idea of each paragraph? The Intermediate Plateau When we lean to do something, there are times When we advance quickly and other times when we advance mote slow. Typically, the intermediate level isa period when we make less progtess than we did at beginner levels. This is true in learning anything—a language, a sport, or a new job. At the intermediate level, progress is usualy slower because we are focusing on Level 3: Upper intermediate ‘more complex details than we did at beginner levels. ‘Conscious competence This isthe time when many people became frustrated and give up. Because most people take along time to ‘advance beyond an intermediate level in anything they ate learning, we often refer to this stage as the "intermediate plateau.” Level 4: Advanced ‘Uneonselous competer Level 2: Lower intermediate = The model shown in Diagram 1.can help learners vel 1; Beginner understand the stages of learning. They should be paricus Remo panre ware that their slow progress at intermediate levels is completely normal and that it happens to almost everyone. The theory behind the model is that, in order to learn something nev, we fist have to be conscious Diagram 1: The Conscious Competence Ladder cof what we know and what we do not know. Then we can develop competence, or the abilities we need to do something, inthe fist stage on the ladder, competence,“ we are much more competent, but we stil "unconscious incompetence,” we do nat know how have to concentrate and work very hard ta be able to ‘much we need to learn. Everything fs new and we are maintain our competence. Sometimes this stage can excited about leaming, so we advance quickly. In the seem ike too much work! However if we don't give up, second stage, “conscious incompetence" we know how we wil finally reach the last stage, “unconscious ‘much we don't know! Ths can be avery frustrating competence.” At this stage, our new skills are habits period because there isso much to eam and we feel and have become automatic. We don't have to think completely incompetent. n the third stage, “conscious about everything before we do it. BA Work in groups. Discuss these questions. 1 At what level on the ladder do you think you are in English now? Does everyone in the group think they are at the same level, or are there differences? 2 How do you feel about the progress you are making in English? 3 Think about other things you have learned. How did you feel during the different stages of learning? Did you reach an unconscious competence level? If not, why not? Vocabulary: the learning process A Read the paragraph. Then write the words in bold next to the correct definitions. ‘When you want to became rally good at something, you have to try much harder than if you just want to be fairly competent at it It doesnt really ‘matter what you're learning; the riciples are the same. People who reach ‘an advanced level in a sport, a language, or any other skill have several characteristics in common. Fist, they push themselves beyond their ‘comfort zone. In other words, they take risks and try things alitle beyond their abilities. Second, they don’t give up during periods when they dont progress. Third and finaly, they measure their progress often by competing or taking exams, and they lear from their mistakes, mmfortzone ss nasituation, place, or temperature that you feel relaxed in your progress, v, to check development or improvement yourself v, to make a determined effort to do something _¥,o stop trying to do something, ¥,t0 develop or improve to do something, although you know that something, Unpleasant or dangerous could happen B Complete the sentences with correct forms of the phrases In Exercise A. 1 Twas trying to learn to paint, but I was terrible at it and I finally 2 Twant to runa 10 km race, 501 myself to run a lot more right now. 3 You can run short practice races with friends to ______ your progress 4 Successful people are usually not afraid to and try new things. 5 You will not ________in anything if you do not move beyond your, —___ Language use: listening to some advice Work in pairs. Discuss what you think a person has to do to progress from an intermediate level to an advanced level in a sport. Listen to a conversation between two people about the intermediate plateau in tennis. Make a list of the advice that Joe gives. ¢ BBY work in pairs. Discuss these questions. 1 When you are learning something new, do you usually push yourself, or do you tend to stay in your comfort zone? 2 Have you or has someone you know ever taken any risks? Was the result positive or negative? 3 When you are learning something, do you prefer to measure your progress rarely or often? 4 Have you ever given up on something you were trying to learn? If so, why?evane@mymall mac.wd Subject: My news Hi, Sean. I'm sorry I haven't written for ages. My life has been pretty crazy! I've been doing volunteer work for about a month and, let’s see, what else have I been doing? Going to the gym, seeing my family when | can, playing squash on the weekends ... Oh, yes, and I've met a guy [like a lot! We've been going out since January and we have a really good time together. He’s been studying for his medical school entrance exam, so we haven't had much time for dates! Let's see how it goes ... Anyway, write and tell me everything! Love, Melissa B Notice Look at the e-mail in Exercise A again. Write present perfect or present perfect progressive to complete the rules. ‘These verbs are not usually used 4 We use the —__to tatk about an experience Ne es or event that happened at an unspecified time in the past. Sec balieve, prefer, remember, 2 Weusethe __ when we want to emphasize hate, ike, know that an activity continued over a period of time and may be unfinished. have/has + past participle have/nas + been + verb -ings I've made three friends since | moved here. We've been going out since January. ¢ Practice Complete Sean's answer with the present perfect. Watch out! or the present perfect progressive of the verbs in parentheses. ry ee Faerie -¥ ve been working here since July. Hey, Melissa. : No problem, (1) _____ (be) really busy, too. My cousin opened a new store, and [(@) —___ (make) promotional videos for him. Also, Istarted going, cout with someone. We (3) —_____ (date) since August. Actually, we () —_____ (no see) each other lately because she’s taking a course {in England. What else? I (5) (study) alot. Oh, and thave anew car! I (6) ______ (have) it for four months now. Its small, 2m working hae since July. So it's easy to park! Anyway, gotta go. Let's get in touch for a lunch date. Love, Sean D [EY Now you do it Work in pairs. Follow the instructions below. Student A, think of something that you have been doing recently and how you feel asa result, ‘Tell Student B how you feel (don’t mention what you have been doingt). Student B, ask questions to guess why Student A feels this way, Student A, answer Student B’s questions. ‘When Student B guesses correctly, switch roles. Az I fee! realy tied right now. B: Really? Have you been studying hard recently? ‘Az No! 'B: Have you been going out with friends a lot? Listen to the conversation below. Circle the correct option to. complete each question. ‘Amy! Oh my gosh, [haven't seen you in ages! : Wow, Jody, hil Yes, i's been at least two years. So, what have you been up to? Well, I've been studying a lot. I'm doing a Master’s degree in chemisty f (1) You are / You do? That's impressive! I'm not in school anymore. I've been working for a small design company since I graduated. Oh, (2) you are / you have? Excellent! Well, the job isn’t that great, actually. (@) Its /It én? Why not? ‘The company is really small, and the work isa little boring because my boss, Alan, doesn't let us take many risks in our designs. : (A) He doesn't / You don’t? That's too bad. Yeah, well, it's OK for now. Anyway, what are you going to do with your Master's? Oh, want to do medical research, Corn Amy: (5) You do / want? Wow! Listen, I have to go, but let's keep in touch, OK? What revesyou beer ing? 7 7 Jody: Yes, definitely. Neu haie/ wr 967 2 2 Work in pairs, Prepare a role-play about running into an old friend, | you ren /tou dant” Include several short questions. Thats great/excellent/too bad, Act out your role-play for the class or another pair. A Read the journal entry. Guess who wrote it. a) movie director b) a soap opera actor ©) anovelist Thaven't been making wauch progres labely, The charactors dow' seone veal and the stony it uanbs 1 somcetinnes tic: want to give this up and write sone serious literature. Ofcourse, I've nade lat of money frou writing these silly love stories, so mnaybe Ul contiuce for.a while. Ive definitely in. may comfort zone-it eazy to write the, but its boring, toot Maybe I eed to take seme tite off after this nce, ancd do something completely differant. dont kyo wha though. B Think of a famous person, living or dead, that you know something Co about. Write a short journal entry by that person. PAGiaant SvaTincnase we have b [9 Work in groups. Read your journal entry. Your group should try to | /Me/neve een guess the name of the famous person who wrote it. Ive/We've alreadOrganization and planning: setting personal goals * Identity a specific goal * Think of steps to help you achieve your goal + Make a realistic plan. A Read the information about setting personal goals. Then check the areas that are most important to you. eve 922 Tae Emery personal gals can help you cay what kindof ite you want nthe ature. You ‘not have to make decisions about the rest of your life all at once! It's bette to set 3s fra shorter period of time, for example, forthe next five yeas. Fis, think about all the things you would like to achieve in that time, You wil probably have a fong list! But you need tobe realstic, so choose one or two things to focus on. Once you have ‘dented a specific goal, you should break that goal down into smaller steps that wll ‘help you reach your goal. Smaller steps are easier to achieve and will help you stay ‘motivated to continue working towards your goal as time passes. = What Are Your Goals? © Edeation: Do you want to get or finish a de ‘Do you want o study a job-related subject ike cooking or mechanics? (Career: Do you want to advance quickly in your profession? |g iimportant to you to earn a ot of money? QO ‘Family: Do you want to get married? Have children? ‘Take care of an elderly relative? (O Relationships: Do you want to have or maintan a serious lve felationship? Do you want to make more fen O tifestye: Do you want to work/study ess and enjoy ie more? Do you want to have @ healthier or greener lifestyle? © Persanat development: Do you want o read mare’? Take a course in personal improvement? Sports or hobbies: Do you want to spend more time doing _@ sport or hobby? Do you want to start a new hobby? ‘Do you want to compete in something? é Poblie service: Do you want to make the world ‘oryour community a better place? B Now choose the one area that is most important to you. Think of a specific goal to achieve in that area. Write a short personal goal statement. Personal goal statement: Lill focus on education: Iwoarrt to get a Master's degree in IT. ¢ [J work in pairs. Read your goal statements to each other. Then brainstorm a list of intermediate steps to help you reach your goal. Include information about how long each step will take. buduud D Organize your steps into an action plan in chronological order, similar to this example. Make any necessary changes to your list from Exercise C. Main goal A Master’ in (start 2 years from now) Steps: Take an online [T course—next summer Stay have to graduate with high grades—next 2 years Find out about different ITgraduate prograans=ond of next year Decide onan aren of specialization fora Master’ (progranoning) Apply to several Master’ programs—senior year 4 SO in five years, .- next semester/summer [iain goal Get a Masters degree in Start 2 years OM OW | by ae ond ay ‘Study harder to graduate with high graces ihe next 2 years ia tech Decide on an area of specialization fora Master's J Done (programming) reareagy Find out about different IT graduate programs J End of next year fica Next summer Fall semester of senior year Take an online IT course |Apply to several Master's programs E [9 Explain your plan to your partner. Make further suggestions about each other's plans. A Hove you . ye? Maybe you could also Another thing you could do is Reflect... What are the advantages of setting specific goals?eee oe ‘A Complete the conversation with the correct forms of take, make, and do. (5 points) Mara: I'm so tired. I really want to (1) _______ some time off and, you know, (2) - ‘A Check the child (or children) that seems the most like you when you were some volunteer work or something, little. It doesn’t matter if he or she is a different gender from you. Lisa: But don’t you have to (3) ________ your graduate school entrance exam soon? Mara: Yeah. Ihope I’m not (4) _______ a huge mistake by going to grad school so soon. Lisa: Well, it’s an important step to (5) —_____, but I'm sure you're going to love it. Mara: I hope so! B Complete the career advice with the phrases in the box. (5 points) tehe sks ee up comfort zone make rogess sh youse ) Keys to professional advancement ‘Are you tired of seeing other people get promoted? Do you want to (1) in your job or career atea? A career is like a sport—to advance, you really have to (2) to do more. You can’t stay in your (3) ____.. You have to (4) ________ and try new things. If you haven't advanced in your job as quickly as you would like, don’t (5) —____! Take our two-day seminar and get the keys to success! ‘8-40 correct: | can use phrases with take, make, do and phrases related to the learning process. (0-7 correct: Look again at Sections 1 and 5 on pages 8 and 11. SCORE: /10 Complete the e-mail with already or yet and the best form of the verbs in parentheses. (10 points) eve { To: torrydaniels @mymall.mac.wd From: peterdaniels @mymall mac.wd Subject: Lite at callago Hi, Mom and Dad. Well, I've been in college for two weeks now, and I (1) like /am liking it. I've fj ® (3) met /been meeting some nice people. I went out with some of them last weekend. Of course, I've (4) studied / been studying a lot, too, so don’t worry! Thaven’t (5) had /been having any exams (6) —____ but I think I'm going to have a chemistry exam next week. Mom, have you (7) bought /been buying my new sheets (8) ______? Tneed them, so please send them soon. I've (9) used /been using some of my roommate's sheets, but I don’t like them! Also, I've (10) spent most of the money you gave me, so maybe you could send a little more. Sorry this is short, but [have to go. My friends are waiting for me! Love, Pete 8 8 [29 Tell your classmates which child (or children) you were similar B40 correct: | can use the present perfect and the present perfect progressive with already and yet. to, and why. 0-7 correct: Look again at Sections 2 and 7 on pages 8 and 12. SCORE: /10 | | was similar to the litle boy in Picture 3 because I liked doing dangerous things. - always terrified my mother.Vocabulary: order of adjectives A Look at the examples. Write the phrases in the correct order in the table. Determiner Opinion Size —_Height/Length Shape/Weight Color Material Noun pink | vinyl | chair red | plastic alarm clock brown | | hair 1 her / brown / beautiful / big / eyes 2 pretty / a / silk / blouse / yellow 3 my / emerald / pretty / square / ring / light green 4 orange / leather / shoes / fantastic 5 kid / an / short / unattractive / skinny B Think of two more phrases and write them in the table. Work in small groups. Play “The Chain Game: Follow the instructions below. * Write a description of one of your possessions when you were sounger. Use at least three adjectives. had a tiny square silver cloth purse. + Choose a stucient to start the game. That student says a sentence. + The next student repeats that sentence and adds another sentence. ‘To continue the game, each student repeats the previous sentences and then adds a sentence. Sonia had a tiny square silver cloth purse. George had a large black laptop. | had @ delicious round green apple. * Listen for errors in adjective order. If you hear an error, say “STOP!” Help the person correct the sentence. Language in context Listen to the conversation below. Does Kim look the same now as he did in high school? Is this your high school yearbook? ‘Yeah. Here's my senior picture. ‘That's you? No way! You used to have beautiful long hair! ‘Yeah, used to play in a band and it was cool to have long hair. You did? Did you use to play at parties? ‘Yeah, parties, and sometimes school events. ‘That's so cool! ; Well, we weren't that great. I mean, we didn’t use to give concerts or anything. B Notice Read the conversation in Exercise A again. Circle the correct options to complete the rules. 1 Used to refers to... a) things that were true in the past and are still true in the present. 'b) things that were true in the past, but are not true in the present. 2 The verb after used to is in the ... a) base form. —_b) —ing form. You can use never and always with used to: e.g, My brother always used to getup relly ear. Negative | We didn't use to give concerts or anything. I never used to go up before 11 aim. on weekends. Affirmative | You used to have beautiful long hair! Did you use to play at parties? Questions Yes, we did,/No, we didn't. ‘A I didn’t use to run, XC | didn't used to run. Practice Complete the conversation with the correct forms of used to. ‘A: Do you think you've changed a lot in the last five years? B: Yeah, alot. I didn’t (1) A: Yeah, me too. Also, I (2) B: Well, that’s cool. A work full time, so Thad a lot more time to party. date a lot of different girls, but now Ihave a girlfriend. Yeah, we'll probably get married. Anyway, I remember Inever (3) _____ get home before 4am, on weekends. : Yeah, lalways (4) _______ stay out late, too. Where did you (5) __________ go? To live music clubs, mostly. 1 (6) {go to musicSpace a lot, They always had great bands. Now you do it Work in pairs. Talk about what you used to look like and things you used to do five years ago. Use the conversation in Exercise C and the ideas below to help you. * clothes + hair * possessions * weekend activities * vacation activities Pronunciation: use to/used to Listen to these sentences. Notice that d in used to is silent. A: Whatclothes did you use to wear when you were younger? B: Tused to wear really baggy jeans. Work in pairs, Ask and answer these questions about when you were younger. 1 What food did you use to hate? 2. What did you use to watch on TV? 3 What music did you use to listen to?Listening: identifying emotion and attitude Pay attention to a person's tone of voice. It will help you understand how they feel and what they're saying. A EP) Listen to the speakers. Match each speaker to the correct emotion, 7 oo (TV speaker (] Speaker 2 Speaker 3 Speaker 4 Speaker 5 (1 speaker 6 D boredom E uncertainty F nervousness B El) isten to these short conversations. Circle the correct emotion or attitude. 1 The man feels sad / nervous. 3 The woman feels bored / uncertain. 2 The woman feels angry /excited. 