LEARNING OBJECTIVES

• • .. • .. •
• Get reacquainted with someone • Tourist activities • The present perfect
• Greet a visitor to your country • The hand o Statements and m / !lQ questions

• Discuss gestures and customs • Participial adjectives o Form and usage

• Describe an interesting experience o Past participles 01 irregular verbs

GeUing o With already, Ylrt, ever, belore, and never

Acqua inted i3¡'·':¡:H¡·:itt.?i';;'

PAGE 2 • The present perfect
o Inlormation questions

o Yet and already: expansion, common errors

o Ever, never, and belore: use and placement

• Apologize lor being late • Explanations lor being late • The present perfect
• Discuss prelerences lor movie • Movie genres o With lor and since
genres • Adjectives to describe movies o Other uses
• Describe and recommend movies • Wants and prelerences: would Iike and would rather
Going to the • Discuss effects 01 movie violen ce o Form and usage
on viewers
o Statements, questions, and answers
Movies
PAGE 14
• The present perfect continuous
• The present participle: spelling
• Expressing preleren ces: review, expansion, and
common errors

• Leave and take a message • Hotel room types and kinds • The luture with will
• Check into a hotel 01 beds o Form and usage

• Request housekeeping services • Hotel room amenities and o Statements and questions
services
• Choose a hotel o Contractions

Staying in • The real conditional

o Form and usage
Hotels
o Statements and questions
PAGE 26

• Will: expansion
• Can, should, and have to : luture meaning
• The real conditinal : lactual and luture; usage a -
common errors

• Discuss a car accident • Bad driving ha bits • The past continuous

• Describe a car problem • Car parts o Form and usage

• Rent a car • Ways to respond (with concern / o Vs. the simple past tense

• Discuss good and bad driving relief) • Direct objects with phrasal verbs
Cars and • Ph rasal verbs lor talking

Driving
about cars i3¡f.'¡¡:O¡i;Ui4'·¡¡'
• Car types • The past continuous: other uses
PAGE 38 • Drivi ng behavior • Nouns and pronouns: review

• Ask lor something in a store • Salon services • lndelinite quantities and amounts
• Make an appointment at a salon • Personal care produ cts o So me and ª-ID'
or spa • Disc ussing beauty o A lot 01 / lots 01, many, and much
• Discuss ways to improve • Indelinite pronouns: someone /
appearance no one / anyone
Personal • Deline the meaning 01 beauty
Care and
Appearance • Some and ª-ID': indeliniteness
PAGE 50 • Too many. too much, and enough
• Comparative quantiliers lewer and les;
• Indelinite pronouns: someth ing, an
and nothing

iv
I
_,e
-_~
>
",
éONVERSATION STRATEGIES " ~ISTENING / PRON~NCIATION- -: REAÓI~G ' .~:.
~,~. ~ .. ·~~~l'¡;;'¡";..J~ ¡¡¡¡"."" ~ c.h. .t. \ .... .. ~ _.1, , \\., -, _;,>!_ }oo. ,~.L_~:dok.." ...¿J..
.
"~_ •. c .
. ':
\' _"",. _
1 ~;- • "..'WRITING
~'...:n!._ .. ~'" ~.''''~ 'P' ~ --;:-
. r
, ' , _.
.
~
>
.ll

• Use "1 don 't think so," to soften a Listening Ski lis Texts Task
negative answer • Listen to classify • A poster about world customs • Write a description of an interesting
• Say "1 know!" to exclaim that • Listen for details • A magazine article about non· experience
you 've discovered an answer verbal communication
Pronunciation ¡0;j¡'i~iaa.I.B'J;i
• Use "Welcome to _ ," to greet • Sound reduction in the present • A travel poster
someone in a new place • Avoiding run-on sentences
perfect • A photo story
• Say "That's great." to
acknowledge someone's positive Skills/ strategies
experience • Identify supporting details
• Relate to personal experien ce

• Apologize and provide a reason Listening Skills Texts Task

when late • Listen for main ideas • A movie website • Write an essay about violence in
• Say "That's fine ," to reassure • Listen to infer • Movie reviews movies and on TV
• Olter to repay someone with • Dictation • A textbook excerpt about violence ¡0d¡'i~';:i.t·B'i;i
" How much do I owe? " in movies
Pronunciation • Paragraphs
• Use "What would you rather • A photo story
• Reduction of h • Topic sentences
do , , , ? to ask about preference
Skills/ strategies
• Soften a negative response with • Understand from con text
"To tell you the truth . ' , ,"
• Confirm content
• Evaluate ideas

• Say "Wou ld you like to leave Listening Skills Texts Task

a message?" if someone isn 't • Listen to take phone messages • Phone message slips • Write a paragraph explain ing the
available • Listen for main ideas • A hotel website reasons for choosi ng a hotel
• Say " Let 's see," to indi cate you're • Listen for details
checking information
• A city map m;j¡'i~ta:l.I.B'J;i
Pronunciation • A photo story
• Make a formal , polite request • Avoiding sentence fragments
with " May I _ ?" • Contractions with will Skills/ strategies with because or since
• Say " Here you go," when handing • Draw conclusions
someone something • Identify supporting details
• Use " By the way, ' , ," to • Interpret a map
introduce new information

• Express concern about another's Listening Skills Texts Task

condition after an accident • Listen for details • A questionnaire about bad driving • Write a paragraph comparing good
• Express relief when hearing all • Listen to summarize habits and bad drivers
isOK • Rental car customer profiles
• Use "only" to minimize the
Pronunciation
• Stress of particles in phrasal verbs • A feature article about defensive
,';j,.i:ti:l.'·b·i¡·
seriousness of a situation driving • Connecting words and sentences:
and , in addition , furthermore ,
• Use "actually" to soften negative • A driving behavior survey
and therefore
information • A photo story
• Empathize with "I'm sorry to
hearthat." Skills/ strategies
• Understand from context
• Critical th inking

• Use " Excuse me ," to initiate a Listening Ski 115 Texts Task
conversation with a salesperson • Listen to recognize someone 's point • Aspa and fitness center • Write a letter on how to improve
• Confirm information by repeating of view advertisement appearan ce
it with rising intonation • Listen to take notes • A health advice col umn
• Use " No problem ," to show you Pronunciation • A photo story
W¡i'·iJtd:i.I.¡i'¡¡'
don 't mind an inconvenience • Writing a formalletter
• Pronunciation of unstressed vowels skills/strategies
• Use " Let me check " to ask
• Paraphrase
someone to wait while you
confirm information • Understand from context
• Confirm content
• Appl y information

v
 • ..
• Talk about food passions
• Make an excuse to decline food
• Discuss lifestyle changes
• Describe local dishes
EatingWell
PAGE 62
• Get to know a new friend
• Cheer someone up
• Discuss personality and its origin
• Examine the impact of birth order
on personality
About
Personal ity
PAGE 74
• Recom mend a museum
• Ask about and describe objects
• Talk about artistic talent
• Discuss your favorite artists
The Arts
PAGE 86
• Troubleshoot a problem
• Compare product features
• Describe how you use
the Internet
• Discuss the impact of the Internet
Living in
Cyberspace
PAGE 98
• Discuss ethical choices
• Return someone else 's property
• Express personal val ues
• Discuss acts of kindness and
honesty
Ethics and
Values
PAGE 110
Grammar Readiness Self-Check ............. . .... .. ............. .... ..... . . . .......... . .. . ..... . . . .. . ......... ..... . . . .. __
References ............................. ......... .. ........ .. .. . ... ... . . .............................. . . ....... . . . .. .. . . .. .
Grammar Bqoster . ... . . . . .......... .. ..... . ........................................... .. .... ...... . ............ . . ... .... .
Writing Booster ........................... .. ..... . . . ...... .. ................. ... .. .. ...................... .. .. . . . ... ...... -
Top Notch Pop Lyrics ...... .... .... .. .. . . . . . .... . ........................ ..... .. .. .............. .. . . ............. .... .... .
vi
• Nutrition terminology
• Food passions
• Excuses for not eating something
• Food descriptions
• Positive and negative adjectives
• Terms to discuss psychology and
personality
• Kinds of art
• Adjectives to describe art
• Objects, handicrafts, and
materials
• Passive participial phrases
• Ways to reassure someone
• Th e computer screen ,
components , and commands
• Internet activities
• Idioms
• Situations that require an ethical
choice
• Acknowledging thanks
• Personal values
• Use to / used to
• Negative m / no questions
i;;f.iiji~f.i;i:t.I.?i¡¡;i
•
• Use to / used to : use and form , common errors
• Be used to vs. get used to
• Repeated actions in the past: wou ld + base form,
common errors
• Negative m / !lQ questions: short answers
• Gerunds and infinitives
• Gerunds as objects of prepositions
'i¡J.i:i¡t.i¡':i.i'?i'j¡'
• Gerunds and infinitives: other uses
• Negative gerunds
• The passive voice
o Form, meaning, and usage
o Statements and questions
i3¡U¡¡¡O¡i:i.'.?i'j;i
• Transitive and intransitive verbs
• The pass iv e voice : other tenses
• Ves / !lQ questions in the passive voice: other tenses
• The infinitive of purpose
• Comparisons with ~ ... ~
o Mea ning and usage
o Just, almost, not quite, not nearly
• Expressing purpose with
in order to and for
• ~ ... ~ to compare adverbs
• Comparatives / superlatives: revie w
• Comparison with adverbs
• The unreal conditional
o Form, usage, common errors
• Possessive pronouns / Whose
o Form , usage, common errors
i3¡f.iI¡if.i¡i:l,I.;i';¡'
• should , ought to, had better
• have to , must, be supposed to
• Possessive nouns: review and expa
• Pronouns: summary
I
I CONVERSATION STRATEGIES LlSTENING / PRONUNCIATION READING WRITING

• Provide an emphatic affirmative Listening Skills Texts Task

response with " Definitely." • Listen for details • A food guide • Write a persuasive paragraph about
• Offer food with " Please help • Listen to personalize • Descriptions of types of diets the differences in present-day and
yourself." past diets
Pronunciation • A magazine article about eating
• Acknowledge someone 's efforts • Sound reduction: used to habits
by saying something positive • A lifestyle survey
• Connecting ideas: subord inating
• Soften the rejection of an offer • Menu ingredients conjunctions
with ''1'11 pass on the _ ."
• A photo story
• Use a negative question to
express surprise Skills/ strategies
• Use "It's not a problem." to • Understand from context
downplay inconvenience • Summarize
• Compare and contrast

• Clarify an earlier question with Listening Ski lis Texts Task

"Well , for example , ..."
• Buy time to th ink with " Let's see ."
• Use auxiliary do to emphasize a
verb
• Thank someone for showing
interest.
• Offer empathy with " 1 know what
you mean."
• Listen for main ideas
• Listen for specific information
• Classify i nformation
• Infer information
Pronunciation
• Reduction of ÍQ in infinitives
• A pop psychology website • Write an essay describing
• A textbook excerpt about the someone 's personality
nature / nurture co ntroversy
• Personality surveys
• Parallel structure
• A photo story
Skills/ strategies
• Understand vocabulary from
context
• Make personal comparisons

• Say " Be sure not to miss _ ," to Listening Skills Texts Task
emphasize the importance of • Understand from context • Muse um descriptions • Write a detailed description of a
an action • Listen to take notes • A book excerpt about the origin decorative object
• Introduce the first aspect of an • Infer point of view of artistic talent
opinion with " For one thing, . .."
Pronunciation
• An artistic survey "¡i"i:'i:l·i'B'i¡'
• Express enthusiasm for what • Providing supporting details
• Emphatic stress • A photo story
someone has said with " No
kidding! " Skills/ strategies
• Invite someone's opinion with • Recognize the main idea
"What do you think of _ ?" • Identify supporting details
• Paraphrase

• Ask for assistance with " Could Listening Skills Texts Task
you take a look at _ ?" Listen for the main idea A social network website • Write an essay evaluati ng the
• Introduce an explanation with • Listen for details • An internet user survey benefits and problems of the
"Well, . . ." Internet
Pronunciation • Newspaper clippings about the
• Make a suggestion with " Why • Stress in ~ , , , ~ phrases Internet
don 't you try _ing?" • A photo story
• Express interest informally with • Organizing ideas
"Oh, yeah?" Skills/strategies
• Understand from context
• Use " Everyone says . .." to
introduce a popular opinion • Relate to personal experience
• Say "Well , I've heard _ ." to
support a point of view

• Say "You think so?" to reconfirm Listening Skills Texts Task

someone's opinion
• Provide an emphatic affirmative
response with "Absolutely,"
• Acknowledge thanks with "Don't
mention it."
• Listen to infer information
• Listen for main ideas
• Understand vocabu lary from
context
• Support ideas with details
Pronunciation
• Blending of g + y. in would you
• A personal values self-test
• Print and online news stories
about kindness and honesty
• A photo story
Skills/ strategies
• Summarize
• Interpret information
• Relate to personal experience
• Write an essay about someone 's
personal choice
"¡i'iil'i:l.i·H'!¡'
• Introducing conflicting
ideas: On the one hand; On the
other hand

vii
 TO THE TEACHER
•

The goal of Top Notch is to make English unforgettable through:

• Multiple exposures to new language
• Numerous opportunities to practice it
• Deliberate and intensive recycling

The Top Notch course has two beginning levels-Top Notch Fundamenta/s
for true beginners and Top Notch 1 for false beginners. Top Notch is
benchmarked to the Global Scale of English and is tightly correlated to the
Can-do Statements of the Common European Framework of Reference.

Each full level of Top Notch contains material for 60-90 hours of
classroom instruction. In addition, the entire course can be tailored to
blended learning with an integrated online component, MyEnglishLab.

NEW This third edition of Top Notch includes these new features:
Extra Grammar Exercises, digital full-color Vocabulary Flash Cards,
Conversation Activator videos, and Pronunciation Coach videos.
* Summit 1 and Summit 2 a r e the ti tles of the 5th and 6th levels of the Top Notch course.

Award-Winning Instructional Design*

Daily conflrmation of progress
Each easy-to-follow two-page lesson begins with a clearly
stated practical communication goal closely aligned to the
Common European Framework's Can-do Statements. AII
activities are integrated with the goal, giving vocabulary
and grammar meaning and purpose. Now You Can
activities ensure that students achieve each goa I and
confirm their progress in every class session.
Explicit vocabulary and grammar
Clear captioned picture-dictionary illustrations with
accompanying audio take the guesswork out of meaning
and pronunciation. Grammar presentations containing
both rules and examples clarify form, meaning, and use.
The unique Recycle this Language feature continua lIy puts
known words and grammar in front of students' eyes as
they communicate, to make sure language remains active.
High-frequency social language
Twenty memorable conversation models provide appealing
natural social language that students can carry "in their
pockets" for use in real life. Rigorous controlled and free
discussion ~ctivities systematically stimulate recycling of
social language, ensuring that it's not forgotten.
* Top Notch is the recipient of the Association of
Educational Publishers' Oistinguished Achievement Award.
viii
Linguistic and cultural fluency
Top Notch equips students to interact with people from
different language backgrounds by including authentic
accents on the audio. Conversation Models, Photo Stories,
and cultural fluency activities prepare students for social
interactions in English with people from unfamiliar cultures.
Active listening syllabus
AII Vocabulary presentations, Pronunciation presentations,
Conversation Models, Photo Stories, Listening
Comprehension exercises, and Readings are recorded on
the audio to help students develop good pronunciation,
intonation, and auditory memory. In addition,
approximately fifty carefully developed listening tasks
at each level of Top Notch develop crucial listening
comprehension ski lis such as listen fo r deta i ls, listen for
main ideas, listen to activate voca b ul a r y, listen to activate
grammar, and listen to confirm in fo rm a ti on.
We wish you ond your S udents enioyment
ond success with Top Notch 2.
We wrote it for y o u.
Joan Sos lo a a • lI e Ascher
• Grammar Readiness
SELF-CHECK
The Grammar Readiness Self-Check is optional. Complete the exercises to conflrm that you
kno~ this grammar previously taught in Top Notch.

THE SIMPLE PRESENT TENSE ANO THE PRESENT CONTINUOUS

A PRACTICE Choose the correct verb or verb phrase.
1 We (take / are taking) a trip to California this weekend.

2 The flight (arrives / is arriving) now. That's great because the flights in this airport usually
(arrive / are arriving) late.

3 Please drive slower! You (go / are going) too fast!

4 (Does it rain / Is it raining) often in March?

5 Brandon (goes / is going) skiing on his next vacation.

6 We (Iike / are liking) milk in both coffee and tea.

B USE THE GRAMMAR Complete each statement with the simple present tense or the present continuous.
1 In my family, we usually . . . . ..... .. .. ..... . . ...... .. ..... . ............... . . .... . . . . . .. ........ ... . .. . . .. .... .

2 Next weekend, I ................... . ... . . .. ........ . . . ... .. . . . . .. . .... . . . .... . . . . .... ... . ..... . ... . ....... . . . .. . .

BE GOING TO + BASE FORM FOR THE FUTURE

A PRACTICE Complete the conversations with be going too Use contractions.

1 A: What ......................................... (they / do) after English class?
B: They ... .... .... .......... .... . .... . .......... (go) out to eat.
2 A: I ... . . . . .. ............. . .......... ..... ... (need) a rental car in Chicago.
B: ................... . .. . ... . ........... .. . (you / make) a reservation online?
3 A: Who ...................................... . .. (you / call) when your plane lands?
B: My wife. She ..... . .. . ... . ... . . . .. ... . ............. . .. (wait) for my call in the airport café .
4 A: What ............. . . .... .. . . .. . . ........ .... .. (you / do) when you get to New York?
B: The first thing ........ . ...... . ..... . . .. ................ (we / do) is eat!
5 A: Who .... . .. ... .. . ..... ........ . . .. . .. . .. . .... (be) at the meeting?
B: My colleagues from the office. And my boss . ...... . ......... . ....................... (come), too .

B USE THE GRAMMAR Write your own question and answer, using be going to + a base formo
Q:

A: .. .............. ... ........ . .... .. . ......... . .. . .......... ......... . ...... ..... . . .. . . ..... . . .. . . . . ...... ... .......... ... .

x GRAMMAR READINESS
CAN , HAVE TO , COULO , ANO SHOULO: MEANING ANO FORM
A PRACTICE Choose the correct phrases.
1 We ................. a reservation if we want a good room.
a couldn't make b should make e should making

2 Susan doesn't have to wear formal clothes to the office. She jeans .
a can't wear b can wearing e can wear

3 Dan can't go shopping this afternoon. He .. ..... ....... . .. drive his children to school.
a have to b has to e doesn't have to

4 They just missed the 3:12 express bus, but they ................. the 3 : 14 local because it arrives
too late. They should take a taxi.
a could take b shouldn ' t to take e shouldn't take

5 The class has to end on time so the students ................. the bus to the party.
a can take b can to take e can't take

6 lean sleep late tomorrow. I . .... . . . .. . . . .. . . go to the office.

a have to b don ' t have to e doesn't have to

B USE THE GRAMMAR Write one statement with both can and have to o Write one statement
with either should or could.
1 ... . .. . . . .. .. .............. . .................................... .................. ....... ..... . . . . . .... ..... .... .... .... .

2 ............ ... ...... ................ ............................. ................. . . ... ...... ..... ............ . ... . .. .. .

OBJECT PRONOUNS

A PRACTICE Rewrite each sentence, correcting the error.

1 Please call about it uso ................... . .......... . ... ..................................................................................... .

2 She's buying for you it . . ........... ......... . ........... ............ ... ..... .............................................. . . . .......... . .... ..

3 The brown shoes? She doesn't like on him them . ......................... .. ......... .. .. . . .. .. ... .... ... ....................... ..

4 He wrote for her it ................................. ... . ......................... . ...... . . . . . ...... . ...... . ........................ ..... . . ...... .

5 They ' re giving to them it. ............................ .......................................... . ... . ...... . ................................ .

B USE THE GRAMMAR Rewrite each sentence, changing the two nouns to object pronouns.
1 I gave my sister the present yesterday. .. ......................................... . ....... .. ....... . ............. . . ................... ..

2 The clerk gift-wrapped the sweaters for John . ............................................. . .......................... . .......... .. .

COMPARATIVE AOJECTIVES

PRACTICE Complete each sentence with the comparative form of the adjective.
1 I think very cold weather is ......................... (bad) than very hot weather.

2 A tablet is .... .... .............. ... (convenient) than a laptop.

GRAMMAR READINESS xi
 3 A T-shirt is ...... .... ............... (comfortable) than a sweatshirt in hot weather.

4 The clothes in a department store are usually .. ... ....... .... ..... .... (affordable) than on es in a small
neighborhood store.

5 Orange juice is ......... .... ..... ....... (good) for your health than o range soda .

6 Rio is pretty hot in the summer, but Salvador is .... ...... .. ............. (hot) .

7 If you're getting dressed for the office, you should wear a .... ... ... .. .... .... ... .. (long) skirt.

B USE THE GRAMMAR Write your own two sentences, using one of these adjectives in comparative form
in each sentence: cheap, popular, near, fast.
1 ... ..... ... .. ...... ....... .... ... ...... ....... ... ... .. ...... .. .. ..... ...... ..... .. ..... .... ... .. ...... .. .... ... .. .. .. .. ..... . .

2 ........... .... .... .. ....... ..... ...... ... ...... .... ...... ....... .. .. .... .... ... ..... .. ....... .. ....... .... ....... ....... .... .

SUPERLATIVE ADJECTIVES

A PRACTlCE Write statements with the superlative form of each adjective.

1 old ..!J:.~. ~Id. ~.~!. pe. ~?~~ Jn. rJ:.€..~~.~I~..i.~ pLf. y'~.a.~L ~IA·..... ... .. ...... ..... ... ... ... ... ... .. .. ... ... .

2 good ......... ... ..... .... ..... .... ... .... .. .... ... .. ..... .. ..... .... ..... .... ...... .. ....................... .. ..... .. .

3 funny ............. .. ... .. ..... ...... .... .. .. ..... ..... .... .. ..... .. ... ..... .. .... .. .. .... .. ...... .... .... .. ...... .. .. .

4 appropriate ....... .. .... .. .... .... ...... .... .. ....... ..... ... .. ... ...... ..... .................... .. ....... ... ... ...

5 unusual ..... ..... ... ..... .. ...... ... ... .............. .. ..... .... .... .. .. ...... ...... ... ... .. ... ... ...... ... ..... .. .. .

6 large ..... .. .. .. ........... ...... ..... ........ ... ..................... ... ... .. .... .. .... .... .. ... ..... ..... .... ....... .

7 beautiful ............. .. ...... .. .. ........ : ... .. .... .... .. .. .... .. .. ... ... ........ .. ..... .... .. ....... ......... ...... .

8 short ... ..... ... ... .. .... ... .... ... .. ......... ... ..... .... .... ... .. .. .. ........ ... .. ... .. ..... ...... ... .. .. .. .... .. ... .

9 interesting ... ... ........... ............. ... ... ... ........ ..... ... .. .. .... .. .... .. ....... .. .. ..... ........ ..... .... . .

10 crazy ..... ........... ........ .... ... ... ... ............. ....... .. ........ .... .. .. .... .. ..... .... ... ........ .... .. .. .... .

B USE THE GRAMMAR Write one statement about yourself, using a superlative adjective.

THE SIMPLE PAST TENSE: STATEMENTS

A PRACTICE Complete the paragraph with the simple past tense.

Chris ...... ..... ...... (1 go) to New York at the end of the school year. His flight ... ......... .... . (2 get in) late,
so he ..... ............ (3 take) a taxi directly to his hotel and ..... ... ......... (4 eat) someth ing fa st at the hotel café.
Chris · ... .............. (5 have) tickets to a Broadway show, and he ... .... ..... ..... (6 not have) ti me to eat at a
regular restaurant. Just before the show, he .... .. ... .. ...... (7 meet) his friends in front of the theater. He
really ... ... ...... ..... (8 love) the show. After the show, he ....... .... ..... . (9 buy) a book about it. His friends
...... ... .... .. .. (10 say) good night, and Chris .. ........ ...... . (11 walk) back to th e hotel, ..... ..... .. ..... (12 drink)
a big glass of cold juice, ........ .. .. ..... (13 go) to bed, and ....... .... ...... (14 slee p) for 10 hours.
xii GRAMMAR READINESS
 B USE THE GRAMMAR Write four statements about what you did yesterday. Use one of these
verbs in each statement: 9.Q, get dressed, eat, come home
1 ... .. .. ...... .. ... ... ... ... ... ... .. .. ... ..... ..... ... ........ .... ......... ... ........ .. .... .. .. ..... ... .. .. ... ...... .... .

2 .................. .... .......... .. ...... .............. .. .......................................... ...... .. ... .... ....... .

3 .. .. ....... ...... ... ....... ..... ... ..... .... ... ... .. ...... ............... .... ...... .... ..... .... ....... .... ...... ... .... .
4 ...... ... ... ... ... ... ... ........ .... .. .. .... .. .... ......... ..... ... .... .. .... .... ...... ....... .... .. .. ....... ..... ...... .

THE SIMPLE PAST TENSE: VES / NO QUESTIONS

A PRACTICE Change each statement to a ru / no question.

1 Phil lost his luggage on the flight . ... .............. .... .. ............................................. .

2 They drove too fast o .. ......... ..... ... ... ..... ..... .. ..... ... ..... .. .. .... .......... .. ....... ....... .... ....

3 She wrote a letter to her uncle . .. .... ..... .. .. ... .. ... ... .. ... .. ...... ... ................. .. .......... ..

4 They found a wallet on the street. ..................... .. ........ .... .. ..... .............. .. ... .. ..... .

5 Claire's husband spent a lot of money at the mall. ........ .. .. ...... ........................ .. .

6 Ms . Carter taught her children to play the piano ........... .. .... .. ......... ....... ... .. .... ... .

B USE THE GRAMMAR Write three ru / no questions. Use each of these verbs: bring , speak, break .
1 .. .... .. ... .. ......... ... .......... .......... ... .......... .... ... .... ......... .. .. .... .. .. ... ......... ...... ... ........ ..

2 ................................................ .... ..... .. .... ...... .... ... .. ... ....... .... .... ............... .... .... ..
3 ............... ............ ... .. ................ .. ..... ... ............. .... ......... .... .... ..... ....... .......... .. .. .. .

THE SIMPLE PAST TENSE: INFORMATION QUESTIONS

A PRACTICE Complete each conversation with an information question in the simple past tense.
1 A: ......................... Chinese?
B: I studied in Shanghai.

2 A: .............. ........... your husband?

B: I met him two years ago .

3 A: ............. .. .. ........ about the problem?

B: I called my daughter. She always knows what to do .

4 A: .............. ........... your car?

B: My brother-in-Iaw bought it. He needed a new caro

5 A: .......... .. .......... .. . in Mexico?

B: My parents lived there for more than ten years.

B USE THE GRAMMAR Write two information questions in the simple past tense, one with How and one with What.
•
1 ....... ... .. ... .. .......... .... .. ....... ..... ... ..... .... ..... .. .... .... ................. .. ....................... ...... .

2 ................ ... .... ......... ... ... .. ... ........ .. .. .......... .... .. ... .. ................ ... ... ..... .... ... ...... .. .. .

GRAMMAR READINESS xiii

 i
[~n \~ I\~ (1): I[~¡, (¡]: Iffl1¡1 ~i
Get reacquainted with so meone.

1 Getting Acquainted
2 Greet a visitor to you r country.
3 Discuss gestu res and customs.
UNIT 4 Describe an interesting experience.

PREVIEW
CUSTOMS AROUND THE WORLD
Greetings People greet eaeh other differently around the world. _ _ _ _ _ _ _ _--,

Sorne people bow. Sorne people kiss once. Sorne shake hands. And sorne hug.
Sorne kiss twice.

Getting Acquainted
People ha ve different eustoms for exehanging What
business eards around the world. abmd small
talk-the
topies
people talk
abollt when
thetJ don 't
knoweaeh
other well?

Sorne customs are very Other customs are In sorne places, it's not polite to ask people
formal. People always informal. People accept a about how much money they make or how
use two hands and look card with one hand and old they are. But in other places, people think
at the card carefully. quickly put it in a pocket. those topics are appropriate.

A PAIR WORK In you r opinion, is there a right way 8 DISCUSSION In your eountry, are there any topies
and a wrong way to greet people? Exp lain. people should avoid during small talk? What about
the topies below?

• the weather • someone's family

• someone's job • someone's home
• someone 's religion • (other) _

2 UNIT 1
 - > , - , '--

':' ,"_',,~ ,;~ ~ :', \~; ~ ~" y.; _ _ . r ~-.;~~:'2-'::-:, _, ~_ ~-:~;: :_~"t ~ . ~; ~ -~ .' :':~~~~:;.:~~ ",' -~'=~ 7~' ,- -.'- -

g p
diff erent language backgroun ds.
Lean = Span ish speaker
e ~ :02 PHOTO STORY Read and lis ten to t w o people meeting in a hotel lobby. Taka = Japanese speaker

...............
Leon: You look fam iliar. Haven ' t we
met somewhere before?
Taka: I don ' t think so. I'm not from
around here.
Leon : I know ! Aren ' t yo u from ¡apan?
I'm sure w e met at the IT conference
last w eek.
Taka : Of course ! You 're from Mexi co,
right?
Leon: Tha t's right. I'm sorry. I've
forgotten your name.
Taka: Kamura Takashi . But yo u can
call me Taka .
Leon : Hi, Taka. Leon Prieto. Please
call me Leon . So, w hat have you
~.e.e.n. ~ P.t.0. si nce th~ ~~n'f ~ ;~~¿~
Taka : Not much oActuall y, I'm on my
w ay to t he airport now . I'm flyi ng
back home.
Leon: Hey, '!'!~ .s.h.~'-;l l.~ ~~~p.ll"! .t?~.c.h:
Here 's my card oThe conference is
in Acapulco next year and I could
?~?~ Y?.u. ?~?~r.d: ...... .
Taka : That w ould be great. I hear
Acapulco's beautiful.
¿ Leon : It w as nice to see you again,
Taka .
Taka : You , too .

o FOCUS ON LANGUAGE Find the underlined expression in the Photo Story that matches
each explanation.
1 You say thi s w hen you w ant to offer to introduce someone to a new place.
2 You say this to suggest that someone call or e-mail you in the future .
3 You say thi s w hen you ' re not sure if you know someone, but you think you might.
4 You say this w hen you w ant to ask about someone 's recent activi ties.

E THINK ANO EXPLAIN Answer the questions, according to the Photo Story. Explain your answ ers .
1 Why does Leon begin spea king w ith Taka?
Because he t hinks he knows Taka.
2 Has Taka been busy since the conference? He says, 'Yo u look fami liar.' "

3 Why does Leon give Taka his business card ?

4 What does Leon offer to do at the next conference?

SPEAKING Your advice

PAIR WORK With a partner, discuss and write 1
advice for visitors about how to behave in your
country. Then share your advice with the class. 2
3
, Questio ns like How old are yo u? and - ~. . -
.-
How much money do you make? aren ' t
polite . Yo u shouldn ' t ask them . "
Don ' t exchange bu siness card s w ith
one hand! Always use tw o hands.

UNIT 1 3
 GRAMMAR The present perfect
For regular verbs, the past participle form
is the same as the simple past form o
Use the present perfect to talk about an indefinite time in the past.
open -+ opened
Form the present perfect with have or has and a past participle. study -+ studied
Affirmative and negative statements
Irregular verbs
We • 've . t th She • 's • called him.
. haven't . me em. • hasn't base form simple past past participle
be was / were been
Ves / no questions come ca me come
do did done
A: Have you met them? A: Has she called him? eat ate eaten
B: Ves, we have. / No, we haven't. B: Ves, she has. / No, she hasn't. fall fe ll fallen
go went gone
Remember: Use the simple past tense to talk about a have had had
definite or specific time. make made made
present perfect: indefinite time simple past tense: definite time meet met met
see saw seen
I've met Bill twice . We met in 1999 and again in 2004. speak spoke spoken
take took taken
Contractions write wrote written
've met = have met 's met =has met For more irregular verb forms, see page 123.
haven 't met = have not met hasn't met =has not met
GRAMMAR BOOSTER p. 126

A Choose the correct form to complete each sentence. • The present perfect: information
questions
1 We've .... .. ... the 2:00 express train many times .
a take b took c taken
2 I had breakfast at 9:00, but I haven 't ......... lunch .
a have b had e having
3 Alison has ........ . to the mall.
a went b gone e go
4 My younger brother has ......... home from work .
a come b came e comes
5 They posted some messages yesterday, but they haven 't .... .. ... anyth ing about their trip .
a written b write e wrote

B PAIR WORK Complete the conversations with the present perfect or the
simple past tense . Then practice the conversations with a partner.
1 A: .......... .... .. ........ .. ...... . our new teacher?
Jake / meet
B: Ves, ................ . . He ........................ .. .. ..... her in the office this morning .
meet
2 A: .. ...... .... ...... ............... to th is cJ ass befo re?
they / be
B: No, .. .. .............. They're new at this school.

