ie NS Kako a Ti 2 LISTENING AND SPEAKINGDIAMOND EDITION Laurie BlassInteractions Access Listening/Speaking, Diamond Edition ; ; Published by McCrae Hl ESE/ELIE. pane nit of The McGraw-Hill Companies, Inc, 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw- Hill Companies, Inc. All rights reserved. Previous editions © 2007, 2001, and 1995. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw Fil Companies, Inc, including, but not limited to, in any network or other electronic storage or ‘transmission, or brondcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. ISBN: 9780077147013 Senior Vice President, Products & Markets: Kurt L. Strand Vice President, General Manager, Products © Markets: Michael J. Ryan Vice President, Content Production €3 Technology Services: Kimberly Meriwether David Director of Development: Valerie Kelemen Director, Content Production: Sesha Bolisetty Lead Project Manager: Rick Hecker Senior Buyer: Michael R. McCormick Designer: Page2, LLC Interior Designer: Page2, LLC Senior Content Licensing Specialist: Keri Johnson ‘Manager, Digital Production: Janean A. Utley Compositor: Page2, LLC ‘All credits appearing on page iv or at the end of the book are co be an extension of the copyright page. ‘The Internet addresses listed in the text were accurate at the time of pu'ication. The inclusion of a website does not indicate an endorsement by the author raw-Hill, and ‘McGraw-Hill does not guarantee the accuracy of the information presented at these sites. Copyright © 2012. Exclusive rights by The McGraw-Hill Companies, Inc. for manufacture and export. This book cannot be re-exported from the country to which itis sold by MeGraw- Hill. This Regional Edition is not available outside Europe, the Middle East and Africa. www.mhhe.com McGraw-Hill ELT www.elt. megraw-hill.com Pee Mr ConeA Special Thank You ‘The Interactions/Mosaic team wishes to thank our extended team: teachers, students, administrators, and teacher trainers, all of whom contributed invaluably to the making of the series. ‘Macarena Aguilae, North Harris College, Houston, Texas m ‘Mohamad Al-Alam, Imam Mohammad University, Riyadh, Saudi Arabia w Faisal M. Al Mohanna Abaalkhail, King Saud University, Riyadh, Saudi Arabia; Amal Al-Tosimy, ‘Women’s College, Prince Sultan University, Riyadh, Saudi Arabia m Douglas Arvoliga, Ave Maria University, Managua, Nicaragua m Fairlie Atkinson, Sungkyunkwan University, Seoul, Korea Jose R. Bahamonde, Miami- Dade Community College, Miami, Florida John Ball, Universidad de as Americas, Mexico City, Mexico m Steven Bell, Universidad la Salle, Mexico City, Mexico a Damian Benstead, Sungkyunkwan University, Seoul, Korea = Paul Cameron, National Chengehi University, Taipei, Taiwan RO.C.n Sun Chang, Soongsil University, Seoul, Korea 8 Grace Chao, Soochow University, Taipei, Taiwan RO.C. 1 Chien Ping Chen, Hua Fan University, Taipei, Taiwan RO.C.m Selma Chen, Chilee Institute of Technology, Taipei, Taiwan R.O.C.» Syivia Chiu, Soochow University, ‘Taipei, Taiwan R.O.C. = Mary Colonna, Columbia University, New York, New Yorks Lee Culver, Miami- Dade Community College, Miami, Florida s Joy Durighell, City College of San Francisco, San Francisco, Isabel Del Valle, ULATINA, San Jose, Costa Rica shi Emerson, Sogang University, Seoul, Korea» E Miami-Dade Community College, Miami, Furies, Gakushuin Women’s College, Toi, Ja Wei Feng, Taipei, Taiwan R.O.C. «Judith Cares, Dade Community College, Miasni, Fords » Me Gillway, United Arab Emirates University, Al Ai, ‘Arab Emirates w Colin Gullberg, Soochow University Taipei, Taiwan R.O.C. a Natasha Haugnes, Academy of Axt University, San Francisco, California w Barbara Hockmman, City College of San Francisco, San Francisco, California » Jinyoung Hong, Sogang University, Seoul, Korea w Sherry Hsieh, Chists College, Taipei, Taiwan R.O.C. » Yu-shen Hsu, Soochow University, Taipei, Taiwan ROC. ‘Cheung Kai-Chong, Shih-Shin University, Taipei, Taiwan ROC a Leslie Kanberg, City College of San Francisco, San Francisco, California w Gregory Keech, City College ‘of San Francisco, San Francisco, California w Susan Kelly, Sogang University, Seoul, Korea s Myoungsuk Kim, Soongsl University, Seoul, Korea w Youngsuk Kim, Soongsil University, Seoul, Koreas Roy Langdon, Sungkyunkwan University, Seoul, Korea m Rocio Lara, University of Costa Rica, San Jose, Costa Rica m Insung Lee, Soongsil University, Seoul, Korea Andy Leung, National Tsing Hua University, ‘Taipei, Taiwan R.O.C. m