4 The woman feels bored / sad, Vocabulary: memories A Read the blog. Circle the sense which is NOT mentioned. a)sight b)smell tasted) touche) hearing eve ee99 Blo eae Co eon) ‘Quesmion: WHAT MEMORIES DO YoU ASSOCIATE WITH SPECIFIC THINGS? {i's Fam How cERTAN SIGHTS, SMELS, TASTES, OR EVEN SOUNDS CAN BRING BACK MEMORIES OF YOUR CHLDHOOD. Fon DXAWPLE, THE SMELL AND TASTE OF FRESH CHOCOLATE CMP COOKES ALWAYS REMIND ME OF MY MOM BECAUSE SHE seo To MAKE THEW LOT HEN | WAS UTLE. Ao HeaRns Bar SPARS’ SONG, “Tow” MAKES ME THI OF EG SCHOOL AO THE eno 90 THERE, AOL'S SEE... WHOL T SEE A BEAGLE PUPP, THM OF mY FS OOD. HE WAS ‘A BACLe mx naveD BOW, | CaM CARLY REMEMBER Wn | OT Wa. | YAS SO EXCITED. WAS MY HTH BIRTHDAY, He was SO caret Navas, Canora HG compiete the sentences with your own ideas. Then work in pairs and compare your sentences. 1 The smell of reminds me of 2 The song brings back memories of 3. The taste of makes me think of — 4 Asa young child, I can clearly remember when 5 When I see ten oe Language use: reading an academic text Work in groups. Discuss these questions. 1 What are your favorite smells? 2 Do you remember any smells that you used to love when you were a child? B Read the text and answer the questions below. The Nose Knows Almost everyone has experienced vivid memories associated with smells. ‘Smell memories are so strong that they can transport us immediately to the past. You smell a certain perfume or cologne and you are suddenly with an old Jove again. You smell popcorn and you are a child at a local fair. We often forget an experience until we smell something strongly associated with it; then we can suddenly see and hear the ‘whole experience and feel the emotions that we felt. It's as if we are having the experience again. ‘Obviously, humans have a much weaker sense of smell than many other species. For example, humans have about 20 million smell receptors, while a bloodhound ‘has 220 million. The sense of smell helps animals find food, recognize danger, and recognize other members of the same species. When humans developed higher cognitive abilities, the sense of smell became less important for survival. So why are our smell memories so strong? The answer is, in our physiology. The sense of smell exists in the olfactory cortex in the brain. ‘The reason that we usually have strong, ‘emotional responses to smell memories is that the olfactory cortex is in the brain's limbic system and close to the amygdala, ‘which is also the center of emotions. Researchers have done experiments to ‘compare smell stimuli with other stimuli ‘as memory cues. With visual cues and ‘word cues, people tended to remember things that happened after the age of 10. ‘With smell cues, they remembered many ‘more things from early childhood, This: ‘makes sense, of course, as the sense of ‘smell develops in babies before the higher cognitive senses of vision and later, words. 11 What is one important characteristic of smell memories? 2 Why do humans have a weaker sense of smell than other species? 3 Why do smells often help us remember things from a very early age? ¢ 9 Work in groups. Talk about your own ‘smell memories” The smell of flowers makes me think of my grandma. ‘She had a beautiful lower garden.afi) Language in context Listen to the conversation oe eras anathema ‘Laurie: Look at those people roasting burgers and ‘marshmallows! Love beach picnics! ‘Yeah, so do I. “That smell brings back memories of my childhood. We always ‘used to have picnics on our family vacations to the beach. ‘Yeah, we did, too, but I didn’t like it when sand got on my marshmallows! I didn’t either, But loved roasting them! So did I. You know, I haven't roasted a marshmallow since then. ‘Neither have LI know! Let’s have a picnic tomorrow, with ‘marshmallows and everything! It will remind us of when we were kids! B Notice Look at the examples in the table. Circle the correct option to complete the rule. We use 5, (0, either, and neither to express ...a) similarity. b) difference. Affirmative 1 So + auxiliary + subject Neither + auxiliary + subject Hove beach picnics. | So dol. can’t swim. Neither can I. They had a good time. | So did we. Ihaven't roasted a Neither have |. marshmallow since then. ‘Subject + auxiliary + too I ove vacations. 1 do, too. We used to have picnics.| We did, too. Subject + auxiliary + either Jim isn't going to the beach. | Paul isn't either. { didn't like it when sand got || dd, either. ‘on my marshmallows. In informal situations, you can use Me, too or Me neither, e.g.,A' | didnt use to ike broccollB: Me neither, A:/ used to get up early. B: Me, too! © Practice Complete the conversations with phrases using so, too, elther, or neither, 1. A: When I see the ocean, | think of my first vacation. BT 2. A: We didn’t use to go on vacations. B: We 3 A: My dad forgets everything! 6: My dad 4 A:Idon’thave a lot of pictures from my childhood. B: 5 A:Tcan clearly remember the day [started school. B: 6 A: I've forgotten a lot of things from my childhood. 8: ‘I dont like swimming ¥B; | don't either Neither do t 1% 8:1 dont tke swimming, too. Now you do it Complete the sentences so that they are true for you. Then read your sentences to other students and try to find people who are similar to you. 1l've several times. one, eT To show you are different: 3 Tm never going to) J ____________. Actve never... 8: Really? Ihave. A ———$—————— ‘AI don't ike... B: Really? Ido. ‘A: Im going to... B: Really? I'm not, A: lused to... B: Really? | didn't. Oddo oa D Language use: talking about changes in food preferences: A) Listen to the interviews. Circle the correct options to show what the people liked and didn't like when they were young. 1 The man liked / hated spinach when he was a child. 2 The woman used to like sandwiches with peanut butter ared jelly / peanut butter and butter, 3 The man didn’t like hamburgers and pizza /vegelables when he was young, Work in groups. Discuss these questions. 1 Compare the foods that you used to like and dislike 8a child, Do you like or dislike these foods now? 2 Did you have any unusual food preferences when you were younger? AA: [didn’t use to like shrimp or olives. either did I, but now I like both of them! (: When | was a kid, | used to love broccoli. 3: You did? | didn't! And | don’t really lke it now, either. FE Writing: organizing a paragraph | Sentences in a paragraph should explain or give more information about the topic sentence. "Agood paragraph usually has at least four sentences. A Read the paragraph and underline the topic sentence. Cross out the sentences that do not relate to the topic. | My Sivorte childhood memory & when | got puny. _sixyear. olan really wanted a dog, My tle rath that yeat, One day. my dad brought home lit back an {Lasso cvcted! named her Tinker for Tinker Bellin Peer Pan lays used to. seep on my bed and when Lwas older we. went Heaee > Mylrother gota kitten when be was ve, Tker —| was 1 years old when she died and Lally missed her because che. B Write a paragraph about your favorite childhood memory. Follow these steps. + Choose a topic. Write a topic sentence in your notebook. How to say It * Under the topic sentence, write four or five details that you want to include in your paragraph. You do not have to write complete sentences, + Write your paragraph, Make sure the supporting details are in a logical order. Use linking words and time expressions. Linking words: and, but, also, 0, because Time expressions: First, After that Finaly, One day, On my birthday © Swap paragraphs with a partner. Read your partner's paragraph and answer these questions. 1 Does the topic sentence clearly state the main idea of the paragraph? 2 Doalll of the other sentences relate to the topic sentence? 3 Are the supporting details in a logical order?Organization and planning: preparing a short presentation * Choose a topic and brainstorm ideas about i were * Decide which ideas you want to include and organize them. * Practice your presentation and make any necessary changes. ' A You are going to prepare a three-minute presentation. First, choose a topic and select one aspect of that topic to talk about. Brainstorm Ideas on the word web. © Practice your presentation on your own. Follow the steps below. * Practice the whole presentation and time yourself. You have three minutes! + If your presentation is too long, delete some information and time yourself again. * Practice one part ata time to help you lean your presentation. Remember, you want to sound as natural as possible. One of my favorite weekend activities was going to the beach. My family and | used to go to the beach once a month, Family memories A positive life change | My first pet ‘Then and now * Weekend activities |* Why I decided to change |+ How Ipersuaded my |+ Possessions * Aspecial vacation |» My life before and after | Parents togetapet | Male and female roles * Brothers and sisters | » How I made the change ing my pend + Fashion + How I trained my pet Srl FA Work in pairs. Give your presentation. Your partner should listen carefully and complete the evaluation form. Then swap roles and repeat. Look at each other's evaluation forms. Then help your partner revise their presentation nates. on | thought your presentation was... | think you need to. | didn't understand the part about... ‘Maybe you should give more information about. | think you should delete the part about... B Select a few points from your word web and write them on a piece of paper in the order you want to say them. Add details, if necessary, but don't use complete sentences. [i cive your revised presentation Reflect... to the class. Why is it important to practice your presentation before you give it? Weekend activities: once a month—beachVocabulary A Write the adjectives in the correct order to make sentences. (5 points) Hil Buying Power a : oes AFB what do you think of places like this? Do you find them interesting and De pute a al se een = exciting, or too commercialized? Explain why. 3 Where's my (leather / black / cool) — SSS ae 4 T want two (enormous / beef / delicious) SS bargere, 5 used to have (beautiful / long / curly) ics B Complete each sentence with the correct form of a verb from the box. (5 points) (can bring remind think mab — (can bing remind think make) 1 Whenever [smell roses, it __________ me think of my mom. 21 _____ clearly remember the first time | went on an airplane. 3 If smell freshly cut grass, 1________ of my dad. 4 The taste of popcorn _____ me of going to the circus. 5 The smell of pine trees back memories of my grandma’s house, ‘2-10 correct: | can use adjectives in the correct order and phrases to talk about memories. | o-7eorrect: Look again at Sections 1 and 5 on pages 18 and 20. SCORE: w =a Complete the conversation with correct forms of used to and responses with so, too, either, and neither. (10 points) Jenny: So did you (1) _— play with dolls when you were little, So Sofia: Not really. I didn’t (2) like dolls. Jenny: No,1(3) : Sofia: Actually, Loved animals. Jenny: Oh, (4) ——_____ 1.16) ___— have a cat, and she was my best friend. Sofia: Youhad a cat? (6) —___ | Her name was Fuzz. She was black and white. Jenny: Oh, my cat (7) ______!She (8) follow me everywhere, Sofia: (9) —____ my cat! : Idon’t have any cats now, though. oo ———— 1 Think about your own town or city. Are there lots of ads, or very few? How do you feel about the amount of advertising around you? | B5i0 coneet: ‘can use used toto talk about the past and so, too, either, and neither to express agreement (0-7 correct: Look again at Sections 2 and 7 on pages 18 and 22. SCORE: /10Reading: reading for the main idea Joo , there is a main idea, or general theme, for the whole text. Each if the whole text, but also has its own main idea and supporting details. A Read this article quickly. Circle the title that best expresses the main idea of the foe! Moss Levinson produces his own. Jcommercials. He writes and stars in the “Commercials himself, and they are filmed ‘on a small video camera. Apart from the cost of the camera, he has spent almost no money on them. So how does Joel make money from the Companies today realize that they need to use new media, such as videos on You Tibe™, to advertise, “The videos have to be funny and appeal toa young audience, so the companies run competitions to get them, The ‘competitions ae for home-made videos they’ can use as ads. That's where Joc! ‘Moss Levinson comes in: his crazy sense ‘of humor is perfect for the Internet. Hes won over $200,000 in money and other prizes including tips abroad. So look out for competitions, and who knows? Maybe you could become an Internet star! B Notice Read these rules for using articles. Then find one more example of each use in the text in Exercise A and write it in the table. Use Companies today... + including trips abroad. (ay Use no article before plural nouns: when we are talking: generally Use the before a singular noun when | AP@rt from the cost... ve are talking about a specific thing, | (2) The videos have to be Use the before plural nouns when we: are talking about specific things. (3) ‘€ Practice Circle the correct word or phrase in the ad. Example «Stars in the commercials himself. whole article. 1 The History of Advertising 2 Understanding Advertisers’ Methocls ‘Acordng to some statistics, the average American sees, hears, watches, or reads about 3,000 ‘advertisements every day. On the Internet, on radio and TV, and in newspapers, we are ‘surrounded by messages telling us what to spend ‘our money on. Very few of us stop to think about how they work 2 ‘Advertisers use 2 numberof techniques to persuade us to buy their product. One technique is touse a metaphor. Tis involves using one thing —such as an image—to suggest another thing For example, putting a picture of green fields and mountains behind a box of taundry detergent suggests tous that it's good forthe environment. This may or may not be true, bu it ‘doesnt matter because we remember it anyway. Look at the next ad you see carefull How does it work? And will it w 8 ‘Anather technique is to presenta problem and the solution. Want more fiends? Need more money? Tryour product. I'm sure that most ofthe time we didnt know we even had that problem before we saw the ad, Stil, we listen, and we go out and buy the product. e [Advertisers also know that people can't resist gelting something for nothing. They offer us 50% off, of buy one, get one free. This can bea vay Powerful method. Instead of telling us we are spending money, the ad tels us we are saving ‘money. Of course, we're realy spending money, but we think were saving ly What is it telling you? B Read the text again, Match each paragraph to the heading below which expresses the main idea of the paragraph. a) The Power of Suggestion. b) An Offer You Can’t Refuse ©) Creating a Need d) A Constant Stream of Messages We believe that (1) young people / the young people have lots of interesting, ideas, and we want yours! We want you to think of a new ad for Jupiter Chocolate. (2) Ad /The ad will nan on (3) Internet /the Internet and will be aimed at (4) people / the people just like you. We have lots of (5) prizes / the prizes to give away. (6) The prizes / Prizes include a trip to Las Vegas and several cash prizes! So send your videos to (7) e-mail address /the e-mail address below. We'll announce (8) winners /the winners right here on this Web site! Co When tatking generally: TV ads are expensive. XH The TV ads are expensive. Now you do it Work in pairs. Talk about what would make a good ad for the competition in Exercise C. (Po Young people lke ads that are The ad will be on the Internet, so itshoutd We could use... / make a video of © Look at each paragraph In Exercise A again. Underline key words and phrases which helped you identify the main idea of the paragraph. Compare in pairs. FEY Work in groups. Think of ads that use the techniques described in the text, Discuss how each ad works. Pronunciation: /1/ vs. /i/ ALD) Listen to these pairs of words. Notice that the sound /1/ in the first word is shorter than the sound /i/ in the second word. 1 fill feel Bit eat S slip sleep 2 grin green 4 sit seat 6 still steal Work in pairs, Practice saying the words In Exercise A, Listen again and check.ndirect questions in context Listen to the conversation below. Where can the customer buy the CD? Assistant: Good morning. How can I help you? Customer: Hi. I'm looking for the new CD by Insanity I think it’s called Deathavish. Do you know if you have it? ’m sorry. We did have it, but I'm afraid we're sold out, ‘Oh, that’s a shame. Can you tell me when you'll have it instock again? We have a delivery on Friday. If you need it sooner, ‘you could order it online. ‘That's an idea, Could you tell me what the address of yout Web site is? Sure. It's www.cdsuperstore.com. ‘Thanksa lot. No problem. Have a nice day. B Notice Look at the conversation in Exercise A again. Complete the examples in the table. Indirect questions have an opening phrase before the main question. They are more polite than direct questions. After the opening phrase, do not use question word order, direct question | When will you have it in stock? (4) _____ when you'll have it in stock? indirect question (2) ____ what the adaress of the Web site is? direct question | Do you have it? (3) ‘you have it? Indirect question Fe Could/Can you tell me if/whether you have it? | Opening phrases used in indirect questions include: = " {_inyes/no questions, nude i” oyouknow..2 Can you tell me. ane oka is poe oe ‘Could you tell me..? Bo you have you any idea ..? © Practice Write indirect questions starting with the phrases given. Do you have thisina bigger size? Do you know — (Pou have this ia bingor sige 2 Where's the nearest ATM? Do you know = Do you accept credit cards? Could you tell me — How much is this? Can you tell me = ¥ Could you tell me when the store closes? Could you tell me when Who is the manager? Can you tell me does the store close? What's the total cost? Could you tell me 2 3 4 5 What's the e-mail address? Do you know 6 7 8 Is it available online? Do you have any idea — D FEY Now you do it Work in pairs. Think of five questions you want to ask your partn and make a note of them. Ask and answer each other's questions politely. ‘A: Could you tell me what the last CD:you bought was? B: Of course. The last CD | bought was ... Ml Language use: writing A Read this extract from an article. What advantages of shopping online does it mention? Whether ifs CDs, DVDs, books, clothes, oreven not only when the storeis open. And you don't bigger purchases like cars, we've ail bought have to carry all your purchases back home. Tas he canny rat se got ee se ee " ‘a great way ‘ to avoid standing in line, and its much easier Ree acne ee ‘to shop around for the lowest prices. Andis so out, He identified ten sites that he feels are ‘convenient. You can shop whenever youwant, mong the best. —_ —__£._= B IE) Listen to this ad. What advantages of shopping in person in a store does it mention? © Write a short paragraph about whether you prefer shopping online or in a store. Give reasons. Vocabulary: problems wit! A Write the correct phrase from the box under each picture. BF work in pairs. Read what these customers say. Use phrases from Exercise A to describe the problem. 1 When I try to turn the camera on, nothing happens. 