3 A: ...... .... ...... .. .. .. .... ... .... in the new school restauran t?
yau / eat
B: No, .......... ....... . Is it good?

4 A: ................................. with the school director?

yaur classmates / speak
B: Ves, ........ ........ . . They ................................. wi th her yesterday.
speak
5 A: ................ ................. the new language lab?
Beth / see
B: No, .. ............ .. . . But she .. ............ .. .... .. .... ....... the library.
see
4 UNIT 1
 e GRAMMAR PRACTICE Complete the message with the prese nt perfect or the simple past tense.

NewTab x -!:l "

New message October 6 6:00 PM
Helio, Mr. Kemper:
Remember me? I'm Kuai , your former student! I still think about your wonderful English classes in
Shanghai. This morning, 1(1 decide) to send you a message to say helio. We (2 not see)
each other in a long time-not since you went back home to New York. I hope I can visit you
there some day! So let me tell you what I've been up to . In 2013, 1(3 come) to Canada for
my studies, and I'm living in Vancouver right now. I (4 fall) in love with this city- it's really
beautiful! 1(5 visit) a lot of places in the U.S. 1(6 be) to Seattle, Portland ,
San Francisco, and Los Angeles. Last September, 1(7 gol back home to Shanghai to
KuaiYu
visit my parents. Do you think my English is better now? I think I (8 learn) how to use the
Status: single
Hometown: Shanghai present perfect, finally! Let's keep in touch . If you come to Vancouver, I'd love to show you around.
Current city: Vancouver Your student, Kuai
~
'.10 RE
8CISES

CONVERSATION MODEL
A ~ 1:03 Read and listen to people getting reacquainted.
A: Audrey, have you met Hanah?
B: No, I haven't.
A: Hanah, I'd like you to meet Audrey.
C: Hi, Audrey. You look famil ia r. Have we met before?
B: I don't think so.
C: I know! Last month. You we re at my sister Nicole's party.
B: Oh, that's right! How have you been?

B ~ 1:04 RHYTHM AND INTONATION Listen again and repeat.

Then practice the Conversation Model with a partner.

Jill!Ill;D
VI DEO
COACH
PRONUNCIATION Sound reduction in the present perfect
A ~ 1:05 Listen to how the sound /t / of the negative contraction
"disappears" in natural speech. Then listen again and repeat.
I haven 't been to that class . 3 They haven 'Y- taken the test.
'----" '----"

2 He hasn 't met his new teacher. 4 She hasn'! heard the news.
'----" '---"

B Now practice saying the sentences on your own.

Get reacquainted with someone

Jill!Ill;D
VIDEO CONVERSATION ACTIVATOR With two other students, practice making introductions and
getting reacquainted. Use your own na mes and the present perfect. Then change roles. Ideas
You met ...
A: ... ...... ., have you met ........ . ? • at a party
B: No, I haven't. DON'TSTOP! • at a meeting
A: ......... , I'd like you to meet ...... .. . • Say how you have been. • at a friend 's house
• Say more about the time you me!. • in another class
C: . YO.u look familiar. Have we met before? • (your own idea) _
• Introduce other classmates.
B:
UNIT 1 5
 Greet a visitor to your country

The Forbid den

CONVERSATION MODEL Pa lace

A ~ '06 Read and listen to someone greeting a visitor.

A: Welcome to Beijing. Have you ever been here before?
B: No, it's my first time. But yesterday I went to the
Forbidden Palace. It was fantastic!
A: That's great. Have you tried Beijing duck yet?
B: Beijing duck? No, I haven't. What's that?
A: It's a famous Chinese dish. I think you ' lIlike it.

B " 1:0Z RHYTHM ANO INTONATION Listen again and repeat.

Then practice the Conversation Model with a partner.
Beijing duck

1~\"1j¡~
CAROS
VOCABULARY Tourist activities around the world
A 1:08 Read and listen . Then listen again and repeat.

climb Mt. Fuji go sightseeing in New York go to the top of the Eiffel Tower

try Korean food take a tour of the Towe r of London take pictures of the Great Wall

B PAIR WORK Use the Vocabulary to say what you

" I've climbed two
have and haven't done . famous mountains. " " I haven't tried
Indian food . "
GRAMMAR The present perfect: already, ffi ever, before, and never

Use ever or befare in W / no questions about lite experiences. Be careful!

Have you ever eaten Indian food? Has he been to Paris befare? I have never (OR haven't ever) been there .
NOT I haveA 't Acvcr been there.
Use ~ or already in W / no questions about recent experiences.
Have you toured Quito yet? Has she already been to the top of the Eiffel Tower?
In affirmative and negative statements GRAMMAR BOOSTER p. 126
We 've already seen the Great Wall. We haven 't tried Beijing duck yet. • Yet and already: expansion, common errors
They have never visited Mexico. They haven't ever visited Mexico. • Ever, never, and before: use and placement
He's been to New York before. He hasn 't been to Boston befare.
Always place befo re and ~ at the end of statements and questions.
6
 A GRAMMAR PRACTI CE Use the words to w rite statements or questions in the present perfecto
1 (you / go sightseeing / in London / before) 3 (they / ever / be / to Buenos Aires)
2 (she / already / try / Guatemalan food) 4 (we / not take a tour of / Prague / yet)

B ~, 1:09 LISTEN TO ACTIVATE GRAMMAR Listen and complete the questions, using
the Vocabu lary. Then liste n again and comp lete the short answers.

Questions Short Answers

Has she ... of the Taj Mahal yet? , she
2 Has he ........ .In Kyoto yet.7 , he .
3 Has she ever ......... ceviche? , she .
4 Has he already .. the Pyramid of the Sun? .. .. ....... , he .
5 Has she ever ....... ........ ..... .. . .. to Rio de janeiro before? , she
6 Has she ............ of Sugarloaf yet? ... , she

The Taj Mahal • Inaia Sugartoaf • R.i

The ¡:Yamia of tne S!.tn • Mexico cm¡ o ae Janeiro, Brazil

e Write five questions about tourist activi ties in your

city or country. Use m,
already. ever, and before.
1 .......... .
2 .......... .
3

llIDli1J)
4 ..... ..... .. ... .... ..
MORE
:RCISES 5 ..... .. ... ... ....... ..

'-----...................... Greet a visitor to your country

A NOTEPADDING On the notepad, write at least five activities

Activitx_ _ _ _ _ _Descript~ _ _
for a tourist in your city or country.
tr l3ei' in9-dv ~ _ 1t', a famov, C/'ine,e di,/'_. _
"~rnE~ B CONVERSATION ACTIVATOR With a partner, change the
Conversation Model to greet a visitor to your country. Acti vity _ _ _ _ _ _ Description
Use the present perfecto $uggest tourist activities in your
city. Use your notepad. Then change roles.
A: Welcome to ..... ..... Have you ever been here before?
B: No, it's my first time. But yesterday I .........
A: .. ....... . Have you ......... yet?
B: .. ... .... . .. DON'TSTOP!
• Ask about other places
and tourist activities.

e CHANGE PARTNERS Practice the co nversation again, as king

about other tourist activities on your notepad.
 Discuss gestures and customs

® @
BEFORE YOU READ
JllI!!l1ilJ
l~~ '- 1 :10 VOCABULARY • The hand Rea d an d li sten.
The n listen aga in and repeat.
1 thum b 5 pinkie
2 index fi nger 6 pal m
3 mi dd le finge r 7 fist
4 ring finger

READING .. 1 :11

We talked to June Galloway about her book,

Get off on the Right Foot: Don't Let the Wrong Gesture Ruin Your Day.

English is the world's international language.
But in your book, you've focused on non-verbal
communication. Why is that so important?
Well, gestures and other body language can have different
meanings in different places. Something that yo u think is
friendly or polite could come across as very rude in another
culture. I've described many of these customs and cultural
differences so my readers don't get off on the wrong foot when
they meet people from place s where the culture differs from
their own.
Can greeting someone in the wrong way really lead
to misunderstanding?
In sorne cases, yesoThe fir m handshake a orth American
expects may seem quite aggressive in other places. And a light
handshake-which is normal in sorne countries- may seem
unfriendly to a North American .
"one:' most Europeans use a thumb. orth Americans extend
al! ten fingers for "ten:' However, Chinese indicate the numbers
one to ten all on one hand. For example, an extended thumb
and pinkie means "six:' and a fist means "ten." Imagine how
confusing this can be when you're trying to communicate
quantities and prices with your hands!
What other gestures can cause confusion?
Take the gesture for "come here:' for example. In North
America, people gesture with the palm up. Wel!, in southern
Europe, that gesture means "good-bye"! And in many Asian
countri es, the palm -up gesture is considered rude. Instead,
people there gesture wi th th e palm down.
I've heard that, in Japan, pointing with the index
finger is not polite. 15 that right?
Yeso Japanese prefer to point with the palm open and facing up.

In what ways can hand gestures lead to
misunderstanding?
Well, as an example, we assume al! people indicate the numbers
one to ten with their fingers the same way. But in fact, they
don't. While orth Americans usual!y use an index finger for
Surely there must be some gestures used
everywhere, right? What about the thumbs-up sign
for "great"?
Sorry. That's extremely rude in Australia and the Middle East. This
is why it's so important to be aware of these cultural differences.

What gesture do you use ...

. . . for the number si x? .. . for " Come here": palm up ... f or pointing? Do you use your
or down? index fi nger or an open palm?

8 UNIT 1
 A IDENTIFY SUPPORTING DETAILS Check the statements that are true, accord ing to the article. Write X next to
the statements that are not true. Explain your answ ers .

o 1 In most of Europe, a thumb and an index finger mean " two ." , Tru e. Galloway says most Europeans
begin with the thumb. So th e index
O 2 In North America, a t humb and a pinkie mean "tw o." fing er is the next finger after that.
O 3 Japanese point at pictures with an open palm facing up.
O 4 To be frien d ly, North Americans greet ot hers w ith a
light handshake.
O 5 Everyone uses th e thumbs-up sign for " that's good ."

B RELATE TO PERSONAL EXPERIENCE Discuss the questions .

Iimlim Have you ever been surprised by someone's gestures or body language on TV, in the movies, or
MORE
:ERClSES in reallife? What did you see? What do you think the action meant? Why were you surprised?

Discuss gestures and customs

I
A PAIR WORK Read the travel tips about gestures and customs around the world. Compare your own
gestures and customs with those described. Do any of them seem strange or rude?

Travel Tips ~
If someone gives you a gift, When a visitor is leaving If you are going to be more than To gesture that
thank the person and open it your home, you should walk 15 minutes late for a party, lunch, something is
right away. (Ecuador) with that person out the or dinner, you should call to good, hold your
door. (Korea) expla in. (United States) hand up, palm
If you want to get a server's facing out, and
attention, it's more polite to When greeting people, Before you enter someone's home, slowly bring all
use eye contact rather than older people should always you should take off your shoes. your fingers to the
hand gestures. (Kenya) be greeted first. (Mongolia) (Ukra ine) thumb. (Tu rkey)

B NOTEPADDING With a partner, choose a topic and discuss your country's customs. Then write notes about
your country on the notepad.

_ 1 _TQJ2k:_.s:h~Ü~.i1l9 res¡w;t f01"~der peQf1e. _

--º!~JomL1t'5 Ilotpplite to di5a9ree wit¡., all older per50f\.

To~ic:
- -------------
Topies
Customs:
• showing respeet to older people
• do's and don'ts for gestures
• topies for polite smal/ talk
• Invltations
• vlsiting someone's home
• glVlng gifts
• offering or retusing tood
Are the rules the same for both men and w omen ? How about for • touehing or not touehing
• (your own topie) _

- t- - - - - - - - - --------~------------_:_i
Text-mining (optional)
Find and underline three words or phrases in
the Reading that were new to you. Use them
e DISCUSSION Tell your classmates about the customs you in your Discussion.
For example: "body language."
described OIl your notepad. Does everyone agree?

UNIT 1 9
 Describe an interesting experience

BEFORE YOU LISTEN

.. IDl!llL!!
t~~ A ~ 1:12 VOCABULARY. Participial adjectives Read and listen. Then listen aga in and repeat.

The safari was fascinating . The ski trip was thrilling . The sky-dive w as frightening . The food was disgusting.
(They were fascinated .) (They were thrilled .) (They w ere frightened .) (They were disgusted.)

B Write lists of things you think are fascinating, thrilling, frightening, or disgusting.

e PAIR WORK Compare your lists.

I've never eaten snail s. I think

they 're disgusting !

Really? I've tried them , and I w asn ' t

disgusted at all. They're good!

LlSTENING COMPREHENSION
A 1:13LISTEN TO CLASSIFY Listen to the three interviews . Then listen
again and write the number of the speaker described by each statement.
...J .... a travels to have thrilling experiences
.. .. ..... . b describes differences in body language
..... .. ... c was disgusted by something
..... ... .. d is fascinated by other cultures Andrew
_ _ _Barlow
__ -J
.......... e tries to be polite
.. ... ..... f does things that other people
think are frightening

Nancy Sullivan

10 UNIT 1
B ~ 1:1'1 LISTEN FOR DETAILS Listen again and ans w er the questions in complete sentences.
1 Nancy Sullivan
a How m any countries has she vis ited? .... .. ... ....... ....... ........ .... .. .... .... .... .... .. ...... .... .... .. .. ............ .... ............ .
b What did she notice about gestures in Ind ia? ...... .. .... .... ........................ .. ... ...... .... .. .......................... .. .. . ..
2 Andrew Barlow
e What did th e peopl e in the village do to thank him? ....... .. .............. .. ...... .. .. ......... .. .. .. .... .. ...................... ..
d Why did he ea t so meth ing he didn't want to ? ......... .. ............................. ...... ........... ....... ..... .................. ..
3 Mieko Nakamura
e What has she do ne tw ice? ..... .. .. .... ... ....... .. ...... .... ....... .. .... .. ........ .. ...................... .. ... .. ....... .. ........ .. .. ..... .. .
f How did she get to " the top of the world"? ......... .. .......................... .. .. .......... ........... .. .. ........ ..... .. ...... .. .. . .

Describe an interesting experience

A NOTEPADDING Answer the questions. Explain what happened. Write as many details as you can .

Have you ever been somepla ce that was reall y fascinatin_g}

Have you ever eaten something that was really strange or disgusting ?

Have you ever done something that was really thrillin g or frightening ?

- ., " '.,
,. ~',

B PAIR WORK Ask your partner about the

experiences on his or her notepad.
~iji(i1!!¡i:i"fsi:ra'hBi
cl imb [a mountain]
go sightseeing in [Italy]
DON'TSTOP! go to the top of [the Eiffel Tower]
• Ask more questions. try [snails]
• Ask about other experiences: take a tour of [New York]
"Have you ever . , ." take pictures of [the Taj Mahal]

e GROUP WORK Choose one of the experiences your

partner told you about. Te" your classmates about
your partner's experience .

, My partner went han g gliding last year.

She was frightened, but it was reall y thrilling. "
 A ~ 1:15 Listen to the conversation with a tourist in Vancouver and check Ves or No. Then listen again and
write the answers to the questions, using ~ or already.

Has she ... Ves No

1 been to the Vancouver Aquarium? [tf O

2 visited Gastown? O O .......... . . . ........ . .. . ...... .. . . ..... . . . . .. .... .. .. ..... ..

3 been to the top of Grouse Mountain? O O ..... . .. . . . ... . ....... . .. . . . ... . .. .. .. . .. . .... . ..... .. ..... . .

4 seen the Capilano Suspension Bridge? O O . ...... . ...... . . . .. . . . .. . .... . .. . . . ..... . ....... . . . . .. .. . . .. .

5 tried dim su m? O O ...... ...... .. ...... .. ...... ... .. .. . .. . .... . ...... .... . ..... .

6 gone to the top of the Harbour Centre Tower? O O ... .. ... .. .... ........ .. . .... .... .... .. . .. .. .. .. ... ..... . ... .

B Use the photos to write questions using the present perfect with ever or before.
Don't use the same verb more than once.

1 ... .... ... .... ....... .. ... ...... ...... ... .. ... ....... ..... .. .. ... ...... .. 3 .. ... ..... ... ... ....... ....... ... ...... ........ .. ..... ..... ............. .
2 ... .... .... .. .... .... ............ .... .. ..... ....... ....... .... .. ..... .... . 4 .. ........ ....... .......... ........ ... ... .... .. ... ... ........ ......... .. .

e Write sentences about the topics. Use the ei 101 B(Jil~.

present perfect.
1 tall buildings you've been to the top of 3 foods you've tried
2 cities or countries you've visited 4 mountains or high places you've climbed

WRITING
Write about one of the interesting experiences you talked about in Lesson 4. For additionallanguage practice .. .
Describe what happened, where you were, who you were with, and how you felt.
nTOP NOTCH .rn¡rn. • Lyrics p. 153
"Greetings and Small Talk"
.1lll!lim lilli!Wl)
SONG KARAOKE
La>t year, 1 W a~ 0 1) vac ati ol) ;1) . .. WRITING BOOSTER p. 143
• Avoiding run-on sentences
• Guidance for this writing exercise

12 UNIT 1
ORAL REVIEW
PAIR WORK

1 Create a conversation for the man and woman in photo 1.

Imagine the man is we lcoming the woman to his city.
Choose one of th e citi es in the travel brochure.
Welcome to Pari,. Have you beell here before?
2 Create a conversat ion for the three people in photo 2.
Imagine they get reacquainted during a tour of Europe.
A Have you met_?
13: Actually¡ you look familiar. Have LNe met before?
C: Ye,¡ 1 thillk LNe have. We LNere atthe ...
3 Look at the brochure and imagine that you are on one
of these tours. Ask and answer questions, using the
present perfect.
Have you tried tapa, yet?

Paris, France

o Get reacqua inted with someone.

O Greet a visito r to my country.
O Discuss gestures and customs.
O Describe an interesting experience.

UNIT 1 13
 1 Apol ogize for being late.
2 Discuss preferences for movie genres.
3 Describe and reco mmend movies.
4 Discuss effects of violence on viewers.

Going to the Movies

PREVIEW

A PAIR WORK Did you see any of these DiCaprio movies when they were in the theater? If so,
tell your partner about them . If not, is there one you would like to see now? Explain why.

B DISCUSSION Where do you like to see movies: at home or in a movie theater? Explain your reasons .
14 UNIT 2
 < '~~~-~:~~~~H-:!~~,:!~:~~:l~~~- -", ~~ :~-_
. ::..~
- '> ,~'O/_~"'_~:_:~ _._~~~;J:.Z'''> #~:~H~':>:~4

e ~ 1 :18 PHOTO STORY Read and listen to a conversation at a movie theater.

Anna: So, what are you in the mood Peter: Yeah. It is supposed to be pretty Peter: Hey! What about Casablanca?
for? They've got f . ~~!l5=.h. <?~ great bloody. .. . What else? Anna: Casablanca? Now you 're
classic movies tonight. Anna: Wel l, there 's Ice Age. They say talking! And by the way, ! (~ ~y.
Peter: They sure do. Hey, you're a it's spectacular. What do you think? ~~~~~ . You paid last time . What do
big DiCaprio fan. ! .f1}!s.s.e.~ Gangs of Peter: Hmm. To tell you the truth, you say?
New York when it was playing . Have I .........
can ' t stand
.. animated films. Peter: 11'5 a deal ! 1'11 get the popcorn .
you ever seen it? 50rry. I've just never liked them.
Anna: Nope, I haven't. !,y~. ~~~~~ I think I'd rather see something . . .
it's pretty violent. f!~~~!y., I just
can't take all that fighting.

D FOCUS ON LANGUAGE Find underlined words or phrases in the Photo Story that have
almost the same meaning as the ones below.
1 "1'11 pay." 3 "To tell you the truth, . . ." 5 "1 didn't see ..."
2 "really don't like" 4 "a lot of" 6 "They say . .."

E INFER MEANING With a partner, discuss, find, and underline ...

a noun that has the same meaning as "movie ."
2 two different adjectives that are related to "fighting" or "killing."
3 an adjective that means "really great."

F THINK ANO EXPLAIN First answer each question. Then explain your answer with a quotation
from the Photo Story.
What actor does Anna like? ..~~O.0.~!,~.,?p.;.C;::a.P'!';.o .. . 3 What movie does Anna suggest? ... .. ... ..... ....... ... ... .
How do you know? How do you know?
"ti ~'I! .y.~.v).r~. ~ ..b·!9. ..D'e
....Pf!..t e.r ?ay'~)...... . ..f:':"I.n:Ji.... ..... .. .
.'... ':"I.p.r!~

2 Did Anna see Gangs of New York? ... ... ......... ... ..... . 4 Who is going to pay for the popcorn? ... ............ ... . .
How do you know? How do you know?

SPEAKING
PAIR WORK Make a list of movies playing in your town . Which movies would you like to see? Which movies
would you ncit like to see? Give reason s for yo ur answers .

UNIT 2 15
 ........ Apologize for being late

GRAMMAR The present perfect: for and since; Other uses of the present perfect
Be caretu!!
Use for and since to describe periods of time that began in the past. Use for to
They've lived here since 2013.
describe a length of time. Use since with a specific time or date in the past. NOT They've lived here sincc fivc years.
I've been here for ten minutes. (a length of time)
How long have you been here? I've been here for many years. (a length of time)
I've been here since eight o'dock. (a specific time in the past)
Other uses:
• with always: I've always wanted to see Car Planet. • with lately, recently, or i!ill: Have you seen a
good movie recently (or lately)? I've just seen
• with ordinals and superlatives: This is the third
The Beach-what a great movie!
time I've seen Ping Pongo It's the best movie
I've ever seen. • with still or so far: You stHI haven 't seen Tomato
Babies? I've seen it three times so far!
GRAMMAR BOOSTER p. 127
• The present perfect continuous:
unfinished actions
• Spelling rul es for the present
A GRAMMAR PRACTlCE Choose the correct w ords to complete partici pl e: review, common errors
the paragraph.

I've been a big fan of Penélope Cruz (1 for / since) more than twenty years.
I've followed her career (2 since / so far) I was in high school. That means I've
watched every movie she's made (3 for / since) 1993, except for Vicky Cristina
Barcelona . I (4 yet / still) haven ' t seen that one, but I plan to see it soon. I've
(5 still / always) loved Penélope 's work. I've (6 since / always) been the first person
in line at the theater when her movies open . Of the movies Penélope has made
(7 lately / always), the most interesting ones to me are To Rome with Love and ,'m So
Excited. I think they're the (8 best / just) movies she's made (9 so far / still). I've
(10 always / already) seen them twice!

B PAIR WORK Take turns asking and answering the questions. Use the present perfect in all your answers.
1 Is there a movie you 've always w anted to see? 4 What's the w orst movie you 've ever seen?

.. JilI!li1;.1)
2 Have you seen any good movies recently? 5 How many movies have you seen so far this month?
MORE
EXERCISES 3 What's the best movie you've ever seen? 6 15 there a classic movie that you still haven't seen?

Wl~!~ VOCABULARY Explanations for being late

CAROS

A ~ 1:19 Read and listen . Then listen again and repeat.

I overslept. I m issed the bus. I eouldn 't get a taxi. I eouldn,t find a I got stuek in traffie.
parking spaee.

B PAIR WORK Think of two other expl anat ions for being late.

16 UNIT 2
 e ~ 1:20 LISTEN TO ACTIVATE VOCABULARY Listen to the conversations . Complete the sentences,
inferring the info rm ation and using the Vocabulary.
1 Ted's late because he .... .. .... .... ............ .... .. ........ . 3 They're going to be late beca use they ................ .
2 Maude probably .... .................. ........ .. .......... .. ... . 4 First they .......... Then they probably ............... . .

m!lili!J
VIDEO
COACH
PRONUNCIATION Reduction of h
~ 1:21 Notice how the sound / h/ often disappears in natural speech.
Read and listen. Then listen again and repeat.

1 How long ~ ave you waited? 4 When did ~ e buy the tickets?
2 Where ~ ave you been? 5 What's ~ er favorite movie?
3 What ~ as ~ e read about the film? 6 Who's ~ is favorite star?

CONVERSATION MODEL
A ~ 1:22 Read and listen to someone apologize for being late.
A: Have you been here long?
B: For about ten minutes.
A: Sorry 1'm late. I got stuck in traffie.
Did you get tickets?
B: Yes oBut the 8:00 show for The Love Boat is sold out.
I got tickets for Paradise Island. I hope that's OK.
A: That's fine . How much do I owe?
B: Nothing . It's on me.
A: Well, thanks! Next time it's my treat.

B ~ 1:2 3 RHYTHM AND INTONATION Listen again and repeat.

Then practice the Conversation Model with a partner.

r-- ..................... Apologize for being late

A Add four more movies to the showtimes.

Stvck il) Traffic 1:00 9:00 11:00
I'~m~~ B CONVERSATION ACTIVATOR With a partner, personalize 7:30 9:35 (1:30 so Id out)
the Conversation Model with your movies and
explanations. Then change roles. 7:45 10:20 midnight
A: Have you been here long? 8:00 11:00 )8:00 so Id out)
B: For ...... ... .
7:50 10:10
A: Sorry 1'm late. I ......... . Did you get tickets?
B: Yes oBut .......... I hope that's OK.
A: ......... .. .
[Titanic 3Jis sold out. I've heard [it's spectacular].
DON'TSTOP! We missed They say [it' s pretty violent].
• Say more about the movie. It started _ minutes ago. How much do I owe?
• Offer to payo I've already seen _. It's on me.
• Discuss what to do after the show. That's past my bedtim e! It' s my treat.
I'm not a [Naomi Watts] fan.

e CHANGE PA~TNERS Practice the conversation again,

making other changes.
UNIT 2 17
 Discuss preferences for movie genres

'Fmj~ VOCABULARV Movie genres

CAROS

\
A 1:24 Read and listen. Then listen aga in and repeat.
I

"¡
~'~.
i

•.
. ' .",.". ~'~ \

" :"

an action film a horror film a science-fiction film an animated film

a comedy a drama a documentary a musical

B PAIR WORK Compare your

My favorite animated ~
favorite movies for ea eh genre. film is Frozen. 1 The Bottom of the Sea
2 Tango in Tap Shoes
e 1:25LISTEN TO INFER Listen and write the
genre for eaeh movie in the ehart. Then circle 3 The Ant Who Wou ldn 't Die
the movie if the people decided to see it. 4 Chickens Never Wear Shoes
5 Goldilocks Grows Up
o DISCUSSION Whieh movies sound good to you?
6 The Equalizer
Listen again if neeessary. Expla in your ehoiees.
7 Twelve Angry Women
GRAMMAR Ways to express wants and preferences 8 City Under the Sea

Would like
Use would like + an infinitive (!Q + a base form) to politely express or
ask about wants.
I'd like to go to the movies.
Would she like to see The Dancer?
What would your friends like to do? We
Be careful!
Would you rather see Titanic? Ves, I would.
NOT Ves, I would rather.
Wou ld they like to go out tonight?Ves, they would.
I NOT Ves, they would lille.
She Would your parents like to go to the ea rly show?
'd like to see a comedy. Ves, they would. NOT Ves, ~.
They

Would rather
Use would rather + a base form to express or ask about a preference between two or more activities.
Would your children rather see an animated film or an action film?
I
What would you rather do: go to a movie or a play? He
She'd rather see a less violent film than Gangs of New York. 'd rather see a drama.
We
They
Use would rather not + a base form to express a negative preference.
We 'd rather not watch TV tonight.
GRAMMAR BOOSTER p. 128
Ves / no questions short answers • Expressing preferences: review,
Would you like to see a documentary? Ves, I would. / No, I wouldn 't. expansion, and common errors.
Would they rather sta y home? Ves, t hey would . / No, they wouldn 't.
OR No, they'd rat her not.

18 UNIT 2
 A GRAMMAR PRACTICE Complete the conversations about wants and preferences.
1 A: (llike / I'd like) to see Star Wars X again. Would you? It's at the CineMax.
B: Actu ally, (I'd rather. / I'd rather not.) Let's stay home.

2 A: (Do you like / Would you like) to stream something on TV?

B: Ves, (I'd like. / I would .)

3 A: What would you rather (see / to see) : a science fiction film or a comedy?
B: Me? (I'd rather / 1rather) see a science f iction movie.

4 A: There 's a mu sical and a horror movie on TV. (Would / Does) your husband rather see the horror movie?
B: Ves, (he would rather. / he would.)

5 A: My sister (would like to / would like) go to the movies on Friday.

B: Great. (1 would / 1would like), too .

B PAIR WORK Use would like and w ould rather to ask your partner about movies he or
she would like to see and his or her preferences .

Erml)
MORE Would you like to see Boomerang? " " Wh at wo uld you rather see: a documenta ry or a drama? "
:xERCISES

CONVERSATION MODEL
A ~ 1 :26 Read and listen to people discussing their movie preferences.
A: What would you rather do: stay home and stream a movie or
go to the theater?
B: I'd rather go out. 15 that OK?
A: Sure! .. . Would you rather see Horror City or Lave in Paris?
B: Are you kidding? 1 can't stand horror movies, and to tell you the truth,
I' m not that big on love stories .
A: Well, how about a documentary? Th e Grea t Wall of China is playing, too.
I've heard it's great.
B: That works for me! .. 1:28 Ways to agree on a plan
That works for me.
'It's'a' aeáf! ...... .
B ~ 1:27 RHYTHM AND INTONATION Listen again and repeat. Then practice the
Great id ea!
Conversation Model with a partner.

Discuss preferences for movie genres

"~m~g A CONVERSATION ACTIVATOR Write the names of some

movies . With a partner, change the Conversation

•I
Model , using your own movies. Then change roles.
L Ui eA e
A: What would you rather do: stay home and stream a movie or go to the theater?
B: I'd rather ......... . 15 that OK?
A: .... ...... . . Would you rather see .. ..... .. or .. .. ..... ?
B: Are you kidding? 1 can't stand .. ....... , and to tell you the truth, I
A: Well, how about ......... ?

DON'TSTOP!
• Say more about the movies and
express more movie preferences. I don't like / hate / love _ s. I'm not that big on _s.
Have you ever seen _ 7 I've hea rd / They say it's
B CHANGE PARTNERS Chang e the conversation I missed it. [fasci nating, thrill ing,
Frankly, _ . frightening, disgustin g] .
again, using different movies.
UNIT 2 19
 Desc ribe and recommend movies

BEFORE YOU LISTEN •

~ 1:29 VOCABUlARY . Adjectives ta describe m avies Read and listen. Then listen again and repeat.
funny somethi ng that makes w elrd very stra nge or unusual, in thought- provoklng something
you laugh a negative way that makes you thin k
hllarlous very, very funny unforgettable something you are vlolent bloody; with a lot of
going to remember f ighting and killi ng
sllly not serious; almost stupid
romantlc about lave
b o r l n g not interesting

B PAIR WORK Write the title of a movie for eaeh ad jeetive. Then tell your partner about your ehoiees.

a funny movie
a hilarious movie
a silly movie
a boring movie
a weird movie
an unforgettable movie
a romantic movie
a thought-provoking movie
a violent movie

L1STENING COMPREHENSION
A ~ 1:30 LISTEN FOR MAIN IDEAS listen to the movie reviewer. Write a eheck next to the movies
he reeommends, and write an X next to the ones he doesn't.
1 O Popcorn 2 O The Vocatíon 3 O Aquamundo 4 O Woff Babíes

B ~ \:3\ LI STEN TO INFER listen carefully to eaeh movie review again. Based on the reviewer's opi nion, circle
one or more adjectives to describe each movie.
1 Papearn (wei rd I funny I boring) 3 Aquamundo (boring I violent I thought-provoking)
2 The Vacarían (romantic I violent I unforgettable) 4 Walf Babíes (violent I boring I hilarious)

e ~ 1:32 lISTENING : DICTATI ON listen to the following excerpts from the reviews. Complete eaeh statement,
based on what you hear.

POPCORN * AQUAMUNDO ***

CD Firsl up is Papcarl!, a new .. slarring David CID Aquamundo is no . . ...... film;
Bodine and Judy Crabbe. ® Unfortunate!y. Popcorn is a il's based on real scicnlific research. @A
complete waste of . film. Don'l ....... ....... .

THE VACATION ***** WOLF BABlES ***

@ Our nexl film. Tht: Vacatiol1, is a wel1-acled and . (J) AdullS will find the story ". ,buI children \\'on't
@ I h;ghly . forget Ihese . ... , scary scenes for a long time.
wondcrful .

