CAMBRIDGE STUDENT’S BOOK a MICHAEL MCCARTHY JEANNE MCCARTEN HELEN SANDIFORDCAMBRIDGE UNIVERSITY PRESS ‘Cambridge, New York, Melbourne, Madrid, Cape Town, ‘Singapore, Séo Paulo, Delhi, Tokyo, Mexico City (Cambridge University Press 32 Avenue of the Americas, New York, NY 10013-2473, USA, www.cambridge org Information on this title: www.cambridge.org/9780521131865 © Cambridge University Press 2012 ‘This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective icensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2012 Printed in Hong Kong, China, by Golden Cup Printing Company Limited A catalog record for this publication is available from the British Library. isn 978-0-521-13186-5 Student's Book 1 Isbx’ 978-1-107-60151-2 Student's Book 1A ISBN 978-1-107-60152-9 Student's Book 1B isan 978-1-107-60277-9 Workbook 1 ISBN 978-1-107-60278-6 Workbook 1A ISBN 978-1-107-60279-3 Workbook 1B Issn 978-1-107-60153-6 Teacher's Edition 1 ISBN 978-1-107-63988-1 Classroom Audio 1 ISBN 978-1-107-62978-3 Classware 1 Cambridge University Press has no responsibility for the persistence or accuracy of URLS for external or third-party Internet web sites referred to in this publication, and does not guarantee that any content on such Web sites i, of will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing, but Cambridge University Press does not guarantee the accuracy of such information thereafter. Cover and interior design: Page 2, LLC Layout/ design services and photo research: Cenveo Publisher Services/Nesbitt Graphics, Inc. Audio production: New York Audio ProductionsAuthors’ acknowledgements “The authors would like to thank the entire team of professionals who have contributed theit expertise to creating Viewpoint I. We appreciate you all, including ‘those we have not met. Here we would like to thank the people with whom we have had the most personal, day-to-day contact through the project. In particular, Bryan Fletcher for his incredible vision, publishing ability, and drive - we deeply appreciate his confidence in us and our work; Sarah Cole, for her extraordinary editorial flair, market knowledge, technical skills, and superb direction of the project; Mary Vaughn for her usual outstandingly perceptive comments on our drafts and her excellent contributions to the material ‘Desmond O'Sullivan for his skills in managing the project successfully with unfailing good humor; Keren Davy for her tireless attention to detail; Catherine Black for her invaluable and timely help in the proofing stages; Graham Skerritt and Sabina Sahni for their detailed editorial comments; Dawn Elvell for her flawless design and production skills and especially her never-ending patience; Ellen Shaw for sharing her expertise so generously and for her continued support, which we value; Lorraine Poulter for her assiduous and supportive role in the creation of the Workbook; Sue Aldcorn for her work on creating the Teacher’ Edition; Peter Satchell for his careful editorial support; Lisa Hutchins for making the audio program happen; Rachel Sinden for her role in setting up the online component. Carol- June Cassidy for her meticulous work with the ‘wordlsts; Tyler Heacock and Kathleen Corley, and their friends and family for the recordings they made, which fed into the materials; Ann Fiddes and Claire Dembry. for their corpus support; Andrew Caines for corpus research support; Mike Boyle for contributing the articles in Units 4 and 7; Melissa Good for arranging access to the English Profile wordlistss Jenna Leonard, Sarah Quayle, and Helen Morris for making all kinds of things happens Dr. Leo Cheng and Mercy Ships for the interview and photographs in Unit 5; Chris Waddell for the interview and photographs in Unit 12. ‘We would also like to express our appreciation to Hanri Pieterse and Janet Aitchison for their continued support Finally, we would like to thank each other for getting, through another project together! In addition, Helen Sandiford would like to thank her husband, Bryan, and her daughters, Teia and Eryn, for their unwavering support. Inaddition, a great number of people contributed to the research and development of Viewpoint. The particular thanks to the following for their valuable insights and suggestions. Reviewers and consultants: lisa Borges and Samara Camilo Tomé Costa from Instituto Brasil-Estados Unidos, Rio de Janeiro, Brazil Deborah Iddon from Harmon Hall Cugjimalpa, México; and Chris Sol Cruz from Suncross Media LLC. Special thanks to Sedat Cilingi, Didem Mutgahiogju, and Burcu ‘Tezvan from Istanbul Bilgi Universites, Istanbul, Turkey for their invaluable input in reviewing both the Students Book and Workbook. ‘The authors and publishers would also like to thank