2 Iwanted a pink cell phone, but they sent me a blue one. 3 There should be a DVD of extras too, but there's only one disc in the case. 4. Lwas trying to put a new game into the console when part of the plastic fell off 5 Lasked for the latest model, but this one is at least 18 months old. 6 I'll take it back to the store and see if they have an extra-large.Language use: listening to a complaint 2) Listen to two conversations. For each complaint, complete the employee evaluation form. Employee Evaluation Form Employee Evaluation Form Representative name: Kieron Representative name: —_Cavolie Product: es Product Main problem: — Main problem: ‘Overall evaluation of representative: (Overall evaluation of representative: Excellent Satisfactory] Poor | Excellent!) Satisfactory] Poorl=] B EE Work in pairs. Compare your answers and explain the reasons for your overalll evaluation of each customer service representative. Vocabulary: solutions to problems with products A Match the problems to the solutions. There Is more than on solution for each problem. 1 It doesn’t fit. a) Repair/fix it. 2 Itdoesn’t work, 'b) Exchange it for one in red/green, etc. 3 It's the wrong color. ©) Supply the missing part 4 There’s something missing 4) Exchange it for the right one. 5 It’s broken. ©) Exchange it fora larger/smaller size. 6 It’s the wrong one. #) Replace it. B Complete each conversation with an appropriate solution from Exercise A. a Customer: This T-shirt was bought as a gift, but it's too small for me, ‘Salesperson: We'll be very happy to 2 Customer: When I opened the box, I wealized that there should be a case for the camera, but it wasn’t there. Salesperson: I'm sorry to hear that. Of course we'll __ immediately. Would you like us to mail it to you? 3 Customer: [ordered a cell phone online. The picture on the Web site was definitely silver, but the one I got was black, Salesperson: Just mail us the one you have, and we'll be happy to —___ 4 Customer: I bought this DVD for my brother's birthday, but when I got home, realized that he'd asked for a different one, Salesperson: Don’t worry. We can just 5 Customer: ‘There's a problem with the keyboard on this laptop. It seems to be broken. ‘Salesperson: OK. Leave it with me and we'll —— for you 6 Customer: I bought this DVD player here yesterday, but it won’t turn on. Salesperson: Oh, I'm sorry. Let me —_____foryou. Speaking: politely insisting {you may need to insist. Start with an appropriate phrase firmly. if necessary, repeat what you want to happen. AL2) Listen to the conversation below. What solutions does the salesperson propose? Customer: Hi. [bought a handheld computer recently, and Id like to get a refund. Unfortunately, lost my receipt. I'm afraid we don’t usually give refunds without a receipt, sir. I'm sorry, but I definitely bought it her. The problem is that we need a receipt, : Tunderstand that, but maybe you can check your records. I paid by credit car. ‘My last name is Jackson. OK, yes. Here itis, Mr. Jackson. Now, what seems to be the problem? It doesn’t work. Oh, and there was no case for it. We could repair it for you and we can supply the missing case. I'm sorry to insist, but I would really prefer to have a refund. ‘The other thing we could do is exchange it for another one. I'm afraid I'm going to have to insist on a refund. I'd like to buy another one froma different store. OK, sir. I'l need to get the manager. B Look at the conversation in Exercise A again. What phrases does the customer use to politely insist? Underline them. © R9 Work in pairs. Role-play a situation like the one in Exercise A. When you finish, switeh roles. + Student A, you are the customer. You bought something (decide what), but there is a problem (decide what). Explain the problem and say you want a refund. You have lost the receipt. Insist politely! + Student B, you.are the salesperson. Ask for the =. receipt. Explain that you can’t give the customer their money without a receipt. Propose some - solutions,Collaboration: persuading others * Consider your audience, * Prepare your ideas. + Present your ideas. Respond to any questions or objections carefully A Read these ads for different credit cards. What are the Key features of each card? What kind of person would want each card? @) Eco-Card The new credit card from Multibank helps you protect the environment as you spend! Every time you use it, we give 27. to EnvioAld. {a charity organization thot invests in projects J ciound the word, Not only that. but every | Ecocardhnotseriseneredinio a mony | draw to win an eco-vacation to one of EnvitoAld's projects around the world! ‘Your Gold Plus card is your ticket to freedom. ee Wy Dae) ‘ehas alow interest rate (14%) andi accepred everywhere you sea the Gold sign. That inches thousands of travel agents across the eOUntrY = and when you buy tickets for any bus train, oF plane; w'l give you 2 masse 10% dicount! So what are you waiting for? Hi te road Wh Gold Pls 8 [RQ work in pairs. You are going to design your own credit card and present it to the rest of the class. First, consider your audience (the other students). What do you know about | them? Answer these questions. 4. What things do they buy? Brainstorm alist. | 2 What things do they like and dislike? Brainstorm a list. 3. What issues are important to them? Brainstorm a lst. | 4 Which of the things on your lists do you think are most important to your audience? Puta star (*) next to them. © [EY with the same partner, complete this new product profile for your credit card. Use the information about your audience from Exercise B to help you decide | on the key features. Make your ideas interesting, but realistic. NEW PRODUCT PROFILE Name of card: ‘Types of people who will use this card: Key features: « 1B [9 Now design an ad for your credit card to appear in a magazine. Describe the image that will appear in your ad and write a short text like the ones in Exercise A. Remember who your audience Is. E [lid Present your ideas to the class. Follow the instructions below. ‘You and your partner ‘The rest of the class Your aim is to persuade as many people + Listen carefully to the description in the class as you can to sign up for of each credit card. ‘your credit card. + Make notes of the things you like and don’t like about each card + Ask questions * Describe the image and read the text from your ad. Remember that your body language and tone of voice are very important, Explain your ideas well, using what ‘you know about your audience's reeds and interests. + Allow for questions and answers, + Actively listen to their objections and. try to persuade them by: ~ explaining your ideas further. ~ appealing to their emotions. + After you have listened to all of the descriptions, decide which card to sign up for Cor Yes, but you have to remember that That’s a g00d point, but. Youre interested in... $0 think you should Wouldn't you ike to..? J Take a class vote. Which card is the most popular? Reflect... How did your knowledge of your clas to sign up for your card? mates help you persuade them /= Language Wrap-up 4 1 [bought some jeans the other day, but when I got home, I realized they were dark blue, not black. aie — BE a ered Complete each sentence with the correct word missing supply work wrong size exchange ‘or words from the box. (10 points) repair broken right ona fit wrong one ) =} u si ness “Anyway, the store agreed to _ them for some black ones. 2 If it doesn’t work, take it back to the store. I'm sure they‘ —____ it for you for free. at Emie the personal robot. tals sEtack ip ie ore mae Sy BS ‘functions would you use? 3 Is this the lightbulb you got from the supermarket? I's the —__ We need a low-energy one. 4 My new cell phone doesn’t _____. For some reason, it won't send SMS messages. re 5 When I opened the box, I realized the instructions were 6 Mom got me a new skirt, but it’s the -Thope the store will exchange it: 7 My new MP3 player didn’t have any headphones. The store said they would _____ them. 8 I'mafraid I bought the wrong cell phone case. Do you think I could exchange it for the 9 Liz sent me a porcelain vase for my birthday, but when 1 opened the package, it was 10 Unfortunately, the gloves didn’t ____ my big hands. 1 have to exchange them. | 2220 correct: | can talk about problems with products and solutions to those problems. | ©-7 correct: Look again at Sections 6 and 8 on pages 31 and 32. ‘SCORE: /10 Grammar ‘A Complete these sentences with the or ~ (no article). (5 points) 4 Ithink that _____. sports companies should advertise on the Internet. 2 Do you like ads for PlayStation® 3 that are on TV now? 3 thought company’s ad was very effective. 4 Almost all ________ people who saw the ad were shocked by it. 5 —________ young people usually respond well to humor in ads. B Rewrite each question as an indirect question using the opening phrase provided. (5 points) 4 How much is this? 4 What ads do you find interesting? Can you tell me —_____? Could you tell me ate 2 2 Does the price include delivery? 5 How do ads persuade people? Do you know SS et $3 Do you know — = a2 3 Do ads affect how you shop? Tell your classmates what other functions you would like to have on your personal robot. I would like my robot to wash my car and drive me to work. Do you have any idea [Peeoeerect: i can use aricies accurately and | can use indirect questions in polite sitvations.. | 0-7 correct: Look again at Sections 1 and 4 on pages 28 and 30. SCORE: /10mr HN ii "Remember that a paragraph has a topic sentence and other sentences ‘that give details about the topic sentence. A paragraph often ends with ‘aconcluding sentence that summarizes the main point(s) of the paragraph. ‘A Read the paragraph and underline the topic sentence and the concluding sentence. Many people like to plan every detail of their lives. Butin fact, too much planning is a waste of time. Some people spend too much time every day ‘making a list of things to do—get a haircut, have the stereo fixed, etc. When they can’t do everything on their list, they feel frustrated, Another problem is that planners are often inflexible. They get nervous or angry if they have to do something that isn’t in their plan. Of course, it’s good to plan, but don’t spend all your time planning instead of doing things! B [9 Work in pairs. You are going to write a paragraph with the opposite point of view. First complete the table. fone cad Bu Crores Fer ens Ped Additional information: ee ecu ¢ (EJ with your partner, write your paragraph. Start with the topic sentence. Use linking words where appropriate. End with the concluding sentence. Work with another pair. Read their paragraph. Does the concluding sentence summarize the main idea of the paragraph? A Use the words in the box to write compound nouns in the table. home computer sai rcntnance department tanning book serice cthing har communiy finess Cea home store nail salon maintenance center computer store computer center [9 Work in pairs. write as many sentences as you can in five minutes, using the compound nouns above of other compound nouns that you know. Hook nyy computer toa service center. Grammar: have/get something done A Language in context Read the ad. Would college students in your country use this center? Why or why not? “The all-in-one solution bor busy college students Get your clothes washed. Have your hair cut. Get your homework done. Get your car washed. Have your computer fixed. Have hot food served to you while you study. B Notice Read the ad again. Circle the correct options to complete the rules. 1 To have something done means ... ) to do something you need todo. _( b) that another person does something for you. 2 To get something done means a) to do something youneed todo, _b) that another person does something for you. Were having our house painted. We had this sculpture done by a local artist. Thad my appendix taken out. always get my homework done early. 1'm going to get my nails manicured. I think Il get my car washed later. Partciples often used to describe services: 2g, fixed, repaired, done, made, painted, cut, cleaned, washed, installed 1 Where can aan snp ch 2 Where can I my hair (uty? my bicycle fed 3 How can] ________ my phone line _____ (repair)? having fixed my bicycle, 4 Who can I call to ______ my house ____ (paint? 5 Where can I ‘my clothes ____ (wash)? 6 Who can Teall to —__ anair conditioner _____ (instal? 7 Is there a quiet place where I can my homework —____ (do)? Now you do it Work in groups. Ask and answer the questions from Exercise C. ‘A: Where can I get my car fixed? B: There’s a good auto service center on ...Pronunciation: compound nouns vs. adjective + noun ‘Af usten and repeat the phrases. Notice that in compound nouns, the stress is usually on the first word. In adjective + noun phrases, the stress is usually on the second word. eae eed Eterna! 4 Call the service center for a new phone line. 3 They do cheap repairs at the local garage. | 2 Geta different computer program at the 4 Polite servers always get good tins, ‘computer store. B [) Listen to these sentences. Underline the stressed words. 1 I got a haircut at the new hair salon. 3 You can get a safe tan at that big tanning salon. 2 Thad my phone line repaired by a nice repairman, 4 We bought a nice stereo at a department store. © [EY Work in pairs. Practice saying the sentences in Exercise B with the stress in the correct places. Language use: reading a flyer A Read the definition of flyer. What products or events have you seen advertised on flyers? flyer, n. an advertisement for a product or event that is printed on a small piece of paper and often given to people on the street Creative Combos, In Have you ever thought about starting a small business? ‘Many people say that they would like to have their own business, but ‘they can’t think of a new idea. Another laundromat? Another donut ‘shop? Another hair salon? Maybe not, but whet about @ combination of al three? Or maybe 8 place to get your car washed, get your laundry done, and have your pet bathed? Get your tax forms done while you get a haircut? Or buy a car and 2 pool table atthe same place? These businesses exist, along with many other creative business ‘combinations. Sometimes it's just @ question of expanding your imagination, So fet our experts in creative business planning help you ‘Start @ business thet: will make an impact. What are you waiting for? ‘Start your pizzeria-bike repair-sterea store now! Www.creativecombos1,com 1-800-555-0033 1 What does Creative Combos, Inc. do? 2 Do you think any of the businesses mentioned are good ideas? Why or why not? © EY work in groups. Follow the steps below. * Talk about the small businesses that you, your family, and your friends use. + Make allistof what each business does or sells, + Brainstorm ideas for combination businesses How about a combination hair salon and internet café? You can check your e-mail while your friend has her hair cut. BBY ret tne ciass your ideas. Say which of the ideas you heard you think would really work. Vocabul: evaluating products and services ‘A Write the words in the box in the correct columns in the table. helpful high-quality uninformed professional wellmade polite unprofessional unhelpful weltinformed poorly made poor-quality rude B Use words from the table and any other necessary words to complete the sentences with your opinions. 1 I think most salespeople in stores are 2 Products made in my country are usually 3 I think the food at [restaurant] is really servers are 4 Imported products from —— [rountry} are usually 5 To work in a store, you need tobe —__________ and © BY Work in pairs. compare opinions. Say whether you agree or disagree with your partner. AA: | think most salespeople in stores are ... B: So do |, And theyre often very ... CO | think $0, to0,/1 agree with you. | dont realy agree because. Weil, actualy, thinkmmar: have/get + indirect object ale) Language in context Listen to the conversation below. What are Patty and Ana complaining about? ‘Can you believe that computer store? The salespeople ‘were so unhelpful! I know! You couldn’t get anyone to talk to you! ‘And then that guy finally came over, but he was totally uninformed. I couldn't get him to answer any questions. ‘And, you know, I thought. lot of the stuff in there was pretty poor-quality. Yeah, so did I. I'm going to have my sister find out about those two computer brands. She's an IT specialist. ‘Good idea. You can have her find out which one is the higher quality. B Notice Look at Exercise A again. Circle the correct options to complete the rules. Then find examples from the text to complete the table A We get someone do /(» [0 something. 2 We have someone dv / io do something. get You couldn't get anyone to talk to yout 1'm going to have my sister find out about those two ‘computer brands. ( © Practice Complete the sentences with get, have, or the correct form of the verbs in parentheses. 1 I'mgoing to my friend to lend me her car, 2 My sister had a stylist at an expensive salon ___ (cut) her hair. 3 Iean never get my roommates 4 Who did you get __— (help) with the housework. — (work) on your car? 5 Weneed to a plumber fix the bathroom sink. 6 You should someone help you paint your kitchen. 7 I'm trying to _______ my parents to visit me, but they're always too busy. 8 I'm going to have an IT person —__ (put) a new program on my computer. [J Now you do it Work in pairs. Discuss the things you have had other people do for you in these areas recently. ‘= personal care ‘+ shopping + repairs + work or study had a mechanic fix my car, and we had ‘a carpenter fix a door in my house. Listening: identifying emotion and attitude [>)»20 “We usually use a combination of tone of volce and specific words and phrases to show how we feel. A Match the phrases to the attitudes they express. a) satisfaction _b) dissatisfaction _) lack of opinion) sympathy _e) helpfulness C) Perfect! 4 CT Realty? How annoying, 7 LA runderstand _| Let me check. 5 |] that’s very nice of you. don’t care. T'mnot happy with this. 6 LL tt’s up to-you. B IP) Listen to the short conversations. Circle the attitude of each speaker. 1 Woman: a) dissatisfied _b) angry 4 Man: a) dissatisfied b) without an opinion Man: — a)helpful —_b) unhelpful Woman: a)helpful _b) unhelpful 2 Woman: a) sympathetic b) satisfied 5 Woman: a)unhelpful _b) angry 3 Man: —a)helpful —_b) withoutan opinion Man: —_a)satisfied_b) sympathetic ¢ 2) Listen to the conversations in Exercise B again. After each conversation, say the phrases which helped you identify the attitudes. Language use: talking about an unusual business ‘A Read this article. What services does this professional organizer offer? . Get organized witha PROFESSIONAL ORGANIZER! | “Lhave a really unusual job. About four years ago, I started ‘my own business as a professional organizer. For an hourly. fee of between $60 and $100 per hour, I go to someone's house and reorganize their life, I offer a range of different. different rooms cleaned, you can hhave your closets and cabinets cleaned out and reorganized, so that everything Is in a logical place and easy to find. For an extra fee, I can also take away unwanted items. Some clients also have me change the way they use the space in their home. I can reorganize the furniture in a room or even’ ‘switch two rooms around—so I change the office into a bedroom or vice versa. At first, some people find it difficult to have a stranger come into their home and go through their personal things, tut they "soon see the benefits and learn to trust me, The major advantage is that I can look at the client's homme and thee life with an objective eye, which is something they often can’t do! I can also teach them how to maintain their newiy-o life!” Work in groups. Discuss these questions. 