CAMBRIDGE FIFTH EDITION Student's Book ena esi A FeTo@ Omni (0 telKe is} erate POEUN Ue RSE brats er TaTi)Informed by teachers Teachers from all over the world helped dovalop Interchange Fifth Edition. They looked at everything ~ from the color of the designs tothe tepics inthe conversations in order to ‘make sure that this course wil work inthe classroom. We heard from 1,500 toachor in: © Surveys + Focus Groups + InDepth Reviews We appreciate the help and input from everyone. In Particular, we'd like to give the following people our special thanks: IadorFrancoteh, Acti Idiomas, Bento Goncalves, Rio rande do Sul, Brozl Juliana Dos Santos Veltan Costa, Aetus Idiomas, Sao Poul, Brazi Ella Osorio, Angelo State University, San Angelo, TX, US Mary Hunter, Angelo State University Sen Angelo, TX, US Mario César Gorzélez, Angloamericano de Monterrey, SC, Monterrey, Mexico Samenthe Shipman, Auburn High School, Aubur, AL, US Linds, Bernick Language Schoel, Racord, VA, US Dave Lowrance, Bethorda University of California, Yorba Linda, CA, US ‘Tajbekhish Hosseini, Bezmialem Vakif University, lstenbul, Turkey Dilek Gerce, Bil English, Izmir, Turkey Erkan Kola, Bruni University, ELT, Istanbul, Turkey [Nika Gutkowska, Bluedata International, Now York, NY, US Danial Alcocer Gémez, Cecati 92, Guadalupe, Nuevo Leen, Mexico Samanthe Webb, Central Middle School, Milton-Freevater, OR, US \Verénica Salgado, Centro Anglo Americano, Cuernavaca, Mexico ‘Ana Riadeneira Martinez and Georgia P cle Machucs, Centre de Educacién Continua - Universidad Politécnica dol Ecuador, Quito, Eovsdor ‘Anderson Francisco Guimeties Maia, Centro Cultural Brasil Estados Unidos, Bolér, Brazil Rosana Mariano, Centro Paula Sous, Sto Paulo, Braz Carios de la Paz Arroyo, Teresa Noemi Para Alarcén, Giberto Bactida Gaytan, Manuel Eequivel Remén, and Rata Cepeda ‘api, Centro Universitario Angloamericano, Cuernavaca, Morelos, Mexico Antonio Almeida, CETEC, Meralos, Mexico Cinthia Ferrera, Cinthia Ferreira Languages Services, Toronto, ON, Canada Phil Thomas and Sérgio Sanchez, CLS Canadian Language School, Sio Paulo, Broil Celia Concannon, Cochiee College, Nogales, AZ, US Maria do Carmo Rochs and CAOP English toam, Colégio Arquidiocesano Ouro Prato - Unidade Cénego Paulo Diloseie, Ouro Preto, Bras Kim Rodriquez, College of Charleston North, Charloston, sC,US Jesis Leto Alvarado, Coparmex English Institute, Monterrey, Mexico John Partain, Cortazer; Guanajuato, Mexico Alexander Palencia Navas, Cursos de Lenguas, Universidad dol Atléntico, Barranqull2, Colombia Kenneth Johan Gerardo Steenhuisen Cera, Melfi Osvalo ‘Guzman Tiana, end Cerlos Alberto Algatin Jiminez, Cursos cdo Lenguas Extranjeras Universidad del Atlantico, Barranquilla, Colombia Jano P Ker‘ord, East Los Angoles College, Pasadona, CA, us. Dariele, East Village, Campines, Sao Paulo, Brazil Rosalve Camacho Orduio, Easy English for Groups S.A. de CX, Montartey, Nuavo Led, Mexico Adonis Gimenez Fuseti, Easy Wey Idiomas, bitna, Brazil Eileen Thompson, Edison Community College, Picua, OH, us Ahminne HandetiO.L Froede, Englishouse escola de at, Tedfile Oteri, Bazil ‘Ana Luz Delgade-tzaz0la, Escuela Nacional Proparatoria 5, UNAM, Mexico City, Mexico Naney Alsreén Mendoza, Facultad de Estudios Superiores Zaragoza, UNAM, Mexico City, Mexico Marcio N. Baros, Fast English USA, Campinas, S30 Paulo, Bean Greta Douthat, FCI Ashland, Ashland, KY, US Carlos Lizirage Gonzélez, Grupo Educative Anglo Amoricane, $.C., Maxico City, Mexico Huge Fernando Aleéntar Vall, Intituta Palitéenica Nacional, Escuela Superior de Comercio y Administracién- Unidad Santotomas, Celex Esca Santo Tomas, Mexico City, Mexico Sus Nascimento, Intituto Suporior do Educagio do Rio de Janeiro, Rio de Jancito, Brazil Elsa F Monteverde, Internationel Academic Services, Miami, FL, US Laura Anand, Ivine Adult School, Ivine, CA, US Prof. Mati T. Fernandes (principal) and Prof. Di Jefferson J. Fernandes (pedagogue, Jefferson Idiomas, Sao Paulo, Brasil Herman Bartelen, Kanda Gaige Gakuin, Tokyo, Japan Cassia Siva, Key Languages, Key Bizcayne, FL, US Sister Mary Hope, Kyato Notre Dame Joshi Gakuin, Kyoto, Japan [Note Freedman, LAL Language Centres, Boston, MA, US Richard Janzen, Langley Secondary School, Abbotsford, BC, Conede Informed by teachersClassroom Language Student questionsPlan of Book 2 Titles/Topics Speaking Grammar ROMS a atest a People; childhood: memories youreelf exchanging perconal actions information; remembering your childhood asking about someone's dhihoed Ue in the ty Talking about wanaporiion sod [Expontions of quant yt court FSR CEERI tamoctoion protiencesketen [et BROUEC TR Ste nee ee Giycoricen ating brancghing” [even araas tami aiaGe infomnetcs etrecteuestols font Wieaiauts PROGRESS CHECK _ PAGES 14-15, Maling chenges Dosating poste md apie |e tanionsendeoremracee Hetscrardcpartnents;Meayle | feoures making comparaona taling [wht adectiws net eh Toate est este changer eprocig” Este ae seen attr qe! Sone ae Seen) comes thot es muchfmny.. a5 wish Uz} EE ave you ever tied R? Talking about food expresang Staple past va: present parect SE rest: tecpen-cooting imirations; hee snd dies deccrbing’s,_sequentaadvorbe fst, ton, not, aire favorite snack; ging sep-bystep _sfterthat, aly iemiaom PROGRESS CHECK PAGES 28-29 Taree Gorter (ie travwledicerplanangacsesion [mode brnseest andauagerior el trust need to, con have ® ought to, “d better, should inot) ‘Sure! Ido it. Mating requesis: agreeing to ond Tworpart verbs wilfor responding to Bl Compbaints; Kowsahold chares; refusing requests; complaining requests; requests with modals and requests; excuses; apologies epolosicng; giving excuses