additional members ofthe editorial team: John Hicks, Lori Solbakken, and our design and production teams at Nesbitt Graphics, Inc, Page 2, LLC and New York Audio Productions. ‘Thank you to the models as well as all those who allowed us to use their homes and businesses for our Lesson C photographs, especially Nina Hefez; Tokyo Eat, the restaurant atthe Palais de Tokyo, Paris, France; Panam Café, Paris, France; Thanksgiving grocery store, Paris, France; and Majestic Bastille Cinéma, Pati, France. Special thanks to the photographer, Fabrice Malzieu, for his skill, direction and good humor. And these Cambridge University Press staff and advisors Mary Lousie Bae, Jeff Chen, Seil Choi, Vincent Di Blasi, Julian Eynon, Maiza Fatureto, Keiko Hirano, Chris Hughes, Peter Holly, Tomomi Katsuki, Jeff Kram, Christine Lee, John Letcher, Vicky Lin, Hugo Loyola, Joao Madureira, Alejandro Martinez, Mary McKeon, Daniela A. Meyer, Devrim Ozdemir, Jinhee Park, Gabriela Perez, Panthipa Rojanasuworapong, Luiz Rose, Howard Siegelman, Satoko Shimoyama, lan Sutherland, Alicione Soares Tavares, Frank Vargas, Julie Watson, Irene Yang, Jess Zhou, Frank Zin.Viewpoint Level 1 Scope and sequence Unit 1 Social networks pagos 10-19 Unit 2 ‘The media pages 20-29 + Ask questions to get to know someone Talk about friends and social networking habits: *Telk about the influence of the media and celebrities * Share views on the impact, of TV, online videos, and video games ‘+ Use the present tense, fend, and will to talk about habits + Use defining and non-defining relative clauses to give and add formation *Use that clauses to link ideas Nero * Personality traits (2.9. ‘open-minded, pushy, talkative) * Formal verbs (obtain, withhold, accuse} ‘Nouns and) prepositions: (increase in, impact on) * Formal expressions (complex issue) Ponte ry Roo ‘Ask questions to find out or check formation © Use And, But, and So to start questions which link back to what the previous speaker said Use which clauses to comment on your ‘own and others” statements. ‘+ Use You know what... 710 Introduce a ‘comment on what you're going to say Serr) Gee * Questions with answers page 138 ‘= which clauses page 138 —— Units. Stories pages 30-39 pages 42-51 + Talk about life lessons and experiences: *Tell stories about your childhood ‘Discuss and give advice on finding and changing jobs * Share opinions about perks and benefits offered by employers * Discuss and prepare to ‘answer interview questions Scope and sequence ‘+ Use the past tense and present perfect forms = Use the simple past, past perfect, and past perfect '* Use countable and uncountable Generalize and specify using definite and indefinite articles Expressions, for school related ‘experiences (count toward a grade) * Verbs (stip, tug, ete: * Verb + noun collocations on the topic of finding a job (achieve a goal) “* Word familias (solve -solution| ‘Interrupt a story you are telling to make a ‘comment and then ‘come back to it * Uso (ts) no wonder to say something is not surprising = Show your attitude toward what you say with -ly adverbs + Use As a matter of factor In fact to give new information that you want to emphasize, or to correct what someone assumes or expects * Auxiliary verbs page 139 * Word stress page 139Rerrtinng eed Listening col Ana fens ou Reasons forending _| Future college + Write a script The right choice! |» Questions friendships students and for a debate over sidentifynew | Frequeney + Four people tlk employees, whether or not vocabulary expressions ‘bout solutions beware! employers should as formal + State verbs to relationship +Ananticle about | judge applicants or informal pages 144-145 problems the importance by their online profile But is it fair? ‘of posting only | « Plan an argument ‘Two students debate | appropriate * Contrast ideas, whether itis fairfor | content online and arguments employers to check + Avoid errors out job applicants with whereas ‘online Its really interesting | Notjustagame | «Write a paragraph What an effect! [+ Verbs in subject that. *Anarticle about | inan essay about When youlear | and object relative + Five people discu the impact of whether songs with | @ new noun, clauses the effects of TV Violent video violent iyries should | find out what | Using thatclauses ‘on young people games on be banned prepositions are | * whatclauses They're just games young people | *Usotopic sentences | used with it pages 146-147 * Aprotessor delivers List Ideas a lecture on violence + Avoid errors with einditieiriecia listing exprossions Injust goes to show... | Saturday = Write a narrative article | Catch up! ‘Time expressions *Three conversations |» A short story abouts positive or | * Write a defi with the simpio