Elisa Li Chan, University of Costa Rica, San Jose, Costa Rica Elizabeth Lorenzo, Universidad Internacional de las Americas, San Jose, Costa Rica Cheryl Magnant, Sungkyunkwan University, Seoul, Korea 1 Narciso Maldonado Tut, Escuela Tecnica Electriista, ‘Meaico City, Mexico w Shaun Manning, Hankuk University ‘of Foreign Studies, Seoul, Korea a Yoshiko Matoubayashi, ‘Tokyo International University, Saitama, Japan = Scott Miles, Sogang University, Seoul, Korea a Willian Mooney, Chinese Culture University, Taipei, Taiwan RO.C. Jeff ‘Moore, Sungkyunkwan University, Seoul, Korea w Mavelin de Moreno, Lehnsen Roosevelt School, Guatemala City, Guatemala » Ahmed Motala, University of Sharjah, Sharjah, United Arab Emirates « Carlos Navarro, University of Costa Rica, San Jose, Costa Rica m Dan Neal, Chih Chien University, Taipei, Taiwan R.O.C. a Margarita Novo, University of Costa Rica, San Jose, Costa Rica m Karen ONeill, San Jose State University, San Jose, California e Linda ORoke, City College of San Francisco, San Francisco, Clifonia w Martha Padilla, Colegio de Bachilleres de Sinaloa, Culiacan, Mexico w Allen Quesada, University of ‘Costa Rica, San Jose, Costa Rica m Jim Rogge, Broward ‘Community College, Ft. Lauderdale, Florida a Marge Ryder, ity College of San Francisco, San Francisco, Califor Gerardo Salas, University of Costa Rica, San Jose, Costa Rica geo Sato, Tamagawa University, Tokyo, Japan a Lynn sseider, City College of San Francisco, San Francisco, '» Devan Scoble, Sungkyunkwan University, Seoul, vee Manyjane Seott, Soongsil University, Seoul, Korea Shaban, Malessed Philanthropic School, Beirut, one Maha Shalok, Makassed Philanthropic School, | ebanon's John Shannon, University of Sharjah, coh, United Arab Emirates m Elsa Sheng, National chnology College of Taipei, Taipei, Taiwan RO.C.m ‘Ye-Wei Sheng, National Taipei College of Business, Taipei, Taiwan R.O.C. w Emilia Sobaja, University of Costa Rica, San Jose, Costa Rica You-Souk Yoon, Sungkyunkwan Universicy, Seoul, Korea Shanda Stromfcld, San Jose State University, San Jose, California w Richard Swingle, Kansai Gaidsi College, Osaka, Japan a Carol Sung, Christ's College, ‘Taipei, Taiwan R.O.C. » Jeng-Yih Tim Hsu, National Kaohsiung First University of Science and Technology, Kaohsiung, Taiwan R.O.C. w Shinichiro Tork, Riklgyo University, Tokyo, Japan a Sungsoon Wang, Sogang, University, Seoul, Korea m Kathleen Wolf, City College of San Francisco, San Francisco, California Sean Wray, ‘Waseda University International, Tokyo, Japan = Belinda ‘Yanda, Academy of Art University, San Francisco, California 12 Su Huei Yang, National Taipei College of Business, Taipei, Taiwan R.O.C. w'Tau Yun Yu, Chungyu Institute of ‘Technology, Taipei, Taiwan RO.C.A Special Thank You The Interactions/Mosaie new edition team also wishes to thank the following teachers, students ‘administrators, and teacher trainers, all of whom contributed invaluably to the making of this new, Editon ‘Maiko Berger, Ritsumeikan Asia Pacific University, Cita Japan * Aaron Martinson, Sejong Cyber University, Seon, ‘Aldia Oma Egypt = Amy Stott, Chubu Univesity, Aich, Japan * Charles Copeland, Dankook Unies Yoo Korea * Christen Savage, Univesity of Houston, Texas,USA * Daniel Fitzgerald, Metropolitan Community Cae USA * Deborah Bolinger, Aoyama Galeuin University, Tokyo, Japan * Duane Fitzhugh, Northern Virgini Communi College, Virginia, USA ® Gregory Strong, Aoyama Gakuin University, Tolgo, Japan * James Blackwell, Ritsumeikan, Pacific University, Oita, Japan © Jnet Hatlerode, Santa Monica College, California, USA * Jinyoung Hong, Sopy University, Seoul, Korea * Lakkana Chaisaklrt, Rajamangala University of Technology Krung Thep, Bangkok Thang « 5, Wonks, Sogang Universi, Seoul, Korea ® Matthew Grost, Konkuk University, Seoul, Korea * Matthew Sine Gitta Monica College, Calfois, USA + PevadeeSrisang, Burapha University, Chantaburi, Thailand * Steen M ae University of Bridgeport, Connecticut, USA * Sudatip Prapunta, Prince of Songkla University, Trang, Thailand « ‘Tony Camere, University of California San Diego, California, USA,(CHAPTER CHAPTER (CHAPTER ‘CHAPTER CHAPTER CHAPTER Table of Contents Introducing Interactions/Mosaic Diamond Edition Scope and Sequence Neighborhoods, Cities, and Towns Shopping and E-Commerce Friends and Family Health Care Men and Women Sleep and Dreams Work and Lifestyles Food and Nutrition Great Destinations Our Planet Audioscript Vocabulary Index Skills Index 2 26 50 