20 UNIT 2
 Describe and recommend movies

A PAIR WORK Read the short movie reviews and choose the movie you think sounds the most interesting.
Then compare movie choices. Explain your reaso ns.

Phll Ito Toranto, CANADA Angela Teixeira Fortaleza, BRAZIL

I've just seen Tootsie. lNhat a great
movie--pemaps one of me most
hilarious romantie comedies of
all time. Before I saw me movie,
I thought the plot sounded bom
weird and silly, but it wasn't. Dustin
Hoffman star$ as out-of-work actor
Michael Dorsey, who dresses as a woman to get a part on
a lV drama. But problems begin when he falls in love with
his eo-star, Jessica lange, who doesn't know Miehael is a
mano If you want a good laugh, be sure to see mis funny,
funny fil m!
lNhen someone says mat documentaries
are boring, I say, ~You nave to see Grizzly
Man," one of me most tnought-provoking
documentaries of all time. This 2005 movie by
German director Werner Herzog tells the true
story of me life and death of Timothy Treadwell,
who lived for 13 years among bears in the
Alaska wilderness. Treadwell believed that he eould live near bears
without danger.ln me end, however, Treadwell and his girlfriend are
killed by bears. Even jf you would ramer al/oid violenee, go to see
Grizzly Man because mere is no actual violenee en screen.

Rebecca Lane Miami, USA

I've just seen Casablanea for the hundredm time.lt's the most
romantie mOvie in the world, and there's no movie I would rather see.
Humphrey Bogart and Ingrid Bergman star as former lovers who meet
after many years. They're still in love and have to make some difficult
ehoiees. The ending is unforgenable and atways makes me ery. This
movie was made in 1942, blJt it's always "new: I guess that's what
makes it a dassic.

B NOTEPADDING Write notes about a movie you've e GROUP WORK Describe and recommend the movies
seen recently. (It's OK if you don't have all the on your notepads. Use adjectives fro m the Vocabulary
information.) and other adjective, you know. DDNT STOP!
• Ask questions.
Title of film :
Genre:
Sta rs : Questions More adjectives
Was il {funny I silly I scaryl? thnl1ing exciting
Director or producer: Who was In il? fasclnating great
Adjectives that desc ribe the movie: What kind 01 mOl/ie was it? Irightening interesling
Do you recommend it? disgusting bloody
Whal was il about? scary unusua l
popular lerrific
What the movie is about: awful pretty good

Tln·minin. (oPtional)
look al Ihe reviews in Exerc' A Fi
or phrases thal were new lo rse u ·u Ind and ~nderline three words
For example: "fans in lov~iih ~ .!hem In YOOr Group Work.
•

UNIT 2 21
 Discuss effects of violence on viewers

BEFORE YOU READ

WARM-UP At what age do yo th' k · ' •
u In It s safe to permit ehildren to se . I .
e VIO ent movles and TV shows? Explain.

READING >1 ,,,

Can Violent Movies or TV Programs Harm Childrenl

who watch a 101 of fighling and bloodshed tend 10 find il
M any people say Ihal chüdren ha\-e become more
aggressive in recen! rears-thal is, Ihe)' are more
likely 10 fighl with their friends, sislers, and brOlhers. A
"normal" and mar accepl more violence in society. They
may ewn begin lo commit \;olenl acts Ihemselves.
number of scienlifk sludies ha\'e reporled Ihat walching Ver)' often, charaders in mo\;es and on television who
violence can, in fact, cause a growth in aggression. commil violent crimes are nOI sofT}' for their actions
According 10 the research, l\\"O and don't face consequences or
kinds of programs and mo\ies punishment. When children see
encourage aggressive beha\ior fictional characters who are criminals
in )'oung children more Ihan Iike Ihese, (hey learo that doing bad
olhers: ( 1) realislic violent things is OK. For children, who are
action programs and movies, growing and developing, this is a
and (2) violenl cartoons. bad message. lt's important for them
One disturbing condusion to see that our society doesn't
is Ihat the effects of violen! lolerale crime.
viewing lasl for many rears. So whal can we do? "Wilh young
One studr showed Ihal children children, we have Ihe power to
",ho watched violenl TV control the TV programs and
programs when lhey were mmies Ihey walch, so we can proteet
8 )'ears old were more likely Ihem from seeing any violence
lo beha\'e aggressively al al all. Howe\'er, with older children ¡t's impossible lO
age J8. Funhermore. as adults Ihey were more likelr complelely prevenl thelr exposure lO violence. Bul we
lO be com>i.cted of violen! crimes, such as child abuse can lry 10 limit the number of hours they spend watching
and murder. il. And when children have seen a violent film or TV
Studies ha ....e also demonstraled Ihat walching violenl show, ¡t's imporlant 10 discuss it \\;th Ihem, 10 help them
movies and TV shows can affect children's anitudes understand thal violence is nOI a nonnaJ part of life.
towards violence in the world around Ihem. Children

A UNDERSTAND FROM CONTEXT e I h

aeeo d ' Ire e t e eorreet word or ph
r Ing to the information in the article. rase to complete eaeh statement
1 (A realistic I An aggressive) person is someone w " . '
2 Scientific studies have repo t d th . ho IS hkely to flght with others.
aggressive behavior. re at some ktnds of movies and TV programs can (limit
3 O eneourage)
~e kind of violent erime is (murder I bad behavio r)
4 A word that means almost the same thin . .
S a 's d 'ff I gas hurt IS (help I harm)
I ICU t to (perm it I prevent) older children from seein a ..
6 Resea reh has suggested that ( 9 ny vlolence on TV and in movies
aggressive behavior. a eonseq uence an adva ntage) of watehing violent films is .

22 UNIT 2
 B CONFIRM CONTENT Discuss the questions, using the information in the artiele.
Then share your answers with the elass.
1 According to the article, w hat are some ways that viewing violence can affect children?
2 What kinds of programs and movies are most harmful?
3 According to the artiele, some stud ies show that viewing violence can have effects that
last for many years. What are so me of these long-term effects?
4 What bad "message" can come from violent programs and movies?
S What suggestions does the article make to help parents prevent the bad effects of violent
TV programs and movies in very young children? In older children?

EVALUATE IDEAS Do you agree with the article that "violence is nol a normal part of life"?
Explain your answer.

Discuss effects of violence on viewers

A Complete the chart with three fi lms or te levision shows you know. Rate the level of violence
from O to 3, with 3 being the most violent.

Tille Medium level of Violence

Th e Dork fil,.., z

. I

B NOTEPADDING Write notes about the most violent film

or TV show o n your chart.

Should children see it? Why ? I Why not?

I it OK for adu lts to see it? Why? I Why not?

e DISCUSSION Discuss the effects of violence on viewers.

I thi nk vi olent movie5 can make people
Use the information from you r notepad to help you express violent. They see violence, and they go out "
your ideas. Here are some questions to consider in you r
disc ussion:
• In your opinjon, are there so me peopte w ho
-- and do the same thing they see in the movie.

,H I agree . . . "
should nol see violent movies? If so, w ho?
I d isag ree. I feel that ...
• 15 the effect of viewi ng violence the same in
children and adu lts? Ten'mlnin, (oplionar)
• Does violen ce encou rage adults to behave ~ind and un.del1ine three words or phrases
• aggressively? '"h the. Readlng that were new lo you. Use
t em In your Oiscussion
For example; -a bad 'm essage:

UNIT 2 23
 •
A . 1:34 listen to the conversation about movies . Check the correet description of each movie.
1 2 3
O a romantic film O an animated O an unforgettable
O a documentary police 5tory movie
about Brazil O a weird love 5tory O a weird police 5tOfY
O a horror movie O an unforgettable O an animated
comedy children's film

4 5 6
O a documentary O a documentary O a comedy
about cooking ham O a movie onJy O an animated film
O a musical tragedy tar adults O a drama
O a silly comedy O a n animated
musical

B Complete the conversations . Choose the correct verbs and adverbial expressions,
and write the movie gen res.
1 A (Have you seen / Díd you see) 3 A Sally is such a .............. ... fan.
a good How long (has she waited /
(just Ila tely) ? did she wait) tar this film to .;
B, To tell you the truth, no. come out en DVD? ~
But last night B, She's waited (tar / since) at !
(we've seen I we saw) least six months.
a great .
4 A I (didn't see 1 haven't seen)
2 k How many times (have they seen I a as good as Twelve
did they see) War of the Worlds? Angry Men.
B, That remake of the old B: Really? I (Iately I still)
movie? I think (didn't see 1 haven't seen) it.
(they saw it I they've seen it)
twice (stilll so far) .

e Complete each stateme nt or question with ÍQ[ or ~.

1 That film has played at the Metroplex two weeks.
2 The To/king Porrot has been available to stream online . last Tuesday.
3 I've loved animated movies ......... I was a child.
.-. TOP NOTCH • • Lyrics p. 153
4 Have you been here more than an hour?
"Seller Late Than Never"
5 I've been a fan of science fiction movies over thirty years.
6 I've been in the ticket line 6:30!
""'"
SONG """"
KAAAOKE

WRITING
Write two paragraphs about viofence in movies and on TV. Explain why so me
WRITING BOOSTER p. 144
people think it's harmful and why others think it isn't.
• Paragraphs
• Topie sentenees
• Guidanee lor this writing
exereise

24 UNIT 2
ORAL REVIEW OOOOQOOOOOC
SJ>J~
PAIR WORK

1 With a partner, guess the genre of the three movies. Imagine what the
Cult of Blood
movies are about and choose actors lo star in the movies. Present your 7 :20 9 :00 Midni-ght
ideas to the dass. Use the following as a modelo
We th r"k ul ove '" Pa,od iíE' '' ir " romo "t ic movie. It'f a botlto ,..,0,. ol'u:1
Love in Paradise
a \AlO..,Of\ \Alha mE'E'talld fo il 1/\ lave' I r¡ tia wai i. 7 :15 9~5

2 Create a conversation tor one of the couptes. Sayas much as yau can. Ticket to the Moon
For example:
8 :00 10;00
lt'r 7;;0. Did \AlE' frl iff !l lave ;" Parad ire"?
O O OO O OOOOO C

o Apologize lor being late.

O DisCUS5 preferences lor mOl/ie genres.
O Describe and recommend movies.
O Discuss effects 01 violence on viewers.

UNIT 2 25
 [Hu ~ 1~ 11111 IR:ll [¡ IIUI I:!~i
Leave and take a meHdge.
2 Check into a hotel.
3 Request housekeeping services.
UNIT ,~
,"
,,'
~ . Staying in Hotels
4 Choose a hotel.
•

PREVIEW
, tchtravel.com

Top Notch Travel Flights

..
1:f!H§1j Car Rentals Sign in

Choose room type smoking • non-smoking

single • double 5uite

Choose type 01 bed

queen-sLZe • king-size rollaway

Choose hotel services and facilities

• free airport shuttle in-room minibar • business center fitness I exercise center
• Wireless Internet service e 24-hour room service e laundry service wake-up service

• pool and sauna 91ft shop shoeshlne service bell I luggage serviee

.-.
Check Availability
.. .
= A ~ 2:02 VOCABULARV • Hotel room types and kinds of beds Read and listen. Then listen again and repeat.

1 3 single room 4 a smoking room 7 a queen-size bed

2 a double room 5 a non-smoking room 8 a king-size bed
3 a suite 6 a twin bed 9 a rollaway bed

8 PAIR WORK Have you-or has someone you know-ever stayed at a hotel? Te ll your
partner about it, using the Vocabulary and the faci lities from the website .
2fi UNIT 3
 EHGUSH FOR TODAY'S WORlD
- - - - - - - - - - - - - - - - - - - - - - . . Undersllnd En&1IV, $p'take<1o from
diflerent I.In¡ua¡e back¡rounds.
Guest. Korean ~ak...
e .. 2;0) PHOTO STORY Read and listen to someone check ing out of a hotel.

Guest: Good morning. I'm !=-~.~\~i ~g
out of Room 604.
Clerk: 1'11 be happy to help you with
that. Was you r stay ~~ !i~!~ ~ ~C?r;x?
Guest : Yeso Very nice. Thanks.
Clerk: Oid you have anything from the
minibar last night?
Guest : Just a bottle of water.
Clerk: OK. Let me add that to your
bilL
Clerk: And would you like to P.u.t. ~! ~ Clerk: No problem. 1' 11 ask the bellman
?". your Vista card? to g_¡~~ y.C?~ ,a, ~~!1.q with your
Guest : Yes, I would, please. By the luggage. He' lI let you know when
way, I need to go to the airport. the shuttle's here.
Clerk: Certainly. If you're in a hurry, Guest : Thanks so mucho
1'11 call you a taxi. But' if yo;';'éfrather Clerk: You're welc.ome. Have a safe
ta ke the free airport shuttle, there's trip, and we hope to see you again.
one leaving in twenty minutes.
Guest : Great. 1'11 take the shutUe. Why
pay for a taxi? And that'lI give me
time to pic.k up a few things at the
g ift shop before Ileave.

o FOCUS ON LANGUAGE Find underlined words and ph rases in the Photo Sto ry with the same meaning.
1 pay with 2 help 3 leavi ng 4 0K S don't have much t ime

E TH INK ANO EXPlAIN Explain why each st atement is fa lse, using information from the Photo Story.
1 The guest is staying fe r a few more d ays . 3 The guest pays the bill in cash .
2 The guest has compla in ts about the hotel. 4 The shuttle is arriving in an hour.

SPEAKING
Match each picture with a hotel service from the list. Which services are im portant to you? Explain why.

.. 2:Q.i Hotel services

alrport shuttle
bell service
laundry servlce
minibar
room service
shoeshine servlce
1 2 3 4 . wake-up service

Wake-up service is important to me.

When I travel for business, we usually
• __~
h. ve \/ery early meetings.
;..

s 6 . 7 . UNIT 3 27
 l eave and ta ke a message

CONVERSATlON MODEL
A .. 2:0.s Read and li.sten to .someone leaving a me.s.sage.
A: Helio? I'd like to .speak to Anne Smith . She'.s a gue.st.
B: 1'11ring that room for you ... I'm sorry. She's not
answering . Would you like to leave a message?
A: Yeso Please tell her Tim Klein called . 1'1 1 meet her at
the hotel at three this afternoon .
B: Is that all?
A: Yes, thanks.

B ~ RHYTHM ANO INTONATION Usten again and repeat.

Then practice the Conversation Model w ith a partner.

GRAMMAR The future with will

Contractions
You ca n use wilJ or won't + a base form to talk about t he future. will = '11
will nol '" won't
Affirmative statements Negative statements
He will call back tomorrow. We won't be at the hotel this afternoon.
Questions Remember: Vou can also lalk aboul
Ihe future with be going lo, the present
WiII she meet us at the restaurant? Yes, she will . I No, she won't. continuous, or the simple presen! tense.
WiII they take a taxi to the hotel? Yes, they will. I No, they won't. I'm going to call again al 4:00.
They're meeting al noon al Ihe hotel.
When will the shuttle arrive? (In about ten minutes.) She arrives on PanAir Flight 24 lonight.
What will you do in New York? (Visit the Empire State Building.)
Where will they go on their next vacation? (Probably Los Angeles.)
Who will Ana call when she arrives? (She' lI call the fronl desk.) GRAHM AR BOOSTER p. l 29
SUT • WiII: expansion
Who will call Ihe fronl desk? (Ana will.) Will and be going to
other uses of will
• Can. should, and have to: future meaning
A FI NO THE GRA MMAR Look at the Conversation Model again.
Cirele two uses of will.

B GRAMMAR PRACTICE Com plete the stateme nts and questio ns in the messages, using w ill or
won't. Use contractions when possible.
1 Message for Ms. Yalmaz: Ms. Calloway called. . .. ... ... .. ...... back later this evening.
she 1cillI
2 Message for Mr. Ballinger: . .......... . .. . .. at the Clayton Hotel unlil after 5:00.
your (olleilgues not I be
3 Message for John Torrence: Vour boss called. a recommendation for a
he I need
nice restaurant for tonighl.

4 Message from Mark Sm ith : ...................... . us to the airport after the meeting?
who I take
5 Message for Ms, Harris: .....•...... .. ...... . . . .. . . . . .. at the airporl before 6:00.
your brother 1 not arrive
6 Message f rom !anis Torres: ... .. ... .. .................... . at 3:00 tomorrow, London time.
the conference (111 1 start
7 Message from Mrs. Park: ..... .... ..... come in to the office early tomorrow?
11 hilve to
8 Message for Ms. Grady: ...... .. .. . us tomorrow ?
where 1 you I meet

28 UNIT 3
 e ~ 2:07 LISTEN FOR DETAILS listen to the phone messages. Then listen again and complete each
message slip, according to the information you hear. Use the future with wil! in each message.
1 lit PHONE MESSAGE 2 ir PHONE MESSAGE
FOA: Jvdy Dill~~ FOR: Hallk Pitt
FROP.1:!Z Mr. O Ms. FROM: O Mr. O Ms.
O M.... O MiSS ~"~.~
.,~I----------- O Mrs. O Miss - ; 0 ; , - - - - - - - - - - - -
O PIea3e can e W~I can again O Plea.se call O Will can again
O Wanls to Me )'OU O Retumed your call O Wants 10 Me you O Retumed yoor call
Message: M~'JI b~ ... - ,- - - - - -- -- - - -

3 lit PHONE MESSAGE 4 lit PHONE MESSAGE

FOR: C.,Jlill M ack FQR: Patrici., C."Jt.,,,
FROM: O Mr. D Ms. FROM: O Mr. D M s.
D Mrs. O Miss -;=,-___________ O M.... O MISI " '_ _ _ _ _ _ _ _ _ _ __
O Please can O WiII can again O PI&ase call O Will call again
O Wanll 10 see you O Relurned yoor call O Wants 10 see you O Retumed you" caH
M......' _ _ _ __ _ _ _ _ _ _ _ __ M....." _ _ _ _ _ _ _ _ _ _ _ __

PRONUNCIATION Contraetions wit h will

A .. 2:08 Notice that each contraction is one syllable. Read and listen . Then listen again and repeat.
1 t:!J cal! back later. 4 W..!Jl need a taxi.
2 he' l be at the Frank Hotel. 5 You'l have to leave al 6:30.
3 ~ bring his laptop to the meeting. 6 l}ley'.!l meet you in twenty minutes.

8 Look at the message slips you wrote in Exercise C aboye. Read each message aloud, using the correct
pronunciation of the contracted form of will.

leave and take a message

A FRA ME YO UR IDEAS On a sepa rate sheet of paper, write four messages you could leave someone.

'=il B CONVERSATION ACTIVATOR With a partner, change the

111 1111 111 I
Conversation Model. Leave your own messages. You r ,¡ 111111111111111111111111111
WHllE YOU WERE OUT ...
pa rtner completes the message slip. Then change roles. FORo_ _ _ _ _ __ _
A: Helio? I'd like to speak to ....... .. . O Mr. O Ms. o
Mrs. O Miss _ _ _ _ called.
B: 1'11 ring that room tor you ... I'm sorry. ........ . . Phone: -:~:-.,---_ _ _ __ _
Would you like to leave a message? O Please caJl back
A: Yeso Please tel l ......... . O Will call again
B: Is that all? Message: _ _ _ _ _ __ _ _ __ _ __ _
A: ......... .

DONTSTDP!
• Leave another message. ~¡i4;1i!.m"(iHd'@a _
• Confirm tha! you've understood How do you spell your las! name?
the message corfectly. Could you please spell tha! lor me?
• • Ask lor more mlormaliOn . CoLJld you please repea! tha t?
What's your _ ?

CHANGE PARTNERS Leave other messages.

UNIT 3 29
 Check into a hotel

•
GRAMMAR The rea' canditiana'
Conditional sentences express the results of actions or conditions .
!! clause (the condition) result cl ause (the result)
If the business center is still apen , 1'11 check my e-mai!.
Real conditional sentences express factual or tuture results. When the result is tuture ,
use w.ill in the result clause.
(A fact ual result: Use present tense in both ctauses.)
If a hotel room has wireless Internet , guests don 't have to go to a business center to check e-mai!.
lA tut ure resutt: Use present tense in the l.f clause and tuture with will in the resul t clause.)
If she checks in early. she 'lI get t he room she wants.
Questions
If they don't have a non-smoking room, will you stay at a different hotel?
Where wiU you go if t hey don 't have a room for tonight?
If there are no rental ca rs at the airport. what will they do?
Be carelull
Never use will in the if clause.
If you hurry. you ' lI catch the shuttle. NQT 11 you wiU hurry. you'lI catch the shuttle.
In conditional sentences. the clauses can be reversed with no change in meaning.
In writ ing. use a comma when the if clause comes first.
11 the fi tness center is stiH open, 1'11 go swimming. GRAMMAR BOOSTER p. 130
1'11 go swimming ¡f the fitness center is still open. • The real conditional : present and
future: usage and common enors

A UNDERSTAND THE GRAMMAR Write factu al if the conditional sentence expresses a fac t.
W rite tuture it jt expresses a tuture resu lt.
1 If you make you r reservatio n in advance, 4 We will call your room this evening if there
you save a lot of money. are any me ssages.
2 She'll miss the 11 :00 shuttle jf she doesn 't 5 If you request a suite, y ou usually get free
check out early today. breakfasts .
3 It a guest is in a hurry, a taxi is faster than 6 You'lI have to pay a dai ly fee if y ou want
the shuttle. w ireless service.

B GRAMMAR PRACTICE Complete the real conditional statement s and questio ns w ith correct forms of the verbs.
1 ................................ to order breakfast at the restau rant if ................................. .
you nol f be able you j not hurry
2 If ................................. a suite on their next cruise, ................................. a lot more comfortable.
they get they be
3 ................................. a roo m with a king-size bed if ................................. affordable?
~ I -- "~
4 ................................. me a hand if ...... ......... .................. help with my luggage?
so~ne g'Ye I need
5 Who ................................. if .... ....... ..... ................. laundry service?
we caH we need
6 .................... ............. pay if .. ..... .......................... wi reless Internet service?
I / haveto l / use
7 If ................................. . a rollaw ay bed, ...... .................. ......... it to your room.
you / request someone brmg
8 Where ................... ..... ......... if .. .... . .... ....... . to make copies?
sne I go she I need

30 UNIT 3
 CONVERSATION MOOEL
A ... 2:09 Read and listen to someone checking into a hotel.
A : Hi. I'm checking in. The name's Baker.
B: Let's see . That's a double for two nights. Non-smoking?
A: That's right.
B: May I have your eredit card?
A: Here yau 90. By the way, is the restaurant still open?
B: It closes at 9:00. But jf yau hurry, yau 'lI make it.
A: Thanks.

B .. 2:10 RHYTHM ANO INTONATION listen again and repeat.

Then practice the Conversation Model with a partner.

e ~2:11 LISTEN FOR DETAILS Listen to guests check into

a hotel. Co mplete the information about what each
guest needs.

1 o o
2 o o
1 o o
4 o o

-= ; ; Check into a hotel

-=t A CONVERSATION ACTIVATOR With a pa rtner, role-play checking into a hotel. Change the room
and bed ty pe, and ask about a hotel facility from the pictures. Then change roles.
A: Hi, I'm checking in. The name's ... .. .... .
Business (enter Hours
B: l et's see. That's a ... ...... fer . night(s). Non- smoking? 9 MI lo 5 'M
A: ..
B: May I have you r credit card?
A: Here you go. By the way, is the ......... still open? DON'TSTOP!
• Ask about other services
B: It clases at . . But if yo u hurry, you'lI make it.
and lacilltles.
A: ......... .

Filness (enler Hours

_ _, G ...." lo <J,...
Sauna Hours Pool Hours
11 ...." lo 8 , ...
6 "" lo 10,,,

Giít Shop Houl"S

8 ...." 10 <J , ."

• S CHANGE PARTNERS Practice the conversatien again. Discuss o ther room

and bed ty pes and hotel facilities.

UNrT 3 31
 Request housekeeping services

--
•
BEFO RE YOU LISTEN
~ A "' 2:12 VOCABUlARY. Hotel room amenities and serv;ces Read and listen. Then listen again and re peat.

We need ...

•
extra towets . extra hangers. skirt hangers. an iron . a hair dryer.

Could someone ...

•
make up turn d own pi ck up the bring up a take away
the room ? t h e beds? laundry? newspaper? th e d ish es? '

B EXPANO THE VOCABUlARY Complete the statements and questions with other items you know .
Then com pare item s w ith a partner.
1 We need extra .. 9.1.~~.~~~. ~~~. ~~ff~!. ~~r~............................... Ideas
2 We also need .................... .................. . • dirty towels
• breakfast f lunch f dinner
3 Coul d someo ne pick up my ? • bags f luggage
• a coffee maker
4 Could someone bring up ? • a roliaway bed
5 Coul d som eone take aw ay the ............................ ? • laundry bags
• (your own Idea) _

LlSTENING COMPREHENSION
A ... 2:13 LISTEN FOR MAIN IDEAS Decide if the guests are satisfied or noto Then explain your answers.

Room o Satisfied Room o Satisfied

586 O Not sati sfied 587 O Not sa tisfied

B ... 2:1. LISTEN FOR DETAllS listen again and complete each statement.
The guest w ants someone to ta ke The guest wants someone to
Room Room
586 aw ay , bring up 587 .. the
and bring up , and
and pie k up the .

32 UNIT 3
 Request housekeeping services

A PAIR WORK l ook at the pictures. With a partner, di scuss w hat you thin k each hotel g uest is saying.

B PAIR WORK Role-play a teleph one conversation betw een o ne of the guests and hotel staff.
Use your idea s from Exerci se A. Then change roles . Start like th is: DONl STOP!
A Helio. Roo..., $erv;c e. Ho\N' can 1 J.. e lp yov ? • Complaln about other problems.
13 : Hi¡ I~ like t o order . . . • Ask about the hotel facilities and services.
• Leave a message for another hotel guesl.

Hotel staff Hotel &uesl

Helio. [Glft Shopl . ts the [sauna] slill open?
Is everythlng OK? Whal l ime does Ihe [bUSiness centerl
I"m sorry l o hear that. close I open?
Lel me check. Could someone _ ?
Certalnly. The _ Isn't I aren·' working.
1'11 be happy lo help you The won 'l tum on.
Wllh Iha!. I need
I'd hke to order [room seNlcel .
I"d hke to leave a message for _ .

UNIT 3 33
 Choose a hotel

•
BEFORE YOU READ
EXPLORE YOUR IDEAS What do you think is the b est way to get info rmation about a hote l?
o by word of mouth O fmm a travel guide baok O othe r
O from an online hotel booking service O from a travel agency

READING . 2,15

tchtrtlVel.com

Top Notch Travel Flights ,

IIPM31 Car Aentals Sign in

Our best picks tor New York City • $ Butlgel • SS Moderatety pncec:l • $$S ExpenSIVe e$$$$ Very expellSlVe

The Plaza Hotel e

Located jusI across from New York's fabulous Central Parl<. thl$ is as near as il gel5 10 ¡he bes! shopping
along New York's famous F.fth Avenue. Thls 1907 hotel. with ils beauliful lounl3ln. is a 'amous locatioo in
many popular movies and books. Rub shoulders wlth Ihe rieh and famous. Anentlve hotel staH available
on every floor-service doesn't gel much battar than thls!
Am4tnltie.; 4 restaurants ' fu "sefVlCa s~ and hea th ckJb • corclerge
• bos ness eemer • 24·l1OI.<r room servlCe • h.·,ee·oa Iy hOl.lse~eepm9 serv ea .......
Broadway at Times Square Hotel e
In a great loeatlon-next to Times Square and the bes t Broad way musicals and plays, Ihis convenient
fvl )$\ COI ¡ni n
hotel IS two blocks from the subway, ten minutes !rom Rockefeller Cenler, and ten blocks Irom !he
Museum 01 Modern Art.
Am4trutles! ¡>4-hour Ill,ls,,,ess ce"te' • 14·hou< f.on: oes~ • f'tness cenle,
• ,... W,·F • wa~e-up servlce

YOTEL 1()st 9
Popular wllh young Irayelers, Ihis very cool hlgh-Iech hotel. localed only IwO blocks Irom Ihe Port
AUlhor ity bus slalion, offers automatlc electronic check-In and robOI bell serviee! A kJtehen on eyery
lloor offers free hOI drlnks and a way to prepare your own lood. And super-strong Wi- Fi serviee makes
connecllng 10 Ihe Internel lasl and headache- free. Enjoy Yote!'s Lalín-Asian reslaurant and
enlertainmenl. or hang out al New York 's largeSI rool garden.
Amenl!;a.: 24'001,1' I,ont des~ • laundry ' currency eKchange ' tour desk ' ATM .... ~o
• cone'erge serv,ee • ',tness cenl"" fr~ W,-F,

Casa blanca Hotel e

Conyeniently located near Times Square and more Ihan fifty restaurants and two maJor museums, Ihls
award-winnlng hotel has 10lS 01 atmosphere - it 's decorated in a colorlul authenlle Moroccan slyle. liS
I flendly, helpful slaft make your stay an experienee you won't lorget, and II 'S also surpflsingly aftordable!
Am4tnitles: 24-hour lront desk ' free W,·fl • "ee passes to nearby hea th c Ub ' Iree break/as1
• f,ee colfee. tea. cook>es .•no Iru,t all da)'" Jta an res!a ..'an, on f"SI fiOOl _'nlo
For Ihe bodgel m,nded
HOlel Penn.ylv.nla S
A hug. 1.700-room hOI&! .no a great val .... Traveling wl'h your calO. oag? Pe's a'. welcome
The Hotel Newlon S

_...
Ev.n though II'S far from man)' 01 New York '. meS! popular attractlons , It lealures large clea n rooms anol
wonoerfully coml(l(table beds!eH' a good nlghl's sleep . Sorry, no pelS
The Ger.hwln Holel S
Arouncl tha eorn.r from the Emplfe $Iale BU ilding, Ihis aotJS!iC 1903 hlstonc hot el i, /uSI a short walk to
Grand Centr. ' StatJon ano Ihe United NatlcnI5 Buildmg. Every rOOm d ,sp lays a lamous artlSt's pa"'t lng.
.•
••

34 UNlT 3
 A DRAW CONClUSIONS Complete each sta tement with the na me of a hotel (or hotels)
from the Reading. Then compa re choices and reasons with a partner.
On his vacations, Carl Ryan, 43, likes to stay near the Theater District. If he stays at
.. ~.~ . !?!.~ .~~~.~X .~r"G~~.~ .~.':'~r.~ .~~t~I. ~~.t~~.c;::I? ~I?~!~~.<;:~.~~t~I.. .. ,he'lI be near the Theater District.
2 Stella Korman, 35, doesn't like the beds in most hotels. However, if she stays at
................. ... ' ............................................. , her room w ill definitely have a great bed.
3 Mark and Nancy Bi rdsall (22 and 21) are always online. If they stay at the
............. .... .. ......................... ,the Wi-Fi service is not only free, but it's really fast.
4 lucy l ee, 36, will pay more for a hotel that is very comfortable and offers a lot of services. If she stays at
.................................................................... , she'lI be very happy.
5 8renda Rey prefers hotels that are different and interesting. If she stays at
.... .............................................. .. .... , she'lI find them different from other hotels.
6 James Kay always travels with his dog, louie. If he stays at ..................................... .. , louie
will have to stay home.

=
"",, 8 IDENTIFY SUPPORTING DETAllS Compare responses in Exercise A with a partner. If you disagree,
explain why you chose a particular hotel.

Iwl~iI1nll~MI Choos_ a hot_1

A FRAME YOUR IDEAS What's important to you

in choosing a hotel? Rate the following faetors
on a seale of 1 to 5.
not im portémt very importa nt

price
• 2 3 - 4 - S
•
room size 2 3 4 S
c1eanliness 2 3 - 4 - S
location 2 3 - 4 - S
service 2 3 - 4 - S
amenities 2 3 - 4 - S
atmosphere 2 3 4 S

8 PAIR WORK Find each hotel from the Read ing on the map.
Discuss the advantages and disadvantages of eaeh. Then
choose a hotel.

The Casablanca Hotel Ten·mlnina (opUon al)

sounds like it has a lot o, Find three words or phrases in the
atmosphere. It 's affordable, Read ing lhal were new to you. Use

e
-- and the location is 9000. "

SURVEY ANO DISCUSSION Take a survey of how many

them in you r Pair Work.
F()I' example: ·convenienlly located:

classmates ehose eaeh hotel. Discuss and explain your ehoiees.

• Most of us (hose the Hotel

Newton because . ,

UNIT 3 35
 •
A .. 2:16 Listen to the phone conversations in a hotel. Then listen again and com plete each statement, using
words from the box .

bell room d inner hangers make up the room

laundry shoeshine towels wake-up tu rn down the bed s

1 She wants someone to b ring up .. ............. ......... . She also needs ......................... service.
2 He needs .... .. .................. service, and he wants someone to b ri ng up extra ........ ...... ........ .. .
3 She wants someone to ......................... ,and she wants someone to bring up extra
4 He needs .... ........... .... ... ... service and ..... ................... service.