1 Would you pay to have someone reorganize your house? Why or why not? 2 Which of the services mentioned in the text in Exercise A would you be interested in, and why? 3 Can you think of any other unusual services that some people pay for?¢ [9 with your partner, choose one of the problems in Exercise B that interests you. Brainstorm as many different business opportunities as possible, Look at the ‘example below. Be creative! * Identify the problems, Anew sandwich n possible opportunities. + Choose one idea and develop it A food ordering a A tava hatch ‘A Read this text and answer the questions. ee) ff business—we eae Be make sandwiches offices art then aN re There Are No Problems, Only Opportunities | deliver the od, A FOOD ey hhe ttle ofthis article is _civilization forever: Another solution to a problem in your aan old saying. You might example of a simple, effective life, become an expert on it, be tempted to say, “Yeah, solution toa problem isthe _and offer the solution to other right. [think my problems assembly line. Before 1908, people, People are happy to are problems, period.” But auto makers made cars one by pay for ways to make their ‘many ofthe best inventions _one, and this meant that cars lives easier! and business ideas were the __ were very, very expensive. In result of solving problems. A 1908, Henry Ford invented classic example is the wheel, the assembly line. He could the earliest example of which produce a large number of cars, ‘was found in Mesopotamia. __ina short time, which meant ‘The ancient Mesopotamians that he could sell his cars to hhad the problem of moving the general public at a much D [EY with your partner, read the example description below. Then choose your best business idea and create a similar table in your notebook. Business idea reece feed | 0 make sandwiches A travel 1 hots of ices in oe area business | other lesch prods 21K cheaper than a | self hem in ofices | sursduvich store 5 Wecan sell to matyy ete ec Calla eo ovr eee caple in just one ‘materials from place to place. ‘Today there are different ‘ ti i This was a slow process everyday problems waiting: bualelng. involving many men, until for creative solutions. One B they started to use the wheel. way to become a successful This very simple idea changed — entrepreneur is to think of a € [i Present your business idea to the class. Listen to the other pairs and make a list of all of the different ideas on the board. F [9 take a class vote on the best business idea. 1 What characteristic do many great inventions or ideas share? 2 What is one way to think of an idea for a new business? 2), How to say It Our idea isto have a. business Were going to. (Our main market{s) will be... The main advantage of this idea is Other advantages are. B [ES Work in pairs. Make a list of big and small problems in your community. Complete the table with as many problems as you can think of. pe ey | Food, There are long les in restaurants at lunchtime. Many pedple are very busy, so they | shia tach or eat junk foo, | Transportation | | fverise | Daily chores | Children Reflect... How good are you at turning everydalp problems into opportunities? Pets Other (specify)aes eet y Circle the correct words. (40 points) Whiley esti mie) 1 You can get your laptop fixed at a computer store /salon. c] mI Pe ee rg chee eat i rapevine 3 I'm not going to buy this jacket because i's well-made / poorly made. 4-You can take lots of different courses atthe maintenance /connnnnity center, and the instructors ‘A Where do you see headlines like these? are excellent—very uninformed / profesional. 5 I don’t like this necklace. It looks cheap / high-quality. ‘ave confirmed that ‘he was, Dy ess Seas ees Serevent stripped of Olympic fash 6 There's a good hair store /salon in the new department store / center. 7 1'm going to complain to the manager. That salesman was very polite / ce. (PERRET SA 1. corrpouna nouns and adjectives to describe products and services. | 0-7 correct: Look again at Sections 2 and & on pages 38 and 41. SCORE: /10 Grammar A yacht on a state Complete the e-mail to an apartment manager, Circle the correct form of have/get and write the correct form of the verbs in parentheses. (10 points) Dear Mr. Adams, I’m writing to ask your permission to have some things (1) _________ (do) in our apartment. First, we would like tohave the carpet (2) ____(clean). I's very dirty! Then, we would like to (@) get / lute someone paint the apartment. We think green is a nice color. I can (4) get / have my brother to (6) (da) it because he’s a professional painter. Also, we want to get Company Cte Gita Ye aleady called the phone company, and Pied Ey TC) they can (7) hace / get someone do it on Tuesday, if you agree. I would also like to (8) get / ime my ‘a second phone line (6) dad to put up some bookshelves in my bedroom. He can get them (9) ——. (put up) next week. [could also get him (10) ___ (fix) the shelves in the living room at the same time, Please let us know if it's OK to do alll these things. ‘Thank you, Steve Bailey Apartment 204 8-40 comect: | can use get and have to talk about doing things. \ (0-7 correct: Look again at Sections 3 and 7 on pages 39 and 42. SCORE: /10 J Do you like reading these types of stories? Why or why not?Reading: distinguishing fact and opinion facts and opinions. A fact is something true. It can be proven. An opinion is thinks, Look for key phrases to identify facts and opinions in a text. ALB piscuss these questions. 41 Do you think men or women gossip more? 2 In your opinion, is gossiping a positive or negative socal activity? 3 Do you gossip? B Read the article. Why Is gossip good? GOSSIP IS FOR GOOD Most people probably prefer to believe that they don’t gossip because we think of gossip as trivial and often negative. However, some people human conversation is gossip! People have beem gossiping since the jing of human speech, and gossip has important functions in society. It lowers stress, helps build relationships, reinforces social values, and helps us build social skills. Gossip is informal communication about people, ‘with an evaluative element, People usually state or imply their opinions €or feelings about the information. Gossip can be about yourself or other people. Surprisingly, most gossip is not based on criticism and negative ‘opinions, but is simply socially interesting: relationships, personal experiences, and adv But only women gossip, right? Wrong. Studies show that men gossip a5, ‘much as women. Women tend to admit they gossip, while men consider what they do to be “exchanging information” or "keeping in touch.” People have the idea that men talk about “important” subjects lil politics or business, while women talk about friends and celebrities. But according to research, in social situations, men spend 0-5% of the time talking about "serious” subjects. For both sexes, the vast amount of conversation is about social relationships and personal experiences. In the modern world, we have less and less time for social interaction. People used to gossip with thelr neighbors in stores, outside their houses, ‘or on the street, but that has changed. What hasn’t changed is the human ‘need for gossip. In recent years, communications technology has given us ‘a new way to gossip—the cell phone. A survey showed that only 17% of participants use their cell phones primarily for work purposes. Most people ‘aid they used cell phones for "keeping in touch.” In a world where people often feel isolated and lonely, cell phones keep us socially eonnected. So it ‘seems that gossip is good for us, and everyone does it. Ways of gossiping may change, but gossip is a permanent part of human nature. © Now read these sentences and circle F (fact) or O (opinion). Then look at the underlined sentences in the article to check your answers. 1 Everyone gossips. FO 2. Two-thirds of all human conversation is gossip. ° D Read the article in Exercise B again. Look at the words and phrases in bold. Which ones show facts and which ones show opinions? Work in pairs. Look at the questions in Exercise A again. Have you changed any of your opinions? Grammar: reported speech Listen, don’t know if can go camping next week. Why not? What happened? ‘The problem is that Nancy told me she was planning a party, and when Isaid I was going camping, she got mad. She said Ididn't care about het feelings. So then I'm sure you told her that you loved her ... right? ‘Yeah, but she said I should care more about her than camping. OK. So, guess you're not going to come with us. Erie: Well, 1 told her I would think about it and tell her tonight. B Notice Look at the conversation in Exercise A again and ‘complete the examples in the table. Then answer the questions. Direct speech Reported speech Eric: “I don’t know if | can go camping.” Eric said (that) he didn't know if he could go camping. Eric: I fove you." Erie told her (that) he loved her. Nancy: *'m planning a party." Nancy told me (4) “IN think about it and tell you tonight.” I told her | (2) 1 What tensé changes do you notice between direct speech and reported speech? 2 What pronoun changes do you notice between direct speech and reported speech? © Practice Rewrite the sentences as reported speech. 1 Paula said, “I don’t want to go to Claire's party.” Paula said — 2 Sam said, “Sarah and J are going camping.” Sam told me 3 Lisa said, “You won't believe the news!” ‘He told me he was going Reese tocal, X He said me he was going 4 Gary said, “Ican come to your party next week.” to cal, Gary said —————’ 7 5 Amanda said, “I'm sure that Rick wants to go out with you.” Amanda told me a Now you do it Work in groups. Follow these instructions. ‘+ First work alone. Complete these sentences for you. Hove — Vil definitely rm going to = + Idon't want to, + Read your sentences to your group. + When everyone has read their sentences, report what people said. Correct any errors. ‘A: You said that you were going to quit your job. B: No. old you I was going to start a new jobVocabulary: oral communication ‘A Write the verbs in the first column. argue—orgument discuss—discussion speak—epeech totale) Then write the corresponding nouns. Perey Common noun phrases to use your voice to talk; | to use a particular language OO — (to someone; | to use words to communicate ‘about something) | orally; to have a conversation hve e/eivee (0) to speak to someone in an angry way because you disagree Led — (with; about) to talk about a specific topic with someone eae B Complete the questions with words from Exercise A. Sometimes there is more than one possibility. 1 Do you ever — about famous people? 2 Have you ever given a — 3 Do youand your friends ever politics? 4 What do you think unhappy couples about the most? © 3 work in pairs. Ask and answer the questions in Exercise B, Speaking: introducing a new topic Af) Listen to the conversation below. Underline the phrases used to introduce a new topic or point. Susle: Hey, Dan, have you heard about Jan and Carlo? Dan: No, what? They had a big argument and broke up! She said he was going out with someone else! That's too bad. So, who is he going out with? T'm not sure, but Anna told me she thought it was Cindy Moore. Oh, and guess what? Your friend Darren invited Laurie to Andy’s party. I know. Darren said that Megan wasn’t speaking to him because she wanted to go to the party with him. No way! Yeah. Anyway, Ihave to go. OK. Oh, by the way, do you have Megan's phone number? Sure, it's (212) 259-6374. See you tomorrow. Work in pairs. Follow the instructions to write a role-play. Then act it out for the class. B Introduce atopic, React. ‘Have you heard ..?./ Did you know ..? ee ‘Really? / Noway! / know, — ae — (Give more information. Yeah, he/she said/told me... React and introduce a new topic. Wow, thats..1/ By the way... /Oh, and guess what?... ‘Answer and end the conversation, Anyway listen, 1 have tO .. See yOU w. React and ask for more information. Really? And ..? Grammar: reported questions Language in context Listen to the conversation below. Are the questions Tom asked appropriate in your culture? Carol: So, how was your first date with Tom? =e ‘Susie: Mm, that’s little personal. Janey: Yeah. Andi he asked who I was planning to vote for in the next election! Carol: Well, if you were discussing politics, maybe that was OK. Janey: Maybe ... but guess what else? He asked how much money I made! Carol: No way! Janey: Yeah. And then when the check came, he asked me if I could pay half! ‘Susie: You're kiciding! Janey: No. Then finally he asked whether I would drive him home! B Notice Answer the questions. Look at the conversation in Exercise A to check. Then complete the table with examples from the conversation, 1 What words do you use after ask to report a yes/no question? 2 Is the auxiliary do/did used in reported questions? Direct question Reported question Yes/No | Can you pay haif of the check? | (1) questions | wirl you drive me home? (ys How much do you weigh? (3) Information) are you planning to vote for? | (4) questions How much money do you make? | (5) = © Practice Rewrite the direct questions as reported questions. 1 "How old are you” 5 "Does Lisa dye her hair?” They asked —__ + Tasked —__ 2 "Do you have any brothers and sisters?” 6 “Can David speak French?” She asked —_ a 3 “Who is Martha going out with?” Heasked —_ Coo 4 “Will you go out with him again?” A He asked wh See oo a ere we were gong. 1X He asked where were we going og Now you do it Find out and report information about your partner. Follow these steps. + Work alone. Write two yes/no questions and two information questions for your partner. ‘+ Ask your partner the questions, Listen carefully to his/her answers. + Work with another pair. Report the questions you asked and your partner's answers | asked if she had a car. She said she didn’t. Then | asked where she lived. She told me ...Vocabulary: ask, say, tell A Complete the phrases with ask, say, or tell, _— permission — ajoke —— what you think a favor hello/goodbye astory a question the truth, B Complete the sentences with phrases from Exercise A. 1 Ilike people who 2.T think children should always 3 Talmost never 4 In my country, people always 5 In our class, we always enone messace (atta ibd el a ces Mike, John called, Hes veel Debbie. SWOT ale! Copa at etes wh four para Ube orotate A: Barbara said that B: Leo asked if Jeannie was ... Language use: writing about what people said Read the situation. Then listen and complete the table with the things that Jonah says to Becky. Situation: Leo is at a party. He introduces his friend Jonah to his other friend Becky. A little while later, he hears Jonah and Becky talking. To his surprise, Jonah is “reinventing” himself! Nothing he tells Becky is true! bere erry Dea sy architecture student © [BY Work in pairs. Read your sentences to a partner. How many similar sentences do you have? Pronunciation: say/says/said A) Listen and repeat. Notice that the vowel sound is the same in says and said, but different in say. say—says—said 8 BP) Practice saying these sentences. Listen and check. 1 Lynn says “Hello.” 4 Excuse me. What did you say? 5 He said that Marsha didn't say “Hi.” 6 Don’t listen to anything he says! 2 Talways say what I think, 3 My boss said he woulein't be here tomorrow. Language use: listening to recorded messages fi] Listen to the phone messages. How does each speaker feel? Ladangry —b)excited «sad 3 a) sad b)nervous angry 2adangry excited —_e) indecisive 4 asad byexcited _) relaxed 2) Listen again and complete the notes on the message pads. 2 Jerry, Susan called, Guess what? Message for: iniey Time: soo Sharon Barhara called She has Occupation Age 20 Who he lives with his family | 8) Relationship has a ginriend in Plans for next Friday | his gistriends bitday party 5) Work in pairs. Use the information from the table in Exercise A and reporting language to complete Leo's e-mail to an old friend, Hi, Sam. How are you? I'm fine, but [have a problem, and I really need your advice. Last week, Introduced two of my friends, Becky and Jonah, to each other at a party. They got along really well. Now Becky wants to go out with Jonah, The problem is that Jonah dicin’t tell Becky the truth about himself. First, he told Becky that he What should I do? Should I tell Becky the truth about Jonah? They say that silence is golden, but I'm not sure! Thanks for your advice. Leo ¢ FIM Work with another pair. Discuss what Jonah told Becky/ter (that). ‘but hdisn'/doesn't. He She asked him itInformation and research reporting information * Identify similarities or patterns in your research. * Identify any unexpected or surprising results. * Report your findings clearly AF Work in pairs. interview six classmates, (three each) about their cell phone use. Write their answers in the correct column of the table. rr ood ferret DO Uae Meee ud eee as .®. talking to friends d, emergencies Pie Ne RUC n rs ad oa How many times a day do you make calls? Se ee ae MRE e Aue no Nees ied ee etd eee Crs SAMUI RCM: tale) Net enue a Ra we aL B Answer these questions about the results. 1 Which questions did a majority of the people answer in the same way? 2. Do people of the same age use their cell phones in a similar way? 4 Do people with the same occupations use their cell phones in asi 5 Were there any unexpected or surprising results? Ifso, what were they? 3 Do males and females use their cell phones in a similar or different way? r or different way? © Read this example report and answer the questions. 1 How many sections does the report have? 2 Which section of the report gives information about the people who answered the survey? 3 What useful phrases for reporting information can you identify in the report? Underline them ue Sus iz ed Background is TO bly sen + Purpose of the study: to identify patterns in cell phone use en + Survey group: adults aged 30 to 49 with different occupations 4 ees + Survey: five multiple-choice questions | of the questions, Results Ty Similarities about the most + Most people said that they used their cell phones more for conversations ahpced lg than for texting. Eu . ee + The average length of cell phone conversations did not differ for men and cate women, or for people with different occupations, or for different age groups. Cro fhe Differences + The majority of men said that they used their cell phones primarily for work, but most women said that they used their phones primarily for talking to their friends, * Most people in their 30s said they made 6-10 calls per day and sent more §f than 15 text messages. In contrast, the majority of people in their 40s said that they made 2-5 calls per day and sent 0-4 text messages. Conclusions Sg + Men and women use their cell phones for different purposes, and so do me ie people of different ages, Men use them more for work and women use hed them more for social purposes. ey Pete + People in their 30s use their cell phones more often than people in their 40s. + There was one surprising result: There was no difference in the | average length of cell phone conversations among any of the groups in the survey. D [¥ Work in pairs. Use the results from your survey in Exercise A to write your own three- section report about cell phone use. Use the example report in Exercise C to help you, E (G9 Work with another pair. Read your reports and discuss these questions, Reflect... 