Would you mind... ? PROGRESS CHECK PAGES 42-43 Ue PAGES 44-49 What do you use this for? Describing technology: giving Infinitves and gerunds for uses and Technology: instructions inetrvetions; ging suggestions purposes; imperatives and infritivos for giving suggestions SEE Pees Time to celebrate! Describing holidays, Festival, Roltive claucos of time; adverbial Ip a Holidays; festivals; customs; customs, and special events clauses of time: when, after before WAN celebrations PROGRESS CHECK PAGES 56-57Pronunciation/Listening Writing/Reading Interchange Act Reduced form of used > Listoning to people talk about their ast Wilting s paragraph about your childhood “Alife in Paintings: The Frida Kahlo Story": Reading about the life of this Mexican painter "We have a lotin common”: Finding out about a classmate's PAGE 114 Sylable stress Listening to a description of a ‘transportation system Wilting an online post on a community, message board about a local ieeue “The World's Happiest Cities” Reading about the hacpiest cites in the world “Top wavel destination Suggesting waye to attract towists toa city PAGE 115 Unpronounced vowels Lstening to people talk about apsule hotels ‘Wilting aa email comparing two living spacoe “The Man with No Money’: Reading about living without money “A dream come twue Finding out about a clasemate's wichoe PAGE 116 Consonant dusters stoning to descriptions of foods Wilting = reaps: “Pizza: The World's Favorite Food? Reading about the history of pizzs “Oh, really? Surveying classmates about their experiences PAGE 117 Tiaked sounds with fw] and yy stoning to travel adview Wilting on email with travel saggastions “Adventure Vacations": Reading about unusual vacations "Fun tips Deading ona Wip PAGES 118, 120 ‘Suress in two-part verbs Ustening to the results of a survey about family fe Wilting a message making arequest “Hotel Madness: The Crazy Things People Say!” Reading about unusual hotel requests "Tim teribly sony": Apologizing and making amend PAGE 119 Sylable stress Listening to a radio program: listening to people give cuggostione for using technology Wilting & message asking for specific fovors “The Sharing Economy - Good for Everybody?" Reading about the shering ‘economy “Free advice” Giving advice to classmates PAGE 121 ‘hese and thythn stoning to a description of Carnival in Beatil Wilting an entry on a travel wal about a cultural custom *Outwith the Old, In with the New" Reading about intresting New Year's custome “Ge worth celebrating. Finding ‘out how classmates celebrate spocial events PAGE 122 Plan of Book 2Titles/Topics Speaking Grammar Only timo will tell. Talking about change; comparing Time contrasts; conditional sentences Life in the past, present, and future; time periods; describing possible with ifcleuses changes and contrasts; consequences consequences mg EeSeD like working with people. Describing abilities and shila talking Gerunday short responsen causes Abilities and shll;job preferences; about job preferences; describing with because / personality tits: careers Personality traits PROGRESS CHECK PAGES 70-71 It's really worth seeing! Talking about landmorks and Passive with by simple past passive Landmacks and monuments; world monuments: describing countries; without by simple present) knowledge discussing facts t's along stery. Daseribing recent Storytelling; unexpected recent past experiences; discussing someone's events ‘etivties ately, Past continuous vs simple pasty present perfect continuous PROGRESS CHECK PAGES 24-25 ‘That's entertainment! Describing mevies and books;talking Partciples a: adjectives ri Entertainment: movies and books; about actors end eetzeszes; asking for pronouns for people and things reactions and opinione ‘and giving reactions and opinions Now | get itt Tterpreting body language ‘Models and adverbs: might, may Nonverbal communication; gestures &xPlsining gestures and meanings; could, must, maybe, perhaps, and meaning: signs; drawing describing eccepteble and prohibited probebly, defintely permission, conelusione behavior in different situations; ‘bligation, and prohibition asking about signs ond their meaning PROGRESS CHECK PAGES 98-99 ma SEE Twouldn't have done that. ‘Specileting about pest and future Unreal conditional sentences with F Monoy; hopes; predicamonts; events; describing a predicament; clauses; past madals speculations giving advice and suggestion EE PAGES 10 Making excuses Reporting what people cali making Reported speech: requests and Requests; excuses; invitations polite requests making invitations" statements PROGRESS CHECK PAGES 112-113 GRAMMAR PLUS PAGES 132-151Pronunciation/Listening Writing/Reading Interchange Activity Tatonation in statements with time phracoe Listening to people tall about changes Wilting a paragraph describing a person's ast, present, and poseible future “Aguaviva: Fighting fora Future”: Reading about a town's attempt to attract new. residents “Cause and effect” Agreeing and disagreeing with classmates, PAGE 123 Unreleased and released /V and a7 Listening to people talk about their Job preferences Whiting 9 an online cover later for job application "Global Work Solutions”: Reading about understanding cultural differences in an international company “You're hired." Interviowing for ajob PAGE 124 The letiere Listening to descriptions of ‘monuments; istering fr information about a country Wilting an introduction to an online diy guide Reading about unusual museums “True or fase?" Sharing Information about famous works Pace 125, Conirastive svessin responses Listening to stories about unexpected experiences Wiitine a description of erecont