B What hotel room or bed type should each guest ask ter?
a fi"9le
1 Ms. Creasen is traveling arone. She doesn't need mueh space . .. ........... room
.................. .
2 M r. and Mrs. Vanite and their twelve-year-old son Boris are ehecking into a room w ith
one king-size bed . ................................ .
3 Mike Krause plans to use his room tor business meetings with important customers .. ......... ... .................. .
4 George Nack is a big man, and he's very tall. He needs a good night's sleep tor an impo rtant
meeting tomorrow . ... ................ ........ .... .
5 Pau l Krohn's company wants him to save some money by sha ring a room with a
colleague . ................ .. .. ............ .

e Write real condi t ional sta tements and questions. Use the correet forms of the verbs and
eorreet punctuation.
1 it I it I rain this morning I Mona I not go I to the beach
... rf .í!: r.~.i ~f.!H~ .':":'.~ r~~ ~.9, .t:~.p~t;J. .~~.ryJ 9.~.t~ .~~..~~~.c;:~: ...... .. ............ ...................... .
2 if I you I w alk to the restau rant I you I be there in fifteen minutes

3 M r. Wang / get a better job I if / he I do well on the English test tomorrow

4 w h at I Karl l do I if I the airline I eancels his flight

..... ............. ............................ .................................. .............. ................ .... ..... ?
5 if I you I not like I your room / who I you I call
... .. ............... ................ ............. ......... ?

:: TOP N0TtH __ • Lync:s p 153

WRITING ""'"
' Checking Out-
Write a paragraph about the hotel you chose in Lesson 4 . Explain w hy you
would like to stay there. What are its advantages and disadvantages?

~l· ""ovld líke to rtayatthe Motel Cafabl a nca. WRITINC. BOOSTER p. 145
• Avoiding sentence fragments with
j-t'tm ofPhere if very i"!2E'rtant t o me and ... because or since
• Guidance for this writing exercise

36 UNIT 3
ORAL REVIEW
PAIR WORK
PHONE MESSAGE
1 Create a conversation between the hotel guest in Room 816
and the woman at the front desk. Ask for hotel services or FeR:
FROM:
~"o;:;;--nC;:::------_
O Mr. O Ms.
complain about a problem. Start like this: O O Mrs. O MiSS -:::-_____
Mello? Ir tJ..is tJ..e frol'lt desk? PIease cal O WIII caJI .
O Wanl$ lo see you O D.... _ _~
2 Create a conversatian between the man at the front des k · ..,'.... · "'IJ)'Our call
and the caller. Use will. Complete the message slip. Start like this:
A: fro'ltdesk. Call 1 J..elp yoc,.? - '--------
/3: Yes, tJ..ol'lkr. l~ like to Jeave a meHQ91!' fo, . . . ~=;;;;;;;¡irr;;;;;;;;;; __;;;;;;;;;;;;;;=
3 (reate a conversatian between the two men at the front desk. Check
into or check out of the hotel. Discuss hotel amenities, services, and
schedu les. 5tart like this:
Mi . l/m cJ..eckill9 if\. TJ.,e ,.,ame'f .................. .

Room I
....lli.J

Gi fl Shop
9:00 AM - 9:00 PM
Filness Cenler 3
6:00AM - 10:00 P/I.1
S", 5
10:OOA/I.1 - 3:00 P/I.1

o Leave and take a message.

O Check into a hotel.
O Request housekeeping services.
O Choose a hotel.
 o
A .. 2:16 Listen to the phone conversations in a hotel. Then listen again and complete each statement, using
words from the box.

bell room dinner hangers make up the room

laundry shoeshine towels wake-up turn down the beds

1 She wants someone to bring up ......................... . She also needs ......................... se rvice.
2 He needs ......................... service, and he wants someone to bring up extra
3 She wants someone to • and she wants someone to bring up extra
4 He needs .. .. service and o •• service .

B What hotel room or bed type should each guest ask for?
1 Ms. Gleason is traveling alone. She doesn't need much space . .......~. ~~~9!~ .~~'?~.
2 Mr. and M rs. Vanite and their twelve-year-old son Baris are checking ¡nta a room with
one king-size bed . ................................ .
3 Mike Krause plans to use his room for business meetings with important customers ....
4 George Nack is a big man, and he's very tal1. He needs a good night's sleep for an important
meeting tomorrow. ................................ .
5 Paul Krohn's company wants him to save some money by sha ring a room with a
colleague ......................... ........ .

e Write real conditional statements and questions. Use (he COrrect forms of the verbs and
correct punctuatio n.
1 if I it / rain this morning I Mona / not go / to the beach
,.. ~f .i;t: r.,!.i!!f.th~~ .'!:l!?r.'!i~.91 .r:;..l!.'!r¿¡, .~ ~.':' ~!". 9.l!.t!? .th! .~ ~'? c;:h; .... ............... ... .......... .......... .
2 if I you / walk to the restaurant I you I be there in fifteen minutes

3 M r. Wang / get a bette r job I ¡f I he I do well on (he English test tomorrow

4 what I Ka rl l do I if I the airline I cancels his fl ight

....... ... .................................... ?
5 if I you I not Hke I your room I who / you I call
........................................................................................................................ ?

WRITING ::10P ROTtIIIiii o l""". 153

-Checking Out ~

Write a paragraph about the hotel you chose in Lesson 4. Explain why you
would like to stay there. What are i15 advantages and disadvantages?

I ' lNov ld like to rto)' ot t h e Hote l Co sob lo fl CO. WRITtNG BOOSTER p. 145
• Avolding sentence fragments with
At,.,of phe,e ;f ver)' ;mporto fl t to me Qfld ••• beca use or since
J • Guidance lor th is writ ing exercise

36 UNIT 3
ORAL REVIEW
PAIR WQRK
PHONE MESSAGE
1 Create a conversatian between the hotel guest in Room 816 FO",
and the woman al the fronl desk. Ask for hotel services or FAOM~,[]
[hM~,-
. I[]
~M~,-.--------------
complain about a problem . Start like this: [] [] M~. [] M., -:-_ _ _ __
Helio? Ir th ir ff..e frot'\t derk? PIease cal O \-VI cal .
[] WantslO 5eeyou O A- .__ ~
2 Create a conversation between the man al the fronl desk .~,-, ~ "'"' ""
and the caller. Use will. Complete the message slip. Start like this :
A: Fro"t derl<. Caft 1 help Y0I.I? ""'-'- - - - - -
B: Ye 5¡ tJ..a"kr. l~ Jike to leave a mE' HQ 9E' for . . . ";;;;;;,i¡¡;;;;;;;;~iiiii___;;;;;::;::
3 Create a conversatian between the two men al the fronl desk . Check
into or check out ef the hotel. Discuss hotel amenities, services, and
schedules. Start like this:
Mi. 1'.,.., cJ..eckir¡g i" . TJ,e neme's ................. . .

Business Cenler
9:00 AM - '4:00 PM
Gifl Shop
9:00 AM - 9:00 PM
FitnP!iS (enler 3
6:00 A.1v1- 10:00 P.\1
S", 5
10:00AM - 3:00 P.\t
 (Hin I[¡ 111111R:1iI¡JII[II:l~i
Discuss a car accident.

4 Cars and Driving

2 Describe a car problem.
3 Ren t a caro
UNIT 4 Discuss goOO and bad d riving .
•

PREVIEW
Eight Habits of Bad Drivers
How many drivers in your city
O speed?
O none D some D mOSI O all
'=' o
weave through traffic?
nane o sorne O mos! O all
~ 405060 70 BO
100
..:f 110
120

@ tailgate? o don't stop at red lights?

•
O nane O sorne O mas! O all O nane O sorne O mos! O all

€t talk on the phone? o don ' t signal when turning?

O nane O sorne O mos! O all O nane O sorne O mas! O all

o text while driving? (I) pass in a no-passing zone?

-
O nane O sorne O mosl O all O nane O sorne O mos! O all

.. 2:19 VOCA BULARY • 8 ad drlving habits Read and listen.
Then listen again and repeat.
speed
tailgate
lalk on the phone
tex! while driving
weave Ihrough Iraffic
no! stop al red lights
no! signal when turning
pass in a no-passing zone
8 PAIR WO RK Com p are surveys w ith a partner.
Discuss and explai n you r answers.
Sorne drivers in rny city talk on
the phone while they're driving.
. __,_,,_
~ , _terrible. )
lots of ta)!.i drivers turn without
signaling . I don't like that.
____ --~I

38 UNIT 4
 e ... 2:20 PHOTO STORY Read and listen to a conversation between two old friends.

Maso n: Brad! ~?n.9 ~~f"!l!? ,:,?s.e.e..
Brad : Mason! You're right. It has been a
long time. How've you been?
Maso n:! ~~!"': ~ ~?f"!lP)~i.n.. What about
you? How's the family?
arad : Great! 1 was just gOlng in here
to pick up a present for Marissa.
Tomorrow's our fifth anniversary.
Mason: ~~l)g~~l! I?~i.~~~! . . . Hey! let's
have a cup of coffee and ~~!~~ .l!I?R':l .
old times. There's a nice coffee place
;'fghi ¿¡round the comer.
arad: Yo u won't believe what 1 just
saw.
Mason : What?
arad : This taxi was coming around the
comer, and he hit a bus! Someone
said the guy was texting while he
was driving.
Ma son: Y?u:y"~ .9 ~~ !~ ?:e. ~i.d.~i!",.9! Was
anyone hurt?
Brad: 1 don' t think so.
Ma son: !h.a.~~ g?~~ry~~~ !~~ !~~~.
arad : 1 just can't stop t hinking about
that accidento
Mason: I know. The driving in this
city has always been bad, but now
everyone's texting and talking
on the phone instead of paying
attention to the road.
arad : Y? I.! ~~!l. ~~y. .t~:l.t .~9~i.n.! You
should n't multitask while you're
driving a caro

o FOCUS ON lANGUAGE Match each numbered sentence with one of the quotations
from the Photo Story.
1 I've been fine. a "Cong ratulationsl"
2 I tota lly ag ree w ith you. b "1 can't complain."
3 I'm so hap py for you ! e " l ong ti m e no see."
4 I'm g lad n oth ing terrible happened. d " Thank goodness fo r that."
5 Really? Th at's unbel ievable. e "Vou can say that again !"
6 Il's grea t to see you again. f "Vou 've gOL lo be kiddingl"

E TH INK ANO EXPLAIN Oiscuss with a partner.

1 What did Mason mean when he said, "let's have a cup of coHee and catch up on old times ."?
2 Wha t d id Brad mea n when he said, "You shouldn't multitask w hil e you're driving a ca r"?

SPEAKING
OISCUSSION Discuss an accident you know about. Answer the question s.
1.
Have you ever seen an accident? 2. 3.
If so, go to Question 2. If not, go to VYtlere was it? ~ What was the cause of the accident?
question 4 .
•
5. 6.
4. Describe an accident you 've heard
about or seen in the news. -+ Where was it? -+ What was the cause of the accident?

UNIT 4 39
 Oiscuss a car accident

•
'il!\ii VOCABULARY Car part,
A ~ 2:21 Read and listen. Then listen again and repeat.

'PUM-h!

(!) hood

@ engine

CD headlight

@ Side-View mirror @ door

® emergency brake
gearshift B PAIR WORK Take turn s identifying
CD steering wheel the car part tar ea eh definition.
1 a light at the baek of the ear
@ horn 2 a light that indicates a turn
3 a part the driver uses to turn the car
(!) dashboard
4 a part that cleans the front window

0 gas pedal 5 a part that makes the car go fas ter

6 a pan that keeps passenge rs safe
o brake pedal du ring an aeddent
7 a light that helps the driver see the road
@ clutch 8 a place in the back for carrying things

GRAMMAR The pa,t continuou'

The past continuous describes an activity that continued during a period of

Form the pasl continuous with was
time in the past or at a specific time in the past. or were and a present participle-.-
The car was making a fun ny sound while they were driving. The olher driver was speeding.
Were t he head lights working? (Yes, they were. I No. they weren't.)
Who was driving your car at 10:00 last night?
Remember: The simple past tense describes a completed past action . Use when
to combine a continuing past action with a completed action .
past continuous simple past tense GRAMMAR BOOSTER p. 131
It was raining when she had the accident.
• The past conlinuous: other uses

40 UNIT 4
 A GRAMMAR PRACT1CE Co mplete the paragraph with the past contin uous and the si mple past tense.
an accident yesterday. I .... slowly and I'm
1 have 2 drive
sure I
3 pay
attention. But I ... ... ... ... .
, ..... alt
....... fo r a phone call. Whe n
the pho ne ................................ , l ... ... ... ... ... .. .. . . .... ¡t. Suddenly, the car in tront af me
5 nng 6 ilmwer
................................. . and I ........... ........... . .. JI. I ce rtain ly .............. .
7 stOp 8 h,t 9 learn
my lesson l Luckily, I ................ ......... ........ w hen 1 ................................ the accident.
10 not speed 11 have

8 .. 2:22 LISTEN ro ACTIVATE VOCABUlARY listen to the conversations about accidents .

Write the number of each co nversation in the box under t he pictu re. Then liste n again
and w rite t he car part or parts t hat were damaged in each accident.

D .... uu D ... u • •
r D .........
u ... u . .. uu.

CONVERSATION MODEL
A ~ 2:23 Read and listen to a conversation about a
car accident.
A: I had an accident.
B: !'.~. ~<?~t? ~ry. Are you OK?
A: I'm fine. No one was hurto ~ 2:2S Ways to respond

B: :r:~~~ ~. 9~~!'.~~ s: How did it happen? With concern With relief

I'm so sorry. Thank goodness.
A: Well, the other driver w as tai lgating, 9:h:.:n:o) ' . . . iNria' 'a' ;élief! ..
and he hit my caro How awful! That's good.
B: q~ I .~t? !. Wa s there mu ch damage? I'm sorry lo hear Ihal.
That's lerrible.
A: No. 1'11 only have to replace a taillight.

B ~ 2 : 2~ RHYTHM ANO INTONATION Listen again and repeat.

Then practice the Conversation Model with a partner.

[ 'WI\' IlnIU:I:1Di,cus< a car acciden!

A Write what the driver w as doing. Use the past continuous .

•'1)[0 B CONVERSATlON ACTIVATOR With a partner, change the

Conversation Model, using the pictures. Then change roles.
A: I had an accident.
B: ......... . Are you OK?
A: ........ . DDNTSTOP!
B: . . How did it happen? • Ask more questions
A: Well, .. .... ... , and ......... hit my caro about locallOn. other
damage. Ihe ol her
• B: . . Was there much damage? driver. etc .
A: .

e CHANGE PARTNERS Di sc uss other acc idents.

UNIT 4 41
 Describe a car problem

=
~~
VOCABULARY Phrasal verbs lar talking about ears
•

A 1::.2:26 Read and listen. Then listen again and repeat.

turn o n turn off pick up fill up drop off

B Complete the sen ten ces with the two pa rts of each phrasal verbo
1 The car's almost ou t of gas. let's 9 0 in here so I ca n .... ............. it .................. .
2 It's raining, and I can't .. .... .. .. .... ... the windshield wipers . .......... ..... . They aren't working.
3 Can I use your car this afternoon? I can .. . ... ..... it ..... .. ......... .. al 3:30 if you don' t need it then.
4 We have to return the renta! car befare 6:00. let's . ... ............. it .................. early al the airport and
gel something to eat, OK?
5 I can't ... .. ........... the air conditioning . . Il's freezing in here!

GRAMMAR Plaeement 01 direet objeets with phrasal verbs

Phrasal verbs cenlaio a verb and a particle that together have thei r own meaning.
mai" verb particle
turn + on = start (a machine)
Many phrasal verbs are separable. This mea ns that a direct object naun can come before or after
the particle . Turn on . turn off. ~. drop off. and liU up are separable.
direct object direct object
1'11 drop off the caro OR 1'11 drop the car off.
Be caretul! With a separable phrasal verb, il the direct object is a pronoun . it must come befare
the particle.
1'11 drop it off. (NOT ,'11 drop-ofHt.)
Did you 1iU them up? (NOr Did you fill-up.t-hem?) GRAMMAR BOOSTER p, 131
Where will they pick us up? (NOT Where will they pick-up-us?) • Nouns and pronouns: review

'= PRONUNCIATION Stress 01 partie/es in phrasal verbs

""'" A ... 2:27 Stress changes when an object pronoun co mes befare the particle. Read and listen.
Then listen again and repeat.
• • • •
1 A: I'd like to pick up my caro 2 A: They need to drop off the keys.
B: . OK. What time can you pick it up?
• B, Great. When do they want to drop them o ff?
•

42 UNIT 4
 B GRAMMAR I VOCABULARY PRACTICE Write statements or question s, placing the direct objects correctly.
Then practice readi ng the sentences aloud w ith a p artner. Use correct stress,
1 The ta illights aren ' t working. (can ' t / 1/ on / them / tu rn) .. , ..... .. .... ...
2 They 're expecting the ca r at 10:00, (off / drop / 10:00 / at / 1' 11 / it)
3 It's too cold for air conditi oning . (button / w hich / off / it / turns) ?
4 Thanks for fixing the car, (it / pick / w hat t ime / 1/ ca n / up) ?
5 The car is alm ost out of gas . (up / please / fi ll / it) .. .. ....

CONVERSATlON MODEL
A " 2 :28 Read and listen to someone describing a car problem .
A : I'm d ropping off my caro
B: Was everything OK?
A : Well, actua lly, the w indshieJd w ipers aren ' t wo rking,
B: I'm sorry to hear that. Any ot her problems?
A: No. That's it.
B: 15 the gas tank fu ll ?
A: Yeso I just f illed it up.

B " 2:29 RHYTH M ANO INTONATION listen agai n and repeat.

Then practice the Conversatio n Model w ith a part ner.

e FINO THE GRAMM AR Find and underl ine two direct objects
in the Conversation Model.

Describe a car problem

A NOTEPAODING Write two or more possible car parts for each ca r prob lem.

w o n't o~en
_ + = I close: tJ..e ~vt)roo~ tJ..e J..ood . ..
w on't turn on I off:
is / are makin g a funny sound:
(isn't I aren't) w or k i~ :

~ B CONVERSATION ACTlVATOR With a partner, change the Conversation Model. Repo rt a

problem with a caroUse your notepad for ideas. Then change roles and problems,
A: I'm dropping off my ca r.
B: Was everything OK?
A: Well, actually ..
B: . Any other problems?
A: .. .. .. .

e CHANGE PARTNERS Describe other car problems.

o OPTION Role-play a conversation in w hich you report an

accident when you drop off a rental ca r. Describe the accident. Oh, no! Yes, the [taillight[
How did it happen? is broken.
Say what you were doing when you had t he aCcident, using
• 15 there any damage? isn't working .
the past continuous. Then change roles. Start like this: Was anyone hurt? won't turn on I off.
is making a funny
A : I'm dropping off my car, I had an accident .. . sound.

UNir 4 43
 Rent a car

•
BEFORE YOU LISTEN
=
"""
A (too 2:30 VOCABUlARY • Car types Read and listen. Then listen again and repeat.

a car

a convertible •

a station
•

an SUV

B PAIR WORK Which car woutd you like te drive? Which car would you I'd like to drive the luxury
car because people will
not like to drive? Discuss with a partner, using the Vocabutary.
- think 1 have a lot of money. "

" Reall y? I'd rather drive the

LlSTENING COMPREHENSION -- convertible. It's really cool. "

--'
A 2:31 LISTEN FOR DETAILS Listen. Write the car type that the speakers discuss in each conversation.

1 .. 2 ..... .......... .. l . 4

B 2:32 LISTEN TO SUMMARIZE Listen again. Write a check mark if the caller rented a car. Then
listen again. Write the reasons the other catlers didn't rent a caro
0 1
0 2 ............................ ....... ................................... ... .
o l ...................... ..
0 4

44 UNIT 4
 A PAlR WORK Read about each customer at Wheels Afound the
, A c.ampac.t c.ar is g aad lar d ri\ling in a big c.ity,
World , an international car rental company. Choose the best It is easier to park in a small parking sp ac.e. "
type of car for each person oDiscuss reasons wi th your partner.

o Background: Ms. Potter is a

businesswoman lro m 8 0slon, in Ihe
U.S. She is flying lo Dalias lo allend
a business meeling. Sha doesn'l
have a 101 01 luggage. She only
needs a ear for local
trayel around Dalias.

Car type:
Reason:

1'W"--~-
Background: Ms. Park is a tourist ....... --,0 ~-
from Busan, Korea, Yisiling westarn
Australia with her eousin. They
en¡Oy hiking and fishing. and Ihay're
Car type:
Reason:

¡
planning a road trip Ihrough Ihe doctors to dinner and after-d innar
Lake Distriet. They plan entertainment. He likes
to drive on sorne rough lo driye.
road s, so they want a ear
wilh four-wheel driye.

Car type: .................... ", ... . Car type:

Reason: . Reason: .............. .

Background: Ms. Kimura is a

touris! from Osaka, Japan, visiling
national parKs and eities in the
weslern part of the U,S. wilh her
husband and their three child ren.
They plan to do a lot of
shopping , loo.

Car type:
Reason: .......... .. .............. .................. ....... .

B NOTEPADDING Plan a trip for which you need a rental caro

Destin ation Pickup d at e Drop off d ate Number 01 companions Ac t ivit ies

e ROLE PLAY With a partner,

role-play a phone call to
Wheel s Around the World
- RECVCLE THIS LANGUAGE.
Agent Caller
Helio . Wheels Around Ihe World. I"d like to make a reservation .
to rent a car for the trip you What kind 01 car [do you need J I'd like a [compact cario
planned on your notepad . would you like]? I'd ralher have a [van].
How many people are you trayeling with? I'm t raveling with [my husband].
• Choose one of the car types When will you [pick up I drop off) the ear? l1's a [business trip / yacalion]
from the Vocabulary on Where will you drop off the car? 1[have J don'! haye] a 101 of luggage.
page 44. Discuss the trip and Would you rather renl [a lull·sized sedan] Do you aceep! eredil cards?
or [an SUV]?
your needs . Then change roles.
UNIT 4 45
 Discuss good and bad driving
....= BEFORE YOU READ
A ~ 2: 33 VOCABULARY . Driving behavior Read and li sten, Then listen aga in and re peat.
8ad or aggressive drivers . . .
honk their horns stare at other drivers
Good drivers . ..
pay attention obse rve the speed limit maintain a safe following distance
B WARM-U P In yo ur o p inion, which af the bad and aggressive d riving habits are the ma st d angerau s? Why?
READING >2,,,
Six Tips for Defensive Driving
\re all l no\\ Ihat nOI c\eryone drin's Ilell. Sorne ¡>copIe
tailgate, p:esture. Ileale through Iraffic. and honl---cl.lssic
signs of the aggressil'e drÍl ing that causes one third of all
cal' crushes. But more and more people are n011 talking on
Ihe phone. ealing. <lnd el'en II.Hching l Y as Ihe~ dril e-
examples of Ihe multi to~ kjng and inatt enlile dril ing that i~
a growing cause of acddcnts. A1t hollgh lI'e cmú con lro!
Ihe aClions of Olher dril'ers. Ihe fol1oll'ing defensÍI'e dril'ing
lips can help liS reduce the Tisks caused b~ our 011 n
dri\'Íng and the bad dril'ing of others.
D Slow down, DrÍl íng 100 fasl for I\ealher or road
condilions gil'f-"s you less time 10 Teact 10 dangers on the
road ahead of you, Also, as you ¡ncrease your speed.
~our car becomes harder to control and lales longer 10
come 10 a stop.
46 UNIT 4
•
gesture at other drive rs fla sh their lights at other drivers
And don '! forget ,
speed
lailgate
talk on the phone
lexl while driving
wea ve Ihrough traffie
nol s~op al stoplights
no! s~gna l while turning
pass 10 a nO'pass;ng zone
FEATURE ARTICLE
El Follow the "3· second rule." T he g.reatest chance of a
collision is in fronl of ~ou , ,\ Iai nlaining a safe follo\lIng
distance of three seconds behínd Ihe car in fron! oí \OU
\\ iIl gÍl'e you enough \lme to re.1CI if thal car slO\I s o~
stops suddenly.
El pay attention to your surroundings, Be a\la Te of
\\here other \ chicles are and \\ h31 is happeni ng on Ihe
road, Check \ our rea1""l ie\\ <lnd sidc 'l ie\1 mirrors
frequentl~. Before changing lunes, ,¡]\\"ays look o\'Cr your
shoulder \O eheeh your "blind Spols"- areas \O Ihe side
3nd real' of ~'o ur car that aren', \ isible in ~our mirrOTS.
El Signal your intentions early. Use IUrn signals 10 lel
otherdri\ers knO\1 Ilh,1I you're going 10 do before ~ou do il.
Th¡s helps OIher dri\ers undersl,md ~our plans so the~ can
make ,heir o\\n defenshe dri\'ing decisions.
EJ Expect the unexpected, Assume Ihat other dril'ers
1\ ill make mistak.;:) . Plan aheild \1 hal vuu 1\ ill do if anolher
driI"CTbreaks a traffie lall or Cuts ~ Oll ~ff. For e>;ample.
do n'l assume Ihat a \'chicle com ing \O a stop sign or a reel
lighl is going 10 stop. Be prepared to stop your Ollll car
if necessa~.
r':) Don't take others' aggressive driving personally.
Olhcr ¡>copie lI"ill dri\e badly. Thcy're not thinking about
you. If ~ou pcrmit them to make you angry. j ( can affeel
}our o\\"n dril'íng and le,ld tO an acciden\. \\'hen other
d ri n:rs ShOl1 sign) of aggrcssi\c dri\'Íng, jus' slol\ do\\ n or
pu ll o\'er to Jet Ihem pass.
 A UNDERSTAND FROM CONTEXT Circle the correct word or phrase to complete each statement.
1 A person who is doing more than one activity at the same time is (multitasking / driving defensively) .
2 Following the "3-second rule" means maintaining a safe (road condition / foliowing distance) .
3 Tailgating, gesturing, and honking are three examples of (inattentive / aggressive) driving.
4 Not paying attention is an example of (inattentive I aggressive) driving .
5 CoJ/ision and crash are two words that mean (danger / accident).
6 A part of the road that you can't see in your mirrors is calied a (blind spot / lane) .

CRITICAL THINKIN G How can defensive driving help drivers avoid accidents? Explain your opinion,
using the Vocabulary and examples from the Reading or from your own experience.

L JiII17111!1U:1II Di,cu" good and bad dri ving

A PAIR WORK Complete the survey and then compare surveys with a partner.

Rate each behavior on a scale of 1 to 3.

O Making rude gestures at others 2 = Annoy~me

O Honking excessively 3 = Make~ me very angry

O Staring angrily at other drivers

O Tailgating to make others go faster or get out of the way
D Flashing lights to signal others to move to another lane
D Weaving in and out of traffic
D Driving too slowly
O (utting other drivers off If your score is ...
.. 20-24 Calm down. Don't take other people 's bad driving personaliy.

Ü Total your seo re.

They're not thinking abou! you .
.. 13-19 Stay focused. Don't allow bad drivers lo distraet you.
Pay attention lo your own driving instead .
.. 6-12 Congratulations! You're as eool as a cucumber.

B NOTEPADDING Describe what good and bad drivers do. e DISCUSSION Discuss good and bad
Use the Vocabulary. driving . What percentage of drivers do
you think are bad or aggressive? Use your
Cood drivers .. _ Aggressive drivers . _. notepad for support.

uS"e tJ,ei r tur" S"ig"oJS"
fJaf/' t/'ei r )ij/,tf at "tJ..erf
Text-minini (optional) .
Find and underline three words or phra~~s m
the Reading that were new to you. Use em
m your Dlscussion
For example "slow down

UNIT 4 47
 •
A ~ 2:35 listen to the conversations. Then complete the statements with words and
phrases for bad or aggressive driving.
1 The other driver just . them
2 Jim/s mother says he's
3 The driver behind them is ............................. at them.
4 The driver opened his window and at them.
S The driver is beca use he wants to pass.
6 The driver is
7 The driver is at them.

B Read each definitían. Write the name of the car part.

1 a window en the tep of the car: 4 a place where the driver can find informatían about
speed and amount of g as:
2 a part that stops the car: 5 a part that people wear to avoid injuries in an
3 a window the driver looks through to see the accident:
cars in front: 6 a part that prevents the car from moving when
it's parked:

e Complete each statement or question about d riving. Use the past continuous or the simple past tense.
1 I ., and I an accidento
not pay attention have
2 The other driver. at the stop sign, and she a seat belt.
not stop not wear
3 He ................... on a (ell phone, and his car . ......... .. . my trunk .
talk dilmilge
4 Who when the accident ............................. ?
drive occur
5 Where ................ . they when they the accident?
stand ,ce
D Complete each conversation, putting the phrasal verbs and objects in arder.
k Won't the car staft?
S, No. I can't
it I turn I on
2 k Do you need gas? Far IIddttlonallanguage practlce .

B: Yeso Please ............ ...

up / fill /i t ;: TOP NOTCH • • lyrics p. 153
3 A: Hey, you haven't turned on you r headlights. "Wheels around the World"

B: Oops . Thanks. I can't believe I forgot

to ............... ...
""'"'
SOtIG
""'"'
KARAOKE

turn I on I them
4 A: Can AII Star Limo drive us to the airport?
B: Yes oThey'lI at 5:30.
us I pick up

WRITING BOOSTER p. 146

WRITING • Connecting words and sentences:
Write a short paragraph about the differences between good and bad drivers. 8.D..!!.. In addition. Furthermore. and
There fore
Include language from pages 38, 44, and 46 in your paragraph.
• Guidance for this writing exercise

48 UNIT 4
 , , ,
ORAL REVIEW
GROUP STORY Together, create a 5tory about the pictures. Each person
adds o ne sentence to the 5to ry. Begin with Janua ry 16. Use the past
continuous and the simple past tense in your story. 5taft like this:
TJ..ey picked vp tJ..ei , ret'ltal ca r j r¡ Temvco 0 1'1 J a rlV ory lG• ...

PAIR WQRK
1 Create conversations la r the people in the fir5t three pictures. For example:
A We~ I¡ke ta reflt a ca ro
B: Certaifl ly. WJ..at kil'\d of " c a r do rou 'l eed ?
2 (reate a phon e conve rsation fa r the fourth picture. The woman
reports the accident to Multi Ca r Rentals. The agent respond s.
Sayas much as yo u ca n. For example:
We j.,ad 01'1 a ccid entoMy J.HJfba lld w a 5 . . .

.. .

o Discuss a (lIr accident.

O Describe a (lI r problem.

O Rent a car.
O Discuss good and bad driving.
 ti
IRI] ~ 1~j 111: 1[R:' i[1] ~Iij 11:1
1 Ask lor something in a store.

5 Personal Care and

2 Make an appointment at a salon or spa.
3 Discuss way s to improve appearance.
UNIT 4 Define the meaning of beauty.
•

Appearance
PREVIEW
SPA and FITNESS CENTER
THEApEX For a better- Iaoking - and bett e r-y ou!

facials shaves

Make an appointment
with our personal
L trainers.
spinning ... and more The la test in exercise equipment
Pilates ...
----
=
"""
A ~3:02 VOCABULARY. Sajon services Read and listen. Then listen again and repeat.

----------------
a haircut a facial a shave a manicure a pedicure

B PAIR WORK With a partner, discuss the Apex Club services. What are the advantages
of combining exercise and fitness with spa and massage services in one club?
50 UNIT 5
 ENGUSH FOR TOOAY'S WORLD
Understand English speakers from
different la nguage backgrounds.
e ~ 3:0 3 PHOTO STORY Read and listen to a conversation in a spa salan . Re.:eptionist ~ French speaker

Receptio nist : Can I help you, sir?
Clie nt: Would it be possible to
get a massage? I don't have an
appointment.
Receptio nist : Well, actually, you're in
luck. Our eleven o'clock just called
to cancel his appointment.
Cl ient: Terrific.
Receptionist: Let me show you to the
dressing area .
Clie nt : Thanks. Oh, while I'm at it, do Cli ent: Great. One more question. 15
you think I could get a haircut, too? it customary to tip the staft?
Rece ption ist : YesoBut you might Recept io ni st : Wel l, that's up to you.
have to wait a bit. We don' t have But most clients give the stylist and
anything untiI12:00. the masseuse a eu ro or two each.
Cli e nt: Not a problem. By the way,
how much will the massage and
hai rcut come to?
Rece ptionist: Let's see . . . it will be
11 0 euros in all.