1 Were any of esults similar? a 3 ise ty of fou rea lat What did you find easy about Peedi inode ee writing a report? What did you find — 3 Were there any surprising results? more difficult?Ti FstTee Pte eel 4 Vocabulary » Decisions, Decisions A Look at these cartoons. Which do you think is the funniest? Circle the correct word in parentheses. (10 points) Tony: Mel: Sure, but I don’t have much time. I have to give a (2) discussion / speech in my English class. Tony: OK, I'm going to (3) ask / say you a question. Gina asked if | wanted to date anyone else. I kind of want to ask out Clare Randall. Should I tell Gina the (4) trutit/ gossip? i: Do you want me to (5) tell /say what I think? Mel, can I (1) ask /tell you a favor? Of course. ‘Then the answer is “yes.” (6) Talk / Discuss to her about it But I don’t want to (7) ask /tell her permission! I: Tony, if you're going to (8) discuss / argue with me, then forget it. OK, OK. I guess you're right, but I'm sure this is going to cause a big (9) argument / talk You're an adult, Tony. You can do it. If you want, we can (10) discuss /talk this later after my class. Read the conversation. Then write the reported statements and questions. (10 points) x e ‘Ummmm.' Jenny: (1) David, are you going to Lisa’s party? David: (2) I don’t know. (3) I think my cousins are coming to visit. Jenny: (4) Where do your cousins live? David: (5) They live in Missouri Jenny: (6) Can I meet them? David: Sure. (7) We'll be at home on Sunday. Jenny: (8) I can’t on Sunday! (9) I'm having lunch with my aunt, David: (10) Well, maybe Ican take them to Lisa’s party. 1 Jenny asked David 2 Dae —<———— 3.38 —————— saventaen!” For Ge’ sake, jst pick one! Im nearly iat << ——<——_—_— 5 He told her . | } | | 6 She asked OO 8 ButJenny said that Bs ak i chy When was the last time you found it difficult to make a decision? ie Explain what happened. 10 Finally, David said that £2 —@#———_—_$_______. ae‘A Write each phrase from the box next to the type of statement it describes. Confront someone about something give someone some advice keep something secret promise (not) to do something, Sa 1 You should try to exercise more often. tel a close friend trust someone to do something wait and see what happens warn someone about something 2 haven't told anyone about your problem. 3 You know me very well, Steve, Can I tell you something? I'm not happy with what you did. We need to talk about it. Don't worry. I'll talk to Jane for you. I won't forget. Lknow that Alice will choose the right hotel. Let’s not decide now. The situation might change. You'll be sorry if you decide to drop out, you know. Complete these sentences with verbs from Exercise A. It is easier to decide what to do if you a close friend about the problem. If tell you something about Jill, will you ________ it secret? Twas hoping you could ‘me some advice about a problem Tsuggest you just wait and what happens. Tried to _____ Alex about John, but she wouldn't listen. Do you ____ not to tell anyone about this? I'm going to __ Josh about his behavior. It’s not acceptable. can always ___ my best friend to give me an honest opinion. ‘Austin: Oh, hi, Chis. I'm justa litle worried about Peter. ‘Yeah? What's the problem? ‘Austin: Well, promise not to tell anyone, but he can’t afford to stay in college. If he had more money, he would be all tight. I'd lend him some if I had any. ‘Well, if | were him, I'd get a job. You know, if I didn’t have a job, { wouldn’t be able to stay here either, ‘That's true. He could stay if he had a job. I'll give him that advice when I see him next. Thanks, Chris! B Notice Look at the conversation in Exercise A again and underline all of the sentences that have if in them. Then complete the table. if + past tense, would (()/could + base form If he had more money, he (1) be all right If (2) ___ him, ta get a job. would ('s)/could + base form + if + past tense He (3) _____ stay if he nad a job. TT | Hk a im © Practice Write second conditional sentences and cuss ane be emo 1 my friends / have an argument/ 1/ try to solve the problem. lu i 4 ‘¥ If you met him, you would 2.1/be you /1/ not tell anyone about it aa a lke him, NEY UM XC If you would meet him, 3.1/ warn my friend / she or he / be in danger aut would FELIS: I 4 my friend / do something wrong / I / not confront her People use either ie Itt was you. ori were you, 4 was you... is common in everyday spoken Ends wile sf were you, 18 litle more formal 5 affriend / tell mea secret / I/ promise not to tell anyone If 6 atriend / give me some advice / I / listen carefully If D J Now you do it Work in groups. Say what you would do if you were in these situations. What would you do if you ... + didn’t have enough money to buy your friend a birthday gif? + saw a friend steal something? + didn’t like your friend’ new girlfriend /boyfriend? + toldaa friend something, but he/she didn’t keep it a secret? Pea Help! I have a problem. | was aut yesterday afternoon and | saw my frien’ boyfriend in a café with another gir. She could be justa friend, but what if he's cheating? | don't know what to do, Should | tell my friend? What would you do if you were me? Please give me some advice! —Debbie, Toronto Cs providing helpful aac See ee a B Read these responses from readers of the magazine. What advice does each person give? 7 I Lwere you, | wouldn't say anything to your frend. | would confront the boytiend about it and ask him who the other gr ‘was. Then | would decide if! needed to speak to my friend or not Jan, Sydney You have to tel your friend right now! I'm sure she would do the same if she were you. Your fend trusts you to do what's ‘best for her. You can’t just wait and see what happens! —Amandina, New York ¢ [9 Work in pairs. Decide which advice you think is best and why. Would you add any advice or give different advice? If so, what?A) Listen to these sentences. Underline the words that are stressed. Notice how the speaker's voice rises in the first clause and falls in the second clause. J cy J y If you had a job, you could stay in college. If you didn’t have a job, you couldn't stay in college B E)) Listen to these sentences. Mark the correct intonation. 1 If you told a close friend, you might feel better. 2 If Thad more money, I could move to a nicer house 3 If my friend were upset, I give her some advice. ¢ FRY work in pairs. Practice saying the sentences in Exercis information, such as questions, connected to what ‘before you listen. It can give you important clues B Read the questions 1-6, but don't try to answer them yet. Then read the statements 7-9 and circle T (true) or F (false). Michael 1 What is Michael most worried about? a) finding a job 2 What will Michael miss most about home? a) his family Angela 3 What is Angela most worried about? a) finding a job b) making new friends 4 How does Angela feel about the possible move? _ a) excited ) frightened Julia 5 What is Julia most worried about? ‘6 What does she feel sad about? 'b) making new friends (b)his friends a) finding a job a) leaving home 'b) making new friends ) leaving her fa 7 You are going to hear each of the three people in the picture talking. 8 You will probably hear Julia first, then Michael, then Angela. 9 Each person is going to say what they are most worried about. Listen to these people talking. Were your answers to the statements in Exercise B correct? Listen again. Circle the correct answers to the questions in Exercise B. + Hey Abby! It’s so boring without you at home. I wish you were here. @& Me, too! I miss you all so much. I wish I could get on a bus and come home for the weekend. ‘Yeah, I think Mom wishes you were a little closer to home, too. How's it going anyway? OK, but I have exams right now. I wish I didn’t have to take them! When does your semester end? I hope you can come to Pete's party on the 26". It’s going to be awesome! B Notice Read the online chat again. Complete the table with examples. wish + past tense/would/could Iwish you were here. ny Use to talk about things we would like —_———— | to be different in the present or future. (2) 8) hope + present tense/wili/can oe Use to express hopes about the future. € Practice Rewrite these sentences using the words in parentheses. 1 Liam would like to have enough money to go on vacation. | _wish had enough money to go on vacation (wish) 2 Emily would like to live in Canada, She. —______________— . (wish) 3 Sam wants his friend to visit him. He ——. (hope) 4 Justine would like to have a better job. a ‘WI wish | had some money. XK | wish Ihave some mone 5 Jill doesn’t want to live with her parents, 7 6 Lauren wants to go to India this summer She (hope) Now you do it Work in pairs. Talk about your hopes and wishes in three or more of the areas below. You can also use your own ideas. ‘appearance + money * friends * work + study possessions time wish | had more money. If | had more money, | would ... hope | pass my final exams.ALD) Listen to these people talking about their hopes and wishes. Match each conversation to the global problem they are talking about. Conversation 1 a) A dirty city Conversation 2 'b) Climate change Conversation 3 ©) The economy Conversation 4 4) Unsafe drivers B ERY work in pairs. Follow the instructions below. + Choose one of the topics in Exercise A or another topic that you have concerns about. + Talk about the things you wish were different about it. ‘+ Say what your hopes are for the future. wish there weren't any J wish people cared more about ‘hope that some day, people will. ‘hope that inthe future. ‘A Match each phrase to its definition. 1 make a decision a) choose the right option 2 think about the consequences b) decide 3 make up your mind ©) consider the positive and negative effects 4 think about the advantages and disadvantages _d) consider the result 5 make a fair decision ©) decide 6 take (factors) into account ) consider things before you decide B Now take the quiz. How decisive are you @ Which of these statements is true for you? © How long does it take you to make a I wish I could make decisions easily, but! can't! decision in a DVD store? 'b I think about the consequences of my decisions @ Atleast half an hourt yay esate b Maybe fifteen minutes. ‘sions? Easy. | just choose and hope for ¢ Five minutes and then I'm out of ther @ You have an important decision to make. What do you do? a Ask everyone's opinion and get realy Look at your answers to see whether you chose mostly a, b, or c. Then read your result. Do you agree? LYSE WCE) CEs You're not decisive at alll You find ae ae a Y t ert Ron eee Sn eR at eC int ett d Touch ee iF work. You should check that you have included ike sure that each sentence has a subject and A Read these sentences. Two of them are missing a subject. Put a cross next to the incorrect sentences. 1 LI tsa really big decision. 2. LI You know I'm not very good at making decisions! 3 C1 Have finally made up my mind to do it! B Read this e-mail about a decision. Find and correct six mistakes. Subject: Ive decided) Hi, Jerry, So, took your advice into account, and I've made up my mind: I'm going to go back to school, and I'm going to get a degree! Tthink about the advantages and disadvantages of quitting my job, and I realized that if I didn’t go back to school now, I will always regret it. Am not happy at work, and the only way to get a better job is to get a degree. I think I should go back to school now before get married and have children. I hope this is the right decision and that it makes me happier. ‘What did you think? Anita © Think of a decision you made recently. It could be big or small. ‘Write a short e-mail to a friend telling him/her about it. Include these points. + Describe the decision you made. + Explain why you made this decision. + Describe your hopes for the future. DE Work in pairs. Read your partner's e-mail and follow these instructions, *+ Check that they have included all ofthe required information in Exercise C. + Then check that each sentence has a subject and that each verb is in the right tense. Correct any mistakes you find. + Finally, say what you think about their decision.Self-direction and learning: becoming more self-aware ** Find out how others see you. + Think about how you react in different situations and why. ‘+ Decide how you could change. A Read this article. Draw lines from the center of the pie chart to roughly show the percentages. In any facetoface communication, there are three basic elements: the words we use, our tone of voice (how we say the words), and ‘our body language. Body language is all the movements and ‘gestures we make with our arms, hands, and face. body We often thik that the words we use are the most important language factor. ln fact, studies have shown that when we are taking about ‘personal feelings, the words only cary 7% of the message. Our tone of voice carries 38% and our body language carries 55%. Effective communicators are usually people who understand this ‘and are seltaware. Self awareness is our ability to understand our ‘own reactions and the messages we send out to other people Bans B Answer these questions by checking the red boxes. 1 Which word or words best describe the way you usually speak to other people? confidently JC] quiety 11 nervousty OO toudly 1] 1) nicety F1 aggressively 2 How much do you use your hands when you talk? aulthe time [1] [J otof the time L] O rey O reve OO 3 How much do you use eye contact when you talk to someone? sometimes (1 atotor the time [1 OF rey OO neve OO 4 Which word or words best describe the way you are sitting right now? comfortably [1] [[] defensively CC] openty 1 1 stressed HO) nervously all the time sometimes relaxed © Work with a partner you know well. Answer the questions for him/her by checking the blue boxes. Don't let your partner see your answers! D [9 Now compare your answers with the answers your partner chose for you. Does your partner see you in the same way you see yourself? Are there any surprises? E Think about your reactions to different situations. Complete each sentence with an adjective. nervous excited disappointed embarrassed angry ne confident 1 If Thad to give a presentation to the class on a topic Tknew a lot about, Yd feel { 2 If I did badly on a test, Id feel 3 IFT wona competition, I'd feel 4 IF Lwalked into a party and I didn’t know anyone, aia ee 5 If [told a joke and nobody laughed, Yd feel F E59 compare your reactions with your partner. For each situation, explain why you would feel that way. STC How would you fee! i..? 1 fee. / wouldn't be ‘So would |. / Neither would |. / Really? | think thats because 1 guess the reoson for that is G How do you think you could change to respond to some situations better? Follow these instructions. + Write three things you wish were different about yourself in the first column in the table Jwish were more confident Try to talk about simple when Imect new people, subjects, such as movies or music 1H [9 with your partner, think of what you can do to achieve each wish. Write your ideas in the third column of the table. Reflect... What new things did you learn about yourself in this lifeSkills section? PURO Ls ait... / aly coire: Vocabulary Complete this conversation with words from the box. (10 points) (= a peepee ae aR ee oN ‘ (Cetrantges conront consequences eho Keep make promise see the tust ) A Do the questionnaire. Sophie: I just don’t know what to do. Accepting a new job is such a big decision. Yes No Yes No Jee Wal maybe would Kp you 2) —_—_ up your mind fe thought abou the (JL 1 tweara watch Tl SO ceerer Bers arora Q) —_____ and disadvantages. Hn or Soptie: Yeah, maybe Well the ist thing o(@) into acount he fact that mean | tke waa JL @ thatefotiowinga sched ‘more money. i ‘Td rather draw a map than 7 5 Imake “to-do” lists. Poe Peres any ce Cpl ypc iol ot © jrctmanctieains” I @ [Wheat get something new, [1 © aeneray do wettin math Sophie: It would mean moving to another city. ie) Tailed the mopeds Eades Jessica: Why? You could do the job from here. Let me (5) _______you some advice. You should 1 @ twkay or would ike to play I've considered becoming a lawyer, tell Mr. West that you'll take the job, but you don’t want to move. \_ JD a musical instrument. a doctor, or a journalist. Sophie: I wouldn't like to (6) ______ him about it. Jessica: Don’t see it like that. It’s just being assertive. If you just wait and (7) ________ what happens, you'll miss your chance. Sophie: Maybe you're right. I'll think about it. You have to (8) ______ not to tell anyone about the job offer, though. I don’t want people to know until I've made a decision, Jessica: Don’t worry. I'll (9) _____it secret. You can (10) _________ menot to tell anyone. ‘8-40 correct: | can talk about dilemmas and making decisions. 10-7 correct: Look again at Sections 1 and 8 on pages 58 and €2. SCOR! Use the prompts to write sentences using wish, hope, or the second conditional. (40 points) 1 if/T/be you // tell a close friend 2 Peter / wish / he / have more free time 3 you / wish / you / can travel more? 4 we / can go for a walk / if / it / not raining 5 if /1/ be more decisive / my life / be easier —— 6 I / wish / 1 / not have to work tomorrow == 7 Karen / hope / she / pass / her / exams 8 Diana / wish / she / know what decision to make 9 1/ hope / you / can come / to the party ae 10 if /1/ be President / the world / be a better place ee ae eee es B Score yourself. Are you more of a left-brain or right-brain thinker? ee: + Score I point for every “Yes” answer to questions 1,4, 8,9, and 10. 8-10 correct: I can use wish and the second conditional to talk about imaginary situations in the present, * Score 1 point for every “No” answer to questions 2, 3, 5, 6, and 7. and hope to talk about the future. + Add up your score (0-7 correct: Look again at Sections 2 and 6 on pages 58 and 61. SCORE: /10 (0-5: You are more of a right-brain thinker. i 6-10; You are more of a left-brain thinkerReading: distinguishing fact and opinion Facts and opinions sometimes ocour in the same sentence. To help you distinguish between them, look for ‘and To me, this seems ... Another way of identifying someone's opinion in a sentence is to look for adjectives like good, bad, great, etc. phrases like Research shows that A Look at these people. Do you recognize any of them? What do you think they have in common? Pee oe Ni! Senay B Read this article and check your ideas. all think we know one when we see one. Fveryone agrees that the scientists Albert Einstein and Marie Curie were geniuses, Mozart was clearly a genius, and so was the naturalist Charles Darwin, And what about the well-known scientist Stephen Hawking? Or Helen Keller, the ‘amazing woman who became a ‘writer even though she was deaf and blind? Are they geniuses? What makes a genius? According to one definition, ‘genius has a high IQ. Studies show that normal IQsrange from. £8510 115, and a genius hasan 1Q over 140. However, this seems tobe avery poor definition tome. “Genius” isa complicated concept, involving many different factors, Intelligence tests usually measure only logical thinking. 