experience “Breaking Down the Sound of Silence”: Reading about an unusual rock bond Tits my Mle" Playing a board {game to share past experiences PAGE 126 Ernphatic stress Listening for opinions; listening to a Wilting a movie review "The Real Art of Acting’: Reading about Unpleazant experioncas actors put themselves through “twas hfariousl™ Asking clasematee’ opinions about movies, TV shows, and celebrities PAGE 127, Pitch Listening to people talk about the meaning of signs Witing a ist of rules "‘Underetanding Idioms": Reading about idioms and their meaning “Casual observers interpreting body language PAGE 128, Reduction of have Ustening to people talk about prodicaments; stoning toa callin Fadio show Wiiting a blog post asking for advice “TOPTIPS.COM'": Reeding an online advice forum “Tough choices Dedding what todo in difficult situation PAGE 130 Reduction of had and would Listening for excuses Wilting a report about peoples responses to a survey “A Good Excuse for a Day Off Work” Reading about taking a sick day “Just bunch of excuses" Discussing calendar confits and ‘making up excuses PAGES 129, 121 Plan of Sock 2Hometown: Chicago, tlino's, USA, FF Hometown: Buenos Aires, Argentina Ui Employer: Lancaster Mecical Center lf Employer: Lakenood Recreation Cer (P Interests: |e to oo tothe movies and pay video «RB. Interests: | ove sking, snimming, camping (games. | also enjoy meeting peopte and cooking anything outdoors. Right row, I'm tearing for fiends to skateboard, 18a) Emall sabelaustinicambridge.org Email rico secriquez@cup.org Nicolés and Isabel are neighbors. Do you think they could be friends? What social meaia sites do you belong to? Which one is your favorite? Create your own online profile and share it with your classmates. What things do you have in common? B CONVERSATION Where did you learn to skateboard? © A Listen and practice. Isabel: Oh, I'm really sorry. Are you OK? Nico: I'm fine. But I'm not very good at this. Isabol: Neither am |... Hey Ike your shirt. Are you from Argentina? Nico: Yes, | am, originally. | was born there. Isabel: Did you grow up there? Nico: Yes, | did, but my family moved here 10 years ago, when | was in middle school. ‘And where did you learn to skateboard? Here inthe pork. | only started about a month ago Isabel: Well it's my first time. Can you give me some lessons? Nico: Sure. Just follow me. Isabel: By the way, my name is Isabel. Nico: And I'm Nico. Nice to meet you. Isabel Nico: © B Listen to the rest of the conversation. What are two more things you learn about Isabel?Bi GRAMMAR FOCUS When did you meve to Los Angeles? Imoved here 10 years ago. | didn’t speek English Did you take Englch classes in Argentina? Whore were you born? was born in Argentina, Were you born in Buenos Airos? Yes, | was. ‘Yes, | did. | took classes for a year. No, Lwatn't. wat born in Cordoba, No, I didn't. My aunt taught me at home. A Complete these conversations. Then practice with a partner. 4. Az Your English is very good. When 3. A: Where you meet your you begin to study best friend? English? B: We in high school. BI in middle school. A: Do you still see each other? As What you think of English B: Yes, but not very often. She class at first? ta South Keyes BI it was a little difficult, two years ago. but fun. 4a you have a favorite 2. A: Where you born? teacher when you BI born in Mexico, a child? A you grow up there? Br Yes, | ail B: No, | -l a very good teacher named Mr. Potter. up in Canada. A: What he teach? B: He math. B PAIR WORK Take turns asking the questions in part A. Give your own information when answering. a LISTENING Why did you move? © A Listen to interviews with two immigrants to the United States. Why did they move to the U.S.A? © E Listen again and complete the chart. Enrique Jessica 1. What were the most difficult changes? 2. What do they miss the most? © GROUP WORK Enrique and Jessica talk about difficult changes. What could be some positive things about moving to a city ike New York? Good memoriesEXSPEAKING Tellme about yourself A. PAIR WORK Check (/) six questions below and add your own questions. ‘Then interview a classmate you don't know very well. Ask follow-up que: 1] Whnere were your grandparents born? [L when did you first study English? where did they grow up? Can you speak other languages? (1 Did you see them a lot when you were young? [_] What were your best subjects in middle school? El who's your favorite relative? [Ey what subjects did't you like? ‘A: Where were your grandparents born? B: My grandfather was bom in Brazil, but my grandmother was born in Colombia. Oh, that’s int A: Really? Where did they first meet? Realy? Me, too! Wow! Tell me more. sting. B_ GROUP WORK Tell the group what you learned about your partner. Then answer any questions. “Vera's grandfather was born in Brazil, but her grandmother was born in...” WORD POWER A Complete the word map. Add two more words of your own to each category Then compare with a partner. watch cart B PAIR WORK Choose three words from the word map and use them to describe some of your childhood memories. A: | loved to watch cartoons when | was a kid. B: Me, too. What was your favorite? AA: | liked anything with superheroes in it. What about you? ME Unit |7 | PERSPECTIVES When I was a kid © A Listen to these statements about changes. Check (/) those that are true about you. (1. "When I was a kid, | never used to play sports, but now Vike to keep fit.” 1 2. "1 used to go out with friends a lot, but now | don’t have any free time.” (C1 3. "When I was younger, | didn’t use to collect anything, but now Ido.” (11 4."I didn’t use to be @ good student, but now I love to study and learn new things.” (71 5."inever used to follow politics, but now | read the news online every morning.” 