.D FO CUS ON LANGUAGE Answer the questions, us ing language from the Photo Story.
1 How does the client ask for a massage? 4 What phrase does the receptionist use to tell the
2 How does the receptionist ind icate t hat the cli ent client the total cost of the salan se rvices?
can have a massage without an appointment? 5 How does the client say " That's OK"?
3 How does the client ask about the price of a 6 What exp ress ion does t he receptionist use to tell
massage and a hai rcut? the client that th e amo unt to ti p is his decision?

SPEAKING
A PERSONALlZE Check the ward or phrase that best describes how aften you get these salan services.
Then compare cha rts w ith a partner.

weekly monthly once in a while never I do this for myself!

haircut O O I O O O
facial O O O O O
shave O O O O O
manicu re O O O O O
pedicure O O O O O
massag e O O O O O

8 PAIR WORK In your opinion , w hat is the va lue of each service? Com pare opinio ns with a part ne r.
•
11 I think massages are great for backaches.

-- A massage helps me fee l better. " A shave? Are you kidding? I do

that myself. I don' ! go to salons!

UNIT 5 51
 Ask tor something in a store

'lilE VOCABULARY Personal care products

•

A " 3:04 Read and listen. Then listen again and repeat.

1 a comb 2 a brush 3 a toothbrush 4 a razor 5 a nail clipper 6 a nail file

, I

non-caunt
r - - - 11 makeup - - - - - --1

1 soap 2 deodorant 3 shaving cream 4 aftershave

.-.
•
12 lipstick
I 14 eye shadow
13 mascara
5 toothpaste 6 shampoo 7 ha irspray 8 sunscreen

9 dental f10ss 10 hand and body lotíon 15 tace powder 16 nail polish

B " 3:0S LISTEN TO INFER listen and circle the kind of product each ad describes.
1 Spring Rain (shampoo I deodorant) 4 AII Over (face powder I hand and body loUon)
2 Rose (soap I nail polish) 5 Scrubbie (toothpaste I shaving cream)
3 Pro-Tect (sunscreen I hand and body lotion) 6 Maximum Hold (hairspray I shampoo)

GRAMMAR Quantifiers for indefinite quantities and amounts

Use sorne and ª-!!Y: with both plural count nouns and non-count nouns.
sorne: affirrnative statements ~: negative statements
We bought sorne cornbs. Now we have sorne. I don't have any razors. I don 't want any.
They.need sorne soap. We have sorne. We don 't want any makeup. We don 't need any.
sorne or any: questions
Do you want any aftershave? OR Do you want sorne aftershave?
Ooes she have any nail files? OR Ooes she have sorne nail files?

S2 UNIT 5
 Use a lot of or lots of with both plural count nouns and non·count nouns in statements
and questions. They have the same meaning.
That store has a lot of (or lots of) razors. They don't have a lot of (or lots of) sunscreen .
Do they have a lot of (or lots of) makeup?
GRAMHAR BOOSTER p. 132
Use many and much in negative statements. • Some and ~: indefiniteness
• Too many. loo much oand enOtlgh
many: with plural count nouns much: with non·count nouns • Comparative quantifiers fewer
They don't have many brands of makeup. The store doesn't have much toothpaste. and less --

GRAMMAR PRACTICE Complete the conversation between a husband and w ife packing for a trip.
Oana : 00 we have (1 any 1 many) shampoo?
Neil: Yeso We have (2 many I
lots 01) shampoo.
Oana : And Maggie uses (3 much 1 a lot of) sunscreen . Is t here (4 many any)?
Nei1: No, there isn' t (5 some I any). And w e don ' t have (6 much many) toothpaste, either.
1ca n pick (7 som e / any) up on my w ay back fro m w ork.
Oana : Hey, Adam's shaving now. Does he need (8 any I many) shavi ng cream?
""" Neil:
.= He doesn ' t shave every day. He can use mine!

CONVERSATION MODEl
A ~ );06
Read and listen to someone looking for personal care
products in a store.
A: Excuse me . Where w ould I find sunscreen?
B: Sunscreen? Have a look in the cosmetics section , in ais le 2.
A: Actually, I did, and there wasn ' t any.
B: ,'m sorry. let me get you some from the back. Anything else?
A: Yeso I couldn't find any razors either.
B: No problem . There are some over there. ,' 11 show you.

B .. );07 RHYTHM ANO INTONATION listen again and repeat.

Then practice the Conversation Model w ith a partner.

e FINO THE GRAMMAR Find and under1 ine the tour quantitiers in
the Conversation Model.

I l:ueil;uIlJ~:la Ask for something in a sto re

.:J A CONVERSATI ON ACTIVATOR With a partner, use the store directory to chang e the
Conversation Model. Use the Vocabulary and quantifiers. Then change roles.
C osmetics Plus
A: E.xcuse me. Where wou ld I find .. ..... .. ?
B: ... ..... ? Have a look in ... DIRECTORY
A: Actually, 1did, and there any. Aisle
B: ,'m sorry. let me get you from the back. Anything el se? Hair Care
3
A: ....... .. . TOOIh Ca re
4
Skin Care
DONlSTOP! How much lis thal aftershave / are those nail cllppersj? 2
• Ask about other Can I get thlS Ishampoo¡ In a larger I smaller slZe? Naij Care
2
personal care Can I gel thlS IIpstick in (black)? Makeup
• products. Do you have any cheaper (razorsj? 2
Shaving Supplies
1
B CHANGE PARTNERS Practice the co nve rsation again, asking for other products.
UNIT 5 53
 Make an appointment at a sa lon or spa

CONVERSATION MODEL
A '" 3:08 Read and listen to so meo ne make an
appointment fo r a haircut.
A : Helio. Classic Spa and Sal on.
B: Helio. This is M onica M organ . "d like to make an
appointment fo r a haircut.
A : Whe n wou ld you like to come in, Ms. Mo rgan?
B: Today, if poss ible.
A: l et me check.... Sean h as an o pening at 2 :00 .
B: Actua lly, that's a liUle ea rly fo r m e. Is so meone
available after 4:00?
A: YesoYelena can see yo u t hen .

8 "' ) :09 RH YTHM ANO INTONATION listen agai n and repea t.

Then p ractice t he Conversation M odel with a p artner.

GRAMMAR Indefinite pronouns: someone / no one / anyone

Someone, no one, and anyone are ¡ndelinite pronouns. Each refers to an unnamed person o
Use indefinite pronouns when the identity of the person is unknown or unimportant.
Affirmative statements Questions
Someone is available. Can anyone wash my hair?
No one someone
Someone Is waiting for the manicurist . Is there anyone at t he front desk?
No one someone
1 saw someone at the tront desk. Did you see anyone waiting for a shave?
someone
Negative statements Be careful!
There isn 't anyone waiting. Use anyone, not no one. with the GRAMM AR BOOSTER p. 133
1 didn 't see anyone at t he salon. negatlve lorm 01a verb, • Indel inite pr onouns: somethine:.
I didn '! speak to anyone. anythine:, everything. and
NOT I didn't speak lo RO-&fle , nothing

A "' 3:10 LISTEN TO ACTI VATE VOCABUlARY ANO GRAM MAR listen to the conversation s.
Complete each statemen t with someone o r anyone and t he sa lo n se rvice(s) .
1 They can ' t find ... ... ........... to give her a .... ....... ... ... lh is afternoon.
2 ... .... ,..... .... can g ive him a .............. .. . and a ........ ....... .. at 4:00.
3 There is ................. w ho can give her a .... ............. and a ............. .... aI 6:30.
4 There isn't ......... .. ...... w ho can g ive him a .. ..... .. ... ..... today.

54 UNtT 5
 B GRAMMAR PRACTICE Complete each statement or quest io n with so meo ne. no one. or anyo ne.
In some cases, more than one answer is correcto
8 ..... ........ .. ......... called and left you this
me ssage w hile you were getting your shampoo.
2 They didn't tell .............. . it wou ld be a
long wait. 9 There w asn' t ......................... there w hen she
called for an appoi ntment.
3 Oid you see ......................... givi ng a manicu re?
10 I d idn ' t speak to .......................... about the
4 I didn't ask ......................... abo ut the price.
bad hai rcu t.
5 There wi ll be ............ ............ here to g ive you a
11 ................... told me the salon offers
pedicure in a fe w minutes.
shia tsu massage now .
6 ........ ...... .......... can cut your ha ir at 12:30 if you
can wait. 12 I do n' t have the nai l file. I gave it to

7 Please don 't tell ......................... the price. It w as

very expensive!

PRONUNCIATlON Pronunc;at;on 01 unstressed vowels

A " } ;11 The vow el in an unstressed syllable is of ten pron ounced la/ . Read and listen , paying attention to the
syllable or syllables marked wit h la/. Then listen again and repeat.

•
1 ma ssage
• •
2 fa dal
• • • •
3 ma ni cure
•
4 pe di cure
• • • ••
5 de o do rant
•
1>1 /. / /. / /. / '<JI lal

B Now practice sayi ng the w ords on your own.

Make an appointment at a salan or spa

~~PE
A CONVERSATION ACTIVATOR With a partner, change the
Conversation Model, using services and staff from t he
list. Then change roles .
A: Helio.
SPA ond FITNESS
SfRII,CES
X
CENTER
S: He lio. This is ......... . I'd li ke to make an appointme nt STAFF
for .. .. .. ... hoircut
A: When would you like to come in, ....... ? ChristoPher/ Oiana
S : ......... if possible. Pedicure
A: Let me check .. .. ......... has an opening at ........ . Kar inl Carlota
sho ve
S: Actually, that's a little .... for me. Is someone NiCklGiorgio
available ...... .. . ? rnonicure
A: Yeso can see you then. Sonia/ Marie
rnoS"S"oge
OON1STOP! p e rsonal
Vladimir/ fdouard
• Ask about olher servlces . ~ ;Bfld¡;:i"!!md't1a. troining Igor/ Beuy
• Ask about prices and payment. Is someone ava.lable DO I al _ ?
How much IS la pedlcure}?
How long IS la massagej?
Can someone [wash my halr}?
I need la shave].
Is Ihe tlp Included?
00 you accept credlt cards?

B CHANGE PARTNERS Practice the conversation again,

• making an appointment for other services .

UNIT 5 55
 Discuss ways to improve appearance

BEFORE YOU READ •

PREDICT look at the photos and t itle of the article. What questions do you think the people will ask Dr. Weiss?

READING • '"

Some people consider cosmetic Dear Dr. Weiss:

surgery no more serious than visiting
aspa or a salon. But others say,
"1 think 1'11 pass... They're aware that
cosmetic surgery ¡s, in fact, surgery,
and surgery should never be taken
lightly. Fitness editor Or. Gail Weiss
answers readers ' questions about
I cosmetic surgery.
I'm a 24-year-old man who is already losin9 his hair. Dr. Weiss, I'm
looking lor a wife, aOO I'm alrald no woman will want to marry a
25-year·old bald guy. I need some advice. Catvin
Dear Calvin:
There are severa! SlJ"g<;al proceOxes Vv'hcrI a COsmetlC surgeon can perform
to help lrea! hall' iOSS and reslOl"8 halr lar bolh men and women. BlJI" !hat's
not praclcaj. remembef lhal sorne 01 the wol'lcfs mas! attractrve men MI baId!
Gail Weiss, M.O.

Dear Dr. Weiss: Dear Dr. Weiss:

I'm at my wits' end wittl my lace. I have wrinkles and sun damage.
I'm only 30, but Ilook 50. Do you thlnk a lace-lift is an option lor me?
Josephine
Cle<Y ..k:lSephne:
1hIs popJar and effectrve SI.I'gety s the lace and the neck n one
operallOll. art a face-kft 1$ surgery, and altEW'Warc!s yw lNl1I have 10 stay
heme lar a ruTIDer 01days. It lakes II/Tle 10 recover. BeIOfe you deClde
10 have a lace- . ask your detmalOlogISt or a cosmellC surgeon aboul
a chemcal peeI. A chemIcaI peal removes lhe lop layer 01 skin ar.d can
mPf1)'.le!he appearance 01 !he SkIn WlthOut SI.I'gety. Compared:o Sl.Kgery. a
ha/I.hOu'" VlS.I 10 YQlX doonatologtst wouId be a p¡ece of cake! Good lIck!
Gai Wess. M.O
When I was young, I was a chocoholic. f ate a lot 01 chocolate, but
I never gained any weight. Now that I' m older, I can't eat anything
without gaining weighU I'v. hearo tllatliposuction js the answer to an
overweight person's dreams. Is tllat true? Dawson
~Dawson:
tI,'s true mat liPOSUC11Cll1 can rM'lQYe lat deposIls that don't respond to
dleung and eKefOse. but ~'s eXperlSNe and can be dangeroJs. It wouId be
a good Idea to ask yoor doctar lar sorne heIp in dietng tirs!. Then, II you
are unsuccessful. be sure to Iind a surgeon WIth a 101 01 experlMCe befare
GaiI Wf!Ass. M.O.

A PARAPHRASE Find and cirde each underlined expression in the article.

Then circle the correct word or phrase to complete each statement.
1 If you say I think 1' 11 pass, you mean ("No, thanks" / " That's a g reat idea").
2 If you are at your wits ' end about something, you are ( hap py / unhappy) about it.
3 It takes time to recover means that you (w ill / w on't) feel better immediately.
4 Something that is a piece of cake is (easy / difficult) .

B UNOERSTANO FROM CONTEXT With a partner, find these procedures in the Reading and
w rite a definition for each one.
1 liposuction ................... .. 3 a face-lift ...................... .
2 hair restoration 4 a chemical peel

56 UNIT 5
 e CONFIRM CONTENT ANO APPlY INFORMATION Co mplete t he chart with information
from the art icle. Then, w ith a partner, g ive your ow n advice tor each pe rsono

j osephi ne

Ca lvin

Dawso n

1~[ll~jl'¡llIl~¡J:1
~ .. ¡-.~,..-':"" ~;;:-::t!~~ ; .
Discuss ways to improve appearance .. ...
";~ _._._-.--<..~ ...... ~~

A FRAME YOUR IDEAS Take the opinion survey about ways to improve appearance .

How far would you 90 to improve your appearance?

deflnitety absotutely
Would you try ... not!
d let? O O O O
exerclse? O O O O
mossage? 0 O O O
holr restorotlon? O O O O
cosmeUCs 000 mol<eup7 O O O O
foc lols7 O O O O
foce-Ufts? O O O O
IlposucUon? O O O O
chemlcol peels7 O O O O

B NOTEPADDING Choose one method you would try and one method you would not try.
On the notepad, w rite advantages and disadvantages.

Method Advanta s Disadvanta e s

I io'ollld t~ di ~t.

Method Advantage(s) Disadvantage(s)

e DISCUSSION What's the best way to im prove you r appearance?

Text' minina (optional)
What w ays would you NOT try ? Explain. Use your notepad Find and underline three words or phrases in Ihe Reading
• tor support. tllat were new lo 1Oll. Use them in your Discussion .
For example: "surgical procedures:

UNIT 5 57
 Define the meaning of beauty

....= BEFORE YOU LISTEN

A ... }:13 VOCABULARY. Discussing beauty Read and listen. Then listen again and repeat.
•

physlcal features skin, hair, body shape and size, eyes, nose, mouth, etc.
beauty the physical fea tu res most people of a particular culture consider good-Iooking
attractlye havi ng a beautiful or pleasing physical or facial appearance
unattractfve the opposite of attractive
youth appearing young; the opposite of looking old
health the general condition of one's body and how healthy one is

B EXPLORE VOUR IDEAS Write a statement or two

describing, in your opinion, the chara cteristics 01
an attractive man or woman.
~" attracti" e wo,.,.,a" J,a f 10"9 J,ai, al'\d dark ~..::::J
e PAIR WORK Use you r statements lo ta lk about the physica l features you consider
atlractive for men and women. Use the Vocabulary.

" In my opinion, attractive people have . .. " J

LlSTENI NG CO MPREHENSION
A ~_: 14 LISTEN TO RECOGNIZE SOMEONE'S POI NT OF VIEW Listen to the interview. Check all
of the statements that summarize Maya Prasad's and Ricardo Figueroa 's ideas about beauty.

Maya Prasad Ricardo Flgu e ro a

O I'm very lucky lo be so beautiful. O Physical beauty is not important
at all.
O AII the contestants were beautiful.
I was just lucky. O 80th physical beauty and inner
beauty are important.
O Physical beauty only lasts a
short time. O Only inner beauty is important.
O l ove makes people beautiful. O Prasad represents ao al most
perfect combination of inner
and outer beauty.

B ... }:lS LISTEN TO TAKE NOTES Liste n and lake notes about what Figueroa says aboul each of
the qualities below. Then com pare your notes with the dass.

warmth :

patience:

goodness and kindness:

58 UNIT 5
 e DISCUSSION Talk about one o r more of the questions.
1 In w hat w ays do you agree o r disagree with Prasad 's and Figueroa's ideas about beauty ?
2 Do you th ink t he Miss Universal Beau ty co ntest sounds better t ha n the usual beauty contest? Why
or w hy not?
3 Do you th ink there shou ld be beauty contests for men as w eU as tor wo men? Why or
w hy not? What in your opinion is the difference between a woman's bea uty and a
man 's beauty?
4 How do you exp lain t hese w ords in the song Prasad talks about:
"Do yo u love me becau se I'm beautiful, or am I beautiful because you love me " ?

Iw¡~¡llnll~HI Define the meaning of beauty

A NOTEPADDING look at the four photos. Wha t qualities Outer beaut Inner beaut
of beauty do you find in each person? W rite notes.

Outer b eauty
1

Inner beauty

2 Outer bea!!!y~

Inner be au!y~

3 Ou ter b e aut~

:v
,
, , .,
Inner beauty

4 Outer beauty

Inner beauty

B PAIR WORK Discuss the qualities of beauty you found in the peop le
in the pictures . Compa re your opinio ns. Use your notepads for support.

e DISCUSSION Define the meaning of beauty.

I think beauty is hard to describe. It's a
combination of things. I consider my
• grandmother really beaut ifu l because . . .
- J

UNIT 5 59
-------------------------------

•
A ~ 3:16 listen to the conversations. Infer what kind of product the people are discussing.
Complete each statement.
1 Hawaii Bronzer is a brand of ........... .... ..... ............................ .
2 Swan is a brand of ............... .......... ........................ .
3 Truly You is a brand of ..... ........... ................................ .
4 Mountain Fresh is a brand of .............................................. .
5 Si lk 'n Salin is a brand of .................. ........ .
6 Fresh as a f lower is a brand of ..... ..... .

B Complete each statement or question.

1 There aren't (many I much) customers in the store right now.
2 Do they sell (any I many) 5unscreen al the hotel gift shop? I forgot to pack some.
3 Vour sister doesn't want (so me I any) body lotion.
4 She doesn't wear (much some) makeup. She doesn't need to-she has beautiful skin.
5 My son uses (any I a lot 00 shaving cream.
6 There's (anyone I someone) on the phone for you. Do you want me to take a message?
7 There are (any I a lot of) salons in this neighborhood .

e Complete each statement about services at a salon or spa.

1 There's nothing like a professional ........................ when you 're sick and t ired of you r beard.
2 If your hair is too long, gel a ......................... .
3 In t he summer, before you wear sandals for the first time, your feet willlook great jf you get a

4 When your hands are a mess, you can get a ......................... .

5 When you r muscles are sore from too much w ork o r exercise, a .............. .. .. ...... can help.

D Complete each conve rsation with the correcl procedure.

1 A: I look so old! Look at my neck and my eyes.
B: Why don't you get (a massage I a facelift)?
2 A: My back and shoulders are sore from too much exercise.
B: They say (a chemical peel l a massage) can really help .
3 A: look al this! I'm getting bald !
B: Have you thought about (Iiposuction I hair restoration) ?

WRITING
Re-read the letters on page 56. Choose one leller and w rite a response, using
you r own opinion and making your own suggestions. Explain what you think is
OK or appropriate for men and women.
WRITING BO OSTER p. 147
• Writing a formalletter
• Guidance for this writing exercise :: lOP NOTeH liWiI .
ly",' p. 153
-Piece of Cake"

60 UNIT 5
""'"
~ ""'"
"""'"
ORAL REVIEW Sa Lor.
CONTEST look at the picture for a minute,
and then clase your books. With a partner,
try to remember all !he products and services
in the picture. The pair who remembers the
mast products and services wins.
PA1R WORK
1 Create a conversation between the client
and the clerk al the tront des k of the
salan . Staft like this:
Mi . 1 ~el\le a ZJO appo¡,..tmel"itfor . . _
2 Create a conversation for the man and
woman waiting for salan services. Far
example:
WJ.,ot are yov J,e re fo r?

D Ask fe r something in iI store.

D Make an appointment at a salon or spa.
D Discuss ways to improve appearance.
D Define the meaning of beauty.

UNrr 5 61
 1 Talk about toad passions.

UNIT 6 Eating Well 2

3
4
Make an excuse to decline food .
Discuss lifestyle changes.
Describe local dishes.
•

PREVIEW

... 3:1 9 ~ VOCABUURY

Cale"..,,:
Oairy prodlJCtS and l<ealy creen
v~es provide alcium fo r
healthy bones and teeth.
Carbahydl'8t•• :
Grains, JnSta, and bread
a re SOUf"CfI1I of ~thy
carbohydrates.
P_tel,,;
Meat , fish, poultry, eas.
lqumes, and nuts are rich
sources of protein.
Vita....... :
Viumins A, B, e, and D come
from a variery of foods, and
they are important for fOOd
kealth.

A Look at the suggestions aboye for eating a healthy dieto Do you think 2 - 3 se rv ing ' a day
this diet is healthy? Why or why not?

B COf!lplete the chart about the foods you eat each day. Compare charts 3- 5 serv ings a day
with a partner.

e DISCUSSION How are the Healthy Diet suggestions different from your
chart? Which do you think is a healthier diet? Explain. More t han 5 servings a day

62 UNIT 6
 o ... 3:20 PHOTO STORY Read and liste n to peop le t a lking a bou t tood choi ees.

Rita : Didn't you tell me you were ley: ! ~.axe. ~? i.c:l.e.a.. Want to try sorne? loy: Come onl It's really good.
avoiding sweets? Rita : Thanks. But I think I'd better Rita : OK. Maybe jl;l~t. ~ .b.i!e..
p'~~~ . I'm avoiding car"bs-"; .....
loy: ! ~?u.l9!"1: ! ~~~i~!! ! .h.~~~. ~ ~~,,:i!lg f9~ loy: Hey, you only live once!
chocolate. loy: You? I don' t believe ¡t. You never
Rita: Well, J have to admit it looks used to turn down chocola te!
pretty good." How 'rTla'ny calories are Rita : I know. But !'!l:1 .,,:,~~<;~ i.n.g .~Y .
in that thing anyway? ~~i.9~~ now.

' Cilrbs (informal) = carbohydrates

E FOCUS ON LANGUAGE Find an underlined sentence o r phrase in the Photo Story with
t he same mean ing as e ach of the follow ing.
1 I don't Imow . .. S I rea lly wanted .
2 I should say no. 6 I ag ree . ..
3 I eouldn't stop myself. 7 say no to .
4 I'm t rying not to g et heavier. .. .. 8 1'11 try a líttle.

" I don't believe in the Atkins Diet.

SPEAKING A lot of meat, eggs, and cheese
doesn' t sound like the right balance
Read t he descrip t ions of d iets. Woutd you ever t ry any of them? ••__o~f~f~oods for good health. "
Why o r why not?

The Vegan Diet The Juice fast

for better heolth ond
prevention of diseose.
Avoid 011 onimol prodvcts,
induding doiry ond eggs.
Eo! 1015 of groins, beons,
vegetobles, ond trvits.
The Mushroom Diet
• for weight km.
RepIoce lunch or dinnet'
every doy-for two week~ ­
witl, o mushroom di~ .
For better heoltt. ond
prevention of d iseose.
In~teod of food , drink
four lo ~¡x glosses of fresh
vegetoble ond fruil ¡uices
for onywfle.-e fro m three
doys lo tl,ree weeb. Gel
plenty of rest 000 ovoid
The Atkins Diet exerc;se during the fas!.
for weight kH$.
Eot high ' prolein foods such
o~ meoI, eggs, ond cheese.
Avoid foods thot ore high
in corbohydrates, svcn os
polOlees, breod, gralns,
000 svgor.

UNIT 6 63
 Talk abo ut tood pass ion,

•
VOCABULARY Food passions
A ~ 3:21 Read and listen. Then listen again and repeat.
I can' t st and fish.
,'m not crazy about chocolate.
,'m (razy about
I don ' t (a re fo r steak .
,'m a big meat eater.
1'm nol m uc h of a pizza eate r.
,'m a big coffee dri n ker.
I'm nol much of a coffee drinker.
,'m a ch ocolate addict.
1'm a pizza love r.

.Ji

B ... 3:22 LISTEN TO ACTIVATE VOCABUlARY Circle the correet words to

complete each statement about the speakers' foad passions.
1 She (is ( razy a boul I doesn't (are fo r) sushi.
2 He (lo ves / can't stand) asparagus.
3 She (is a mango lover / doesn't (a re for mangoes).
4 He (is a big pasta eater I ¡sn't (razy about pasta) .
5 She (is an ice cream addicl I can't stand ice crea m) . sushi

mangoes pasta ice crea m asparag us

e PAIR WORK Te ll your partner about I'm really a seafood lover,

so me of you r tood passions. but I'm not crazy about clams,

GRAM MAR Use lo / used lo

Be careful!
Use use to and used to + the base form of a verb to describe things They didn't use to .
They used to . . . BUT Did they use lo .
that were t rue in the past but are no longer true in the present. ?

1 used to be crazy about candy, but now 1 don't care for it.
She didn 't use to eat cheese, but now she has it all the time.
Oid you use to eat a lot of fatty foods? Yes, 1did. OR Yes, 1used too GRAMMAR BOOSTER p. 134
No, I didn't. No , I didn't use too • Use to I used to: use and form,
What did you use to have for breakfast? (Eggs and sausage. But not anymore.) common errors
Why did you use to eat so much? (Beca use 1didn't use to worry about my health.) • Be used to vs. get used to
• Repealed actions in the past:
would + base tormo common errors

64 UNIT 6
GRAMMAR PRACTICE Use the context to help you complete each sentence w ith used to or
didn't use too Then write two sentences about yourself.
1 Gary ...................... ..... .. go out to eat a 101, bul
now he eats at home more often.
2 Nina ..... .................. .... .. eat a 101 of pasta, bUl
now she does.
3 Vinnie ............................. drink a 101 of coffee,
but now he's a coffee addict.
4 Anton ................ ..... .. .... eat a lot of vegeta bies,
bu t now he doesn't.
5 Cate .. ....... ........... ..... .. .. hale seafood, but now
she's crazy aboul fish.
6 Ted .... ....... ... .. ..... ...... .. eat a lot of fatty foods,
but now he avoids them.
7 Burt ................ ............. drink a 101 of water, but
now he has several glasses a day.
8 May .............. ............... like salad, but now she
has salad s several times a week.
9 (used to) I ........ .. ... ... ..... .
10 (didn't use to) I

PRONUNCIATION Sound ,eduction : used to

~3 :23 Notice how lhe pronunciation of to in used to changes to Ital in natural speech. Read and listen.
Then listen again and repeat. Practice the sentences on your own.
• •
1 I used to be a big meat eater.
•
3 Sally used lo be crazy about fries.
•
2 Jack used to like sweets.
• •
4 They didn't use to like seafood.

CONVERSATION MODEL
A . 3:2" Read and listen to two people talking about
their food passions.
A: Are you a big coffee d rinke r?
B: Definitely. I'm cra zy about coffee. What about you?
A: I used to drink it a 101. But recently I've cut back.
B: Well, I couldn ' t live without it.

B 1i".3:25 RHYTHM ANO INTONATION listen again and repeat.

Then practice the Conversation Model with a partner.

Talk about food passions

A NOTEPADDING Complet e the notepad with foods My food pass io n s

you like and dislike.
Food s I'm crazy about Food s I can 't stand
B CONVERSATION ACTIVATOR With a partner, change
the Conversation Model, exchanging information
about your food passions. Talk about what you used
to and didn 't use to eat o r d rink. Use you r notepad
and t he Vocabulary from page 64.
A: Are you a big .. .... ... ? DON1STOP!
• B: ...... . What about you? • Ask about more
A : .... .... . .. . foods and dnnks.

CHANGE PARTNERS Talk abou t other food passions.

UNIT 6 65
 Make an excuse to decline tood

CONVERSATION MODEL
A fo'. 3:26 Read and listen to a dinner guest make an
excuse to decline food.
A: Please help yourself.
B: Everything looks greatl But 1'11 pass on the chicken.
A: Don't you eat chicken?
B: Actually, no. I'm a vegetariano
A: I'm sorry. I didn't know that.
B: !n . r)9~ .a. p'r~i:?I.~rp: 1'11 have something else.
B ~ 3:27 RHVTHM ANO INTONATION listen again and repeat.
Then practice the Conversation Model with a partner. ~ 3:28 Variations
It's not a problem .
Do·n··{ worr.¡..... .
I'm fine.

VOCABULARY Excuses for not eating something

A . 3:29 Read and listen. Then listen again and repeat.

Coffee doesn ' t I don't eat beef.

agree wlth me . I'm trylng to lose welght. It's against my rellglon .

I'm allergic to chocolate. I'm avoldlng sugar. I don' t care for broceo1i.

B ~ 3:30 LISTEN 10 ACTIVATE VOCABUlARV listen to each conversation . Write the letter to
complete each statement. Then listen again to check you r work.
1 Cindy ... • is a vegetariano
2 Frankie ... b is avoiding fatty, salty foods.
......... 3 Marie ... e is trying to lose weight.
4 Susan ... d is allergic to something.
5 George ... e doesn't care for seafood.
I usuallydon't eat lried foods.
e PAIR WORK Talk about foods or drinks you avoid. Explain why. I'm trying to lose weight. ,

66 UNIT 6
 Use negative ~ I no questions ...
• to confirm information you think is true .
Isn't Jane a vegetarian? (Yes, she is.)
Oidn 't he go on a diet last week? (Yes. He's trying t he At kins Diet.)
• when you want someone to agree with you.
Don 't you lave Italian food? (Yes, it' s delicious!)
Wasn't that a terrible dinner? (Actually, no. I thought it was good.)
• to express surprise.
GRAMMAR BOOSTER p. l35
Aren't you going to have cake? (I'm sorry, but I'm on a diet.)
Hasn't he tried the chicken? (No. He's a vegetarian.) • Negative m I no
queslions: sho rt answers

GRAMMAR PRACTlCE Co mp lete each negative ru I no question .

1 A: ................. yo u altergic to tomatoes? .. ..... your husband been on a diet?
B: Me? No. You ' re thinking of my brother. B: Yeso But ¡t's driving him crazy.
2 A: .............. . that lun ch yesterday delicious? 5 A: .......... asparagus disgusling?
B: It was fantastk ! B: Actually, I like it.
3 A: ........ .... we already have steak this week? 6 A: ................. you like your pasla?
B: Yes, we did . B: AClua lly, il w as a little too spicy for me.

Make an excuse to declin e toad

A NOTEPADDING Look al the photos. On a separate sheet of pape r,

use the Vocabula ry to w rite an excuse to decline each food.

B CONVERSATION ACTlVATOR With a partner, change

t he Conve rsation Model to role-play a dinner
conversation. Use the p hotos to oHef foo ds. Use octopus shellfish
you r notepad to make excuses to decline that food.
Then cha nge ro les. OPTION: Role-play a din ner
conversation with mo re than one classm ate.

A: Pl ease help you rself.

B: Everyt hing looks ! Bu t 1' 11 pass on th e ......
A: Don't you eat . ? t ofu steak
B: Actually,
DDN'TSTDP!
• Offer drinks and
A: I'm so rry. I didn ' t kn ow that. ot her food s.
B: ......... . 1'11have ... . • Talk about food
passlons.

b roccol i beets
be eral)' about _ can't stand
be a blg _ ea ter I dnnker be nol crazy about _
be a(n) _ addict l lover not care lor

e CHANGE PARTNERS Pract ice the conversation again .

•

choco late

UNIT 6 67
 Discuss lifestyle changes

•
BEFORE YOU READ
EXPLORE YOUR IDEAS Do you think people's eating ha bits are better or worse than they
used to be? Explain with examples.