about life lessons aboutawoman | negative experience | to help you past and present How friendly are who suddenly with people remember perfect people? feels invisible | + Brainstorm and plan | anew expression | + Timo expressions. * Three students + Use verbs to structure with the past describe the people an article Perfect intheir cities + Avoid errors with pages 148-149 past perfect Cranes The best perks Career help: What | + Write a personal Meet that + Making ‘Five people discuss | questions should! | statement for an deadline! uncountable and give examples of | ask at a job application form ‘= When you learn | nouns countable perks and benefits | interview? ‘+ Use nouns in formal | a new word, + More about. offered to employees |* An article outlining | writing ‘write down uncountable ltareier tee questions ajob | * Avoid errors with itscollocations | nouns Srvaaanaeane applicant should | uncountable nouns * More about the "aa ateniewed and shouldn't definite article foretfe ‘sk during en pages 150-151 intorview Scope and squonce PsBue Cuan Roi pec Units * Talk about world | + Use conditional |+ World + Suggest possible | Shifting word issues and ways | sentences to | problems and | scenarios or ideas | stress Challenges | tohelp talk about solutions with Whatit....2, | page 140 Pages 82-61 | Share wishes, | hypothetical (eradicate | suppose, and hopes, and eventsinthe | poverty) imagine regrets about | present or past |*\Word building | * Use / suppose the world +Use wishand | (devastete, | to show that you're + Hypothestze hope to talk devestation, | not 100 percent sure on making the | about wishes, | devastated worldabetter | hopes, and place regrets Unit 6 “Talk aboutthe | «Describe future [Expressions | « Use would *Silent = future of money, | events with be | used in giving | or i to soften consonants ae technology, going to, wil, | presentations | your opinions page 140 ages 2-71 | clotting. travel, | may, might, and | (Asyou'l se | + Respond with entertainment, | the present on the slide.) | expressions such and everyday life |* Use modal vers |*Nouns for | a3//thinkso, I don't *Givea for expectations, | people think so, and | guess presentation | guesses, offers, | (clmatologists) | not necessity, requests, et. eee Unit 7 Talk about ‘+ Use phrasel verbs] + Phrasal verbs | » Make your meaning |= Conversational getting along |+Use infinitives | onthetopic | clear with expressions | expressions Soe ae with friends and-ingforms | of houserules | like What i'm saying | pago 141 oe end family after adjectives, | (have friends | is and! mean * compare rnoune, and over) + Use expressions such experiences of | pronouns + Idiomatic as Ihave to say to growing up in expressions | show thet you want Gifferent types (drive your | tomako. strong point of families Iriends away, * Share views tag along with on dealing with someone) difficult friends Units “Talk about + Use the passive |+Human body | + Use rhetoricel * Strong ecdaceres (aura om deco ports and questions to make | and weak and nutrition | information when | processes | a point forms of Da ee talking about the | (heart, *Give examples with | prepositions past, prosent, | _metabolism) | expressions such es | page 147 healthy diet and future Noun and verb| such as, ke, take, React to *Use complements | forms of the | and for instance statistics of verbs that | same root describe causes | (aiscovery, and effects discover) Scope and sequencefortes eee Sue) corel Writing fed Ca What would you On the Mercy Ships |*Write an email inquiry | Wealthy= rich | Continuous forms give away? “An interview with | about volunteering — |*When you learn | for conditions * Three people talk Dr. Leo Cheng, | * Use itas subject anewword, | + even ifand unless about ways to whose volunteer | end object write down its | to talk about help others work with Mercy | « Avoid errors with synonyms or conditions Inepiring people Ships changes verb forms aparaphrese | + Use of wish CNN Sea lives in developing ofit with would doctor about his work | countries + Strong wishes with the cheritable with Ifonly ‘organization pages 152-159 Mercy Ships Going cashless ~ What does the future] * Write a one-paragraph | Present yourself! | Plans and intentions the pros end cons! look like? aiticle about how our | Create an “idea | with be going to ‘Iwo friends discuss |+Fourshortnews | everyday lifewillbe | string” fora and will the advantages and | articles about different in the future | new expression | Present forms in disadvantages of developments |*Use modal verbs with | by thinking of | clauses that refer to a cashless society and changes ‘adverbs different ways | the future Future entertainment | thatcould occur | ¢ Structure