'm convinced that a better definition of “genius” should surely include other things, like creativity. The artist Picasso produced thousands of beautiful works of art. Was he a genius? Another definition, which tomy mind seems more useful, states that originality is the defining factor. A genius puts ‘things together in new ways, ways that ordinary people have never ‘thought of, and creates something new, Itmight be anewidea, anew ‘work of art, or a new way of working. Geniuses change the world they are bom into, That raises another question: Are ‘geniuses born that way? ‘The writer Malcolm Gladwell hhas written about geniuses in his book, Outliers: The Story of Success, and he thinks that there is an important factor we often overlook hard work. “The people atthe very top don’t just work much harder than everyone else, he says. “They ‘work much, much harder” You have to be born with talent, but then you have to develop that talent. And, according to research, itis possible to puta figure on it: 10,000 hours. That's about 3 hours a day for 10 years. By studying ‘examples ranging from Mozart to the Beatles to Bill Gates, Gladwell shows that they all got the chance todo an enormous amount of practice before becoming hugely successful. So, while talent and IQ are crucial, it seems that geniuses do an enormous amount of work to achieve their success, © Look at these sentences from the article in Exercise B. For each one, decide if it expresses a fact, an opinion, or both. 1 Or Helen Keller, the amazing woman who became a writer even though she was deaf and blind? 2, Studies show that normal IQs range from 85 to 115, and a genius has an IQ over 140. 3. However, this seems to be a very poor definition to me. 4 I’m convinced that a better definition of “genius” should surely include other things, like creativity. 5 Another definition, which to my mind seems more useful, states that originality is the defining factor. 6 The writer Malcolm Gladwell has written about geniuses in his book, Outliers: The Story of Success, and he thinks that there is an important factor we often overlook: hard work. 7 And, according to research, itis possible to put a figure on it: 10,000 hours. DEES work in pairs. Think of other geniuses you know of. Which one do you admire the most? Why? Grammar: modals of deduction—might/must/could/can't — A [i] Language in context Listen to the conversation below. Which answer to the puzzle do they choose? Hi Ben, What are you doing? Ob, hi, Morgan. I'm just taking an 1Q tes in this magazine Vmnot doing very well, though! Let me see. Which symbol is missing? Hmm... OK. Well, the missing square must be red. Yes, that’s what I think, So the answer can’tbe B. Itcould be A, though. No, itcan’tbe A, Look where the dotis, It ust be on the right atthe bottom, The answer must be C. Oh, yes. You're right. Hey, you're good at these things, genius! Let's try the next one Test your IQ Re ee oe MS one ee B Notice Read the conversation again and complete the table. Verb Use Example Use to express something we a think is (almost) certainly true. | ™® sing square (4) ——___ Use to express something we mighty (2) think is possibly true. It mighty (5) be A, though. be |_ Use to express something we coutdn'y (3) B® | wink is (almost) certainly untrue. So the answer (6) ___ be B. ‘Must/coutd/can'/couldn'y/might ae followed by be + 2 noun, e.g, That must be David at the door, ‘an adjective, e.g. You must be tired; ‘ng ver, e.g, Jenny couldn't be flying to Lima, She hates planes. Which one do you think itis? ‘+ It could be the last one. H iecan be the last one. ¢ Practice Write what you might say in each situation. Use the word given in parentheses. 1 You're expecting Nicole to call. The phone rings. 4 You think it’s possible that John is sick. (nnust) (might) 2 You are almost certain the answer isn’t D. 5 You're certain that an answer is not right. (can't) (couldn‘t) 3 It’s possible your cell phone is at home. 6 You don’t believe it when someone says it’s snowing. (could) (can’t) Now you do it Work in pairs. For each puzzle, decide what comes next. 11,4,9,16,2 Pra emignt be No, it couldnt be ... because 1 think it must 4:0,1,1,2,3,5,8,2 5 -M,V,E,M,J,2 6 Ronald, George, William, George, ? 2 red, orange, yellow, green, ? 3.M,T,W,1,?Vocabulary: adjective suffixes -ful, -less ‘We often use a noun (e-g., pain) + a suffix (e-g., ess) to make an adjective (e.g., painless). We often use -ful to form positive adjectives and -less to form negative adjectives. ‘A Complete each sentence with the correct adjective. 1 Twas never very good at math because I was. — (care). 2 You don’t have to be very intelligent tobe —__ (success). 3 Intelligence is (use) on its own—you need to understand people, too. 4 Very intelligent people are often very lonely and this can be —______ (pain) for them. 5 Binstein had a very —____ (power) brain. oC — (hope) at doing logic puzzles. Talways get the wrong answer! 7 Nadine is very (thought) and always considers her friends’ feelings. 8 Ben’s parents felt (pozver) to stop him from dropping out of college. B Circle agree (A) or disagree (D) for each statement. 1 You can be successful even if you aren’t very intelligent. 2 Logic is useless for understanding other people and their emotions, 3 Highly intelligent people are often thoughtless. ¢ [EJ work in pairs. Compare your answers with your partner's. Explain your choi Language use: listening to an interview A You are going to listen to an interview about child prodigies. Before you listen, check which of these people you think were very intelligent when they were children. Ree 2] Now listen to the interview and check your answers. ¢ [2] Listen again and complete the notes. 1 A child prodigy shows great talent before the age of ——___ 2 Lope de Vega learned to read Latin and when he was five 3 Child prodigies usually have high 4 _______ often put pressure on child prodigies. Work in pairs. Ask and answer these questions. 1 Do you think young people today are under a lot of pressure to be successful? 2. Do/Did your parents put pressure on you to do well in school? Grammar: tag questions Alp) Language in context Listen to the conversation below. Why is Victoria worried? T'ma little worried about Laurence. He's been sick recently, hasn’t he? Yes, but it's not that. 'm worried about his schoolwork: But he’s not doing badly, is he? He got an A on his last test, dicin’t he? ‘Yes, he did. That's why I'm worried. He has straight As! I think he’s a gifted child. fread an article about gifted children. They're very intelligent children, aren’t they? ‘That's right. I was wondering if he needs special classes. Wendy's daughter goes to a school for gifted children, doesn’t she? Let's call her and ask her about it. ‘That's a good idea. You won't tell anyone, will you? I don’t want people to think I'm a pushy parent. Of course not. ‘we're not sure about: We form the tag; question tsing a pronoun and an auxiliary. Tag question Short answer Elpmirereeaniay (,° £°°5 (0.2 School for gited chicren, Yes, she does./No, she doesn't. Progressive tenses | He's not doing badly, (2) Yes, he is,/No, he isn’t Perfect tenses | He's been sick recently, (3) Yes, he has,/No, he hasn‘t be as amain verb | Theyre intelligent children, (4) Yes, they are./No, they aren't: Modals You won't tell anyone, (5) Yes, will/No, | won't q When the main vet of the sentenee is positive, the tag question is negative: La e.g., He's very smart, isn't he? ‘It starts at nine, doesn’ ‘When the main verb of the sentence is negative, the tag question is positive: X it stants at nine, does it? eg. He's nat very smart, is he? With 1am, we use aren't 2 With m not, we use ann I? 8, min the night place, aren't /2/Fm not sitting in your seat, am I? J © Practice Complete the tag questions. 1 You didn’t do well on the test, —___ 4 Tom could read when he was three, 2 Alhas always been very smart, 3 Wearen't late for the test, 5 [won't see you tomorrow, 6 Ann’s coming here tomorrow, —__ D [EJ Now you do it Work in pairs. What do you know about these areas of your partner’ life? Use tag questions to check your knowledge. Ask other questions to find out more + family + interests + ambitions + experiences You've been to the US, haven't you?Pronunciation: tag questions Vocabular. : improving your brain Af) Listen to these tag questions. Notice that we use falling intonation in the tag to confirm Information we are almost certain about. We use rising intonation to check information ‘A Match the columns to make collocation. 1 explore a) a solution sian we sre eat sige ar 2 find b) the possibilities 1 Your brother's son is really smart, isn’t he? 3 I'mnotlate, am? 3 develop a problem — , 4 solve 4) yourself 2 We didn’t do well on the exam, did we? 4 You've studied art, haven't you? 5 challenge ©) an ability 6 learn anew skill Listen and draw an arrow for rising or falling intonation depending on whether the speaker Is fairly certain of the answers, or not certain of the answer. You'll hear each sentence twice. B Complete these sentences words from Exercise A. Mie wee tn oa ayer 1 You need to do a lot of practice to ______ your abilities in different areas. 2 Today's the 274; isn’t it? = = 2 Iy to —_____ myself every day to de something new and differen. 3 You didn’t work on that project, did you? 3 You should always explore all the ______ before making a decision. ¢ [EY Work in pairs. Practice saying the tag questions in Exercise A and B. 4 When I have to _______a problem, I try to look at it from different angles. 5 [think it’s important to al new skills to keep your brain active. Speaking: speculating ‘6 When [have a problem, my friends usually help me solution. ‘We speculate When we aren't sure about something. In order to speculate, we use modals of deduction and tag questions. We also use phrases such as Maybe Its a ..., Ifyou ask me, it could be a ..., and It looks like 4... to show we are uncertain, © [IQ work in pairs. Say which statements in Exercise B you agree with and explain why. Language use: writing a comment about an online article A {)) Listen to the conversation below. Underline the phrases that the speakers use to speculate about the picture. Jonny: So, what do you think itis? Well, if you ask me, it could be a dry river bed. ‘A Read this article. What ways of training your brain does it mention? re) I don't think it can be a river bed, can it? It’s the wrong shape. Itlooks more like a tree trunk to me. Let me see. It's part of an animal, isn’t it? Mm... It could be, I guess. Hey, I know! Maybe it's an elephant. Or what about a rhino? Can you really train your brain? by Luey Elkin Avr pelted [V/V e%d oink hat when it come te brains, you were ak wth hat Mother Nature gave you. But here's growing evidence to show that i is possible to tain your brain. American ‘esearch has Found that those who regularly take part in debates or do puzzles and crosswords have fewer cases of dementia ond Alzheimer's than the rst of the population, Other studies show thot London taxi drivers have a bigger hippocampus—the area ofthe brain with the ability to memorize places—than the rest of vs “Its certainly possible to increase your mental ability" tays Dr, Joe Devin, o cognitive nneuroscientis, “IYs not that the brain increoses in size—that’s determined by the size of your skull—but ‘he density ofthe brain cells and the stengih of their connections grows.” According to psychologist Susan Blackmore, “If you lead a ful and active life, loke up new lerests, and learn new sills, you can increase the number of connections betwoen your brain cals. Irreolly is « cose of use itr lose it.” fe Of course! It must be a rhino. It’s obvious now! 8 ERY work in pairs. Look at these pictures of everyday things. Speculate about what each picture might be. ms TUF Catv 2) hink ts grec peopel rn hls, bu CT wore Ibid hn my It could be a... couldn't it? ‘Maybe. It ooks to me like it might bea. B Write a comment in response to the article in Exercise A. Explain what you think of brain training eettrae care Wietinee and whether it would work for you. ¢ [J compare your ideas with another pair. Who has the best ideas?E If you solved the puzzle in Exercise D, read this text and decide if it describes how you think. If you didn’t solve the puzzle, read the text and think about how you should approach the puzzle in Exercise D differently. Thinking and problem-solving: thinking logically * Question your assumptions. + Approach the problem differently * Think of new ideas and test them. ‘A Connect these dots by drawing four straight lines, without lifting your pencil off the paper and without going back over a line. You have two minutes. ‘here are times in all our lives winen we need to think more logically. It might be in a real-life situation, such as making a business decision. Or it might be when we are doing atest or puzzle of some kind. The problem some of us have when it comes to thinking logically is that we think certain limits exist, when infact they don't Its all about our assumptions. We al have lots of assumptions — things we think ae correct, even if there's no reason to To illustrate, take a look at this well-known puzle using matchsticks. The coin looks like itis inside a “glass” formed by four matchsticks. You have to move just two matchsticks to get the coin outside ofthe glass. Logical Thinking You cannot move the coin! It seems impossible ... and it is impossible, as long as you assume that the lass has to stay the same way up. However, the puzzle becomes very easy if you think about making an “upside-down” glass. To doth, all you have to do is move matchstick 3 othe right alittle and move matchstick 1 down, The key to solving this problem is to question of thinking can be very useful in real life, to. fwe aren't careful, we can assume things about ourselves, other people, and the world around Us which limit our thinking. By analyzing and questioning our assumptions, we can think more logically and systematically about a problem, and perhaps find solutions that we simply couldn't see before yourassunptos. and 1) gammy 2 gmm||2 ‘qestioning your | assumptions is a big pat of logical thinking = Logical thinking is ot just about the artificial world of puzzles. This same kind 3 4 4 oh (One problem which could be soved using logical thinking is Do you think logical thinking would B If you solved the puzzle, great job! If you didn't, you need to question your assumptions. To do this, decide whether these sentences are true (T) or false (F). 1 The instructions say each line has to start and end on a dot. 2. Your lines can go further than the rows of dots. 3 Each line has to go through three dots. F Now try the puzzle in Exercise D again. Use what you learned in the article to help you. helpit.? G [B3 Work in pairs. Brainstorm a list of real-life problems and how | HoH Would logical thinking help in that logical thinking might help to solve them. Then explain your _| sitvation? ideas to the rest of the class. 1. logical thinking could help you to a4 sas © Now try the puzzle in Exercise A again. If you still can't figure out the answer, find someone who has the answer and ask them to show you Problem Hove logical thinking might help how to do it. : “s Hovw to get.a huge new safe tkcan help you think of diffrent Bidar the feheicae oa 1 into your apartment ways, eg, through the windov. matchsticks. Move three matchsticks only so that the fish is swimming in the opposite direction, You have one minute. 5 3 7 6 Reflect... E How good are you at logical thinking? How can you improve your logical 8 thinking skills? 176 Language Wrap-up | Vocabulary Complete this text with the correct form of the word | in parentheses or a word from the box. (40 points) \_S2ill_ solution yourself _possipilities ‘One of the most (1) _______ (poder) techniques for training your brain is visualization. Whether you're trying to develop an (2) _____ you already have, such as doing a sport, or trying to learn a new skill, visualization can help you be (3) _______ (success). Itcan also help you find a (4) __________ to unhealthy habits, such as smoking, when you've tried other techniques that don’t work and leave you feeling (5) _______ (hope) In fact, visualization can work in any situation where you are trying to challenge © __ to improve. The technique involves forming a picture in your mind, like a picture on a movie screen. You have to be (7) —_____ (care) to create a colorful, vivid picture of what you want to achieve. You have to explore the (8) ________ to come up with. a good picture. Add sound and make it come to life. Then, make a small black and white picture of yourself failing. Quickly replace that image with your colorful, happy image. Do that five or six times. Now, every time you feel (9) ____ (power) and feel as if you are going to fail, the colorful, happy 1age will come to mind. Tough challenges, like giving up smoking, become much less (10) —_____ (pain) and you are more likely to succeed, Why not give ita try? BEd eorrectelV anon auleetves Using 7 end ess and use colocations connected to improving your brain 10-7 correct: Look again at Sections 3 and 8 on pages 70 and 73. SCORE: /10 Grammar ‘A Complete this conversation with the modals of deduction must, might, could, and can't. (5 points) Andy: I'm stuck on my crossword puzzle. Do you know a country with a five-letter name? Kelly: There (1) = be hundreds! It (2) —____be “China.” ‘Andy: No, it (3) —______be “China.” It begins with “” Kelly: Um ... well, it (4) ____be “Iran.” That only has four letters. ‘Andy: Wait a minute. I know! It ends with “a” so it (5) _________ be “India.” B Complete the tag questions. (5 points) 1 They can’tsolve the puzzle, _________? 4 Wedidn’tpass the test, ____? 2 She's very good at puzzles, 5 I'm taking my exam tomorrow, —__? 3 You'll help me, —___? 8-40 correct: {can express different levels of certainty using models of deduction and use tag questions to check information | think is correct. 0-7 correct: Look again at Sections 2 and 5 on pages 69 and 71. SCORE: /10 A Look at these three stills from online videos. What do you think each person might be talking about? vin i iW tall wiih | Ny 7 Winn i " a iW Wt Oc Coe eee ed1 Vocabulary: embarrassing events A Write the correct phrase under each picture. Past perfect: had (‘d) + past participle My parents got mad because they (1) Use with the simple past to describe something | ™¢ '0 Put itn my bag the night before, that happened before another event in the past. | First: my parents told me to put it in my bag. Then: my parents got really mad. Use to describe something that happened before 1a specific time in the past. iy re eee | eet) We often use these phrases with the past perfect: when, e., The party had started when I arrived: by + specific time/date, e..,¢ finished work by eight o'clock; already, e.¢., Jake wanted to order pizza, but | had already eaten; just, e.g, had just woken up wien I heard a funny noise. ¢ Practice Use the prompts to write sentences. 1 my sister realize / she forget her ticket / when / we get to the stadium 2 when / we get to the airport / the plane / already / leave 3 we hear all about the accident / by the time / Jim get home B Complete these sentences with words from Exercise A. You may need to change the form of the word. 1 John’s meeting was a disaster. Halfway through, he the client’s name. 2 Iwished Loretta “Happy Birthday,” but I got the day. It was last month! 3 Sally didn’t get the job because she up late for the interview. 