1 6."lused to be really neat and organized, but now Fm very messy” 11) 7. "\ used to care a lot about my appearance. Now, I'm too busy to care about how | look.” B PAIR WORK Look at the statements again. Which changes are positive? Which are negative? “I think the first one is 2 positive change. It's good to exercise.” Bi GRAMMAR FOCUS ° Used to refers to something that you regularly did in the past but don’t do anymore. Did you use to collect things? What sports did you use te play? Yes, | used to collect comic books. used to play baseball and volleyball No, | didn’t use to collect anything, I never used te play eporte, but now I collect old records, but now | play tenn, A Complete these questions and answers. Then compare with a partner. you use to __have any pets when you were a kid? have a white cat named Snowball. you and your classmates play together after school? pley during the week. We study a lot. you listen to? listen to rock a lot. Actually, | still do. you have when you were little? have any hobbies, but now | play chess every week B How have you changed? Write sentences about yourself using used to or didht use to. Then compare with a partner. Who has changed the most? your hairstyle your taste in music Goarhapeies! Ga way you aiess used to wear my hair much longer: | dit uee tohave abeard, Good memoriesQO PRONUNCIATION Used to © A Listen and practice. Notice that the pronunciation of used to and use to is the same. ‘When | was a child, | used to play the guitar. wer used to have a nickname I didn’t use to like scary movies. I didn’t use to study very hard at school. c B PAIR WORK Practice the sentences you wrote in Exercise 8, part B. Pay attention to the pronunciation of used to and use to. t 0 SPEAKING Memories A PAIR WORK Add three questions to this list. Then take turns asking and answering the questions. Ask follow-up questions. 11. What's your favorite childhood memory? 2. What sports or games did you use to play when you were younger? 3. Did you use to have a nickname? 4. Where did you use to spend your vacations? 5. Is your taste in food different now? 6 a a B CLASS ACTIVITY Tell the class two interesting things about your pertner. Qdwenine We used to have a lot of fun. A Write a paragreph about things you used to do as a child. Use some of, your ideas from Exercise 10. Lgrew upin a small town, andmy fiends andl used to play outeide alot. We used to play alkinds of games alco used to ride ourbikes toa beautiful lakenear our school My favonte was hide-anc-seek. B. GROUP WORK Share your paragraphs and answer any questions Did you and your classmates use to do the same things? Do kids today do the same things you used to do? a INTERCHANGE 1 We have a lot in common. Find out more about your classmates. Go to Interchange 1 on page 114.@ READING A Scan the article. Where was Kahlo from? What happened when she was 18? Who did she marry? Mexican painter Frida Kahlo (1907-1954) was Kahlo became pregnant three times. Unfortunately, both a talented artist and a woman of great because of her injuties from the bus accident and courage. Her paintings tll an amazing story of her generally poor health, none of her babies tragedy and hope. survived childbirth, This sadness almost destroyed At the age of six, Kahlo developed polio, and she Kahlo. Her paintings often show a broken woman, spent rine months in bed. The illness damaged both in heart and body. her right leg forever. Most girls didn’t use to play When she travelod, Kahlo always attractod sports back then, but Kahlo played soccer and attention, She dressed in long traditional Mexican took up boxing. Exercising helped Kahlo get. _ skirts, wore her har in long braids, and let her stronger. Kahlo even dreamed of becoming a _thick eyebrows grow naturally. She chose to doctor one day. lock different, and people noticed her beauty ‘At 18, Kablo was in a tortible bus erath, and her everywhere she went destiny changed. Sh Kahlo died at the age of 47 in the house where she months because her was born. Her life was short, but extraordinary. Her ‘again, Kahlo rofused to give up. She entertained paintings still amaze people with their honesty and herselfby painting self-portraits. She said, “I paint originality myself because Im often alone, and because | am the subject | know best.” Kahlo suffered from very bad heslth the rest Cf her life, but she continued to paint. Other artists began to recognize her talent ~ an unusual ‘achievement for @ woman at the time. In 1929, she married famous Mexican painter Diego Rivera, but their marriage was troubled. Kahlo conce said, “There have been two great accidents inmy life... Diego wae by far the worst.” B Read the article. Then circle the following words in the article and match them to the definitions below. 1. courage a. ability to control your fear ina difficult situation 2. tragedy b. accept that something is good or valuable 3. destiny . damage to a person's body 4 cast d. a special hard case that protects a broken bone 5. recognize the things that will happen in the future 6. injury f. very sad event or situation Answer the questions 4. What did Kahlo do'to get healthier ater her 4. What did Kahlo compare her marriage to? childhood illness? 5. Why couldn't Kahlo have children? 2. Why did Kahlo start painting? 6. What was unusual about Kahlo's appearance? 