70 90 110 132 152 174A 21st-Century Course for the Modern Student Interactions/Mosaic prepares students for university classes by fully integrating every aspect of student life. Based on 28 years of classroom-tested best practices, the new and revised content, fresh modern look, and new online component make this the perfect series for contemporary classrooms. Proven Instruction that Ensures Academic Success Digital Compo! The fully integrated online course offers a rich environment that Modern Content: From social networking to gender issues and from academic honesty to discussions of Skype, Interactions/ expands students’ learning and Mosaic keeps students connected to supports teachers’ teaching with learning by selecting topics that are automatically graded practice, assessment, classroom presentation interesting and relevant to modern tools, online community, and more. students.+ 3 Revised Chapters, updated to reflect contemporary student life Chapter 1: Neighborhoods, Cities, and Towns Chapter 3: Friends and Family Chapter 5: Men and Women * 40% new listenings focus on global topies and digital ife * Over 60 new vocabulary words enhance conversational proficiency * All new photos showcase a modem, ‘multi-cultural university experience Emphi Each chapter teaches vocabulary intensively and comprehensively. This focus on learning new words is informed by more than 28 years of classroom testing and provides students with the exact language they need to communicate confidently and fluently. Te ee eet Mele cry Practical Critical Thinking: Students develop their ability to synthesize, analyze, and apply information from different sources in a variety of contexts: from comparing academic articles to negotiating informal conversations.Highlights of Interactions Access Listening/Speaking Diamond Edition Part 1: Conversation Each chapter begins with conversations related to contemporary academic life. The activities that follow help students develop important listening skils. GERD conversation Making Connections at School Practical Critical Thinking Each chapter focuses on a few key strategies for academic and social communication, which support language learning and encourage independence in student thinkingPart 2: Using Language Students practice taking part in conversations and learn functional language for a variety of conversational settings. fore You Listen EEDA srg Lenouene ™ : Making Small Talk 1 Roa pin ane oo eee ae ate Livery Sseieeeterctccoecteeees O Meee ee ‘Communication for the Modern Student ‘A focus on real-life and academic communication prepares students for success in school and in life.Part 3: Listening Corresponding audio and impactful exercises help students practice getting meaning from context, 8 critical skil for navigating conversations, se ang Yo Sati ammeter Diaceatacing se Before You Listen QO Orrrerg nines mo Emphasis on Vocabulary Each chapter presents, practices, and carefully recycles vocabulary-learning strategies and vocabulary ‘words essential to the modern student ae FARRISPart 4: Speaking Throughout the chapter, graphic organizers and tips help students remember words, language functions and conversational tools. They are now prepared for more extended speaking practice. ..... 1 can listen Fr the main ideas. 1 can listen fr specific information, ean et he means of ods Lean idenify and wse stress and reduction Tan understand invitations and esponses. Tan ute search engines more effectively. can understand and make small alk discuss celebrations. Results for Students A carefully structured program presents and practices academic skils and strategies purposefully, leading to strong student results and more independent learners.Scope and Sequence @ ec) Neighborhoods, Listening for main ideas Cities, and Towns p2 Listening for specific information Us Listening to directions context clues Shopping and Listening for prices E-Commerce pas Lsterng to online shopping information Listening for reasons Using context clues Listening for conversation starters Listening to voice-mail messages. Using context clues Listening to descriptions ‘of people Listening for main ideas Listening for specific information Listening for advice Listening to instructions Listening to complaints Using context clues ‘Asking for and giving ‘contact information Confirming contact information Giving directions, Talking about places on a campus map Comparing prices end stores Describing clothes Interviewing