a paragraph + More on necessity *Fourconversations | inthe future with topic, supporting, models about entertainment and concluding + Possibility modals inthe future sentences inthe affirmative + Avoid errors with and negative adverbs pages 184-155 Ce ‘My worst roommate | NowThat Ive Driven | * Write an introduction | Look forward to it! |+ Objects with * Four people talk All My Friends Away,| to an essay about |* When you learn | separable phrasal about their negative | I Finally HaveTime | whether family anew expression,| verbs ‘experiences with For Me! relationships are useitinatrue |» Phrasal verbs roommates ‘*Asatirical article | more important sentence about | followed by the -ing “Boomerang” kids with suggestions | than friendships someone you | formof the ver Two parents talk about | forwaystoget | *Useathesis statement | know * More patterns ipasceeaneg rid of friends + Use wharclauses with infinitives and children = grown and make time to give the most itclauses children who move | for yourself important information pages 156-157 back home + Avoid errors with subjects — SSS ‘A food revolution! Where did allthe —|*Write a report about | Picture this! * Question forms ‘Two radio show hosts | bees go? trends, using *Create a picture | in the passive and five listeners talk | Anarticle about | information in graphs | dictionaryon _| * Verb + object + about the British chef | “colony-collapse | and charts yourcomputer | infinitive Jamie Oliver disorder” and why | ¢ Use propositions after + More verb patterns Backyard beokeeping | the disappearance | verbs and nouns pages 158-159 * Aman talks to of bees is a serious | * Use expressions for erianeryanal threat to the approximate numbers Eboe he uaisinl world's food + Avoid errors with fal, hobby beekeeping | supply rise and grow seape and sequence eaee os Coed ord Unit9 | Define and | + Use the *Exoressions | + Use expressions like [+ Stress in Succose and | dS6HSS Success | determiners | with got As far as (success) is| expressions poner! and happiness: all, both, each, (get off the concerned to focus page 142 *Sharo stories | every. neither, | ground, gat | inon-topic pages 94-103) about happy, none of, no under way, '* Use expressions momentsand |+Use-ingforms | gotofftoa | like Asferas i'm times when a5 reduced good start) | concemed /can tell things went reletiveclauses, |«Synonyms | to give and soften ‘wrong to describe (study = opinions simultaneous analyze) vents, and as subjects and objects Checkpoint 3 Units 7-9 pages 104-105 — Unit 10 ‘Describe traval_|«Use reported | * Adjectives _| « Uso expressions such | « Silent vowels Going places | 2"! vacation speech to report | ending -ed as you mean, so what | page 142 experiences: statements and -ing you're saying is, and ages 106-115) « Raport Use reported (amazed, 50 J guess when conversations | speech to report | amazing) drawing conclusions * Share views questions and |*Synonyms | * Ask for more details, on what 10 Instructions (industries, | about someone's tske on trips businesses) | ideas or opinions, ‘Discuss the using In what way? offects of tourism Unit 1 * Talk about + Use relative ‘Expressions ‘= Consonant * Soften your — weddings, gifts, | clauses with todescribe | comments with groups pogee 6-125] andothor when, where, wedding ‘expressions like kind | pago 143 traditions ‘and whose customs of, alittle, and not ‘Discuss the Uso verbs with | (bride, watk | really positive and direct and down the aisle) | « Use Yeah, no negative aspects | indirect objects | + Opposites: to agree with of globalization (loss: someone and then preservation) | make a comment of your own Unit12 | «Tak about * Use advorbs * Expressions to | + Use vague * Stress and aes intelligence, before adjectives | describe types | expressions like and | intonation skills, and and adverbs of intelligence | that kind of thing | page 143 ages 126-135) apiitios *Useas...asand| andabiliies | when you don’t Discuss views | comparative Uinguistic, need to be precise on parents’ and | and superlative | articulate) | * Show that you teachers’ roles | adjectives and | *Collocations | strongly agree in developing | adverbs, (raise with someone, childror’s talents awareness) | using No doubt ‘Scope and sequencena Happy moments gone wrong! ‘= Throe people talk about happy occasions and the things that went wrong, Happiness and the community + A sociology professor lecturas on policies that can make communities hoppier eer) Unhappy? Maybe you're not in the right country! *Anantcle describing ways ‘that governments, can take responsibility for their happiness Sree ee a + Write @ paragraph for an essay about whether governments are responsible for citizens’ happiness “Use