3. Why did Kahlo often do self-portraits? D GROUP WORK What was unusual about Kahlo's life? ‘When do you think it's good to be different from what people expect? Good memoriesBI] WORD POWER Compound nouns A Match the words in columns A and B to make compound nouns. (More than one combination may be possible.) subway + station ~ subway station A B bicycle center bus garage green jam parking lane recycling light street space subway stend taxi station traffic stop train system tralfic jam green space B PAIR WORK Which of these things can you find where you live? ‘As There are a lot of bus lanes. B: Yes. But there isn’t a subway system. [PERSPECTIVES city services © A Listen to these opinions about city services. Match them to the correct pictures. ee 1. The streets are dark and dangerous. | don’t think there are enough police officers. And we need more streetlights 2. There's too much pollution from cars, motorcycles, and old buses. In cities with fess pollution, people are healthier. 3. There should be fewer cars, but | think that the biggest problem is parking. There just isn't enough parking. B PAIR WORK Does your city or town have similar problems? What do you think is the biggest problem?i GRAMMAR FOCUS o Barr With contours Sieh eacomrrcoes “There are toe many car. “Thor t too mich polation, There should be fewer cars. There should be less pollution. We need more streetlights We need more public raneporttion. There aren't enough police officers. | There isn't enough perking. A Complete these statements about city problems. Then compare with a partner. (More than one answer may be possible.) 4. We need public schools. 2. There are accidents. ao ao 3. There are public parks. ae 4. There is noise all the time. sua 5. There is recycling in our city. =_— 6. The government should build = ( affordable housing. 7. The city needs bicycle lanes. q 8. There are free WiFi hotspots. i B PAIR WORK Write sentences about the city or town — you are living in. Then compare with another pair. 1. The city should provide more... 5. There should be fewer... 2. We have too many 6. We don't have enough .. 3. There's too much. . 7. There should be less . oe atone 4. There isn’t enough ... 8. Weneed more... ag LISTENING t'l\ take forever © A Listen to a city resident talk to her new neighbor about the city. Check (V) True oF False for each statement. | True | False 1. Jacob already started his new job downtown. | [7] He starts his new job tomorrow. 2. The city needs more buses. 3. There aren't enough tourists in the ci ‘4, Not many people ride bikes in the city. 5. Sophia offers to lend Jacob her bike. © B Listen again. For the false statements, write the correct information C PAIR WORK What things can a city do to improve the problems that Sophia mentions? Does your city have similar problems? Life in the city =Bi DISCUSSION Rate your Hows everything? | have some great news. We just moved to anew apartment! Do you remember our old apartment? It we SS was too small, and | didn't have enough space for my things. My new bedroom is soecious, and I have @ separate area to study in. The apartment also has a balcony. it isn't very big, bbut now we can have breakfast outdoors on Sundays. The... B PAIR WORK Read each other’s emails. How are your descriptions similar? different? MED Unit 3BAsnarsuor MAKE A WISH C=. Coa Tos ; 0 LR Seiers ny family Check (V) some of the things you would like to do. Then tell a partner why Which of these wishes would be easy to achieve? Which would be difficult or impossible? What other things would you like to change about your life? Why? [EICONVERSATION I wish I coul - © A Listen and practice. Harry: So, are you stl living with your parents, Dylan? Dylan: Yes, | am. But sometimes | wish | had my own apartment. Harry: Why? Don't you like living at home? Dylen: it's OK, but my parents are always asking me to come home early. Iwish they'd stop worrying about me. Harry: Yeah, parents are lke that! Dylan: Plus, they dor‘t like my friends, and they won't stop criticizing them. I wish life weren't so, ficult. Harry: So, why don't you move out? Dylan: Hey, | wish | could, but where else can I get free room and board? © B Liston to the rest of the conversation. What changes would Harry like to make in his life?oO GRAMMAR FOCUS aS Use wish + past tense to refer to present wishes. ive with my parents, Life ie ciffcult | wish | didn't live with my parents. | wish it were* easier. | wish [had my onn apartment. | wich it weren't ¢o difficuls lean't move out, My parents won't stop worrying about me. | wish | could move out. | wish they would stop worrying about me. *For the verb be, wore is used with all pronoune aftor wich, (GRAMMAR PLUS A Read these other comments that Dylan makes. Then rewrite the sentences using wish. (More then one answer is possible.) 1. My mother doesn't like my girlfriend. wih she liked my girlfriend, 2. My girlfriend is too short to be @ model. ‘She wishes she were taller 3. My classes are really boring. 4, I'm not on vacation right now. 5. My family can't afford a bigger house. 6. The neighbors won't stop making noise. 