classmates about shopping habits Role-play: returning merchandioe toastore Giving reasons Leaving voice-mail messages, Describing people Discussing different ways to stay in touch Discussing solutions to health problems Giving advice Discussing complaints Discussing health advice and habits Talking about body patsCritical-Thinking Skills Using a Tchart to compare two things ‘Comparing and contrasting “Using Internet search engines and keywords to find and evaluate information Interpreting a photo Developing reasoning skils for argumentation Interpreting information on shopping websites Using charts to compare and contrast Researching words online Identifying relationships based on greeting Analyzing solutions to problems ‘Making comparisons Interpreting photos Using charts to ‘xgenize information Noe) Terms for college life Listening for and and campuses Using stress in words Terms for contact information "Sentences ‘Guessing meaning from context Terms about neighborhood and city life Expressions for siving directions Shopping terms Listening for and using Price expressions ae Listening for and using Cloth a ‘a ing types and colors ene Been Guessing meaning from context Terms for staying in touch Listening for end using using technology stressed words and (ee cesing for reduced forms of words context Terms for types of greetings Expressions for leaving voice-mail messages Expressions for describing people Words and expressions for Listening for and using discussing health care stressed words Words and expressions Listening for reductions for making healthcare Using onine ‘ppointments pronunciation Guessing meaning dictionaries from context Body part terms Describing clothing Using monetary terms for prices Starting and ending conversations Leaving voice- mail messages Using modals to give advicenc Work and a Sleep and Dreams pio Lifestyles p132 Food and Nutrition pis2 lil (a Scope and Sequence rc) Listening for the main idea Listening for specific Information Listening to small talk Using context clues Listening to invitations Listening to numbers: teens and tens Listening for main ideas Listening to a lecture Listening for specific information Using context clues Listening to a narrative Listening for the main idea Listening for specific information Listening to complaints Using context clues Listening to job interviews Listening to future plans Listening for main ideas Listening for specific information Listening to instructions Using context clues Sr) Discussing campus life ang how to meet new peorie Making small talk Discussing invitations and celebrations Interviewing classmates cbout sleep and dreams Role-play: agreeing and disegreeing Discussing a lecture Surveying classmates about sleep habits Nerration: describing a dream Talking about jobs Mel npleints politely and onally Talc t job interviews Talk ut the future Discussing food and heath Ordering in a restaurant Giving opinions on foodCritical-Thinking Skills DA) Pronunciation Interpreting photos Terms for campus life and Listening for and Patterns for Using keywords and search engines acts using stressed ‘smal tal | to find information effectively Expressions for describing peaeaae i Giving. | personal feelings ae eccepting. | Guessing meaning from and refusing ane invitations Terms for social events Understanding and interpreting Expressions for agreeing Stress: teens Polite and research studies, and disagreeing and tens impolite ways Evaluating important lecture points Understanding basic Listening for th aa with note-takin vocabulary used in and using ore 9 Understanding and using data to eee cnsee) reed wae support a point Transition vocabulary for narratives Guessing meaning from context Interpreting photos Words and expressions for Listening for Making Categorizing people and things discussing jobs and careers and using complaints Job titles and major terms sroseed word Interpreting survey results Chilis Using a cluster chart graphic eer ods majors end ‘organizer to group related ideas Guessing meaning job titles Evaluating career information on are the internet Using a pie chart to ilustrate survey results Making comparison charts Words and expressions for Listening for Using Ordering steps ina sequence discussing food and nutrition and using sequencing Evaluating search information on Guessing mesning ae bec the Intemet from context Listening for Using resent a sductions tense total Words and expressions for re about food giving a sequence