4 They _____ the wrong bus and were late for the movie 5 I missed Pete's birthday party. I lost and couldn’t find his house! the wrong thing to Vicky. I asked her how her boyfriend was, but they had broken up. ci in pairs. Which situation in Exercise A do you think is the most/least embarrassing? Why? AE®) Language in context Listen to this anecdote. Why was the woman embarrassed? “My most embarrassing moment was when we went on vacation last year. My parents had invited some friends and their son to come with us, and kind of liked him. We got to the airport and I realized I had left my passport at home! We missed the plane and I had to go home and get it. But took the wrong bus to get back to the airport and by three o'clock, I still hadn't arrived, so we missed another plane! My parents got mad because they had told me to put it in my bag the night before. I felt so dumb!” B Notice Look at the anecdote in Exercise A again and complete the table on the next page. 4-1/ just / hang up the phone / when / it ring again 5 I/ already / have two jobs / by the time / Lam sixteen 6 when / Iget to his house / my cousin / just / wake up DEY Now you do it work in pairs. Read the beginning of this story. Finish the story with your own ideas about what had happened to cause this situation. Mrs. Edwards was happy to get home after a business trp to Chicago. She opened the door to her house and stared in horror. The house was a mess! There were pizza boxes everywhere. She saw a broken glass on the floor. There was a strange person sleeping, on the sofa! Suddenly, she realized what had happened Language use: telling an anecdote A) Listen to this anecdote. What embarrassing events happened to the person? B Think about an embarrassing event that happened to you or to someone you know. Make notes to answer the questions. 1 When dic it happen? 2 Who was there? 3 What happened first? 4 What happened next? 5 How did the situation end? Cy This happened when ‘Then what happened? Work in pairs. Tell each other about the embarrassing event. re Wineead aloe ‘Ask questions to find out more information.‘A Match each definition to the correct word. Ifa story 1 makes you feel scared, it’s . 2 affects you emotionally, its . 3 has lots of new, creative ideas, it's... 4 is fun to read or watch, it’s 5 is only for children (ina negative way), it’s. 6 seems irrelevant and uninteresting, it’s, a) entertaining, ba ) cute. @) frightening, €) pointless. # unbelievable. 7 isnice and attractive, i's 8) imaginative, 8 doesn’t seem realistic, its. hy) touching, iY Work in groups. For each adjective in Exercise A, think of a different story that the adjective describes. It could be a book, a fairy tale, a movie, or another kind of story. Az Frightening, B: The movie Cloverfield. ‘A Read these two stories. Decide which one you prefer, and why. How Rarbit Get hir Lendy Late long time ago when Rabbit was first on this earth, he had A Gay Wate Gul phi vas A Ber Nenlgd play a trick on all the other animals. He said to Beaver, “Did you know that the sun is not going to rise again?” Ofcourse, Beaver told Squirrel, and Squirrel told Chipmunk, and Chipmunk told Skunk, and so on. The story soon got around, and all. the animals were worried, They said, “Ifthe sun is not going to shine Sea utiles acesa ma aie nesta eee our food and get ready right now.” Even Bear was worried. He began to eat the blueberries around him so he could grow fat and store his food. Squirrel was busy, eaiciig ald nent as eat era ce marie ready for the sun not to shine again. ‘They had no time to play, even. Teles Epa ice ey urd Casareals ioe er was funny. He hid in the bushes, He was laughing and laughing Pe weche urate saciaean emer Along came Kluskap. Normally the animals were all very glad to see Kluskap, They usually gathered around to talk to him. But this day, no one ran up to greet him, Kluskap asked. ‘Bear, “How are you? How is everything going?” Bear said, “I don’t have time to talk to you." Kluskap just kept ‘walking, No one paid any attention to him, Kluskap went back to Bear. “What's wrong with you? You're nat talking to me. What is going on? Talk to me. Something is wrong!” Kiacap “Wel oy fou Wow Bear eld ne wae aog Onc nae ent by il Thave (o get ready for winter now. That is what everyone is doing” Kluskap told Bear, "Whoever told you that story is lying. It's not true” So Kluskap called a meeting with all the animals and they all gathered! around him in. acircle. He said, “Who told you, Bear?” Bear said, “Raccaon told me” And Raccoon said, "Well, Chipmunk told Se ReANRUL BO LR UERAIEEN MMe ee ee {old me” Kluskap said, “Well, where is Rabbit?" Rabbit was really scared, so he hid in the bushes, Kluskap knew for ‘sure then that Rabbit had started the story. “Where is Rabbit?" he asked again. “Not here. He is gone. He must be hiding,” Beaver said. Kluskap went and looked in the bushes. He found Rabbit and when he did, he grabbed him by. ‘isearsand ited him up And that ishow Rabbitgothislongears. ya typ, Zymenicam Legend, Saturday Shock by Leecy Wise Carlos fet something strange. What was wrong? He woke up late that Saturday, as usual. The street sounds sailed through his window. People wer talking loudly. He heard laughter, mothers calng for heir children, kids playing, someone yeling. The music blared from the stand onthe corner. What was wrong? In his apartment, everything was silent. He didn't hear his wife fussing in the kitten. Rebecca usually made a big breakfast on Saturdays He didn't hear his daughter, Katie, bumping her shoes or fits into Jen's doot He didn't hear his son screaming for her to stop. Even the dog was quiet. What was wrong? No radio. No conversation. Carls looked at the clock across the room. Ten o'clock. Something was definitely wrong! He pulled on his jeans and an his hands though his hac He went stony tothe door and listened. Nothing, He opened! the door litle and looked around, Nothing He sit his body through the opening. His heart was pumping. He could fel it pounding in his chest. He stated toward the kitchen. His feet moved sil rom hee! o toe. “Becca? Jerry? Katie?" He thought he heard a stuf in the kitchen He inched his way through the ktchen opening. He jumped back, state. “Hpoy Binhday to you, Happy Birthday to you!!!" His wife and children were grinning from ear to eaxThey it the dog 4oose.Theltle terrier jumped into Carlos’ arms. ‘Siting nthe mile ofthe kitchen table was a bos. The wrapping paper was bright re. fthad a silver bow on top. They all {ooked att and held their breath Carlos walked to the Box and slowly opened it Inside were the keys to a dit bike*. The bike wasn't new, but it was his! Everyone ad chipped in to buy t Carlos was speechless. ‘Soon his fiends and other relatives began to drop by. They stood on the sidewalk, smiling, whistling, and soreaming, Carlos could not hear them. He could not think, or talk, or even eat. But he could dive. They watched him go around the commer The sound ofthe motor was sweet music. He had al day to heart * i bike -motorine From: www.swadulted.com B FY work in groups. Discuss what you think of each story. Which story do most people prefer? | think the frst story is really/very... because Pronunciation: /2/ in mult A IE) Listen to these words. Notice that the underlined syllables all have the same unstressed vowel sound. entertaining imaginative unbelievable B IE) underline the syllables in these words that you think have the same unstressed vowel sound as the words in Exercise A. Then listen and check. entertainment frightening negative ¢ [RY Work in pairs. Practice saying the words in Exercises A and B. Be careful with the underlined syllables.gerund/infinitive A Language im context Read the blurb from the back of a book. Who might be interested in reading this book? HOW TO MAKE A MILLION AS A WRITER HAS ADVICE AND TIPS FROM THE EXPERTS! I1’S POSSIBLE TO EARN BIG MONEY AS A WRITER—AND THIS BOOK WILL SHOW YOU HOW! + Do you enjoy writing, but dott know how to sll your work? + Do you find i dificult to begin writing? Do you begin to write, bu runout of eas quickly? ‘+ Have you decided to write a navel, but are confused about how to start? Then this book is for you! ‘Best -eling authors offer afew simple steps to get you past the writer lock that’ holding you back. ‘Learn all about characters, plots and the winning formula for success! Our experts discuss creating stories that really sell! B Notice Look at the blurb in Exercise A again. Complete the table with the verbs decide, enjoy, and begin. admit, avoid, deny, discuss, dislike, finish verb + -ing He admitted breaking the window. a agree, hope, manage, offer, plan, promise, refuse, seem (2) — verb + ing or continue, hate, ike, love, prefer, start Infinitive 3) verb + infinitive Did Greg start to laugh? Did Greg start laughing? | ‘Some verbs followed by the infinitive (e., advise, help, invite, teach) also need an object e.g, Someone advised me to buy this baok. © Practice Complete each sentence with the verb in parentheses in the correct form. 1 He admitied _____(copy) the story from another book. 2 Have you finished —__ (read) that book Hent you yet? 3 I thought the story seemed _______ (end) a bit suddenly. 4 Traditional stories sometimes teach people (behave) in the right way. 5 Why do so many young people dislike —____(writey? 6 Lhope ______ (become) a full-time writer by the time I'm 30. Now you do it Work in pairs, Follow the steps below. + Choose five of the verbs from the table in Exercise B. + Write five sentences about yourself using those verbs. One of your sentences should be false! * Read your sentences to your partner, Your partner should guess which one is false. ‘She didn’t agree to go on vacation. ALE) Listen to the first part of a traditional story from Africa. Circle which of these things you think is going to happen in the second part. 1 The children are going to hunt animals, 2 Manzandaba is going to go and find stories for her family. 3 Zenzele is going to write stories for their children, B Listen to the second part and check your answer. Then say What you think is going to happen next in the story. EE) Listen to the final part of the story and check your answers. Then answer these questions, 1. Who does Manzandaba get stories for her people from? 2. What does she give for the stories? Gas 3 How will the people get new stories from now on? eagle) jete sentences, with the verbs in the correct tense. ‘your vocabulary, punctuation, and spelling. A Look at this ad for a competition. It contains two mistakes in each of these areas: grammar, vocabulary, spelling, and punctuation. Find and underline all the mistakes. ‘We planning a spesial issue on stories from araund the world We want fo hear your stories. Say us « slory from your country and win a tour of the famous Universol Studios in California® It could to be a traditional folk tale, or your own modern history. We'd like you to include a wellknown place in your country and at least hwo characters. Start writing and send us your storys. B Write a short story for the competition. When you have finished writing, check your work. Work in pairs. Read your partner's story. Correct any mistakes you find and discuss them with, your partner. D Read each other's stories again and answer these questions. 1 If your partner chose a well-known story, was it the same as the version you know? If not, what was different? 2. If your partner wrote an original story, what did you like about iInformation and research: conducting an interview * Dec what you need to know, ‘+ Write main questions and follow-up questions. * Record the results of your interview. A You are going to interview a classmate about his/her opinions on the topic of “stories” for your college magazine. Choose one of the topics below to interview your classmate about. } LI the types of movies you prefer _| the things you read or watch online your experiences with stories as a child the books or comic books you enjoy B Closed questions require a yes or no answer. Open questions require a longer answer. Both types of questions are useful in an interview. Circle C (closed) or O (open) for these questions. 1 Do you like horror movies? 2 Could you describe the kind of book you enjoy reading? 3 What stories did you enjoy as a child? 4 Do you read comic books? 5 Can you tell me what you think makes a good story? 6 Have you ever read a blog? 7 What do you find interesting about reading blogs? 8 How did you feel when your parents read stories to you? ie, naannan the types of stories you don’t like [_] how important stories are to you L_| what you think makes a good story your all-time favorite story e0000000 © Youre going to interview a classmate. In your notebook, write four main questions for the topic you chose in Exercise A. What bypes of movies do you prefer? D For each main question, consider what type of answers you might get. Write follow-up questions. These are questions you can ask to get more details after the interviewee has answered the main question. Check to see if you included open and closed questions. Name of interviewee: Questions 1 Which types of movies do you prefer? + What do you like about this type of movie? + Doyou ever watch other types of movies? 2 _What is your all-time favorite movie? E Work ‘someone you don't know well. Use your interview questions to interview your partner. Make notes of the answers in your notebook. F EJ Work in smal! groups. Share what you learned from your interview. Report the questions you asked and briefly explain your partner's answers. SCI an you tll me more about...? ‘Another thing fd fke to ask you about is That’ interesting. Let me just ‘make a note oft Reflect... How successful was your interview? What would you do differently next time?co Language Wrap-up | Vocabulary A Write sentences using phrases from the box to describe the mistake each person made. (5 points) 1 “Isuddenly realized that I didn’t know where I was, so had to call Pete for directions.” He SS 2 “I'm sure Denise said the party was on Friday, but when Larrived, no one was there.” forgot someone's name seven, but I didn’t get there until eight-thirty.” gotlost She 3 “Lwas supposed to be the a got the wrong day 4 “wish I hadn't mentioned the wedding to Julie because she got really upset.” said the wrong thing showed up late She — ———— \ 5 “And then in the micidle of the meeting, I couldn't remember whether he was Mr. Wilkins or Mr. Willian He B Circle the correct words to complete these sentences. (5 points) 1 The movie was a litle fouching /childish. Nobody over ten years old would like it. 2. twas a fun, unbelieunble /entertaining story, and I think almost everyone would enjoy it 3 It was a litte childish /unbelicoable at the end. I don’t think that would ever happen in real life. 4 It was s0 touching frightening when the family finally met again. I was in tears! 5 The book is really frightening /entertaining, so don’t read itif you're a nervous person! Body Talk A FE Work in groups. Label as many parts of the human body knee as you can in two minutes. ® oc ankle mouth head wrist shoulder back leg neck ing events and use different adjectives to describe stories. 4 on pages 78 and 80. Write sentences using the prompts. Use the past perfect where appropriate. (10 points) 1 1/ promise / not tell / anyone / before / she / agree / help me 2 1/ just buy / a train ticket / when / Sarah / offer / give mea ride 3 He / make lots of notes / before / he / begin / talk 4 By the time / the exam / finish / 1 / answer all the questions. 5 1/ hoped / go to college / but / I/ have to get a job, ‘perfect and the infinitive or ~ing form correctly after verbs. 2 and 7 on pages 78 and 82. SCORE: ty. Bf check your answers as a whole class. Did any of the groups label all the body parts correctly?1 Vocabulary: injuries ‘A Write each injury from the box under the correct picture. ‘break your leg sprain your ankle cut your finger pull a muscle hurt your knee bun yourself hurt your shoulder injure your back © Practice write complete sentences giving advice in these situations using parentheses. Start each sentence with It’, _ ” 1 Tburned my hand cooking dinner. Hts important to see a doctor. (important /see a doctor) 2 Thurt my knee playing soccer. (better /stop playing for a while) 3 Tthink I sprained my wrist. Other adjectives that are followed by te infinitive ares easy, impossible, dificult, ‘normal, and common, (not necessary / have an X-ray) 4 [hurt my arm yesterday. (better [If things with the other arm) ‘5 My sister cut her hand pretty badly. (essential /take her to the hospital) Have you, or has someone you know, ever had any of these injuries? What happened? Tell a partner. At I broke my arm when I was five. | fell out of a tree. 8: Really? | pulled a muscle dancing last month. e + infinitive ‘A Language in context Read this advice from a *healthy living” website. Does fan need to see a doctor? | pulled a muscle in my shoulder. Is there anything | should or shouldn't do? —tan, Miami Healthcare worker Sue Atkins replies: Hi, lan. Well, it’s essential to rest the muscle. When you injure yourself like this, it’s important to keep the shoulder relaxed. Don’t try to do too much exercise, Generally, if you pull 2 muscle, it’s not necessary to see a doctor. But if your shoulder swells, it's better to speak to a professional because it could be something more serious. Hope you get well soon! B Notice Complete the table with other examples in bold from the text in Exercise A. Adjective Infinitive Complement Its essential the muscle. Its ———— — the shoulder relaxed. ising, | Gy = a doctor. to a professional. 6 My brother injured his back (portant / rest it Now you do it Work in pairs. You are going to give a first-aid talk at your university about treating these problems. Talk about the advice you are going to give. + abroken leg + asprained wrist + aminorbur + apulled muscle + a minor cut ‘4: Well, with a broken leg, it essential to go to the hospital immediately. Yes, but usually, its nat necessary to call an ambulance. Speaking: asking for clarification ta nt someone said, ‘its important to let them know immediately, Then sald, of explain it to you more clearly. A What do we use these phrases for? Write R next to the phrases used to ask for repetition and E next to the phrases used to ask for an explanation. 4 Excuse me? 5 Pardon me? 6 Sorry, I'm not sure I follow you. — 1 Can you explain what you mean? __ 2 Sorry, what was that? — 3 Ididn’tunderstand the last part, B FEY Work in pairs. Student A, you sprained your wrist. Student B, you burned your hand, Student A, read Card A. Student B, read Card B, Then take turns giving advice to each other. Ask for clarification whenever necessary. Ea) Seuss bad Stee ae injury. To treat a burn: ce ace Pico mmucr = e esarts * hold the affected area under Oran neu a Reems sana aaa *cover the burn atte Dreier Bees Serer ee tats Cemeieen eget it} Sete oar Ce cuca burn covers a large area A: Its important to elevate the area. B: Sorry, 'm not sure | follow you ...4 Language use: listening to a radio quiz show AFB Work in pairs and discuss these questions. 1 In your country, is it common for people to call a radio show? 2 Have you ever called a radio show? Listen to part of a radio quiz show. Make a note of your own answers to the quiz questions. Now listen to the end of the quiz show and check your answers. Sr Ls {got 2 ut of 5 How di you do? | id prety wel/baly. | scored 3. | thought the answer to number. £4 Work in small groups. Compare your answers. Say what new —_ | as facts you learned and what you already knew. Vocabulary: health problems and symptoms ‘A Match the descriptions of symptoms to the health problems, 1 "I sneeze a Jot and my eyes get red and itchy.” 2 “havea temperature and I feel hot and cold.” 3 “I feel nauseous. I think I'm going to vomit.” 4 “My ear hurts and I feel dizzy.” 