7. Harry doesn't like his job. B PAIR WORK Think of five things you wish you could change. Then discuss them with your partner. ‘A: What do you wish you could change? B; Well, }don’t have much free time. I wish I had time to... { 0 SPEAKING Make it happen. A Ifyou could wish for three things, what would they be? Write down your wishes. B GROUP WORK How can you ‘make your wishes come trus? Get suggestions from your classmates. ‘A: I wish [had more money B: Why don’t you look for another job? ‘A: I don't have enough experience. | wish | had 2 diploma. : You can go back to school or take an online course. a INTERCHANGE 3 a dream come true Find out more about your classmates’ wishes. Go to Interchange 3 on page 116 ET Unit 3121 READING A. Skim the article. Which of these sentences is true? Boyle decided that a life without money was impossible to live. Boyle wanted to give people the chance to live a different lifestyle. BB Can you imagine your life without any money? Not even a cent, a real, or a peso? (One man decided to try it out. Bl Mork Boyle was a successful manager of an ‘orgonie food company in Ireland. He hed 8 good life. Sut ho worried about the damage humans were doing to the environment. He also believed people bought more things than thoy needed. Boyle wiched we erow ‘ur own food and made our ovn furiture, so we wouldn't waste as much as we do today. So one dey, he left his job end started an experiment ~ could he live for a year without buying anything? Il He cold his houseboat and moved into an ld mobile hame. He got it for fee from ‘a website where people give away things thoy don't want. It wasn’t as comfortable as his old place a fist, but he soon made it feel like home. He patked it on a farm near Bristol, England, Instead of paying rent, he worked on tho farm. He burned woed from the forest to heat his home, sa he didn't pay electricity oF gas bills, BB) Boyle dict go shopping, either. He grew his own fruit and vegetables. He also looked for food in the trash cans of supermarkets and cooked it on a wood stove, He made his wn toothpaste from fish bones and seeds. To wash his clothes, he used a special type of nut to make toap. Boyle oven buit his vin toile: and used old newspapers from the ferm for toilet paper. Il He began using money again after eighteen months. He says hs fe change made him feo! healthier, happier, and closer to nature. He wrote two books about his experience and used the money to start “The Free House,” a farm in Ireland where people can live without money, B Read the article. Then circle the correct word or words. 1. Before the experiment, Mark Boyle was good at / unhappy with his job. 2. Boyle thought that people spent too much / discussed money too often. 3. Boyle worked on a farm to earn money to pay rent / so he didn’t have to pay rent 4, Boyle made cleaning products from things he found in trash cans / the forest 5. Boyle generally felt worse / better after living without money. CC Match the sentences to the paragraphs they describe. Write the letter. 1. Describes a big change that happened in the person's life 2. Describes the way the porson’s everyday habits changed 3. Asks a question to make the reader think about the topic 4. Gives general information about the past of the main person in the story 5. Explains how the person felt about the whole experiment D PAIR WORK Discuss Boyle's experience. Would you like to try it? Do you think people today spend too much money on things they don’t need? Making changesSee as Soria ei en ue ade fem a sh jooked in arich cury Which dishes are made with meat? with fish? Have you ever tried any of these dishes? Which ones would you like to try? What traditional foods are popular in your country? 2 | CONVERSATION i've never heard of that! © A Listen and practice Hey, this sounds strange— frog legs with butter ‘and gatlicsauce. Have you ever eaten frog loa? op Gace) EDD [He eetiinkes Inattonwadotten) [Cave you decided on an appatizer yet?) : mp (Aayu) Ca Ltiniitietesat Snails? That's adventurous of you! © B Listen to the rest ofthe conversation. How did Aiden lice the snails? What else did he order?El PRONUNCIATION Consonant clusters © A Listen and practice. Notice how the two consonants at the beginning of a word are pronounced together. he ni dv int pl MW w scan start smart snack spare. = brown blue skim step smile. snow speak gray play B PAIR WORK Find one more word on page 22 for cach consonant cluster in part A. Then practice saying the words. ga GRAMMAR FOCUS Use the simple past for experiences ota definite time in the pest Use the present perfect for experiences within a time period up to the present. Nonvels feraneer aor ota alive belts Viren eau an Yor; have, trl them lestmonth. _No,|havent. ut | abe te Thai restaurant lat right Did youlike ther? Did you 9o alone? Nae alain erieereanicste te eect come earth ww ‘A Complete these conversations. Then practice with a partner. 4, A: Have you ever eaten _(eat) sushi? B: Yes, | «In fact. 1 (eat) some just last week. 2. A: Have you ever (try) Moroccan food? B: No, | , but Id like to. 3. A: Did you (have) breakfast today? B: Yes, | sl (eat) a huge breakfast, 4. A: Have you ever (be) to a picnic at the beach? 3: Yos, | My family and | have) “i a picnic on the beach last month. We (cook) hamburgers. 5. As Did you (cook) dinner last night? ‘ Yes, ' (make) spaghetti with tomato sauce. B PAIR WORK Ask and answer the questions in part A. Give your own information. Hi LISTENING Have you tried this befor: © A Listen to six people ask questions in a restaurant. Ave they talking about these items? Write ¥ (yes) or IN (no). 