cemese EeScope and Sequence er fe Great Destinations pt74 | | 10 Our Planet piss B Listening for main ideas Listening for specific information LUstening to descriptions Using context clues Listening to fight information Listening for the main idea Listening for specific information Listening to persuasive messages Using context clues Listening to advice Describing photos Persuading a group ‘Asking about travel information Discussing environmental problems Agreeing and disagreeing Talking about endangered speciesCritical-Thinking Skills Rec cuted ee Evaluating options and Describing places and events Listening for and using Using modal mealing dotnet Travel terms stressed words and expressions | aT-chart i ees essing meani Coston ora ee Using past tense to talk about travel Interpreting photos Words and expressions for Listening for and using Using present ai th 4 iscussing the environms ste to agree Cotegorzng pros and cone _ the ones that you know. Nouns Adjectives Expressions © neighbors © boring © at the end of my block © public transportation convenient © on my block traffic & ethnic (shops, restaurants) ® @ Listening for Main Ideas Listen to the conversation and circle the best word to complete the statement. Robert thinks his neighborhood is better/worse than Jake's neighborhood. 7) @ Listening for Details Listen again, What does Robert Ike about South Beach? What doesn't he like about his neighborhood? What does Jake like about Little Gables? What doesn't he like about his neighborhood? Complete the Pro/Con TT-chart for the two neighborhoods in the conversation. After You Listen © @ Discussing Neighborhoods Talk about the answers to these questions in small groups. 1. What is your neighborhood like? Describe it to your classmates. Use the words ‘on pages 4, 5, and 19 and your own ideas. 2. Are different types of neighborhoods good for different types of people? Think about young people, old people, families, and so on. Neighborhoods, Cities, and Towns 19.WPT Rcd eakctehibeab Before You Listen Strategy Visualizing When you listen to directions, i's a good idea to visualize them. That is, see pictures in ‘your mind of the directions and the places the speaker talks about. For example, if the speaker says, "Go straight on this street and then turn right. The café is next to the post office,” make a map in your mind as you listen. @ © Vocabulary Preview Listen to these expressions for giving directions. Visualize and draw them in the space provided as you listen. Tum right on 3% Street. Tum left at the comer. Go straight on Oak Avenue Stay on 4! Street for four blocks. The house is on your right. The school is next to the café. e 20° cHaPTER1@ Listening for the Main Id (0 the com jain Idea Listen to the c @ rae Isten to the conversation and circle the correct Does the man understand the police officer's directions? Yes No Listen @ Listening for Specific Information Listen again. Draw aline to follow the police officer's directions. Compare your map with a partners Benny's International eerie) Ra instute gankof Verizon 24 Hour wae ely antl Wists Tem Fargo $ ff buncy’s VO? Stores: Bank? |! Home {MEE Foltel ¥ aceon steet i Cooks cathe tery Srepiste Beant] og 3 San Egg Save-on 2 Diner & Weroceries E Pshangrita = Bistro Duniana-tinens © oor cinotna ff ‘beds a Bodies Maton coezPanef econ per Rafe sue Quo Loundiy Cleaners a ‘Shop ‘tater 3rd Street g Center Z pt H. on organicygy $ hidourys i Manet BF 3) pocksuwe Z ‘Acropolis é Heereek€csine Roberts Parking Lodge 2nd Street Cotton Stop Bd Heuttereup — mextin 2nd Street Bakery care Spa g @ Checking for Directions Listen again and check your answer to Activity 10. @ Listening to and Giving Directions Now use the map above and take to the following places on the map. Start at the Du hear. turns giving your partner direction International Language Institute. Use your finger to follow the directions yo * Keiser Medical Center * Wells Fargo Bank * Acropolis Greek Cuisine * Rafeel's Laundry and Cleaners * the Cotton Shop 21 Neighborhoods, Cities, and Towns22 CHAPTER 1 After You Listen ® Getting Directions Answer the questions. 