READING ." "

---- ----
----------------------ji Be?
How ca~.. theFre.."_c~_s:~~:h!~ while __________ ___ ___ .--
Americans ~~J."-:::~~ _____ --------
-----
-------.---
Have you ever wondered why Americans struggle wilh walching their weight.
while Ihe French. who consume allthat rich food-Ihe bread. the cheese. the wine. and
the heavy suuces--cominue 10 stay thin ? Now a repon from Comell University suggests
a possible answer. A study of almost 300 panicipants from France and ¡he U.S. provides
clues about how lifestyle und decisions about eating may affect weight. Researchers
concluded that the French tend to stop eating when they feel full. However. Americans
tend to SIOp when their plate is completely emply. or they have reached the end of their
favorile TV show.
According 10 Dr. Joseph Mercola. who writes extensh'ely about heallh issues, the
French sec eating as un importan! pan oftheir lifestyle. They enjoy food ando therefore.
spend a fairly long time at the table. I.n contrasto Americans see ealing as somelhing
10 do quickly as they squeeze meals belween ¡he other acti vities of Ihe day. Mercola
believes Americans have losl ¡he ability 10 sense when they are actually fulL So they
keep ealing long after the French would have slOpped. In addition. he argues Ihal. by
tradilion. Ihe French lend 10 shop daily. walking to smal! shops and famlers' markelS
where they have a choice of fresh fruits. vegclables. and eggs as well as high-quality
meats and cheescs for each mea!. In contrasto Americans tend to drive ¡heir cars 10 huge
supermarkets 10 buy canned and frozen foods for the whole week.
Oespi le all these differences. new repons show that recent lifeslyle changes may be
affecting French eating habits. Today. Ihe rate of obcsity-or extreme overweight-
among adults is only 6%. However. as American fast-food restaurants gain acceptance.
and ¡he young tum their backs on older traditions. the obesity rate among Frcnch
children has reached 17%-and is growing.

A UNDERSTAND FROM CONTEXT Use the context of the article to help you
choose the same mean ing as each underlined word or phrase.
1 Have you ever wondered why Americans struggle with wa tching their weight ...
a have an easy time b have a difficult time e don't care about

2 ... while the French, w ho consume atl that rich food .... ,
a fatty, high-calorie food b low-fa t, low-calorie food e expensive tood

3 ... contin ue to stay thin?

a worry about their weight b not become overweight e gain weight

4 Researchers concluded that the French tend to stop eating when they feellli!!.
a like they can't eat any more b worried about their weight e hungry

5 ... the French see eating as an important part of their lifestyle.

a personal care and appearance b culture or daily routine e meals
68 UNIT 6
B SUMMARIZE According to the article, why do the French stay thin wh ile Americans gain weight?
Write a fou r-sentence summary of the Reading. Then share your summary with the class.

1 Compoted to Americo'lf, the Fr e'lCh rtoy tJ,i 'l bec ov f e .

e COMPARE ANO CONTRAST In your country, do

" 1think people he re are mo re like people in France . .
people gene rally stay thin or do they strugg le They tike to eat, but they don 't gain weight easily. "
with watching their weight? Are lifestyles in you r
country closer to those of France or the U.S., as
described in the article ?

IWII'I1I\IH:I:1Discuss lifestyle changes

A FRAME YOUR IDEAS Complete the lifestyle self-assessment.

1 Have you .ver changed Ihe waV vou eal In order lo lose walght? • ves • no
If so, what have you do ne ?
O ate less food \Vere yo u su((essful? O yes O no
O cut back on desserts \Vh y or why nol? Explain. _ _ _ _ _ _ __ _ _ _
O avoided fatty foods
O other (explain)

.. ..
1I so, wha t changes have you made?
O stopped eating fast foods \Vere you s uccessful ? O yes O no
O started eating ",hole grains Why or why not? Explai n. _ _ __ _ _ _ _ __
O slarted eati ng more vegeta bies
O other(explainl _ __ _ _ _ __ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ __

3 Have you ever trled lo leld a more active hfestyle? • yes • no

If so, what have you done?

O started working oul in a gym \Vere )'ou s u((cssfu l? O yes O no
O started running or walking Wh y or why nol? Explain. _ _ _ __ _ __ _ __
O slarted playing sports

O olher (expla.in) -----------------:::==::::::::::::::::..1

B ClASS SURVEY On the boa rd, summa rize you r How many students .. .
class's lifestyles. • want to rnake SOrne I,festyle changes'
• have gone on a d,et lo lose weighP .
e DISCUSSION How do you thin k your classma tes : ~ve b changed thelr diel to jmprov~ their health'
ave een successful with a die!' .
compa re to most people in your country? Are they • lead an active hfestyle? .
generally healthier or less healthy? What do you think
people need to do to have a healthy lifestyle?

• " 1 thinkmy classmates are healthier than Tut-minina (optional)

most people in this country_ Too many Find and undedine Ihree words or phrases in the Reading
people eat fa st foods. They need to eat Ihal we re new lo you. Use them In your Discussion.
healthier food and e)(ercise more. " For example: "¡ain weight:

UNIT 6 69
 l' Describe local dishes

....= BEFORE YOU LISTEN

A .. 3:32 VOCABU lARY • Food descr;ptions Read and listen . Then listen again and repeat.
•

.w"t.
spiey.
It lastes
salty.
{
50Ur.

It lookl terrífiCo It smells terrib le.

..

It ¡melis IIke } .oft . Chewy.

It tastes IIke chicken. It's {
11'5 { hard . crunchy.
It looks IIke

8 PAIR WORK Use the Vocabulary to describe foods you know. , Apples are crun(h~

L1STENING COMPREHENSION
A .. ): 33 LISTEN FOR DETAllS First, listen to the descriptions of foods
from around the world and w rite the letter of each tood. Then listen
again and choose the Vocabulary that com pl etes each desc ription. cabbage
kim chee I Karea
....~... 1 It's (crunchy / chewy I hard), and it tastes (5a lty I sweet I sour).
2 It tastes (salty I sweet I spicy), and ¡t's (50ft / hard / crunchy) .
..... .... 3 It's (50ft I chewy I erunehy), and it tastes (salty I sweet I spiey).
4 It tastes (salty I sweet I spiey). Sorne thi nk it (tastes I srnells I looks) awful.
5 It (smeUs I tastes I looks) great, and it (smells I tastes I looks) awful.
......... 6 They're (erunehy I ehewy I hard), and they taste (salty I sweet I spiey).
caviar J Russia

chapu lines I Mexica

\ cha dafu / China machi I japan Jell-O (JI / United States

70 UNIT 6
B l :l~
LISTEN TO PERSONAlIZE listen again. After each tood, discuss wi th
a partner whether you would li ke to t ry that food. Explain w hy or why not.

Describe local dishes Name of dish:

Rai" dO"'9J.."",tf
A FRAME YOUR IDEAS Choose three local dishes that you would
Description:
recommend to a visitar to you r country. Write notes about each.
fo ft a"d f l,¡./eet

What's in it?
f lou r, 1!'9 9S', milI<;
Name of dish :

Deseription:

What's in it? Name of dish:

Oescriptio n :
Name of di sh :

What's in it?
Desc ription:

What 's in it?

B PAIR WORK Role-playa conversation in w hich one of you is a visitor

to your country. Introduce and describe you r dishes to the " visito r."
Use the Vocabulary. For example:

." Have yo u tried rain doughnuts? , J

." No, I haven't. Whatare they li k~

" Well, they're 50ft. And they taste sweet 3

- RECVClE THIS LANGUAGE.

Ask about the dish Comment on the dish

What's In (il I lhem]?
Is it 1 Are they [spicy I sweetJ?
How do you make [il l themj?
Is ¡I I Are Ihey [popular]?
Ooes il I Do Ihey lasle [sally]?
I1 sounds I lhey sound (¡reat] .
I'm erazy aboul _ .
I'm a big _ ealer.
I'm aln) _ [addic! llover].
I [used lo I didn'l use to] eal _.
I don'l ca re lor
I'm allergic 10_.
I'm avoiding _ .
_ [don 'l l doesn'!] agree wllh me.
_ [is I are] agalOsl my religion.
I'm nol much 01 a _lealerJ.
I'm Ion a diel ¡ Irying lo lose weighl) .

UNIT 6 71
 •
A t: 3:35 Listen to the conversation in a restaurant. Cross out the foods
that the speakers don't mention.

beef and braceoli chicken clams noodles pasta

pizza salmon sca llops sh rimp steak

B t:3:36 Now listen again and complete the statements.

The man doesn't care tar ............................ .
He would rather eat ............ .

e Com plete the negative ro I no question tar each situation.

1 The weather today is sunny and beautiful. You turn to your
friend and say: " ................. the weather tantastic?"
2 You've just finished dinner. It was a terrible mea !. As you leave,
you say to your f riend: " ............. .... that meal awful?"
3 You're sigh tseeing in China. From you r tour bus window you see a
long wall in the distance. You say to the person sitting next to you:
................... that the Great Wall?"

4 You're surprised to see your friend eating breakfast at 11 :30.

You say: " ..... ............ you ................. breakfast yet?"
5 You see a woman on the street. You're pretty sure ¡t's No rah Jones,
t he singer. You go up to her and as k: " ................ you Norah Jones?"

D Write five sentences about things you used to or didn't use

to do or think when you were younger. For example:

1 did,,'t vre to like coffee ,-",hen 1 '-"'(H yov"ger.

E Write short descriptions of the fol1owing foods.

apples bananas carrots grapefruit

ice cream on ions squid steak

Corrotr ore ora",ge, and they 're r'-"'eet al'\d CrV'lChy. .: TOP NOTCH liIi.Iii •l,';G p. 154

-
~A Perfect Oish ~

"'"'" ~ """"
WRITING
Write a p arag raph on the following topie: Do you think people
are eat ing healthier or less hea lthy foods than they used to? Give
examples to support your opinion.
WRITIN G BOOSTER p. l48
] th''lk people are eat¡'lg a lot of 1.".,J..ealtJ..y foodr today. • Connecting ideas:
subordinating conjunctions
People vred to eat a Jot of frerJ.. foodr. Ho ..... ever¡ lately . .. • Guidance lor this writing exerci se

n UNIT 6
 ,- ORAL REVIEW
CHALlENGE Choose a dish and study the
photo and the ingredients tar one minute .
•~ Then close yo ur book. Describe the dish.

PAIR WQRK

, 1 Create a conversation far the man and

woman in which they look al the foads and
,- ,- tal k about their food passions. For example:
fi o v e Y0(.l tried Pad ThQ¡? It'f terrif¡ c!
Si Bim Bop • Korea 2 Create a conversation in which the man or
the woman suggests and offers foads. The
Ingredie nts : rice noodles, Ingredients: rice, beef, soy sauce,
other makes excuses. Start like this:
tofu, peanuts, fish sauce, sesame oil, garlic,
sugar, lime juice, vegetable black pepper, A Wovld yov !ike f ome_7
Oil, garlic, shrimp, salt, eggs, 8; Actva Jl y, _ "
eggs, hat lettuce, rice
3 Choose a dish and (reate a conversation
peppers wine, hot
between someone from that country and
peppers
a visitar. for example:
Move yo v ever tried _?
,.-
"
Chicken Mole· Mexico
,
Ing redie nts: chicken, tng red ients:
salt, vegetable oil, _---~ parsley, mint,
onions, garlic, onions, tomatoes,
tomatoes, " potatoes, salt, black pepper,
chocolate, corn, cracked wheat,
hot peppers avocados lemon juice,
oliveoil

,- , ,-

Pot Stickers • China

tng redie nts:
flour, cabbage,
pork, green
onions,
sesame oil, sall

Ing redients: onions, garlic,

g round beef, hard-boiled
raisins, cheese,
rocoto peppers,
vegetable oil o Talk about load passions.
O Make an excuse to decline lcod.
O Discuss lilestyle changes.
O Describe loca l dishes.

,
 IKnúl~ lll:IIR:Ji ImlfflM ~i
1 Get to know a new friendo

7 About Personality
2 Cheer someone up,
3 Discuss personality and its origino
UNIT 4 Examine the impact of birth arder, a

PREVIEW

The Psychology of Color

Actording lo rosea"". colors havo a powerfvl eIfect on .... Tak..... Iost and !hen seo ayour
an.won are confirmod by !he research. Yoo muy be surprisedl ¡Check your an.wers below.)

Color test Questionnaire

1) Whol color is Ihe mosl ottenlion-getting?
I,tid. O yellow
-'1#.-
2) Whol color is mos! likely lo make people feel angry?
o other
Whot are your color preferences?
Look 01 the colors below,

I'ti d • O yellow
o other
3) Whol color is bes! far o hospital room'?
O white
O other
4) Whal color oflen mokes people feel lired? UGHT
BLUE
-U!i!· o other
5) What is Ihe leosl appealing color far food?
I Ud- O yellow
-,nl i
'. o other
'PEU pel\JOlld aJe SIlJU'le~ ~ il11l9dcle ól4I ~ 'pul\.!
~ ~ \.10 'PEU ¡uene¡s;:u El 6uo:¡lIItd IUlIllU ~ liU8l $1 <IIl!CI ~ $1 $I4Ill!ljl ~ .w..u
~ SI spoo¡ p¡ISS9OOJIl .. &r1Q fiu!sn II!IlI Pl-OOI ~ ~ew ~ s QP sasad (g
Which calor do you find Ihe mas!
'1fuJue ,s~ ~I ¡rr¡p¡u OI)jUld ~ 6o..o:soddo 9\¡\ ¡O WOOJ ~ 9\¡\ PEllI.IIW9AEI\l
_ 1 s¡nds IIWO$ "p8JIl ~ 01 epjOac:I35fl8::) l.e:l ~ lE! fU>¡oq ~ u.\\04'O SEIll ~ (1)" oppealing?
'DIIiIU ~ Isa. 9lIl ¡iI6 SUJQIlI!<I ~ uaa.o6 WOOJ
¡e¡rlsa¡ \1 ~ 'KI?JiIl 01 e¡cI03(I SilSrg) 1 pul '3ÑJ I q \.10 JOt(X) lSe'SW iiO.¡l $1 ~ le
Which calor do you masl r--
'I.r.) 01 satQeq JO¡ ¡lIJe SJ3dwel
associa!e wilh happiness? 1
* ll 9SOI 01 SI(1pe ,oc¡ .I¡@'I'I!.lJOW 11sa~ UJOOJ ~ e ll1 ~ 1M UMCM.¡S a.\e\j $3(lI11S 1<:
Which colar do you mas!
~ou BlOUJ W3Ili sa~ew
sl\A lltAueM pul sllf>! :J!¡;ru¡ JO¡ pQJ fusn 'IJOIJU&UEI ISOW 3t!1 S~ PEU AIlS S',.13(1)13 li associa!e wilh being sed?

A CL,I\SS SURVEY How many classmates answered the questions on the test correcUy?
Which color on the questionnai re was the most appealing to your classmates?

B DISCUSSION In your opinion, wha t makes people like some colors and dislike others?

, I think people like color5 that

remind them al things they like, " 1agree, Ilove blue, It reminds me

74 UNIT 7
,
-- of the sky, Ilove being outdoars,
e .. 4:02 PHOTO STORY Read and tisten to a cou p le talking about what color to repaint thei r living room.

Chelsea: You know what? I'm getting a
little tired of looking at this walipaper.
Chad : Weli, maybe it's time for a
change. What would you think about
getting the room painted? I never
loved that wallpaper, anyway.
Chelsea: Actually, I don't think either
of us did. We only got it because we
couldn't agree on a paint color.
Chad : Oh, yeah. Now I remember. You
wanted pink, and I said it was too
feminine.
Chelsea: Actually, I never thought it
was pink. To me it was a soft rose.
Chad: Well, what would you say to a
nice blue?
Chelsea: Blue? Way too masculine.
Ch ad: What?/
Ch elsea: I'm just pulling your leg,
silly! Blue would be great.
Chad : This one's nice-very relalting .
Chelsea : True, but I'm not sure the
furniture would go with it.
Chad : Cood point. I'd hate to have
to get all new stuff ... You know,
r
maybe we're on the wrong track.
Chelsea : What do you mean?
Chad : AII of a sudden, I'm thinking
white. It's classic, and .
Chelsea: And it goes with everything!

D PARAPHRASE Restate the expressions from the Photo 5tory in your own way.

1 "I'm just pulling your leg." 3 "Cood point."

2 "l'm not sure the furniture would go with it." 4 "Maybe we're on the wrong track."

E THINK ANO EXPlAIN AII the statements are false. Explain how you know they are false.
1 Chelsea stilllikes the wallpaper. 4 Chelsea thinks the blue Chad likes wou ld go
nicely with the furnitu re.
• Chelsea says, 'I'm getting a little
tired of looking at this wallpaper.' " S Chad would like to buy new furniture.
6 It's Chelsea's idea to paint the living room whi te.
2 Chelsea didn't want a rose-colored living room. 7 They agree the furnitu re wouldn't go with white.
3 Chelsea t ruly thin ks that blue is too masculine.
•
SPEAKING
Choose colors for rooms . Use the Color Test tor ideas. Compare cha rts and reasons with a partner.

1f 'IlJI
a bed room to r a married
a bed room for a j g; rI
a-bedroom for a 11"\ ~'-j boy
a kitche n
l a fam ;ly !;v;ng room
 Get to know a new friend

•
GRAMMAR Gerunds and infinitives

Ger unds and infinitives come from verb forms but function as nouns in a sentence, aften as direct objects.
Gerund .. an -!ni lonn 01 a verb Infinitlve • ~ + a base form
She enjoys painting. He wants to paint the kitchen yellow.
Use a gerund after the following verbs and expressions: avoid , discuss. Remember : There are two oth er '!!:!B forms:
dislike , don 't mind , enjoy, feel like. practice, Quit, suggest She is painti ng. (present participle)
Use an infinitive after the following verbs and expressions: agree. be sure, The trlp was relaxing. (particlpial adjective)
choose, decide, expect, hope, learn, need, plan , seem, want. wish . would like
Other verbs and expressions can be followed by either a gerund or GRAHHAR BOOSTER p. 136
an infinitive: begi n, can't stand, continue, hateolike , lave, preter, 5tart • Gerunds and infinit ives: usage
within sentences

A GRAMMAR PRACTICE Complete the suggestions for ways to make new friends, usi ng the
verbs plus gerund or infin itive d irect objects.

10 MAKE NEW FRIENDS

Everyone ................................. ftiends . We ................ ................. these princlptes:
1 want make 2 suggest follow
1. ..................................
3 decide be
frjendty to everyone you meet. Take advantage of every opportunity.

2. Even jf you .. .. .. 4" not'(eel "(¡kii i' soCioiiiie······ , ········s·'Iea;;" i" sho;;..··· ··· ·· interest in at leas! one new person
every day....... .......... . ..... ........... every new acquaintance ................................. a real friend, but jf you
6 not expect 7 become
................................. new friends, this is a good way to start.
8 would hile meet

3. ................................. new acquaintances questions about themsetves. People ............... , ................ .

9 be mre ask 10 enloy tillk
about themselves.

4. .. ............................... too much about yourself. ............................. ... . people questions about their
11 ilvoid talk 12 practlce , ask
int!!rests and opinions before you ................................. them about your own.
13 beg,n tel!
5. If you ......................................... later, ..... ............... ............ . something that you both like. If your new friend
14 decide get together 15 pl¡m do
has different interests from yours, SiJy you ............... .... ............ .. something new.
16 not mlnd I try

--
~ B FINO THE GRAMMAR Underl ine all the gerunds and infinitives in the "Answ ers" section on page 74 .

""""
olllIg PRONUNCIATION Reduction of to in infinitives
~. ,OJ Notice how an unstressed to reduces to Ital in natural speech . Read and tisten . Then listen again and repeat.
1 I decided to repaint the bedroom a 3 She doesn ' t like to hear people talking o n
happier colo r. cell pho nes.
2 We plan to see the World Cup Finals. 4 I know you 'd like to choose a more
cheerful colo r.

76 UNIT 7
 CONVERSATION MOOEL
A . 4:().4 Read and listen to a co nversatio n abo ut likes
and dislikes.
A: So tell me somethi ng about yourself.
B: What WQutd you like to know?
A: Well , for example, wha t do you like doing in
you r free time?
B: let's see. Ma st of all, I e njoy playing tennis.
I think ¡t's !~! ~:<! ':lg: What about you?
A: Wel', I f ind tennis a littte ~,! ~i~9: But I d o love
g oing to the movies .
B: So do 1. We sho uld 90 to the movies together
sometime, then.

B ti05 RHYTHM ANO INTONATION listen again and

repeat. Then p ractice the Conversa t ion Model
with a pa rtner.

Get to know a new frie nd

A NOTEPADOING Li st yau r likes and disli kes in geru nd fo rm o

Dislikes

likes Oislikes

~ B CONVERSATlON ACTtVATOR With a partner, pe rsonalize t he Conve rsation Model,

Other times and occasions
usi ng yo ur likes and dislikes in geru nd fo rm fro m yo ur notepad. Change the
• in your free lime
t im e o r occasion . • on weekends
• on vacations
A: So tell m e so methi ng abou t yourself. • with your Iriends I famity
B: What wou ld you like to know? • lor lunch I dinner
A: Well, for example, w hat do you like do ing ?
B: Let's see. Most of all, I enjoy ......... . I t hi n k it's . What about you?
A: Well,
B, ......... . DDNTSTOP!
Ask about your partner's plans lor this Positive adjectives Negative adjectives
weekend or lor a vacation. Use the awesome boring
lollowing verbs and your own infinitives: lantastic awful
need want wonderful horrible
plan would like greal terrible
For e)(ample: lerrific disgusting
' What do you plan to do this weekend?" rela)(ing frightening
• interes!ing sea"
e)(citing silly
thrilling weird
e CHANGE PARTNERS Talk abo ut other likes and dislikes. fascinaling

UNIT7 n
 Cheer someone up

,
CONVERSATION MODEL
A " 4:06 Read and listen to someone trying to
cheer a friend up.
A: You look ~.c!~.,,!. What's up?
S: Oh, nothing se riou s. I'm just tired of the same
-
old grind . Sut thanks for asking .
A: I know what you mean. I'm tired of working, too .
How about going to a movie? That always helps "4:~~M~O;',.~~~~::::::::~~jj~----~:a
adj~iVeS
me.
down
S: Creat idea . Let's go this afternoon ! sao"
unhappy
B " 4:01RHYTHM ANO INTONATION listen agai n and upset
depre!.Sed
repeat. Then practice the Conversation Model
with a partner.
Expressions followed by ¡erunds
Adjective + preposition
angry about afraid 01
GRAMMAR Gerunds as objects of prepositions excited about slck I tired of
depressed about bored wlth
A ¡erund can function as an object of a preposition . happy I $<Id abou t crazy about
prepolition object Verb + preposition
I'm afraid 01 flying. complaln about apologlze l or
talk about behe'Je In
She's bored with cooking. worry about ob¡ect lo
She objects lo discussing her feelings. thlnk about
Be carefull Don 't use an infinitive as the object of a preposition. Wlt h How about or What about
How about [going to a movleJ?
Don't say: Let's go to a movie instead 01 to-wateh TV. What about [Ieavlng work early]?
GRAHHAR BOOSTER p. 136
• Negative ¡eru nds

A GRAMMAR PRACTI CE Comp lete the descriptions w ith preposit ions and gerunds.

Ted
,

Ted is an extrovert. Uke
most extroverts, he's direct.
And he's honest; he believes
..............l.. te.lr ...........
truth to everyone.
At his job, he w orks with other people and He has a lew lears, though.
he never complains ...... . Most 01 all, he's afraid
2 work
long hours. He works hard and doesn' t worry
4 11)'
the ··· .. ·.. ··ytii¡..:e·to...... .... work on weekends or
holidays.

78 UNIT 7
 Nlcole

Ted 's w ife, Nicole, on the
other hand, is an introverL
But she doesn' t object
...... .. .... . about herself
5 ta lk
from t ime to ti me.
Right now, she's bored ··········ó··t>e·········· However. unl ike Ted, she's not at
a student, and she's sick and tired all af raid ..... ! She's
so many long reports and excited .......... ... ... ..... .. on
7 write 11 go
.......S..Ú;ke ... ... exam s every few wee ks! vacation.
She's angry ......9..h¡l~e . io spend
so much t ime in front of a comp uter.

B PAIR WORK Answer the qu est ions about yourself, usi ng

gerunds. Then share the information with a partn er.

Right now, I'm happy about

about? gening engaged! "
I
excited
bored
sick

Cheer someone up

A NOTEPADOING Make a list of th ings that

you are t ired ot. Write them as gerunds.

What are you ti red of?

rtvd~ro J..ord

s CONVERSATION ACTIVATOR With a partner, role-play cheering

someone up. Use you r notepad for ideas. Then change roles. Be sure [lo gel enough sleepJ.
You should Ihink abou! [quitting your job}.
A: You look ... . What's up? What about [going oul for a nice dinner]?
B: Oh, nothing serious. I'm ju st tired of ... How aboul [getting a massage)?
II you [avoid drinkmg a 101 of coffeeJ.
Bu! !hank, lo r ask;ng. DON1 STOP! you [will sleep betierJ.
A: I know w hat you mean . ....... . Tha! always helps me.
• s, .
Make more suggestions. using
That's a good idea.
gerunds and mlinitlves.
-_....1 Don·t expect [to feel better right awayJ.
e CHANGE PARTNERS Cheer your new partner up.
UNIT 7 79
 Discuss personality and its origin

BEFORE YOU READ

EXPLORE YOUR IDEAS In what way does a parent's behavior
affect a child's development?

READING ~•.,

Personality: from Nature or Nurture?

What is personality? Man)' people
define personality as a person's
usual manner or style ofbehavior.
These paneros ofbehavior lend 10
be predictable throughoul a person's
lifetime. Sorne people are intrm'eriS;
others are extroverts. Sorne people
ha\'e easygoing personalities: the)' are
usuall)' cheerful and calm and able
10 cope with Iife's diffieulties without
rnuch trouble. Their ernotions are
usuall)' under control: the)' don't
gel extremely angry about linle
things. Olhers, al Ihe olher end of
the personality spectrum, are more
ernotional, experiencing higher
highs and lower lows. Mosl people's
personalities.. however, don't fall
al Ihe extreme ends bul rather fall
sornewhere in belween.
Where do we gel our personality?
For hundreds of )'ears, psyehologists
and ordinar)' people have never
stopped debating Ihis fascinating
question. Sorne people think
personaJity deyelops as a result of the
environment-the combination
ofinfluenees that we learn from,
such as our fumilies, our culture,
our friends, and our education.
The peopte who believe this theor)'
beliew Ihat all babies are born
\\;thout a personalityand Ihat il'S
the emironrnenl Ihat detennines,
or fonns, each child's personality.
This school of Ihought is called the
"nurture school."
Al the other end oflhe continuum
we find people who believe that
personalit)' is determined by
"nature," or the characteristics
"'e receh'e. or "inheril," from our
parenls biologicall)', Ihrough Iheir
genes. These people beliew Ihat our
personality is nOI determined by the
environment, bul rather b)' genetics.
and tha! eaeh bab)' is born wilh a
personality.
The "natu re-nurture co ntro\'ersy"
The nature-nurture controversy is
ver)' old. Experimental ps)"chologists
have tried lO discover which oC
these t\Vo factors, genetics or the
environment, is more important in
forming our personality. However,
it's very difficult. if not impossible,
to conduct research on real people
with rea11h·es. There's jusI no way
to put people in a laborator)' and
walCh them develop. For this reason,
there's no scientific way to seltle the
nature-nurture eontroversy. Recentl)'.
however, mosl researchers ha\"e come
to belie\"e thal both the em'Íronment
AND Ihe genes-nurture and
nature-work together and are both
importan!.
Even though the experts have
largely discarded the idea that
personality development is so black
and white. the nature-nurture
contro\'ers)' remains a popular
discussion among friencis. It seems
thal everyone has an opinion.

A UNDERSTAND VOCABULARY FROM CONTEXT Match the words and phrases in the two columns.
, genes a a person's usual pattern of behavior
..... ... . 2 environment b what we feel, such as anger, love, and happiness
........ 3 emotions e the source of traits we inherit from our parents
...... ... 4 the "nature school" (of thought) d the world around us
.. 5 the "nurture school" (of thought) e the belief that learning determines persona lity
......... 6 persona lity f the belief that geneties determines personality

lIIiIIt!I B MAKE PERSONAL COMPARISONS How is your persona lity similar to or different from those of your parents?
~ Jf you have children, how are your children simi lar to or different from you? Use language from the Reading.

80 UNIT 7
 Oiscuss persona lity and its origin

A FRAME YOUR IDEAS Complete the survey to find out if you are an introvert or an extrovert.

AREYOUAN OR AN INTROVERT?
Inshuctions: From eoch poir 01 personality trails, check one lnal
sounds like )1HH personolity. Al !he end , odd up your seleclions lar each
column . lllen decide for yourself: Are you on ¡n!roverl or on exlroverl?

Extroverts tend to: Introverts tend to:

1. enjoy being in a group. O enjoy being alone.
2. O need to interact with others. O avoid interacting unnecessarily.
3. O be active. O be Quiet.
4. O be inlerested In events. O be jnterested in feelings.
S. O talk wilhoullhinking. O think wittlout talklng.
6. O be easy lo uoclersland. O be hard lO understand.
1. koow many people a little. O know few people, bu! weU.
a. O talk. O listen.
9. O seek excitement. O seek peace.
10. O express Iheir opinions open/y. O keep their ideas lo themselves.

Tolal exlroverl seleclions I Tolal inlllmrl seledions O

o I'm on extrovert :> I'm on introvert. O I'm o mixture 01 bolh!

,
B PAIR WORK Discuss the personality traits you checked. Far each, provide a real example from you r tife to
explain your choices.

I'm pretty active. Ilike to go I lend 10 slay home

ou t almost every night. 10 Ihe most nights. II gives
movies 0 1 10 play sp orts. me time to Ihink.

e DISCUSSION Where do you think your personafity ca me from, nurture or nature? Oid your personality traits
come from your parents' genes, or did you learn to be the way you are? Expla in with examples using gerunds
and infin itives.

re:r:t·minlna (optional)
[never) complaln about _. Find and underline three w()(ds ()( phrases in lhe Reading
[sometlmes) worry aboul _. that were new to you. Use them in your Discussion.
F()( ex.ample: "easygolna."
[usually) apologlze for _'
get [angry I exclled I happy I nol tare for
sad) about _. preler _.
• be Slck and Ilred 01 avoid
be bored wlth nol mind
be alraid 01 lend lo ~.

UNIT 7 81
 Exa mine the impact of birth order

BEFORE YOU LISTEN

EXPLORE YOUR IDEAS Do you think the first child in a family
has different personality t raits from those of sibli ngs who are
born later? Explai n your answer.

LlSTENING COMPREHENSION
A .. 4:10 LISTEN FOR MAl N IDEAS Read the statements. Then listen
to all three parts of the discussion. Choose the statement that
best expresses the main idea of lhe discussion.
O First·bo rn child ren are often too critical of themselves.
O Children in the same family usually have personal ities that are
determi ned by order of birth .
O Children usually have personalities that are determined by genes.

B ~ 4:ll LISTEN FOR SPEC1FIC INFORMATION Read the exercise. Then listen to each part of the discussion aga in
sepa rately. Complete the exercise as you listen.

Part 1: Check True or False for each statement. True Fal se

1 Sria n is usually dissatisfied with himself. O O
2 Srian obeys rules. O O
3 Srian does most things well. O O
4 Srian's mother thinks her husband pushed O O
Srian to be successful.
5 Srian never li ked being with adults when O O
he w as growing up.

Part 2: Complete each statement by circling the correct information.

1 Annie is (the middle child I the "baby") .
2 Annie had (a lot of I only a HHle) time with her parents befare her younger sister was born .
3 Annie is ¡ealous of (Srian I Srian and lucy).
4 Annie (breaks I obeys) rules .
5 Annie is (rebellious and I rebellious bul nOl) popular.

Part 3: Circle the answer to each question.

1 How old was Annie when l ucy was born? 3 What did Lucy do to the dining room w all?
a 13 yea rs a She painted it.
b 13 mon ths b She washed it.
2 What does lucy like most? 4 Why does Lucy drive her older siblings crazy?
a making other people laugh a She pays too much attention to them.
b laughing al other people b Others pay too much attention to her.

82 UN1T 7
e CLASSIFY INFORMATlON Check the most common birth position for each persona lity,
according to the discussion. Listen again if necessary.

Personality traits First child Middle child Youngest child

Breaks rules O O O
Feels less im po rtan t than siblings O O O
Grows up fast O O O
Grows up slowly O O O
Has a lot of friends O O O
Is creative O O O
Is rebell ious O O O
Is self·critical O O O
Plays by t he ru les O O O
Shows off O O O

Exa mine the impact of birth arder

A FR AM E YOUR IDEAS Complete the checklist for you rself.

What's your birth position in your famil y? .