expressions to add ideas ‘Avoid orrors with In adaition to, etc. eerrrny poe s Get started! *When you learn anew expression, Imagine using in an everyday situation, Write the situation and what you would sey fms extra * Singular or plural verbs with determiners ‘= Determiners with and without of + Verbs followed by an -ing form oran infinitive * Verbs of percer + object + baso form or -ing form pages 160-161 _—$——$$ $$ —$_ ‘More adventuros in Bolivia = Awoman tolls a friend about her plans for a tip to Bolivia Responsible tourism * An eco-tour guide discusses things people can do to be responsible tourists Gift giving around the warld * An interview about certain gifts in different cultures: Reviving a dying language * Students and their professor discuss ideas for saving endangered languages: The tourist threat An article about the bonofits and dangers of the tourist industry ‘Are we losing our culture? * An atticle discussing the different aspects of culture and things that can threaten it ‘* Write a survey article fora student magazine * Contrast ideas * Avoid arrors with although = Write a concluding paragraph in an essay about the effects of globalization on culture + Explain cause and, effect Avoid errors with due to So amazing! * When you learn anew word, make word forks with other words in the samo family Wedding bells! * Write new vocabulary ‘on word webs ‘+ Reported speech: verbs and, pronouns ‘+ Reported speech: time and place expressions. + Other reporting verbs ‘+ Reporting verb forms pages 162-163 ‘= More on relative clauses + Prepositions in relative clauses ‘+ More on verb + direct object + prepositional phrase ‘+ Passive sentences pages 164-165 _—_————S $$ $s $$ Minds for the future ‘= Two friends discuss an article about the five jinds that Howard Gardiner identified The genius in all of us ‘Two radio show hosts talk about natural talent and giftedness ‘Seeing things in acompletely different way * An interviow with ChrisWaddell, whose disability didn't stop him from becoming a world ‘champion skier Crean = Write an essay about someone you admire = Brainstorm, then plan an essay ‘+ Explain purpose and intention ‘Avoid errors with so that It’s just the opposite! + When you learn anew adjective or descriptive expression, find out how to express the ‘opposite meaning + woll + adjective = Adverb and, adjective collocation *Patterns with comperatives pages 166-167 ‘Scope and sequenceSocial networks mi In Unit 1, you... suse the present tense, tend, and willto talk about habits. ‘ + ask questions to find out or chack information, 4 + use And, But, and Soin follow-up questions What RU doing? Lesson A Speed-friending 0G Getting to know each other A ico 102 Read the article. Why do people go to speed-friending events? What happens at this kind of event? Make New Friends and Network Fas hese days we live life in the fast lane. We insist on fast food, quick service, high-speed downloads, instant messaging, and immediate responses. So why should we spend time making new friends? At a speed -friending event, you have just a few minutes = to ask and answer questions before moving on to the next person. If you fir people you'd like to get to know better, you can contact them after ‘the event. Here are theskinds of,questions that people ask. | ims @ How do you like to spend) © When did you last stay your free time? out after midnight? © What musiéare you Whiere were you? listening to these days? ‘© Who's yolirfavorite celebrity? © Whot was your most Pe Moss prize valuable possession ora contest as a child? And now? © What word describes © Can you say no to chocolate? you best? About ps B Pair work Take turns asking and answering the questions in the article. © White six interesting questions you'd with questions, see page 144.) c@ to ask at a speed-friending event. (For help How often do you go out with, your friends? D Hold a speed-friending event in class. You have two minutes to ask each Person your questions. Unit 1: Social networksGe Vocabulary in context A. 4)co103 Listen. Tanya is deseribing people she met at a speed-friending event. Who do you think she will get in touch with again? Who won't she contact? Say why. ‘What can | say? Greg wasn't very talkative, and when he did talk, he seemed kind of narrow-minded, BY knows a litle weird, but fun y “J Rickie seemed really sweet | thought Kayla wee kind of aggressive ~ you 1 nd thoughtful ~but litle know, a litle too pushy too sensitive, maybe? He got forme. bet she can be alitle touchy about some of a pain at times, the questions Vietor sounded realy, ou know, self-confident but in a rice way ~ at all arrogant. And he was ierested in my answers. Emma was very open-minded and relaxed about things — pretty laid-back. And she had a good sense of humor. We laughed a lot B Complete the chart with personality rats from Tanya's desctiptions. Add more ideas. like people who are... | Idon'tlike people whoare... | Idon"t mind people who are. open-minded Cz | ‘Soe page 19 IIRcee fee ee cerns and answering questions. A. Do you know anyone who is open-minded? B Actually, my sister is very open-minded. She always listens to new ideas. ; Why don't my Group work Discuss the questions. Do you share the same, friends talle to MAE? views on friendship? . is 8 Viewpoint What makes a good friend? ~~~ ~— SS eee © Think of three good friends. How would you describe them? * Are there things about your friends or people you know that you don't like? ‘© How do friendships differ? Is it possible to be equally close to everyone? ‘Would all your friends get along if they met one another? ‘© What do you think about speed friending asa way to make new friends? “Well, .. my friend Martha is really sweet. She Den You can use Weil... to take time to think. Denney Unt : Soda networks ceLesson B Networking Go Grammar in context A. Class survey Read the information. What percentage of your class uses these methods of communication every day? Vote on the methods you use, and complete the chart. How do you keep in touch? (Loe ; 4 4 biti Most people use several talk on a cell phone 70% different ways to keep send text messages 60% in touch. Here are the use instant messaging 54% percentages of young people [ise social networks 47% who use these methods of rEInGrelanaiie 76% communication every day. Gengemai os B ico 104 Listen. Four people talk about how they communicate. What methods of communication do they use? We asked four people how they like to communicate. Here's what they said. Jeff Gordon, 2! Victoria Garza, 40 Tm taking a break. I like to check out my friends’ | pages and see what, they're up to” David Smith, 31 all the time, but when Yim traveling, I normally tuse my laptop to make calls over the Internet It doesrtt cost anything, so “At work I'm on the phone a | | | About | ales: : 1 | “1g0 on my social “Personally [use © | networking site five or six email, but my kids (4 | times a day. Piltog in when are constantly texting. o | Occasionally my son will email someone / like my sister, but with friends he tends to text” Pa | Cate Sarah Wang, 19 = =e “Every onceinawhile, | #9 = Tllinstant message with | [Uy a friend. Some of my friends don’t use IM, & } cae so mostly I just call on my cell to catch up with them? C Pair work Find things in the interviews that you do and don’t do. Tell a partner. “go on my social networking site a lot, like Jeff And I...” 8) Unit Social networksFigure About e A The present tense, tend, and will © Grammar Talking about habits Find sentences in the interviews with a similar meaning to the ones below. Rewrite the sentences, changing the words in bold. Then read the grammar chart. 1, With friends he usually texts. 3. My kids text all the time. 2. Every once in a while, Tinstant message. 4, When I travel, [ normally use my laptop. To talk about habits, you can use the simple present, the verb tend, or the modal verb will. Here, will does not have future meaning, Mostly | call on my cell. I'm on the phone all the time. My frends don’t use II, Myson tends to text. He doesn’t use IM. Occasionally he'll email someone. You can use the present continuous for a “longer” activity that happens at the same time as another habit. When I'm traveling, | normaly use my laptop to make calls: You can use always and constantly with the present continuous for a habit that is noticeable or more frequent than is usual. [nen My Kids a c 9 constantly texting. People often use wil lin statements to talk about thair habits. Questions and the negative forms will nat / won't are rarely Used in this meaning. Complete the conversations with a correct form of the verbs given. Then practice. 1, A How do you normally catch up with your friends? By phone? B Yeah. (tend / call) them when I'm taking my lunch break. A Yeah? 1 (not call) my friends much, We always (email) each other, so 2. A How much time do you spend on your social networking site? BL probably (will / spend) a few hours a day on it.I (tend / use) it to make plans with friends. Mostly 1 (check out) my friends’ photos and stuff. A Yeah? I'm not on one. But occasionally I (will / get) invites from people. But I (not reply) to them 3. A What do you mostly use your cell phone for? Texting? B Yeah.1__constantly _ (text) my kids to find out where they are. A That's funny. In my family, we___(not text) alot. We __(tend / talk). Like, my sister regularly _ (call) me after dinner when she _— (watch) TV. Pair work Write