1. How do you usually get directions? Check ¢ /) the ones you use. ask people use a street map print directions from the Internet use GPS (global positioning system) ina car use GPS on a phone th of these ways to get directions? Complete 2. What are the pros and cons of eac the Pro/Con chart. Asking people Sometimes people don’t understand me. | Using a street map Printing directions from the Internet Using GPS in a car Using GPS on a phone Ss 3. Get into small groups and compare your Pro/Con charts. Then discuss your a a Which ways of getting directions are best for which situations? Talk about three situations with your grou ideas or ideas from the box. sporaram Up rte visiting anew city planningatrip lost in your own city _ giving directions Example: A Asking people for directions is best when you're walking around in a new city: B: But it’s dangerous to talk to strangers! C: I don't think so. And it’s a good way to practice your English.Gaza Speaking EG eAUae eee Ret Tay 2 @ Talking About Maps Look at the map an Then compare your answers with a partner. 1. What kind of map is this? 2. Where do you think this place is? 3. Where can you find a map like this? 4, Why might people need a map like this? am ci =a FP HH Now discuss your answers with the class. Neighborhoods, Cities. and Towns 23,oO Naeem You buy books ata bookstore. ‘Sometimes you can also buy pens, paper, and other school supplies at a bookstore. You borrow books from a library. You can also study| ata library. o 24 © CHAPTER @ Understanding a Campus Map Work with partner: Find these places gp the campus map on page 23: a. Where do you go to buy books? the bookstore b. Where do you go to borrow books? fe. Where do you go co get a 8c 4d. Where are the science classes? ‘Where do you go if you get oh ene f. Where can you exercise? $$ Where do you park your ¢af? << $$ bh. Where do you go to see a student performance? —————__ © Role-Play Find any starting place on the map on page 23. ‘Ask your partner directions to three of the following places. Then change roles. f thelibrary the science building the bookstore the tennis courts the swimming pool _the student union ‘a parking lot the cafeteria Example: A: Excuse me. How do I get to the bookstore? B: Go straight on Phelan Avenue, Turn right on Cloud Circle. The bookstore is on your right, next to Conian Hall. ‘A: Thanks! een nace @ Discussing How You Fee! About Something Answer the following questions. Give a reason for your answer and try to use the vocabulary you learned in this chapter. Then ask and answer the questions with a partner. Finally, share you answers with the class. 1. How do you feel about this class? How do you feel about learning English? How do you feel about your school? ao . How do you feel about your neighborhood? Example: ‘A: How do you feel about this class? B: I feel excited because I'm going to learn a lot. How do you feel? A: [feel nervous about learning English because it's hard. B: I think that’s normal.Self-Assessment Log | | Check (,/) the words and expressions that you learned in this chapter. | | Nouns Vorb | activities mt miss 1 normal | 1 campus pretty = neighbors Adjectives © quiet | | 1 public 1 boring | transportation comfortable Expressions | | @ traffic © convenient § How do you feel about..2 | 1 ethnic (shops, restaurants) mon my block | excited | nervous | Check (/) the things you did in this chapter. How well can you do each one? Very well Fairly well Not very well | Oo a a | T can listen for the main ideas, can listen for specific information. oO oO o can guess the meaning of words a a a | from context. | Tan listen for stress and contractions. a oa | I can choose useful sites on the Internet. o a can ask for and give personal a o information. can confirm information. o o a can use a T-chart to compare things. a a ao | Tean describe neighborhoods. o a o | | I can listen to and give directions. a a 0 can talk about places on campus. a ao o \Wiite about what you leamed and what you liked in this chapter. In this chapter, | earned eT Viked — Neighborhoods, Cities, and Towns 25In this Using Language \APTER _ Giving Reasons Listening Listening for Prices « Listening to Online Shopping Information Speaking Talking About Clothes * Comparing Prices inecting to the Topic @ D Where are Ming, Beth, and Alicia? What do you think they are doing? @ Where do you like to shop? What do you like to shop for? © Do you shop online? What do you buy online?Conversation Shopping Te RC © Comparing Online Shopping to Traditional Shopping Look t these photos. How are the two ways of shopping different? How are they similar? Tay. a classmate. Use the chart below to help with your discussion. Put your answers in the appropriate column. SOC Features ‘Where: Indoors? Outdoors? When: Anytime? ‘Only during store hours? ‘What do you need to shop? ‘Acar or other transportation? ‘computer? | Intemet access? How do you shop? Talk to a salesperson? Give personal information? “Try (on) a product before buying? Window-shop (browse) without buying anything? How can you pay’: By cash? By credit card? By ATM (bankd card? By personal check? By traveler's check? ¥ Shopping ina store 28 © cHapren2@ Prelistening Questions Look at the photo. Ming and Beth are at Alicia's apartment. Answer the questions with a classmate. 