4. Nplate 3. cake 5. water juice 2. the check 4, meat 6. the menu © B Listen again. For the no (N) items, write what they might be talking about instead. Have you ever tried it?G SPEAKING How did you like it? PAIR WORK Ask your partner these questions and four more of your own Then ask follow-up questions. Have you ever drunk fresh sugar cane juice? = Have you ever been to a vegetarian restaurant? —— 4 Have you ever had an unusual ice cream flevor? Have you ever eaten something you dide’t like? = ‘A: Have you ever drunk fresh sugar cane juice? B: Yes, | have. I drank it in Egypt once. ‘As How did you like it? B: I loved it, actually. INTERCHANGE 4 oh, really? Find out some interesting facts about your classmates. Go to Interchange 4 on page 117. WORD POWER Cooking methods ‘A. How do you cook the foods below? Check (/) the methods that are most common. bake Methods fish | shrimp | eggs | chicken | beef potetoes| onions com | bananas bake O8/0/;/o/o0|;|0/o0/0/0/0 bel O}O0/;o/;/o/;o0/;/0/0/0/0 fy O}O/;ao/;oO;O/oO/;0/0/0 rill O}/o/;o;/o;o/;/o/;0/0/0 roast O/O;o;/0|;|0/;0/0/0/0 steam o/o;ag;/o0,;0/0/;0/0/0 B PAIR WORK What's your favorite way to cook or eat the foods in part A? As Have you ever fried banenas? B: No, |haven’t. But sometimes | grill them. Unit 4oO PERSPECTIVES comfort food © A Listen to this recipe for macaroni and cheese, Do you think this isa healthy dish? Baked Macaroni and C. I package elbow macaroni 4 tablespoons buiter 2cups heavy cream 4oups cheddar cheese. shredded Firet boil the macaroni in clarge pot for S minutes. ‘Then malt the Futteron medium heat and acd the cream. Stir for about 2 minutes. Next, add the cheese. Sir untilthe Cheese Is melted. Season with galt and pepper Aller thal, acid the cocked macaroni and mix well. Finally Jeake for 20 minutes. B PAIR WORK Look at the steps in the recipe again. Number the pictures from 1 t0 5. Would you like to try this traditional American dish? t 0 GRAMMAR FOCUS e 2 First, boil the macaroni in a large pot ‘Then molt the butter on modium heat. Noxt, edd the cheese. ‘After that, add the cooked macaroni Finally, bake for 20 minutes. A Here's a recipe for a couscous salad. Look at the pictures and number the steps from 1 to 5. Then add a sequence adverts to each step. oO drain the couscous and let it cool OO First. chop some olives, parsley, and cheese. oOo toss the cooked couscous with the olives, parsley, and cheese. oO pour some couscous into the hot water and let it sit for 10 minutes. Oo boil a pot of water. B PAIR WORK Cover the recipe and look only at the pictures. Explain each step of the recipe to your partner Have you ever tried it? FaLISTENING How do you make it? © A Listen to people explain how to make these snacks. Which snack are they talking about? Number the photos from 1 to 4. (There is one extra photo.) spaghetti chocolate chip cookioe alee Fronch toast popcorn © B Listen again. Check (/) the steps you hear for each recipe. dd 2. Deut 30 4, D) mix hop Cheat Li cook (Take Dheat EF pour Dower Cimash C PAIR WORK Tell your partner how to make one of the snacks above. Your partner will guess which snack itis. SPEAKING it’s my favorite food. GROUP WORK Discuss these questions. What's your favorite food? Is it easy to make? What's in it? How often do you eat it? Where do you usually eat it? How healthy is it? "My favorite food is pizza. It's not difficult to make. First, ..." Ee WRITING My cookbook A Read this recipe. is this an easy recipe to make? eee ary B_ Now think of something you know how to make. First, write down the things you need. Then describe how to make it. © GROUP WORK Read and discuss each recipe. Then choose cone to share with the class. Explain why you chose it. MET, Unit 4a READING A Scan the article. Which city does pizza come from? When did pizza arrive in New Yor‘? ‘What do people in Japan like on their pizzas? Food, and the way we eat i, is ahvays changing, As society develops, we learn new ways of growing, processing, and cooking food. [4] Also, when people travel to live in other countries, they take their knowledge of cooking with them. And food must fit madem lifestyles and local tastes, too. One food that has done this successfully is the pizza, ‘The pizza we recognize today frst appeared in Italy in 1889. A famous baker from Naples made a special pizza for the Italian royal family. [b] ‘Queen Margherita loved the dish so much, the booker nomed it after her. Since then, this simple meal of bread, cheese, and tomato has traveled the world, and it has adapted to local cultures. Pizza began its journey in the 1890s, when many Italians moved to New York in search of a better life. There they continued to make pizzas, and the first pizzeria opened in 1905. At first it was only popular with Italians, but by the late 1940s, Americans discovered a taste for it. Today, they spend an incredible $37 billion a year on pizzas. [c] Pizza continued its travels around the world, ‘adapting all the time. In Sweden, for example, itis rot unusual to have peanuts and bansnas cn your pizza. [d] Japon is a nation of seafood lovers, 50 not surprisingly, they love octopus and squid, a well as toasted seaweed, toppings. Australians sometimes choose kangaroo or crocodile, end in the Philippines they like mango on their pizza The popularity ofthe pizza is also related to our changing itestyles. In today’s super-fast socity, people often don't have the time or energy to cook So, they order takeout ~ and very often, it’ a pizza. [2]_ Ifyou don’t even have time to sit down, buy a single clice and eat it standing up! The pizza has come a long way. From its beginnings inn Italian city, it has grown to become one of the world’s favorite foods. B Read the article. Where do these sentences belong? Write the letters 2-0 ‘That's more than $100 per Americant geen ‘What we ate 200 years ago was very diferent from what we eat today. In Belgium, people eat chocolate pizzas with marshmallows on top. Sometimes you don't even have to pick it up; it's delivered to your home. He was very worried they wouldn't like it, but they did. C How has local food changed in your country in the last $0 years? What new foods do you eat now that you didn’t eat before? Have you ever tried it?Units 3-4 Progress check SELF-ASSESSMENT How well can you do these things? Check (v/) the boxes. ean... Very well Evaluate a house or apartment (Ex. 1) Express opinions about houses or apartments; agree and disagree (Ex. 1) Discuss life changes (Ex. 2) Describe past personal experiences (Ex. 3) ooo0o00 noooos Describe recipes (Ex. 4) SPEAKING For rent ‘A PAIR WORK Use the topics in the box to write an ad for an apartment. Use this ad asa model, Make the apartment sound as good as possible. =|___ $1200 B GROUP WORK Join another pair. Evaluate and compere the apartments. Which would you prefer to rent? Why? ‘A; There aren't enough bedrooms in your apartment. B: But it’s convenient Ct Yes, but our apartment is just as convenient! LISTENING Making changes © A Listen to three people talk about things they wish they could change. Check (/) the topic each person is talking about. +. Deity Di travel 2.