O I'm the first child or the only child in the fam,ly.
O ,'m a middle child-neither the first nor the las~.
O ,'m the "baby" -the youngest child in the fam,l y.
. . , (Check all that are tfue.)
2 What are your personahty tra,ts .
O l/m self.critica\. I a!ways fee! I should do better.

O ,'m a rebel.
O l/m popu lar. I have a lot of f riends. . .
O I feelless important than my older or younger slblmgs.
O l love to clown around and make people laugh.
O I can be lovable one minute and a rebel the next.
O ,' m creative.
O I often feel jealous of my siblings .

B GROUP WORK f orm three groups of students, according to your bi rth

Almost everyone in our group
positions . Compa re your checklists with other members of you r group. che<:ked 'I'm self·critical1' "
Do you share the same personal ity traits? Report you r findings to the class.
Group 1: first or only child ren
Group 2: middle children
Group 3: youngest children
• Ideas
e DISCUSSION Talk about how birth arder can affect t he • genetics I nature
develo pment of a person's personality. • the environment / nurture
• introverts and extroverts
• parents' behavior
UNIT 7 83
 A ~ ": 12 listen to the conversations. Then circle a word or phrase to complete each statement. •
1 Andy is feeling (down I happy).
2 Mollie is (an extrovert I an introvert).
3 Greg is (an extrovert I an introvert),
4 Millie thinks (genetics / the environment) is the most important factor in pe rsonality development.
5 Vera thinks (genetics I the environment) is the most important factor in persona lity development.

B Complete the paragraph with the correct prepositions.

Extroverts don ' t worry ................. talking in public. They believe ................. being honest, and they get
1 2
, ,
bored ................. being alone. They may talk .......... .. ..... staying home and reading a book, but w hen they
do, they complain .. . , having no one lo talk to. They object
6
being by themselves.

e Complete each personal statement with a gerund or infinitive phrase.

1 When I wan t to stay healthy, I avoid ....................................................................... .. ............................. .. .
2 I really enjoy ................................ ................................................................... on Saturdays and Sundays.
3 I wish other people would quit ...................................................................... ..................... in the movies.
4 Two things I can't stand are ........................... .. .................. and ..................................................... .
5 On weekends, I dislike ... .. .. ... ..... ..
6 If the weather is bad, I don't mind
7 Tomorrow I wou ld rea lly like .. ... .. .
8 If I want lo do well in this etass, I need
9 Tomorrow I plan ............ ................................... .... .. .. ............................... ... .... .. ............................. ..... .
10 I think most people are afraid of .......................................................................... .. .. ........................... ..
11 I think people are usually excited about ...................................... ........................................................ ..
12 Too many people com plain about ................ ......... ...................................... ... .. .. .. .............. ................. ...
13 My family worries most about .... .... ..... .... .... ... ... ... .... .. ............................ ... .. .. ... .... ........................... ..... .

o Complete each statement. Cirete the best answer.

1 John 1S such (an extrovert / an introvert). He doesn't like lo talk about himself a 101.
2 Our usual pattern of behavior is OUf (personalily / environment).
3 Another word for characteristics is (nurture traits).
4 Many people believe that (self-criticism I birth order) affects personality development.
S The nature·nurlure controversy Is an argument about the origin of the
(environment I personality).

.: IOP NOTe" liilliI •

L,na p. 154
WRITING -The Colors 01 Love"

Write at least two paragraphs about the personality of someone ~

""'"
you know well. Use vocabulary and ideas from lessons 3 and 4.

WRITlN G BOOSTER p. 149

• Parallel structure
• Guidance lor thls wflting e_erdse

84 UNIT 7
 ORAL REVIEW
PAIR WORK
1 Create a conversatían for photo 1 in
which the girl on the left cheers up her
friendo Use gerunds and infinities.
2 Role-playa discussion between the
two pea pie in photo 2. They discuss the
birth arder of their siblings and their
personalities.
GROUP WORK Choose one person to
be the professor in photo 3. Help that
person create a lecture about personality
development. Then the other classmates
listen to the lecture and ask questions .

•
NDWI CAN
o Get to know a new frie ndo
O Cheer someone up.
O Discuss personality and its origin o
O Examine the impact 01 bi rth order.

UNIT 7 85
 lijlJ~ I~ 11) ~I te:,iII]~ IfflM
Recommend a museum.
'i
UNIT 8 The Arts 2 Ask about and describe objects.
3 Talk aboul arlistic talent.
4 Disc.uss your favorite artisu.
•

PREVIEW

CIII3 A .. . :lS VOCABULARY . Kinds of art Read and listen. Then li sten again and repeat.
!lll:I
B DlSCUSSION What kinds of art do you like? Which pieces of art Adject ives to describe art
in the Preview do you like? Why? Use sorne of the adjectives. beaul lful awful femin ine
excltlng borlng masculine
I'm not really into paintings, but fasclnatlng welrd unusual
I think this one's beautilul. Ilike jewelry, bu! 1don' t think the re laxlng sllly practlcal
necklac.e is very interesti ng. thoughl ·provoking depresslng interesllng

86 UNIT 8
 ENGUSH FOATOOAY 'SWOALD
Un<lerstand En&lish Speakers from
differe·nt lan¡uage haek¡rounds.
leo '" Span'sh speaker
e .. <4 :16 PHOTO STORY Read and listen to a conversation at an art show .

l ynn : Tea, this is just great. I had no
!~~~ you had so mueh laie-rii! · ...
Tea: Thank you!
l ynn : I mean il. Your work is very
impressive.
Teo: It's so nice of you to say that.
I don't think I'm partieularly
tale nted. I just lave to paint.
Teo: Believe it or not, these were taken
byPaui johns:...
l ynn: Your bOis? How do )'ou like thal!
They're really quite·goo¡{ ····· · ···
Teo: J know. He doesn't look like the
artistic type, does he?
l ynn : No. I had no idea he took
photos. I guess y~~ ~~.n:~ .a.I~~x~
jY~9.e. ~ .1"?~9~ .~X ,it,s. ~<?~~~.
Teo: Hey, this is an inleresling piece. I
kind 01 like il.
lynn : You do? I find it a liule weird,
actually. . .... . .
Tea: But that's what makes it so
fa sei nating.
lynn : Well, to each his own. I guess
!'[ry J!J.S! .ri.~~ ~~aJ~ .!~~~ ·abstraet art.

o ACTIVATE VOCABUlARY Circle the three kinds of art Lynn and Tea discuss:

painting fashion sculpture photography drawing jewelry

E FOCUS ON lANGUAGE With a partner, discuss and find an underlined expression

in the Photo Story to match each of the phrases.
1 I didn't know ... 5 I'm really surprised!
2 I don't really like ... 6 You can't really know someone just
3 Everyone has a different opinion. by looking at him or he r.

4 I have so me information that may surprise you. 7 In my opinion, it's ...

SPEAKING ." I prefe r more realistic artoI'm just not into abstraet paintings.
"J
What kinds of art do you prefer? Explain why. I'm into fa shion. l like clothes that are really moder~

It can be traditional . ..

•
•
or moderno
Art ean be reali sti e ... or a bstract o
UHJT 8 .,
 I j Recomm end a mu se um

•
GRAMMAR The passive vDice

Most sentenees are in t he active voiee: the su bject of a sentenee perlorms the action of t he verbo In the
passive voiee. the reeeiver of the act ion is the subjeet of the sentenee.
Active voice: Arehitect Frank Gehry designed the Guggenheim Museum in Bilbao, Spain.
-?< ..
Passive voiee: The Guggenheim Museum in Bilbao, Spain, was designed by arehiteet Frank Gehry.

Form t he passive voiee with a 10rm of .b.e and the past partieiple of a ve rbo
These vases are made in Korea.
The museum was built in t he 1990's.
The Mona Usa has been shown at the Louvre Museu m sinee 1797.

It is eommon to use the passive voiee when the perlormer of the aetion is not known or not important.
Use a ~ phrase in a passive voiee sentenee when it is important t o ident ify t he perlormer 01 an action.
Pottery is made by-peopJe in many parts of t he world. (not important)
This bowl was found by-someene in Costa Rica. (not important) (, RAHM AR BOOSTER p. 137
This dress was designed by Donatella Versaee . (important) • Transitive and intransitive verbs
• The passive voiee: olher tenses

A UNDERSTAND THE GRAMM AR Read each passive voiee sentence and decide
if the Q,t phrase is necessary. If it isn't necessary, cross it out.
1 The glass py ramids were added to the louvre Museum in Paris by workers in 1989.
2 The sculpture The Thinker was created by french artist Auguste Rodin.
3 Antoni Gaudí designed and built sorne of the most famous buildings in Spain. His plans
tor the Casa Mil;) in Barcelona were completed by him in 1912.
4 The melody of "Ode to Joy" is know n by people all Qver the world. It was written by
German composer Ludwig van Beethoven.
5 China's famous Terracotta Army figures in Xi'an were discovered by farmers in 1974.

B GRAMMAR PRACTICE Change each sentence from the active to the passive voice. Use a Qx ph rase.

1 Leonardo da Vinci painted the Mona Lisa in the sixteenth century.

2 Brazilian photographer Sebastiao Salgado took that photograph in 2007.

3 Mexican filmmaker Alfonso Cuarón directed the 2013 3D film Grovity.

4 Japanese master printmaker Katsushika Hokusai made that print over a centu ry ago .

5 Korean fashion designer Sang A Im-Propp created these beautifu l handbags.

6 Weavers have produced beautiful Persian rugs for several thousand years.

ea UNIT 8
 CONVERSATION MODEL
The Mo na Lisa by
A 1':. 4:17 Read and listen to so meone recommend a mu seu m . Leonard o Da Vinci
A: Be sure not to miss the Louvre w hile yau're in París.
B: Really? Why 's that?
A: WeH, far ene thi ng, that fa mous painting, the Mo na Lisa,
is kept there.
B: No kidding l l've always wanted to see the Mona Usa!
A: Well, they have a great collect ion of paintings. You ' lllove it.
B: Tha nks far the sug gestion!

B ... 4:18 RHYTHM ANO INTONATlON Li sten again and repeat.

Then practice the Co nversa t io n Model w ith a partner.

• ,,, PRONUNCIATION Emphatic stress

~

A ~ 4;19 Notice how stress is emphasized to show enth usiasm .

Read and listen. Then listen again and repeat.
1 No KIDD ing l 2 That's fanTAsticJ 3 That's PERfect! 4 How INterest ing !

B Now practice saying the followi ng stateme nts with emph at ic stress.
1 That's terRlfic! 2 That 's WON derfu l! 3 How exClting ! 4 How NICE!

Recommend a museum

CONVERSATION ACTIVATOR With a pa rtner, change

the Conversation Model to recommend a museum. Use the
information in the p ictures or museums you know . Use the
passive voice and emphatic stress. Then change roles.
A: Be sure not to miss ......... while you're in .
B: Really? Why's that?
A: Well, tor one thi ng, is kept there.
B: ! I've always wanted to see ........ .
A: Well, they have a ......... collection ot .. .. .. ... . You'lIlove it.
B: Thanks tor the suggestion !

OONTSTOPl
• R&ommend olher
Ihings lo see or do.

Have you ever .

• tned ?
• chmbed
• gane to the top 01 _?
• gane slghtseelng in _?
• taken a tour of ?

UNIT 8 89
 l' Ask abou! a"d describe objects

CONVERSATION MODEL
A " .,20 Read and li ste n to so meone asking aboul an object.
A: Excuse me. What's this figure made af?
B: Wood . 11's ha ndmade.
A: Rea lly? Where was it made?
B: Mexico. Wh at do you think of it?
A: U's tantastic!

B 1':.j:2 RHYTHM ANO INTQNATION Listen again and repeat.

The n practice the Co nversation Model with a partner.

'= VOCABULARY Objects, handicrafts, and material,

""" A .";22 Read and listen . Then listen again and repeat.

, - -- - - metal (metal jewelry) - - - - - - - ,

glass silver gold

(a glass pitche r) (a silver necklace) (a gold bracelet)

wood cl oth cerami c stone

(a wood fig ure) (a cloth bag) (a ceramic plate) (a stone bowl)

B PAIR WQRK Tel l yaur partner about sorne of

, On my vacation last year, I bought
your favorite objects in your home.
a large stone bowl. It's in my

GRAMMAR The passive voice: questions --- ki tchen, and I use it for serving. "

Was this stone figure carved by hand? Ves, it was. I No, it wasn't.
Were these wood bracelels made in Tha iland? Ves, they were. I No, they weren't .
Wha't is th is made af? It's made of wood.
What is th is ceramic bowl used for? It's used for preparing food.
When was this picture painted? It was painted in the 1980s. GRAHM AR BOOSTE R p. 138
Where were these cloth figures made? In Brazil.
• Ves I no questions in the passive
How were those handbags manufactured? By machine. voice: other tenses

90 UNIT 8
 A GRAMMAR PRACTICE Complete the questions in the interview. Use a question word and the passive voice.

We interviewed Brian Tardiff at the Sanford Gallery about the exhibit of modern Hmong cloth
Q ...\1h.f!.~f!..~.~f!... these quilts made ,
1 make
A These beautiful quilts are made in Vietnam by women from the H mong tribe.
Q they ..................... of?
2 make
A They're made of cloth. The pieces oí cloth are cut by hand and sewn together.
Q the cloth ...... ·3..dye .. · .
A It'5 dyed in different colors, using plants and beeswax. It takes a lot of time.
Q ........... they ..... .............. .
4 sew
A They are sewn by hand. Each is unique.
Q they for?
5 use
A Many people just use them for decoration. However, Hmong culture doesn't
have a written tradition, so some are used to tell stories about the women's ¡¡ves.

B Com p lete the conversations. Write informat ion questions, using the passive voice.
l k ? ?

B: The gl ass cu p s? They we re ma de by hand.
2 A,
B: Tha t silve r bowl? It's used for se rving su g ar.
This beautiful f igure? It 's mad e of gold .
B: These wood chai rs? They w ere made in Ve nezuela.
? ?
That Chinese bag? It w as made by machi ne.
? ?
B: This cup? It's made of ceramic.

J ?-----.
JW¡~llIIIU:I:1 A,k about and describe object,

_o A CONVERSATION ACTIVATOR With a partn er, change the Conversation Mode l to ask about
and describe one of the o bjects. Use the Vocabu lary. Then change roles.
A: Excuse me. What ....... made of? OONTSTOP!
S, • Ask aboul olher objects.
A: . . Whe re made? • Ask other passive voiee
questions.
B: . What do y ou think of ?
A: .
a figure I Greece

a plate I ltaly

a vase I China dolls I Russia

cups I Thailand
B CHANGE PARTNERS Practice the conve rsat ion aga in about othe r objects .

.c DISCUSSION Describe an , In my living room, 1have a small

object in y our ow n ho me . Ask figure. It's mad e of wood. It 's a
your classmates questio ns piece 01 trad itional ar t. I bough t awesome interesting
it on my vacation last year. " terrifie beaut ifu l
abo ut the objects they describe.
UNIT 8 91
 Talk about artistic talent
BEFORE YOU READ
WARM·UP Do you do anything artistic? Do you paint,
draw, or do handicrafts? Why or why not?
READING H21
15 ittalent
or hartA work'?
When children are asked lo dTaw or paint a picture,
Ihey are happy lo oblige. And !hey are willing to talk
aboul and show their creation to anyone Ihey meet.
Bu! when adults are asked lo do the same Ihing, Ihey
Iypically gel nervous and refuse lo even Iry, cJaiming
Ihal Ihey have no talent.
Most adulls see themselves as lacking the ".lrtistic
gene." Howe\'er, when you look al drawings made by
artisls when they were children, their work doesn't differ
much from the scribbles and stick figures all children
draw when Ihey are yOllng. When Don Lipski, who
makes a successful living as a professional arlisl, looks
back al drawings !hal he made as a child, he doesn'l
find an)' early evidence of his own artislic talent. "1 was
always making Ihings ... doodling and putting Ihings
together. I didn'l think of myself as a crealive persono
I was juSI doing wha l all kids do."
The general belief is thal artistic talenl is somelhing
one is bom with: a person either has talent or dces noto
Clearly, greal artisls like Michelangelo or Picasso had
natu rallalent and possessed more artistic ability than
Ihe average persono However,one facto r thal isn'l oflen
cOltSidered is Ihe role Ihat years of !raining, practice, and
A RECOGNIZE THE MAl N IDEA Choose the main idea of the article.
a Artistic skill ca n be taught.
b Chi ldren are better artists than adults.
92 UNIT a
•
, I paint sometimes.
I find il relaxing. "
Actually, I'm not interested in art.
1don't really think I have any ability. "
.
\ 'LL/ doodll' and draU' stick fi~u.~·
AlIlIl'lwg c/Ii/dren ",rll'" t , ' ~
hard work have played in the creation of greal pieces al
arto In addition, mosl artists are successful because they
are passionale aboul Iheir art-Ihey lave wha! Ihey do.
Their passion moti \'ales them lo conlinue lo ereate--
and imprO\'e Iheir abilily--rlay after day. While natural
lalenl may be an advantage, hard work appears lo be a
necessary parl of the creative process.
In Drawillg 011 lile Righl Side of tire Braill, aulhor Betty
Edwards argues thal whilc few people are born with
natural artistic talen t, al1 of us have the potenlia] lo
improve our artistic ability. We jusi have lo be wil1ing
lo keep working at il. She cJaims thal anyone can learn
to use Ihe right side of the brain, Ihe side Iha! governs
visual skills like drawing and painting. In other words,
artislic ability can be leamed.
c To draw well, you have to be born with artistic t alent.
d Few peop le are born with artistic talent.
 8 IDE NTIFY SUPPORTING DETAllS Read each statement. Check True or False. according
to the article. Support your choice with details from the article.

1 Voung children generally don't worry if they are talented or noL O O

2 Most adults think they are not talented. O O
It's easy to see which children are going to be artists when you look at
3 their drawings. O O

4 There isn't much difference between famous artists and other people. O O
5 . Talent is al! one needs to crea te great artistic work. O O
6 IPeople who don't have natural talent can improve their artistic skill . O O

e PARAPH RASE Read the pa ragraph in the article about Drawing on the Right Side
again. In you r own words, restate Betty Edwa rds's theory about artistic ability.
o, the Brain

t CCO,d¡09 to Betty Ed",o,d" ...

Ta lk abo ut artisti c tal ent

A FRAME VOUR IDEAS Complete the survey. Then com pare responses with a pa rtner.

1. Do any of your family members or friends have 5. In which of the arts do you think you may have talent?
artistic talent? O yes O no Explain .

Relationship to you: ex~mptf

In which of the arts? _ _ __ __ __

® music 1 ri l\9 al\d play reve ra l mvric al il\rtrvmentr.
O music
Where do you t hink t his tale nt comes from?
O drawing / painting _ _ _ _ _ _ _ _ _ __

O handicrafts _ __ _ _ _ _ _ _ _ __
2. Do you think you have natural artistic talent?
O yes O no O not sure O acting

3. Do other people t hink you 're talented? O dancing _ __ _ _ _ _ _ _ _ _ _ __

O yes O no O not sure O photography _ _ _ _ _ _ _ _ _ __
4. How would you rate your own artistic talent on O other ~
a sca le of 1 to 5? ---------------l'
tC~

2 3 4 S
POOR AVERAGE EXCELlENT

B DISCUSSION Do you think people are born wit h artistic talent? Or is it developed
- t hrough years of t rai ning, practice, and hard w ork? Tfrt·minina (o ptional)
Flnd and undertine Ihree words or phrases In Ihe Reading
Ihal were new lo you . Use Ihem in your Otscussion.
For example: "have talen!."
UNIT 8 93
 Discuss your favorite artists

=
..... BEFORE YOU LISTEN
A .. U4 VOCABUlARY. Pas5Íve participial phrases Read and listen.
Then listen again and repeat.
be Insplred by He is inspired by nature. He tries
to capture na ture's beauty in his
photog ra phs.

be Influenced by She was influeneed by Stella

MeCartney's work. You can see
si m ila rities between M eCartney's Yincent van Gogh
fashion designs and her own. pamte r

be fasclnated by He has always been fascinated by

the life of Vincent van Gogh. He
thinks the artist was extremely S'e lla McCarlney
fascinating. I,¡nhlon d eslgner

be moved by You will be moved by Charlie Chaplin's films.

Even though they are f unny, their themes of
life and lave really touch your heart.

B PAIR WORK Telr you r pa rtner what inspires, influences, interests,

fascinates, and moves you. Use passive pa rtieipial ph ra ses. Charl!.!5 Chaplln
a(tor, fllmmaker

.. .. I'm inspired by my parents. They work really hard~

L1STENING COMPREHENSION
A UNOERSTAND FROM CONTEXT Listen to the interviews.
l'!..4 :2S
Complete eaeh statement with the na me of the artist.
1 Surt Hildegard 1s fascinated by the work of
2 Susan Wallaeh is influeneed by the work of
3 Katherine Wolf is inspi red by the w ork of
4 Nick Jenkins is moved by the work of .. ....... ...... .. .......... ..
B . 4:26 LISTEN TO TAKE NOTES Listen again to each interview and wri te so me of
the detai ls you hear about each artist. Compare notes with a partner.

1 Ang lee 2 Henri Cartier-Bresson I 3 Valentino : 4 Frida Kahlo

e DlSCUSSION Which of the artists described in the listening do you find the most
fascinating? Use your notes to explain why.

Discuss your favorite artists

A FRAME YOUR IDEAS Complete the questionnaire. Then compare answers w ith a partner.

WHICH Q!JAlITIES ATTRACTYOU TO AN ARTlST?

Check 01/ that apply.
HI S OR HER WORK ... HEORS HE . ..
O is realist ic / trad itional. O IS a rebel.
O is abstract / moderno O is creative.
O is easy to understand. O t ries new t hings . Types of artists
a painter
O makes you think. O has his or her own style. a writer
O touches your heart. O inspires people. a sculptor
O makes you laugh. O othe" _ _ _ __ a fllmmaker I director
a fashion designer
O other: an architect
a photographer
an actor
a smger
B NOTEPAOOING On you r notepad, w rite about sorne of your favorite artists. a dancer Types 01 art
drawing
painting
Artist 's name Ty p e ofar~ W h y Ilike this artist
sculpture
1 photography
jewelry
2 pottery
fash ion
3 handicrafts

e GROUP WORK Discuss you r favorite artists. Tell your class why you like thern .
Ask you r classmates questions about the artists they describe.

I'm a real fan 01 the Mexican Dona tella Versace is my One of my favorite japanese
painters Frida Kahlo and favorite designer. Her arti51s i5 Naoki Urasawa. His
Diego Rivera. I'm l ascinated fashions are so creative! drawings in the comic book
by their lives . Yawara! are really exciting.

UNIT 8 95
 -
A ".:27 Listen and w rite the tetter of the piece of art each person is t alking abou L Then listen
again and cirele the best way to complete each statement.
a e d

1 She thinks ¡t's (beautiful l ugly I abstraet).

2 He thinks ¡t's (traditional / ugly I fascinating). She thinks ¡t's (fantastic / OK I abstraet).
3 She thi nks ¡t's (OK I awful / great). He thinks ¡t's too (abstraet I dark I traditional).

B On a separate sheet of paper, change each sentence from active to passive voice.
1 César Pelli designed the Petronas Twin Towers in Kuala lumpur.
2 The great Iranian fi lmmaker Majid Maj idi directed Children of Heaven in '998.
3 Henri Matisse rnade the print lcarus in 1947.
4 Annie Leibovitz took that photograph of John Lennon in 1980.
5 The Japanese artist Hokusai produeed The Crear Wave of Kanagawa in the early 1830s.

e list materials under each ca teg ory. Answers may va ry.

• Materials that are experuive . l .Materials that weigh a lot • • Materials that break easily .

D Complete the statements .

1 The art of designing clothes is ea lled ........... . .
2 One type of ................ is a figure carved from wood or stone.
3 Two types of metal often used to make jewelry are . . ....... .. .. .
.~ IOP NOTCH ¡¡¡¡¡¡¡ . ,,na , . ",
and "To Each His Own"
4 Art in a eonserva tive style from the past is ealled ... art.
5 A piece of art made with a pen o r peneil is ealled a

WRITING
Ideas
Choose a favo rite objeet that decorates
• a palnl mg or drawmg
you r h~me. Describe 1t in a paragraph. • a pholo or posler
• a piece 01lurml ure
WRITING BOOSTER p. 150 • a figure or sculplure
• Providing sUPPorling details • a plate. bowl. or vase
• Guidance ler this writing exercise • (your ewn idea) _

96 UNIT 8
 NTEST look at the page for one minute
d close your books. Using the passive 1
~ ice, who can describe the most objects
and art?
Tl.e J..orre fi9vre ir ,.,ode of _. TJ..e
rtatve of David ir kept ,,, tJ..e _ .

DAIR WORK
nA / ' 9'<tLCer
ncc<ute/lUtU ##
FLO RENC E, lTALY J
1 ( reate a conversation far the man and
waman. Recommend a museum. 5tart
like this:
Be rvre "ot to ,.,iH t¡'e _ ~¡'ile yov're

2 ( reate a conversation tor the custamer

and the store cle rk . Ask about the abjects.
5tart li ke this:
Tne world's largest collection of
E;Kcvre me. WJ..ot'r tJ..ir mode of? statues by Michelangelo!
OISCUSSION Talk about the pieces af art in David by Michelangelo
!he photos. Say what yeu like or don't like
about each ene,

Home oftne bert

eolleetion of
19th-eentury Freneh
art, induding famous
painters sueh as Monet
Degas, and Renoir '

Appll!s and Oranges

by Paul C~lanne

China

NDWI CAN
o Reeommend a museum.
O Ask about and describe objects.
O Talk about artistic talent.
O Discuss my favorite artists.

UNIT 8 97
 Troubleshoot a problem.

9 living in Cyberspace
2 Compare produtt features .
3 Describe how you use me Internet.
UNIT 4 Discuss the impact of the Internet.
•

PREVIEW x

Our Cornmunity
Frank Caruso Hey, I'm in Rome now! HQW do
you tike my new profile pie? That's the Colosseum
behind me. This place is awesome!

Kathy Chu Wow! You take good selfies, Frank! You

look like you're having fun ! Hey, didn't you just post a
message from Tokyo two days ago?

Frank Caruso I did. But I've always wanted tOsee

FRANK CARUSO Italy, so someone suggested visiting my airline's web
page to look for specials. I got a great deal on a return
ticket with a stop here. l'm heading back home to
Bostan on Friday. Oíd you all catch the Japa" photos
;' Edil I posted?

q Search Nardo Madurelra No. What album are they in?

~ Messages

• My photo albums Frank Caruso Actually. they're nol here. They're on

lhat new photo·sharing site, GlobalPhoto. log on
and add me to your friends. Or lean send you a link.
¡¡. Videos Click on it to go right to the pies.

:h. Groups Kathy Chu well, I just looked and they're very cool.
Can't wait to see the ones from ttaly. I hope they're as
nice as the ooes from Japan ! Nice chatting with you
~ Upload guys! Ciao!

A PAIR WORK Read the posts on the social netwo rk website. Are you on any similar sites? Do you
post regularly? Why or why not?

B D!SCUSSION Oiscuss these questions.

1 What photo·sharing services do you know about online? Do you store you r photos on any of
these si tes? What are the advantages and disadvantages of photo·sharing services?
2 Have you ever posted photos while you were traveling? Do you know anyone who has?

9B UNIT 9
e .. 5:02 PHOTO STORY Read and listen to a conver5ation in an office.

Amy: What are you doing here at this
hour? 1 wasn't sure I'd find you.
Oee: Oh hi, Amy. I'm il;lg !~9!i !lg
around online. 1guess I forgot
ilbout the time!
Amy: Am 1 interrupting you?
Dee: Not at all. Paul and I are just
instanl messaging .
Amy: Sorry to bother yau. But I'm a
liule worried about samething.
Dee: What's wrang?
Amy: 1just got this e·mail from
someone 1don 't know, and I
clkked on the attachment to see
what it was. My computer totally
crashed. Everything froze, and
no matter what 1 do, nothing
happens.
Oee: Actually, you should never
open an attachment if you don't
know the sendero It could be
malware or carry a virus.
Amy: I know. I don't know what I was
thinking! It just happened so fasto
Dee: l ook. First, try shutting down
and restarting, OK? Sometimes that
H~~~ ~~~?! .i~.
Amy: Vou think that would work?
Oee: It couldn't hurt. listen, Paul's
stiil 'th'e're: Let me 'send a quick
response, OK? 1:1.1j~g ~!". ~ ~~~9!l.q.
Amy: No problem. 1'11 go and try
restarting to see if that ?~.s. t.h.~ ~r!s~.

o FOCUS ON lANGUAGE look at the five expressiom from the Photo Story. Write the letter of
the meaning of each expression. (Two expressions have the same meaning.)
a won't take a long time
...... 2 takes care of it b nat daing anything serious
3 coul dn't hurt c is worth trying
......... 4 1 :1I.i~s.tb~. ~ .s.~,9~~ d fixes the problem
......... 5 !=!<?~~ .th~ ~fi.c.~

SPEAKING
Do you know how to salve computer problems? Complete the chart. Then compare
amwers with a partner and discuss sorne possible solutions.

Do you know what to do if •. . Sorne computer soJutions

Yes No Not sure • try restarting
1 you think you have a vi rus? O O O
j'
• check it's turned on
• bu)' a new computer
2 your printer won't print? O O O • [)'our Own ideal

3 you click on a lin k and nothing happens? O O O

4 your computer is really slow? O O I O
5 your computer crashes? O O O
6 you forget your password? O O O
UNIT 9 99
 Troublesh oot a problem

CONVERSATION MODEL
A ~S:03 Read and listen to people troubleshooting
a computer problem.
A: Eugene, (auld you ta ke a look at this?
B: Sure . What's the problem?
A: Well, I clicked on the toolba r to save
a file, and the computer crashed .
B: Why don't you try resta rting? !~,n .s!J.f"!1.~t.i~~~ :.y.C!~~~ .
A: OK . 1'11 give that a try.

8 t:.S:~ RHYTHM ANO INTONATION Listen again and repeat. ... 5:05 Ways to reassure someone
Then practice the Conve rsation Model with a partner. That sometimes works.
'rhai sometlmes' hel'p's:

= VOCABULARY The computer screen, components, and commands

A !'..S:06 Read and listen. Then listen again and repeat.
That somelimes does the trick.

"",j,'!,a .$ ~ pull-down menu

file Home Edi r Insert View Help

@ liJ open o fife ® >C cul lext

® 8 S(lve o file CD ~ (oPY ted

© ~ p!"in t o file ® lf!J pa slt! ted
@ ,lose o fi le

dkk 00 ' " loo" 1 ~IK' I hi,hll,h. "" $(roIl up

$(.011 down
1'láMjij,,¡s tomorrow.

caM!tjiM'

B ... 5:07 LISTEN TO ACTIVATE VOCABUlARY listen . Check the computer command each per50n needs.

~ ~ R ~ ~ ~ 0 ¡:]
1 He needs to click on . D D D D D D D D
2 She needs to click on . .. D D D D D D D D
3 He needs to click on ... D D D D D D D D
4 She needs to click on .. D D D D D D D D
5 He needs to click on . D D D D D D D D
6 She needs to click on . . D D D D D D D D
100 UNIT 9
GRAMMAR The infinitive of purpose GRAMMAR BOOSTER p. 139
• Expressing purpose with
An infinitive can be used to express a purpose. in order to and for
I scrol1ed down to read the text. (= because I wanted to read the text)
Put the cursor on the toolbar to choose a file. (= if you want to choose a file)
Answering a Why question with an infinitive of purpose is similar to answering with Because.
Why did you click on that icon? To save the file before I close il . (= Because I want l o save it.)
Why did you highlight that word? To select it so I can copy it. (= Because I want to copy il .)

A FINO THE GRAMMAR look at the Conversa tion Modelan page 100.
Find an infinitive of purpose. Restate the sentence, using because.