1. Alicia just opened her apartment door. What do you think Alicia says to Ming and Beth? 2. What do you think Beth says to Alicia? 3. Alicia doesn’t know Ming. What is Beth saying to introduce Alicia and Ming? 4. Why do you think Beth and Ming are at Alicia's apartment? © Vocabulary Preview Listen to these words and expressions from Ming, Beth, and Alicia's conversation. Check ( /) the words and expressions that you know. Noun Verbs Adjective Expression © mall © browse crowded No problem © look around & look for © save money/time/ energy/gas 1 spend money/time © try (on) Shopping and E-Commerce 29© Guessing the Meanings of New Words from Context Guess i meanings of the underlined words. Write your guesses on the lines, Check tne answers with a dictionary or your teacher. Your . ‘Too many people shop at this place—this store is too crowded! My guess: 2. Alicia can save time if she shops online. My guess: 3. [like to shop at the mall because there are a lot of different stores there, My guess: 4. Ican't find my bank card. Can you please help me look for it? My guess: 5. I can’t go shopping because I can’t spend any money. My guess: 6. Beth and Ming don’t have any money, so they're just going to look around in some stores and not buy anything. My guess: 7. Alicia is going to try on the dress to see if it’s the right size. My guess: 8. Alicia likes to browse—sometimes it’s fun to look but not buy anything. My guess: 9. A: Can I try on this dress? B: Sure, no problem! My guess: @ Listening for Main Ideas (Part 1) Listen to the first part of the conversation. Choose the best answer to each question. 1. Where are Beth and Ming? CAD They're at Beth’s apartment. They're at a store. © They're at Alicia’s apartment. 2. Beth introduces Ming to Alicia. Then, what do Beth, Ming, and Alicia do? CAD They come in to Alicia’s apartment. They have some coffee and soda. C They go shopping. 30 CHAPTER 23, What kind of shopping does Alicia usually do? ® She doesn't know. @® She goes window-shopping with Beth. ©} She shops online. @ @ Listening for Main Ideas (Part 2). Now listen to the whole conversation Choose the best answer to each question. 4. Why does Alicia like online shopping? @® The clothes are cheaper. It saves time. @® She can try on clothes. 2. What do Beth and Ming dislike (not like) about online shopping? © They have to spend time looking for things. It's 50 crowded these days. @ They can’t touch and try on things they want to buy. 3. What are Beth, Ming, and Alicia going to do? &® They're going to stay at Alicia's apartment and shop online. They're going to go shopping at a mall and spend some money. ©} They're going to go window-shopping and not spend any money. @ @ Listening for Specific Information Listen again. Choose the best answer to each question. 1 . Beth introduces Alicia to Ming, Alicia says, “Its nice to meet you.” What does Ming say? @® “How are you?” “Nice to meet you, too.” © “Nice meeting you.” 2. What does Alicia offer Beth and Ming? ® coffee or soda water or tea ® water anda seat 3. Ming asks Alicia, “Why do you want to sit in front of a computer screen?” Why does she ask me ® because its a nice day because Ming wants Alicia to go window-shopping ® both A and B Shopping and E-Commerce 31After You Listen Graphic Organizer: Compare and Contrast Chart | compare and contrast chart is a good way to look atthe postive (the Pros) ang negative (the Cons) points of two or more subjects. Look at the exemple below comparing bicycles and cars. | make air dirty @ © Using a Compare and Contrast Chart to Understand Main Ideas What do Beth, Ming, and Alicia say about shopping in a store and shopping online? Fil in the chart below with a partner. Add your ideas. Then share your ideas with the class. ‘Shopping saves time online words from @ Vocabulary Review Complete the sentences on page 89. Use worst the box. Some words may be used more than once. Some sentences possible answers. {browse lookaround mall online shopping | crowded look for no problem save. 32 CHAPTER?1. Do you want to buy something at the mall or do you just want po? 2. I'm going to the mall just to ; I'm not going to buy anything. is easy, but you need a computer. 