[] schoo! — F] skills 3. [] tree time [7] money © 6 Listen again. Write one change each person would like to make. C PAIR WORK Use the topics in part A to express your cwn wishes.El SURVEY Memorable meals ‘A. Complete the survey with your food opinions and experiences. Then use your information to write questions. Me Name 1. I've eaten ike it Have you ever eaten 7 Did you like tt 2 2. I've eaten I hated it 2 2 3. I've never tried But | want to. (ve been to the restaurant lenjoyedit: 5. I'vemado for my friends, They loved B CLASS ACTIVITY Go around the class and ask your questions. Find people who have had the same experiences as you. Write a classmate’s name only once. ‘A: Have you ever eaten a sloppy joe sandwich? B: Yes, | have, A: Did you like it? B: Yes. . . but it was too messy. Bg ROLE PLAY Reality cooking competition GROUP WORK Work in groups of four. Two students aT are the judges. Two students are the chefs. Judges: Make a list of three ingredients for the chefs t0.use. You will decide which chef creates the best recipe. Chefs: Think of a recipe using the three ingredients the judges give you and other basic ingredients Name the recine and describe how to make it. “My recipe is called . . .. To make it, first. . Then....Next,...." Change roles and try the role play again. WHAT'S NEXT? Look at your Self assessment again. Do you need to review anything? Units 3-4 Progress checkeee eee na eis What do you like fo do on vacation? Crane (J) viet feroign [ge te amusic [7 hang out with [] ge camping country festival: trends (relax at the beach [teaver elements se ime [hectare country course reunion Which activities do you like to do on vacation? Check (V) the activities Which activities would you like to do on your next vacation? Make a list of other activities you like to do on vacation. Then compare with a partner. CONVERSATION | guess I'll just stay home. © A tisten and practice Nora: I'm so excited! We have two weeks off! What are you going to do? I'm not sure. | guess I'l just stay hore. Maybe I'l hang out with some friends and watch my favorite series. What about you? Any plans? Yeah, I'm going to relax at the beach with my cousin. We're going to go surfing every day. And my cousin likes to snorkel, 0 maybe we'll go snorkeling one day. Lily: Sounds like fun Nora: Hey, why don’t you come with us? Lily: Do you mean it? I'd love to! I'l bring my surfboard! Nora: That's great! The more the merrier! Lil © B Liston to the rest of the conversation. Where are they going to stay? How will they get there?Elicrammar Focus | Uso be going to + verb for plane Use will + verb for poteible plane you've decided on. before you've made a decision. What are you going to de? What are you going te de? I'm going to relex at the beech. I'm not sure, | guess I'l ust stay home, We're going to go surfing every day. Maybe 'l take a course. lm not going te de anything special. | don’t know. | think V'll ge camping. | probably won't go anywhere. P_GRANIMAR PLUS soo psz0 136 J A. Complete the conversation with appropriate forms of be going to or will. Then compare with a partner Sie ; 1. A: Have you made any vacation plans? A: What are your plans for the holiday weekend? B: Well, 've decided on one thing -1 BI Visit my parents | take 3 bike tour. A: What you do | ‘A: That's great! For how long? there? BI be away for about a Nothing much. | hang week. [need to take some time off. ‘out with some old school friends. And we A: So, when are you leaving? probably have a barbecue B: I'mnot sure. | ‘on Sunday. probably leave around the end of That sounds like fun. When next month. you leave? | ‘A: And where you B: I'm not sure yet | probably a leave On itay night HT dontneed to monk B: haven't thought about that yet. | ‘on Saturday. | guess! godown you fy | south there? | ‘A; That sounds like fun. B: I wish I could, but it's too expensive. | guess you buy anew 1 take the train. | bicycle? you 90 | B: I'm not sure. Actually, | probably alone? | buy one=I don't have Br Maybe my brother 90, too. enough money right now. I guess | He hasn’t decided yet. rent one. ‘A: Do you know when you are coming back? A you Br I think | come back on go with anyone? Monday. | B: No. I need some time alone. | Good. Then we can have dinner together | travel by mysetf. ‘on Monday. | B Have you thought about your next vacation? Write answers to these questions. (if you altoady have plans, use be going to. If you don’t have fixed plans, use vil) 1. How are you going to spend your next vacation? | 2. Where are you going to go? Tim going to spend ny next vacation 3. When are you going to take your vacation? ortinrot cute. Maybe. 4. How long are you going to be on vacation? | 5. Is anyone going to travel with you? | € GROUP WORK Take turns telling the group about your vacation plans. Use your information from part B. Hit the road!