5 “My nose is running and [ have a bad cough.” 6 “I'm having trouble breathing and I have a temperature.” 7 “Thavea terrible headache and my vision is blurred.” 8 "My throat is sore and it really hurts when I swallow.” Did you? knew it was... because I. a) He has a migraine. b) She suffers from hay fever. ©) She has a chest infection. 4) He has a sore throat. @) She has an ear infection. ) He has the flu g) He has a cold, h) She has food poisoning, Work in pairs. Take turns choosing one of the health problems from Exercise A and acting out the symptoms. Your partner has three chances to diagnose the problem. Language use: writing information on a medical form A Look at this patient's medical form. What health problems does she have? Student medical form Name: i ‘Age: ‘Smoker: Yes / (No) General health: __geo Are you currently taking any medication? Yes) / No If yes, what are you taki Have you ever broken a bone? (Yes) / No (If yes, state which: _« ‘Do you ever have trouble breathing? Yes / (No) ‘Do you ever have migraines? Yes / (No) Health problems: _hayfever i Student medical form Name: Age: ‘Smoker: Yes / No General health: ‘Are you currently taking any medication? Yes / No If yes, what are you taking: Have you ever broken a bone? Yes / No (If yes, state which: Do you ever have trouble breathing? Yes / No Do you ever have migraines? Yes / No Health problems: Pronunciation: /3r/ Listen to these words. Notice the different spellings of the sound /31/. nerve verb term 3 work — worse worm 2bird first firm 4 bum nurse tum B fBP) Listen to these sentences and underline the words that have the sound /31/. Practice saying the sentences. 1 My back really huts 2 The girl hurt her knee. 3 What's the English word for this part of the body? 4 Burns are a common household injury.A Language in context Read this extract from an actor's autobiography. Did the woman have a healthy lifestyle when she was young? Chapter 4 Looking back ‘far as my health goes, I think I've been pretty lucky over the years. I's important to eat well, and I eat A ots of fruit and vegetables now. But I wish I had eaten better food as a young woman. hardly ever sat down to eat a proper, healthy meal, so I always got colds and the flu because I had a poor immune system. [also wish that I hadn’t started smoking. I quit five years ago, but I often get chest infections now, and I'm sure its because of smoking. I also wish I'd done more exercise, and I definitely wish I had stayed in better shape! My husband and I go running every day now, but we find it difficult to run very far. think he wishes he hadn't agreed to start running with me—he hates it B Notice Look back at the text in Exercise A. Complete the examples in the table. twish (1) ______ better food, ‘also wish that 1(2) —___ smoking. wish (that) + Use to talk about regrets past perfect also wish |(3) ____ more exercise. about the past. J wish I (4) in better shape, He wishes he (5) to start sunning with me. Practice Complete the second sentence using the word in parentheses so that it means the same as the first. 1 T regret not listening to my doctor’s advice. / wish (that) | had listened to my doctor's advice (listen) 2 Terri wanted to go to college, but she didn’t She Go) 3 Ishould have eaten more healthy foods when I was a kid. 2% | wis | didnt break my leg, i when I was a teenager. ‘only means the same as wish: 2.4, 1 wish | had done more exercise. Monty | had done more exercise Coo ‘¥ | wish | hadn't broken my leg. when | was a teenager 4 James regrets staying up late last night He (stay up late) 5 I'm sorry Iwas lazy in school I (be) 6 My parents now think it was a bad idea to go on vacation last year. ‘They + Go) D [RY Now you do it Check the areas of your life that you have regrets about. Then explain your regrets to a partner. family boyfriend/girlfriend [ia erttien friends (J money and work health | wish I'd studied harder when | was in school, and | also wish that | hadn't missed so many classes, rT Wi Reading: speed reading _ Ou et information from a long text quickly. When you speed read, keep your eyes. don't read anything twice. Look at groups of words, not individual words. A Practice reading groups of words rather than individual words. Follow these steps for each column of words. + Place your finger on the X at the top. + Run your finger down the center of each column of words. Make your eyes follow your finger. * Try to take in the meaning of each line of words without moving your eyes left or right. xX xX xX This is ‘The doctor asked her a very good way if she ever sat down to practice taking in A regret involves feeling bad about something toeataproperhealthy meal} you wish you had done differently. groups of words and she said that Sometimes people instead of individual words she hardly ever regret things they did do when you are speed reading a text did that, and other times in your English class. they regret things they didn’t do. B Quickly read about this woman's regrets. You have one minute. Then close your book and write down everything that you can remember in your notebook. “So, what major regrets do I have in my life so far? Well, I graduated from high school when Iwas 18 and immediately got a job in a bank because T wanted to start earning my own money. But I really don’t enjoy it, and now I wish I'd gone to college before entering the world of work. I'd really like to study fashion. Last month, I finally decided to clo something about it, and | applied to take a part-time course on the Internet. Thope I get accepted. And then last june I did something that I really regret now. I got a rose and my boyfriend's name tattooed on my upper arm. And well, you've guessed it; we broke up a few weeks ago and now I'm really embarrassed about the tattoo. Of course my mom didn’t want me to get a tattoo, and now Lreally wish I'd listened to her. Removing it will cost a lot of ‘money, and I've also heard it can be very painful. I really wish Thadn’t gotten Thave a few other more minor regrets, too. At Christmas, Thad a big argument with my mom and dad, and I moved out of their house into my own apartment. Although I like having my own place, I wish I'd stayed at home because the rentis really expensive, and now I never have any spare money to do fun stuff with friends. Also, I can't cook, and L wish I didn’t have to make my own dinner every evening. | really miss my ‘mom’s cooking! I also wish I had leamed to drive when I was younger. Inever learned and now I can’t afford to take lessons. [have to take the bus everywhere, and it’s so slow and usually very crowded, too. ¢ FRY Read the information you wrote down to a partner. Compare what you remembered. Who remembered the most details? A: I wrote that she wishes she hadn't gotten a tattoo, B: And I wrote that the tattoo was of a rose and her boyfriend's name.Self-direction and learning: developing your memory * Select the information you need to remember. * Create a memory tool * Use the memory tool to help you remember the information. [BY Work in groups. Think about when you have an exam or test. What techniques do you use to help you remember information from your textbook? Make a list. B Read this information about what a “memory tool” is and how it can help you develop your memory. Remember more with a memory tool Do you need an easy way to remember key information? One of the most effective ways is to use a memory tool. A memory tool is a technique that helps you remember information easily and effectively. One example of a memory too! isto take the first letter of each word in a list of ‘words you need to memorize and make a new word from these letters. For example, you can use the name Roy G. Biv to remember the colors of the rainbow: red, orange, yellow, green, blue, indigo, violet. Another example is to use hand gestures to remember something. For example, when children learn their left from their right, they should hold their fingers like this—they'll see that their left hand forms the letter L, but their right hand does not! Experts the human brain can only remember a limited ni but that putting these items into groups can help the brain to remember more things. Ty it for yourself and see if it works! € Imagine that you have an important biology exam next week. Read the information about the human brain on the next page. Underline in the text where the four different parts of the brain shown in the diagram are found. All human brains have these parts: Brainstem: The brainstem controls automatic functions (heart beat, breathing, blood pressure). It is located in front of the cerebellum. about your position and uses this to move your GanED arms and legs together. It is behind the brainstem. | fa ii x Hypothalamus: ‘This is found above Le (~~ eu («€ the brainstem. It controls visceral body / ( aS \ Cerebellum: The cerebellum takes information va functions (body temperature, behavior, cating, drinking, etc). Cerebral cortex: The cortex gels information from all of the sense organs (eyes, nose, ears, etc.). It controls ‘emotions and thought. It is the ‘outer layer ofthe brain, D [9 Look at this example of a memory tool to help you remember the different parts of the brain. Complete it. B0ys Hate Chocolate ip Cookies fp AN te ay Ne moa in a We E Now think of a memory tool that you can use to help you remember the functions that the four different parts of the brain control. Make a note of it and try to learn it. F [9 Work in pairs. Close your books and test your partner on what he or she remembers about the functions of the brain. ‘A: This part of the brain controls eating and drinking. B: The hypothalamus! A: Correct! Reflect... Did using a memory tool make it easier to remember the information? Can you think of any other memory tools?uage eres il Vocabulary Read what these people say. Write the problem you think they have, using the words in the box. (10 points) 1 “Ithink I ate something bad. I feel like I’m going to vomit.” ae See (~ nas tood poisoning 2 “was making dinner. The knife slipped, and there was blood everywhere!” has a sore throat pee ene ee a ESS broke his te 3 "It hurts when {eat or drink something,” once He burned herself 4 “This happens every summer. I sneeze a lot and my eyes get red and swollen.” ‘cut herself sprained his wrist 5 “Ihad an accident when I was skiing, and now I'm on crutches for six weeks.” na hurt her back Fie es — Se SE Bet has the fu 6 “tried to lift a heavy box and now I have to stay in bed until it gets better.” suffers from hay fever) hae ee / 7 “Idid this when I was playing basketball. I couldn’t move it for two days.” He __ 8 “Ijumped into the shower without checking the temperature, and the water was too hot.” ee eee ee 9 “This happens when I watch too much TV or spend all day looking at my computer screen.” She 10 “Ihave a really high temperature, but I feel cold.” He 8-40 correct: | can identity parts of the body and talk about health problems and symptoms, (0-7 correct: Look again at Sections 1 and 5 on pages 88 and 90. SCORE: Grammar Complete the paragraphs with the correct form of the verbs in parentheses. (10 points) “It’s normal (1) —_______ (want) to change your appearance. But it's not easy (2) —_____ et) your parents to agree to it! When I was 18, I gota tattoo but I didn’t tell my mom. I wish I(3) (tell) her because she was really angry when she found out. It’s awful (4) _______ (think) that I hurt her. I wish I (6) _______ (not be) so selfish.” “Lwish I (6) —______ (have) a baby earlier. Its difficult (7) _______ (imagine) life without my daughter now because it feels like she’s been here forever. It's impossible (8) —____ (describe) how 1 felt when she was born. I wish 1(9) ______ (take) ‘more pictures of her when she was really litle. I's great (10) _______ (be) a mother. Ijust love it!” |) B2d0 eomect! Vean use its + adjective + infinitive. | can also use wish to talk about things | would like to be different about the past. (0-7 correct: Look again at Sections 2 and & on pages 88 and 92 SCORE 7/10‘A Match the words to their definitions. 1 admission charge _ a) a person who tells the actors what to do 2 audience b) the furniture and decoration on the stage 3 costumes ) the amount which you pay to see a show 4 orchestra 4) the area where the actors perform 5 lighting @) the people who are watching a show 6 row the building where the show happens 7 stage 8) line of seats ina theater 8 venue hi) the clothes that actors wear 9 scenery i) the lights that are used in a performance 10 director j) a group of musicians who play different instruments together BE Which of the things in Exercise A are most important to you when you go to a live performance? Discuss with a partner. 4A: For me, the venue is really important. It should be big and the seats should be comfortable. B: Really? | think the actors and their costumes are more important. ee Language in context Listen to the conversation below. Circle the type of performance that the people went to see. . slay, ‘b) ballet) astand-up comic So, did you enjoy the show? ‘Yeah, I thought it was fantastic! Ilove Fritz Muller’s work. Fritz who? Fritz Muller. He's the director who's working on this show. ‘Oh, I'see. Yeah, I loved the lighting and the scenery. And the ballerina’s costumes were beautiful. Tt was so romantic, too. But really sad in some parts. I know. The last scene is always the one that makes people cry. It was great to see it in such a famous venue, too! didn’t know it was famous. It looks like a regular theater to me. Are you kidding? This is the venue that is used for the Oscar ceremony. Really? I can’t believe I didn’t know that! 2 » Angie: Kris: Angie: Kris: Angie: Kris: Angie: Kris: Angie: Kris: B Notice Read these rules. Then complete the table with examples from the conversation in Exercise A. Subject relative clauses are used to add extra information about people or things. They come after the noun that they give extra information about. Use to introduce extra pe information about people. Use to introduce extra eoreuuiat information about things. € Practice Connect the clauses with an appropriate relative pronoun to make a sentence. 1 He's the actor, He's appearing in that new play. He’ the actor who's appearing in that new play. 2 Those are the musicians. They belong to the New York Symphony Orchestra. 3 Titanic is a sad movie. It makes me cry! CU ‘¥ That man who/that is standing outside the theater is Fiz Muller. 1X That man which is standing outside the theater is Fitz Muller. 4 Horilet is a play. Te was written by Shakespeare. 5 That's the venue. It’s used for the Golden Globe® awards. 6 Steven Spielberg is a movie director. He has made many award-winning movies. D [J Now you do it Student A, look at profile A. Student B, look at profile B. Take turns telling your partner about the person in your profile. Use subject relative clauses. Profile A: Profile B: Guillermo del Toro David Blaine director Performer directed, produced, and wrote does street magic Pan's Labyrinth—made in 2006 in 1999 started stunts—dangerous about the Spanish Civil War— spent 7 days in a box— Nominated for 6 Oscars, buried underground This is Guillermo del Toro. Hes the director who Pronunciation: /2/ vs. /4/ A [BD isten to these pairs of words. Notice the different pronunciation of the /w/ and // sounds. A AYA cats cuts ankle uncle Dan done begun but Listen to the words in Exercise A again. Practice saying the pairs with a partner. ¢ [IE) Listen to these sentences and complete them with the word from Exercise A that you hear. Practice saying the sentences. 1 Did you see the documentary last night about a woman with 40 pet 2 My _____wasa stand-up comic when he was younger. 3 The scenery for this show was bya friend of my dad’s. 4 Dream Date ___30 minutes ago, so you've missed most of it 5 Ilove soaps, _____ I don’t enjoy reality TV shows too much.Language use: talking about a live performance ALD) Listen to some friends talking about a performance they saw. Check the boxes according to what they say. ‘the venue __ the performance B Complete each area of the word web with at least one more question to ask a partner about a live performance he or she has seen. performers admission charge How many musicians were there? \Was the show worth the money? 2 ered venue Was the venue big or small? Work in pairs. Take turns asking and answering the questions in Exercise B. Vocabulary: adjectives for describing TV shows A Read this information from a TV guide. Write each word from the box next to the correct show. Then check that you understand all the words in bold, ss soap opera sitcom documentary cartoon realty TV show) Channel 9 4:00-5:00 Animal Talk In the second episode of this fascinating series on animal communication, Jo Dunn looks at the way in which migrating dolphins “talk” to each other, 5:00-5:30 Elsie and Pog Fun for 8-11 year-olds! In tonight's amusing story, Elsie tries out her magic carpet for the first time and Pog finds a strange pet under his bed! 5:30-6:00 The Dawsons In this long-running show set in New Zealand in the 1950s, Jack Dawson arrives back at the farm after his incredible journey to find his father and has a familiar person with him. What will everyone's reaction be? MCT me 6:00-7:00 America’s Next Top Presenter Tonight is the season finale of this highly original TV show which has followed eight candidates as they fight to become a top TV presenter. Who will win? The audience decides! 7:00-7:30 The Café mh Another chance to see Series 2 of this crazy (and very entertaining} show from the U.K. John Chase stars as the horrible café owner who always manages to say the wrong thing to his customers! Grammar: object relative clauses A Language in context Match each of these movie taglines to the movie it advertises. 1 Whatif someone you love ... just disappeared? 2 Inspired by the true story of five students who changed the game forever. 3 What if you had a second chance with the one that got away? 4 After a night they can’t remember, comes a day they'll never forget. 1) Dude, Where's My Car? (comedy, 2000) ) 21 (drama, 2008) ©) Rendition (thriller, 2007) 4) Before Sunset (romance, 2004) B Notice Look at the examples in the table. Circle the correct option to complete the rules. Type of relative Rule clause The relative pronoun (who/ which/that) (1) can / cannot be deleted. subject clause The relative pronoun (who/ which/that) (2) can / cannot be deleted. object clause Example Inspired by the true story of five students who changed the game forever. the one that got away. What if someone you love... just disappeared? .a day they'll never forget. € Practice Complete the sentences with that, which, or who. If the relative pronoun can be deleted, put it in parentheses. 1 Do you remember the name of that crazy cartoon 2 This is the 24-hour news channel 3 What's the name of the actor 4 This is the soap opera 5 Have you seen the new movie 6 This fascinating documentary is about gorillas we saw last week? [think is terrible! plays Wolverine in X-Men? I told you about. Penelope Cruz is in? live in Congo. D FEY Now you do it Work alone to complete the sentences with information that is true for you. Then tell a partner the first word of each sentence. Your partner should guess what you wrote. isa person who isa place that isa movie which isan event that A: Sister, 2B: Is your sister a person who loves to watch soap operas on TV? ‘A: No, she isn’t! She's a person who I often go to the movies with,