your own answers to the questions in Exercise B. Then take turns asking the questions and giving your own answers. Group work Prepare a short presentation about your family’s communication habits to give to your group. Listen to your classmates’ presentations, and ask questions. “Mostly I text my friends and family. My dad'll text me when he’s working, and Speaking naturally Questions with answers see page 138. Unit: Social neworksLesson C And why’s that? 0 Conversation strategy Finding out or checking information A How would you feel if someone “unfriended” you (removed you from their list of friends on a social networking site}? Would you take it personally and be offended? B_ $ico107 Listen. What does Stan think about “unfriending” someone? How do you think Alexa feels about it? Stan_ | ran into Tammy today. She's really upset. Alexa Oh, yeah? And whys that? Stan Because | “unfriended” her. Alexa Oh, that’s awkward. How did she find out? Stan \'mnot sure, actually Alexa Huh. So why did you “unfriend” her? Stan Well, it was nothing personal. It's just that every once in a while, you know, when I'm updating my profile, I'll remove people — if we haven't been in touch for some time. Alexa But you emailed her, right? | mean, you let her know? Stan No. | didn’t think she'd be offended Alexa So you just delete people that you're not in touch with? Stan Yeah. |t's no big deal Notice how Alexa asks some questions to find out new information. AREA ace rere She asks other questions in the form of statements to check oer eric) information or her understanding of what was seid or done. aca Find examples of both types of questions in the conversation. D ico 108 Complete the rest of Stan and Alexa's conversation with the questions in the box. Then listen and check. Practice with a partne! Alexa So nas anyone ever “anfviended you? a. So you think its bad, then? Stan You mean, taken me off their friends list? dig Sa ee Taodeminr te b, And its OK when you stop dating? Alexa ______It wouldn't bother you? ¥ c,Sohas anyone ever “unfriended” you? Stan ee eae se ee , But youd be fine with it if they did? exa_Itsnot bad. Its just Tammy didn't do anything wrong _ m et Toray cide do anything wrong, te eee cd oe mre Alexa Well ifthey post obnoxious comments, for example, _ But what should Ido about Tammy? Stan Hmm. Alexa Well, yeah. That’s probably a good reason, too. Stan Right. Alexa I don't know. Just make sure you never “unfriend” me! OK? Unit 1: Social networks@ Strategy plus Linking with And, But, and So €)co 103. You can start questions with And, But, or Soto link back to things the previous speaker said. It makes the conversation “flow! ‘She's really upset. A. @)co1w Underline the best question to con check your answers. Practice with a partner. 1, A Have you ever removed someone from your list of friends online? Actually, I don't have one. I'm not on a social networking sit. And you just tend to add people? / So how do you keep in touch with peopl B A A Do you think its OK to “unfriend” people? B Oh, yeah, People do it ll the time, I'm sure. A Yeah, But why do they do it? / So they never remove anyone? A What would you do if someone deleted you from their friends list? B It depends. 1 probably wouldn't say anything, A But you'd say something if it was a good friend? / And you'd call them, right? About} B_ Pair work Ask and answer the questions. Can you continue each conversation? you 8 Listening and strategies Reasons for ending friendships A @ico1n Listen to the first part of four conversations, What would each person say the problem is with his or her friendship? Number the issues 1-4. There are two extras. We've lost touch, ‘My friend is two-faced. —_— My friend is too serious. —— We can't agree on things. My friend posts annoying stuff on my wall ‘We don't like each other's friends B_ ¢ico112 Listen again. Circle the best question to continue each conversation. 1. a. So you dont agree on anything? 3. a. But why does she do that? b. But do you agree on polities? b. So does she talk about you behind your back? 2. a. But she never posts photos, right? 4, a, So you mostly call each other? b. And does she post obnoxious comments, too? __b. So she just dropped you? C ico 143 Listen to the complete conversations. Check your answers. What solutions do the speakers have for their friendship problems? About | D_ Pair work Agree on six good reasons for ending a friendship and the best ways to do it. A Well, you don't agree on anything, its probably a good reason to end a friendship. Good reasons to end friendships B But do you only want friends who agree 4. You don't agree on important issues. with you on everything? ‘The best ways to doit... Unit: Social natworts ee