1. We want to shop for three different things, so let’s go to the ___a clothing store on the first floor. it. 3. 4 5, Alicia is going to 6. Idon’t have a lot of money, so I don’t want to 7. Alicia likes to _ time. She does a lot of online shopping because it’s fast. these shoes before she buys them. 8, Beth wants to 1 J don’t like it when there are so many people. 9. This store is so 10. A: I'd like to try on these shoes. Br Sa, st Stress part of the conversation again. ®@ @ Listening for Stressed Words Listen too The words in the box below are stressed. Fill in the blanks with the words from the box. Some words may be used more than once. Ming good meet. seat doing How nice Thanks in please Alicia: Hi, Beth. Come on 7 Beth: Hi, Alicia! ________— are you ———_|— Alicia: Pretty 7 Beth: Alicia, this is my friend . She's from San Francisco. . Hi, Ming, I¢s_ ©», —™ Ming: Nice to meet you, —_—— ‘Well, come —_____—. and have 3 7 a 7 Beth, Ming: ——____! @ 1g words. Now read the conversation in a group of three, Practice stressin Shopping and E-Commerce 33.Reductions | Understanding Reductions When speaking, English speakers do not say all words clearly—they use @ reduceg form or reduction. We do not usually use reductions in writing, eee) Long Form @ © Comparing Long and Reduced Forms Listen tothe folowing sentences, from the conversation. They contain reduced forms. Repeat the sentences after the speaker. Long Form Reduced Form 1. How are you doing? 1. How're" you doing? 2. It’s nice to meet you. 2. Ics nice to meetchya", 3. We are going to go shopping. 3. We're gonna go shopping, 4, Do you want to come? 4, Do ya’ wanna’ come? 5. You don't have to wait in line. 5, You don't hafta’ wait in line. @ Listening for Reductions Listen and circle the letter of the sentence that you hear. 1. a. Its nice to meet you. b. It’s nice to meetchya.* 2. a. Aren't you coming? b. Arencha’ comin’? 3. a. I'm spending too much money. b. I'm spendin” too much money. 4, a. Do you want to go shopping? b. Do you wanna’ go shopping? 5. a. Do you have to study today? b. Do you hafta" study today? “Note that the reduced forms are not correct written forms of words. 34 CHAPTER 2@ Using the Internet Evaluating Search Results When you do a search on the Internet, you often got a long list of websites. You don't have time to look at every one. How can you decide if site is useful? You can tell alot about a site from its URL, or its “address.” Many URLs end in .com, .edu, or .org. The ending .com is often for businesses — | __ they want to sell something. The ending .org is for an organization like a charity or ‘a museum—they usually aren't selling something, but they might have information about their activities. The ending .edu is almost always a school or university—they often have free educational information, Here are some examples: * www.amazon.com: You might be able to buy something online at this site. * www.ohio.edu: You might get free information about a university. You might get information about work that people at the university are doing * wwww.volunteermatch.org: You might get free information about a group's activities. There might also be something to buy. @ @ Practicing Your Search Skills 1. Open a search engine such as Google. Use keywords to search for a school near you that teaches English, 2. Look at the URLs on the first page of your results. Do the URLs end in .com, edu, or .org? 3, Pick one or two URLs that you think are useful. Visit the websites. Were you right? Visit one or two URLs that you don’t think are useful. Were you right? 4. Print the page or write a list of the URLs. Circle the useful URLs. Bring the page to clas to compare and discuss your experience. @ Interviewing Class Members 1. Work in groups of four. Write your teacher's name and the names of your group members in the spaces at the top of the chart on the following page. 2. Look at the example (Stacy). Example: You: What are you doing this weekend? Stacy: I'm going to visit my cousin. 3, Write your own question for the last item in the chart. 4. Asa class, ask your teacher the questions and write your teacher's answers in the chart. 5, Take turns asking your three other group members the questions. Write their answers in the chart. Shopping and E-Commerce 35