8 PAIR WORK look at Cathy's lo·do list. Ask and an swer questions, TO 00 TOOAY
using infinitives of purpose.
go shopping - gel somelhing
" Why is Cathy going shopping~ for dinner
C~" Dad - wish him Happy
" To get something for dinner~ Blrlhday!
mee! Brandy - lalk aboul
nexl weekend
e GRAMMAR PRACTICE Complete each sentence in your own way. Use
lalk to Mark - ask for help
infin it ives of purpose. wilh scanner
1 Don't fo rget to click on the save icon . .!.'?f~;-:~Y'?~!"..4~~~~~l)t . e-mail Hillary - send her my
new phol os
2 You can click on the print icon .... ....................... ............... ... .
3 Put the cursor on the pull ·dow n menu drop off car al service slalion-
fix windshield wipers
4 I bought a new scanner .............. . visit Katonah Museum _ see
S I e-mailed my friend new ar! exhibí!
6 I connected to the Internet .... caU salon - make
appoinlment for manicure

Troubleshoot a problem

A CONVERSATlON ACTl VATOR With a partner, change the

Conversation Model. Create a conversation in which one
of you asks for help with a computer problem. Use the
computer vocabulary from page 100 and an infin itive
of pu rpose. Then change roles.
A: ......... , could you take a look at this?
B: Sure . ?
A: Well , I clicked on ......... to , and ~iBm,¡m~ieHd'f&i :.
B: Why don't you try ......... ? That ......... . • The computer cra shes.
A: ......... . I'I! give that a try. • The sereen freezes.
DONTSTOPl •
•
The prmter wonl pnnt.
The file wonl [open I close I printj .
• DISCUSS other problems. • The Imousej doesn't work.
• Olfer other suggestions. • Nothing happens.
• (your own idea) _

CHANGE PARTNERS Practice the conversation

again wit h other problems.

UNIT 9 101
 II Compare product features

•
GRAMMAR Comparisons with as ... as

To express similarity GRAMMAR BOOSTER p. 139

Use as ... as with an adjective to indicate how two things are equal or • As ... as to compare adverbs
the same. Use the adverb iY!$ for emphasis. • Comparatives and superlatives:
review
The new speakers are as good as t he old ones.
• Comparison with adverbs
The iFriend tablet is just as oice as the F40.

Use the adverb almost in atfirmative statements to indicate that two things are
very similar but not exactly the same.
The Zeta B is almost as fast as the Panasox.

To express difference
Use Rol as ... as to indicate how two things are different. Use nol quite when the difference
is very 5ma!!. Use nol nearlv to indicate that there's a big difference .
Our new printer ¡so't as noisy as t he old one.
The G4 isn't quite as expensive as the Z90.
The Panasox isn't nearly as affordable as t he Zeta B.

You can use shortened statements with as when the meaning is clear.
The old monitor was great. But t he new one is just as good. (= just as good as t he old one)
Have you seen Carl"s new laptop? My laptop isn 't as nice. (= as nice as his laptop)

A GRAMMAR PRACTICE Read each statement about a producto Write a sentence

with as , . . as and the cue to compare the products.
1 The new Shine keyboard is popular. The one from Digitek is popular, too.
Oust) .... ....................................................................................... .
2 The XCue joystick is easy to use. The JRock joystick is also easy to use.
Oust) ...................................................... .
3 The C50 monitor is large. The C30 monitor i5 a little larger than the C50.
(almost) .. ......... .. .... ......... .. ........................ ... ......... ... ..................... .
4 Comtec's new mini·tablet is very sma l1. Sango's new mini·tablet is atso
very small.
Oust) ......................................................... ..... .......... .
5 The CCV speakers are very powerful . The Soundtec speakers are much
more powerful.
(not I nea rty) .................................................................................... ....... ... .
6 The teon monitors are very inexpensive. The Sentinel monitors are a Hule a joystick
more expensive.
(not I quite) .............................................. ..

B On a sepa rate sheet of paper, write five statements com paring things yo u are

J
familiar with . Use as ... as .
Ideas tor comparisons
Jo my"l';o;oo, tI.. Mo,d ;oo ' po,t, co, ;,o't o.o,ly 0' 900d o, tI.. 5t~... • "ffi
• electronic prOducts
• sto res
• restaurants
• (your Own ideal _

102 UNir 9
 PRONUNCIATION Stress in as ... as phrases
A .. 5:08 Read and listen. Then listen again and repeat.
•
1 The new printer i5 as slow as the old one.
•
• • •
3 The X 12 mouse isn't nearly as nice as the X30.
• •
2 My old smart phone i5 just as small as the new one.
• •
4 The M200 keyboard isn't quite as cheap as the Z6.

B Read the statements you wrote in Exercise B en page 102 aloud, paying attention to stress.

CONVERSATION MODEl
A -t;,.S:09 Listen to someone compare product features .
A: I'm thinking about getting a new game controller.
B: Oh, yeah? What kind?
A: Everyone says I should get a Macro.
S: Well, I've heard that the Panatel 15 as good as
the Macro, but it (asts a lot less.
A: Really? 1' 11check it out.

B .. 5:10 RHYTHM ANO INTONATION listen again and

repeat. Then practice the Conversation Model with
a partner.

I IWI\'IililIWil Co mpa re product fea tures

ao A CONVERSATI ON ACTIVATOR With a partner, change the
Conversation Model, using the magazine ratings to
compare features of different products. Use as ... as.
Then cha nge roles. Our recofllmelldm jOl/S!

¡;S S25

, A:
B:
A:
B:
I'm thinking about getting a new
? W hat kind?
Everyone says I shou ld get .
Well, I've heard that
• eMax Wireless Mouse
• eMax X¡j Wireless Keyboard

• eMax Y80 Webcam

\"tl} romfol1able

casy 10 use
LSS30
USS52

A: Really?
DDNTSTOP! • eMax Z4tl Monilor
• Ask about other
features.

•
Whieh.
is more popular? is newer?
is easier I harder to use? is quieter J noisier?
is lighter I heavier? i5 510wer / laster? KI/ck Wireless MOlJse
is larger I smaller? has more features?
is less I more expensive? looks nieer? KI/ck P4Q w,roess ~ $
eosts less I more? gets better reviews?
KI/ck Ultra Webcam
B CHANG E PARTNERS Now practice the conversation
again, usi ng other products and featu res .
•

UNfl9 '03
 I
1 Describe how you use the Internet

•
BEFORE YOU LISTEN
~ . 5:11 VOCABUlARY . Internet actjvjtjes Read and listen. Then listen again and repeat.
"'~
vlsit a webs lte go to a specific address on the Internet and read its content
surf the Internet visit a lot of different websites for information that interests you
joln (an onllne group) become a member of an Internet group to meet friends
and share information aboutyour hobbies and interests
post (a message) add yo ur comments to an onJine discussion on a message board,
a blog, or a social networking site
attach (a file) place a document or photo into an e-ma il
upload (a file) move a document, music file, or picture from a personal computer,
phone, or MP3 player onto the Internet
share (a link) send an e- mail or post a message with the address of an interesting
website you want someone to visit
download an appllcatlon download a useful program that you can use
to play games, get information, or perform tasks
send an Instant message "chat" with someone online in real time by typing messages Remember a150:
look up Information 90 to a website to learn about something • download (a file)
• stream a video
• check e-mail

L1STENING COMPREHENSION
A • S:12 LISTEN FOR THE MAlN IOEA Listen to people describe how they use the Internet. Write a
checkmark next to the person who seems to enjoy the Internet the least. Explain your answer.

o 1 George Thomas o 2 Sonia Castro D 3 Robert Kuan D 4 Nadia Montasser

8 • S:13 LISTEN FOR DETAllS listen again and check the activities each person does.

George Thomas Sonia Castro Robert Kuan Nadia Montasser

buys products O O O O
download s mu sic O O O O
checks the latest news O O O O
participates in ontine groups O O O O
plays on line games O O O O
sends instant messages O O O O
surfs the Internet O O O O
uploads photos O O O O
uses a co mputer at work O O O O

104 UNIT 9
 Describe how you use the Internet

A FRAME YQUR IDEAS Complete the su r vey abo ut you r own Internet use.

New Tab x
e
Inleruel User ¡urvey ;
a I usually spend _
0-10
hours a week online.
11-20 r 21-30 31 - 40 41- 50 over 50

fI r
I use . . .
a desktop a laptop r a smart phone a tablet (none of these)

I use the Internet .. .

,.. for work for study ,.. for fun I never use the Internet.

I use the Internet . . .

to search lor new websites te send instant messages r to download music
to upload photos te keep in touch with fnends to upload videos
to download photos tO keep in touch with family tO download videos
to deslgn websltes tO meet new people la send and receive e·mail
tO look up InlormatlOn to watch movles tO play games
tO create art te look at my bank accounts tO pay bilis
tO shop lor thlngs ;:o sell things tO read or watch the news
to take classes tO pracuce Engllsh tO juSt 1001around
other. .

Check the statements that are true about you.

people consider me tO be a technology experto They come tO me lor help.
You could say I'm an Internet addlct. I'm always online.
Compared to most people, I spend a lot 01 tIme on the Internet.
I spend just as much time on the Internet as most people.
I don't spend nearly as much time on the Internet as most people.
I'm really not comlortable using the Internet.

B GROUP WORK Wa lk around yo ur cla ssroom and ask yo u r Ideas tor questions
class mates about thei r Internet u se. Ask q uestions Why ... ~ When
to get m o re informati o n and take notes. Where ... ? H ow.::~

Find som eon e w h o .•. Name No t es

is an Internet expert.
is an Intern et addict.
¡sn't comfortable using the Internet.
uses the Internet to meet people.
uses the Internet to avoid people.

e DISCUSSIQN Tell your class what you May spends a lot of time online. She uses her
• found o ut abo ut your classmates and tablet to meet new people and keep in touch

-
wi th friends. Ga ry spends a lot of time online
how they use the Internet. wi th his smart phone. He uploads photos and . .. "

UNrT 9 105
 Discuss the impact 01 the Internet

BEFORE YOU READ •

1 What kinds of problems have you had on the Intern et?
2 What kinds of Internet problems have you heard aboul on the news?

READING ~5,"

Cyberbullying Leads
Idcntily Thieves Stell140 Million Credit Cllrd Numbcrs to Teenager's Death
Eleven hackers around the wr:xfd were accused of srealrng rncm than 40 mlllOn tv1egan Tay.or MeIEll". age 13. pined an
credit card numbers on the Internet. They included three people from fhe USo v,;,ho on lne soc.al netvvoOOng group ~
are accused of hackJng imo rhe 'Mreless nelvlOrks o{ popular online srores sre became online friends INIth a
16-year-oId bey named Josh. /IAegan
Olee ,ns.de mese net'.vorks. ¡!'ley searched leY
ard Josh '18Vef commlX"lIcated tJ.¡
custorners· credit card numbers, passwords, and
phone Qf ,n persono but she en¡oyed
persona: ,nformallon so they coud ore:efld to be ¡hose
exchang ng r18ssages with him in
OJstorrer$, Wren ¡na derr':y ¡neft VIIas CO!"'"'D,e~eo,
~.e grouo.
credr! card numoers and Oirer del811s were then sot!
Oler time, Josh Changed . He
on me meme\. a bwing cnmna's 10 withdraw
thOusands of ClO 'ars a~ a • me 'rQm ATMs began 10 bu!o/ her daio/ - cri:iCizlng he!"
persona. ty and tel ng her INhat a bad
person SM was. Some 01 thelr
communcallons were posted so
everyctle cou1d see ¡hem. Josh·s laS!
Computer Virus es Are GeUing Harder fo Preve nt message 10 her sad, "The WOt1d 'MJUk:!
be a better piace Without y0(.J .• A short
We're Iostng the battle agélins¡ comouter smaJ comoanles. In one vea- aJooe, they
t.me ~¡er. Magan conmned suCide.
Vlru5eS,· says Davkl Farber, p-o'essor were reoorted 10 '"I8\IE! caused S13 b,llkin
01 computer scienee al C8megle Mellon USD in damage. Afiar he!" death, il was discovered
!ha! there was no •JoSh. · The
Univers,'ty. These viruses, whictl can ef1!er
Comoan.es "ave been try¡ng for years messages carne from the molher
computer systems tlYougn JUnk e·'TIa, from
10 pro:ect lnemse.ves Wllh a'1II-\I rus olone 01 Megan·s classma:es. 100
hackers, have reached epidemic
programs, but crl"T\lnals a-e creat,ng mother had been angry wilh Megan
PfOoortiOOS, siOwing dc)M'I cornputefS-
f1e.A.'e' . .mproved Vtfl..,S8S fas1er lhan 1hese because she be!eved Megan had said
aod SQmeLmes causng wtlOie once com-
orograms can keep ...0 'IV ¡n. sorne U'1!rue ihOJS ab:lut her daugnter.
puter syslems 10 crash-In bolh Iarge and

A UN DERSTAND FRO M CONTEXT Use the context of the articles to help you to complete each definition.
1 A hacker is . .. a a software p rog ram that causes problems in computers.
2 A computer virus is ... b a software program that tries to stop the spread of viruses.
3 A criminal is . . . e a person who enters computer systems without permission .
......... 4 Junk e-mail is .. . d a person who steals other people's personal information .
5 An anti-virus program is ... e an advertisement you didn't request.
6 A cyberbully i5 . . . f a person who breaks the law; for example, by stealing money.
7 An identity thief is ... 9 a person who sends cruel and negative messages to anot her
person on line.

.... B RElATE TO PERSON AL EXPERIENCE What news stories have you heard about the
~ Internet? Do you ever worry about using the Internet? Why or why not?

106 UNir 9
 Discuss the impact of the Internet

A NOTEPAOOING With a partner, discuss each statement. Write at least one

good change and one bad change for each.

The Internet has changed th e way people 2 The Inte rnet has changed the way peopl~

find information. wo rk in offices.

Good changes: Good changes:

Bad changes: Bad changes :

3 The Internet has changed the way 4 Th e Internet has changed the way
peo p le shop . people commu nicate.
Good changes : Good chang es:

Bad changes: Bad changes:

B OISCUSSION Do you think that computers and the In ternet Text·mining (oplional)
have brought more benefits or more problems? Support Find and underlioe Ihree words or phrases in lhe Reading
your opinions with examples. thal were oew to you. Use Ihem io your Discussion.
For example: "exchanging me.~,:
,,~
g:,,~:_ _ __

In my opinion, there are more

benefits than problems. For
example, it's easy to look up
info rmation, and it's really fast.

I think the Internet is QK, but there

are really too many problems. First
of all, you have to be very careful if
you shop online wilh a credit cardo

UNIT 9 107
 •
A ~S:15 listen to the conversations . Cirde T tor true and F tor false. Then listen again
and ínter how to complete each statement.
1 The (40's monitor is ......... the X8's.
1 She recommends the C40. T F
a the same size as b larger than e smaller than
2 She recommends the Hip 2 The Hip web camera is .... the Pentac web camera.
T F
web camera. a the same price as b cheaper than e more expensive than
3 He recommends the new 3 Sender's new model is .. ..... . Sender's o ld model.
T F
Sender tablet.
a the same as b nieer than e wcrse than
4 He recommends the 4 Play lone 3 is Play lone 2.
T F
Play Zone 3.
a as cool as b less cool than e more cool than

B Answer each question in your own words, using infinitives of purpose.

1 Why do people join social networking sites?

2 Why do people send instant messages? ............ ..
3 Why do people surf the Internet?
4 Whydopeopleshoponline? ......
5 Why are you studying English? .

e Complete each statement.

1 .......... ... ........ on an icon on the screen to select it.
2 If you want to print a document, click on the print icon on the
3 To read more text on your monitor 's ..................... ,use the scrall .............. to scrall down.
4 Click on Fi le on the toolbar so you can choose an icon from the .... .... menu .
5 When you're finished working <fl a document, don't forget to it befare you clase the file.

o Unscramble the letters of the words in the box to complete each sentence.

chatated clorls doalwond esmou rekcha rusvi

1 last year, a ... .. got into the company's computer systems and stole important information.
2 Use the . to click on a file and open i1.
3 It ¡so't difficult to ..................... songs from the Internet.
4 Use the .. bar to see more text on the screen.
5 Her computer isn't working now because she downloaded a .... ..... .. from a piece of junk e-mail.
6 I ............... the photos to the e-mail I sent this morning.

.-. TOP NOTCH l1li . Lyrlcs p. 154

WRITING "Lile in C)'berspace"

Write tw'O paragraphs about the benefits and the problems of the Internet.
Use your notepads from page 107 for support.
WRITING BOOSTER p. 151
• Organizing ideas
• Guidance lor this writing exercise

'08 UNIT 9
 ORAL REVIEW
CONTEST Look at the photos for ene minute. Then
clase your books. Who can name all the computer
parts and activities in the photos? Far ex¡:¡mple:
Tj.,ere'f Q pri flte r afld ... OR
I"le'f tryill9 t o pri flt p¡"otor ...

PAIR WQRK
1 Create a conversation for the man and the woma n.
They are troubleshooting a problem . 5taft like this:
Cov ld yov take a look at t ¡"¡r?
2 Create a conversation for the two meno One is asking
for a product recommendation. 5taft like this:
J'm tJ..i ll k i fl9 abo vtgett¡"9 a lleI,N •..
3 Create a conversation for the tWQ women on the
phone. One is asking the other abo ut what she is
doing en the computer. 5taft like t his:
Am 1 i nterrvptifl9 yo u?

\
UNIT 9 109
 lB ¡] ~ 1~ 111: 11 e:!i111: IRII:1~i
, Oiscuss ethical choices.
2 Return someone else's property.
3 Express personal values.
4 Oiscuss acts of kindness and honesty. •

Ethics and Values

PREVIEW
MORAL DILEMMAS
This box has th e What should they do?
Uh-oh.
Someon e fo rgot
that watch.

Victoria

Daniel

A GROUP WORK Have you ever been faced with a moral dilemma similar
to the ones in the pictures? Tell your classmates what happened.
110 UNIT 10
 B " 5;18 PHOTO STORY Read and listen to a conversation about a moral dilemma.

Matt: I can't believe it! 1just picked
this up to look at it and the thing
broke in two. And with these
ridiculous prices, ¡t's going to cost
me ?!'. ~~I!! ~!'.~~. l.eg.
Noah: Oh, forget it. 1'11 bet it was
already broken.
MaU: You're probably right.
Noah: Just put it back on the shelf.
The place is empty. No one saw.
Let's jU5t ~p!i!.
Matt: f couldn't do that.
Noah: Why not? You said it you rself.
The prices are ridicu)ous.
Matt: Well, P.l!t.y'C!y~~e.l~ in !I:',: ?"Yfi~r :s .
shoes. Suppose the plate were yours?
H·ov:. 'would you feel if someone
broke itand didn't tell you?
Noah: Welll'm not the owner.
And, anyway, for him it wauld be
just? ~r?p. i!1. !~~ .~l!~~~~. To you
it's a lot of money.
Matt: Maybe so. But if I ran out
without telling him, 1couldn't
!~S~ !",:,y~~I!. . .......

e FOCUS ON lANGUAGE Match each idiom from the Photo 5tory with its meaning .
1 an arm and a leg a a smal1 amount of money
2 split b I would feel bad about it.
3 put yourself in someone's shoes c a lot of money
4 a drop in the bucket d imagine anot her person's paint of view
5 I couldn't face myself. e leave

D THINK ANO EXPl AIN Answer the following questions. 5upport your answers with quotations from the Photo $tory.
1 Does Noah think Matt b roke the plate?
2 Why does Noah think it would be easy to leave without saying anything?
3 What does Matt want to do about the pi ate?

SPEAKING
A SURVEY Loo k at "Mo ral Dilemmas" and the Photo $tory again. Do you ag ree with the statements below?
(i rcle ru or!lQ, and then give a reason for your answers.
, Andrew sho uld buy the chocolate w ith the low er price. yes / no
2 Victoria shou ld keep the w atch . yes I no
3 Amber should tell t he wai ter there's a mistake. yes / no
• 4 Daniel shou ld send the second jacket back. yes / no
5 Matt should tell the sto re own er w hat happened . yes / no

a GROUP WORK Form small g roups. (o mpare your answers and exp la in your reasons.
UNIT 10 111
 Diseuss ethical ehoiees

Remember: Conditional senlences express Ihe results 01 •

GRAMMAR Th e unreal candilianal actions or conditions. The real conditional expresses the
results 01 real conditions-conditions lha! existo
1I I don'l use English in class. I won'l leam l o speak il.
Meaning
Unreal conditional sentences describe the results of unreal conditions-conditions that don't exist.
unreal aclion or condil ion result (il il were true)
Contraction
If 1found a waUet in the street, I'd try to return it. (unreal: 1 haven 't found one.)
would -+ 'd
Formation
In the if clause, use the simple past tense. For the verb~, always use~.
In the result clause, use W2..U.!..d. + a base formo
unreal action or condition result (il it were true)
If 1had to make a hard decision, 1would try to do the right thing Be careful!
If she knew how to speak French, she'd help them .
Don'l use ~ in Ihe if clause.
If you broke something in a store, would you pay for it?
1I J knew his name. I would lell you.
If you were Matt, what would you do? NOT II I wooId-Mew his name .
If 1were you, I wouldn 't do that.
If you weren 't my friend, I wouldn 't tell you what happened.

Note: In real and unreal conditional sentences, the dauses can occur
GRAHHAR BOOSTER p. 140
in either order. Use a comma if the if dause comes first.
Expressing elhics and obligation: expansion
If 1 knew, I would tell you. OR I would tell you i1 I knew. • ~. 2!.!i!l1..1Q. had better
• ~. !!l!ill . be suoPQsed lo

A UNOER$TAND THE GRAMMAR Check the conditional sentences that describe an unreal condition.

o 1 If we ate in a res ta urant, I would pay the bill . o5 If I w ere you, I'd tell him the truth.
O 2 1'11 pay the bill if we eat in a restaurant. O 6 If 1have problem with my office computer,
1 always ask my co·worker Jim to help .
O 3 If you get a haircut, you'lIlook younger.
O 4 His wife would worry if he ca me home
O 7 If they sent me the wrong pants, I would
return them .
really late.

B GRAMMAR PRACTICE Complete each unreal conditional sen ten ce with the correct forms of the verbs.
1 If they .... ... ... the wrong price on the coat, ......... ... you it without tell ing
pe< b"y
the clerk?

2 ,'m sure you ... ... someth ing if the restaurant check .................. .. wrong.
~ ~
3 III .. an expensive piece of jewelry in a public bathroom and .. find the owner,
find can nol
t ...•... .... ...... . it.
n01 keep
4 If you friends with someone who did something wrong, ............... .... .. you .. ......... ... ... ...
~ "y
something to him or her?

5 If you .. ... two tickets, ............ you .......... ....... ... one to a friend?
have glve

6 What ... ·.. hai;pen ..... ¡f it snow here tomorrow?

7 Tney ............. .... to India if they the money.

90
8 If you ... .................. two jackets instead of the one you ordered, ..... .............. you .......... ....... ... one
recelve send
of them back?

9 If they here, t them what happened.

b, tell
112 UNIT10
 CONVERSATION MODEL
A .. 5:19 Read and listen to people discussing an
ethical choice.
A: look at this. They didn't charge us for the desserts.
B: Really? I think ~~(9 . 9~~!t;!~ .t~.I! the waiter.
A: You think so?
B: Absolutely. If we didn't tell him, it wou ld be wrong.

8 .. 5:20 RHYTHM ANO INTONATION Listen again

and repeat. Then practice the Conversation
Model w ith a partner.
_-'~'-"" .. 5:21 Express an ethical obligation
We 'd better tell
We should tell the waiter.
.,,, PRONUNCIATION Blending of cj + y in would you We ought to tel1
A 1":. 5:22 Notice how the Idl and Iyl sou nds blend to 1d3 1 in questions
with " would you." Read and listen. Then listen again and repeat.
1 What wouldJ ou do if the waiter didn't charge you for the dessert?
2 What woul 'b'0u do if you faund a wallet on the street?
3 Who woulcuou caH if you were sick?
4 Where woulctJou go if you wanted a great meal?

B PAIR WORK Complete the following questions. Ask a partner the questions, using blending
w ith would you. Then answer your partner 's questions.
1 What would you do if ... . . ............................ ?
2 Where wou ld you go if ...................... ............... .. .. .... ............. ?
3 When woul d you eat il ........................................... . . .................. ?

Discuss ethical choiees

A CONVERSATlON ACTIVATOR With a partner, .. 5:23 Situations that requlre an ethlcal choice
ehange the Conversation Model. Diseuss
ethieal ehoiees, u sing the situati ons in the
pietures. Then ehange roles.
A: Look ......... . They
B: ......... ? I t hink ..... 'd better ......... .
A: You think so?
B: Absolutely. II ......... , ........ . They d idn't charge us for the cake. They undercharged me,

DDNTSTOP!

~, '#~
• Say more.

I couldn'l face myself.

Put yourse lf in [hlS I her I theirj shoes.
If you don't tel1 the [clerk], [she'l1 have to pay for ilJ.
I~I
If [he didn·t charge usJ . [we would tell himJ. Theygave me too much change, They gave me more than lordered.

.. B DISCUSSION Tell yOUf classmates abou t an

ethical choice you had to make in the pasto

UNIT 10 11 3
 Return someone else's property

CONVERSATION MODEL
A '" S:24 Read and listen to a conversation about
returning property.
.. 5:26 Acknowledging thanks
A: Excuse me. 1think you
forgot somet hing.
Don" ..
mention lt..
.. .........
My pleasure.
B: 1did? You're welcome.
No! at an.
A: Isn't this jacket hers?
B: Oh, you're right. It is.
That's nice of you.
A: Don't mention it.

B .. S:2S RHYTHM ANO INTONATION Listen again and

repeat. Then practice the Conversation Model
with a partner.

GRAMMAR Possessive pronouns / Whose Be careful!

• Don" use a possessive adjective in place of a
possessive pronoun.
Possessive pronouns ca n replace nouns and noun phrases. Is this yours? NOT Is this yetif?
They answer questions with Whose and clarify answers • Don', use a noun after a possessive pronoun.
to questions with ~. These shoes are mine. NOT These are mine-shoes.
A: Whose coat is that? B: l1's mine. (= It's my coat.)
A: Which is her euo? B: This one is hers.
sUbject possessive possessive GRA HH AR BOOSTER p. 141
pronouns adjectives pronouns • Possessive nouns: review
I my mine That's my jacket. I l1's mine. and ell.pansion
you your yours Your dinner was great. I Vours was great. • Pronouns: summary
he his his Are these bis keys? I Are these bis?
, he her hers She drives ~ to work, I She drives hers to work.
we our ours These are ou r shoes. I These are ours ,
they their theirs They finished their assi gnment. 1 They finished theirs.

A GRAMMAR PRACTlCE Replace the naun phrases with possessive pronoun s.

,.,i"e
1 Those gloves are my glo>Jes.
2 That is hef-eeat.
3 The book5 on that table are Mr. Oa>Jison's,
4 Their car and 00f-Eaf' are parked on the 5ame street.
5 Are those my tickets or hef.tiEkets?
6 The white hou5e is my mother's house.
7 ,15 this painting yow'-J?itinti~ or her brother's paiflHAg?
8 The newspaper under the chair is ffi5-daug/:\ter+paj)ef,
9 15 this DVD you r OVO or your friends!?
l OAre these your-soo!Hhees?

114 UNtT10
B GRAMMAR PRACTlCE Complete the conversa tions. Circle the correct adjectives and pronouns.

1 A: Whose umbrella is this, (he / his) or (her / hers)?

B: I'm not sure. Ask them if it's (thei r / t heirs) .
2 A: Who is more conservative about clothes? Your parent5 or you r husband's pa rents?
B: (He / His), I think. (My / Mine) parents are pretty liberal.
3 A: 15 this (ours / our) suitcase?
B: No, I already got (our / ours) suitcase, so this one can't be (our / ours) .
4 A: I found this necklace near Carrie's desk. 15 it (her / hers)?
B: No, it's (my / mine) necklace. I'm so happy someone found it!

5 A: 15 that (their / theirs) car?

B: No, (their / theirs) is the black one over there.

6 A: Where should we meet? At (your I yours) house or (my / mine) ?

B: Neither. l et's meet at (my / m ine) office.

e 1~:2l LISTEN TO ACTIVATE GRAMMAR listen to the conversations and complete each
statement w ith a possessive pronoun.
, The bag i5 ..... .
2 The phone is ............. , but the keys belong to Brad's wife. They're ...... ..
3 The coa t isn't .... ..
4 The concert tickets aren't ........ .

Return someone else's property

A CONVERSATION ACTIVATOR With a partner, change the

Conversation Model to role-play returning the items
in the pictures. Then change roles.
A: Excuse me. I think you torgot something .
8: I did?
A: ..... ... yours?
8: Oh, you're right. . That's
nice of you.
A, ..... .... .

B GROUP WORK First, colleet personal items from

your classmates. Then role-play returning
someone else's property. Walk around the room
to find the owners. Use possessive pronouns.

e EXTENSION Place al1 your classmates' personal

items on atable. Ask about each item. Identify
the owner, using possessive pronouns .

• , Whose phone is th¡S ~

It'shiS ~
•

UNIT10 11 5
 Express personal values

BEFORE YOU LISTEN •

EXPLORE YOUR IDEAS Which actions would be OK, and which

wouldn't be OK lor the following people: you? you r parents?
It wo"'d,', be OK ;, my 9",dmolh"
pierced her nose. Face piercing is tor
J
you r grandparents? your own teenaged child? young people. She's too old. "

L1STENING COMPREHENSION
A t:.5:28 LISTEN FOR MAl N IDEAS listen to each conversation. Then ci rele the correct
word or phrase to complete each st atement.
1 a Beth thinks it's (OK I not OK) to wea r an earring to the office.
b Beth (convinces I doesn't convince) Luke.

2 a Celia's husband thinks it 's (OK I wrong) lor a woman to have a tattoo.
b Celia's husband thi nks it's (OK I wrong) for aman to have a tattoo.

3 a The first man is (happy I not happy) that his daughter is going to law school.
b He want s his daug hter to (stay ha me I work).

4 a Kate's dad is (worried I not worried) about what people think of Kate.
b Kate is (worried / not worried) about what pea pie think of her.

B UNOERSTAND VOCABULARY FROM CONTEXT Read the loliowing quotations from the
conversations. Then choose the meaning of each underlined word or phrase.
listen again il necessary.
1 "But lots of people are old-fashioned. and they 3 " That's a little sexist, if you ask me!"
don't think men should wear ea rrings." a not treating men and women in the same way
a preferring the way things were in the past b treating men and women in the same way
b preferring the way things are now
4 "But modesty is very important lar girls."
2 "What a double standard! " a wearing clothes that cover one's body
a having the same rules for everyone b wearing elothes that show one's body
b having diHerent rules tor different pea pie

116 UNIT 10
 e APPlY NEW VOCABUlARY Write an example for each
word or phrase from your own experience. Compare
examples with a partner.

" 1think an e~ample of old·fashioned is

not letting teenagers go out on dates .

Man measuring the length of a woman's

o PAIR WORK Discuss the picture. Use the swimsuit (U.S., 1920s)
following words and phrases in your discussion:
old-fashioned , sexist, double standard, modesty.

'" He's measuring the woman's swimsuit.

If she were a man, he wouldn't
measure it. That's a double standard . "

Express personal values

A IDEA FRAMING Complete the Values B NOTEPADDING Answer each question and explain your
Self-Test. Then compare answers with a opinion, using examples.
partner. Do yo u have the same values?
1$ it sometimes OK to have a double standard tor men and w omen?

Values Self-Test
Check the boxes that best describe
your values. Include a specific example.
l. O I'm modem in my actitudes about modesty. Can -,~eoele be sexist when the):' talk about men, or o nly about w o men?
O I'm old-fashioned in my actitudes
about modesey.
Explain.

2. O 1think tattOOS and body piercing are Are old·fashioned ideas usua lly_better or w o rse than modern ideas?
OK formen.
O I think tattooS and body piercing are
OK for women.
Explain. _ _ _ _ _ _ _ _

3. O 1think iú OK tO have a double standard

for different people. e GROUP WORK Now discuss each question , expressing your
O I think the rules should be the same for personal values. Expect people to disagree with you!
everyone.
Explain. _ __ _ _ _ __

Agreement and likes and dislikes

4. O Some people might s<rf I'm sexist. disagreement Ilike liberal
O Nobody would say I'm sexist. 1 agree. 1 disl ike conservalive
Explain. _ _ _ _ __ _ _ 1 disagree. 1 hale stricl
• It depends. 1can'l stand modest
1don'! mind
_ dri ves me crazy!

UNIT 10 117
 Discuss acts of kindness and honesty

BEFORE YOU READ •

PREDICT Look at the headlines 01 the t hree news stories. In w hat

way do you thi nk the stories w ill be si m ilar?

READING • ""
Homeless Man Returns
Wallet with $900
Posted on: Mondey, 17 April
SANTA ANA, Calif. "A homeless man
searching through trash bins for recyclable
cans found a missing wal1el aOO retumed it
lo its owner. Kim Bogue, who works in the
city, reaJized thal her watlel was missing
Iasl week and doubted she'd €Ver gel back
the $900 and credil cards inside. "1prayed
thal nighl and asked God lo help me,' said
Bogue, who was saving the money for a lrip
lo her native Thailand.
Days later, a homeless man loond the
wallel wrapped in a plastic bag in the trash,
where Bogue had accidentatly thrown it
away wilh her lunch. He gave it lo Sherry
Wesley, who works in a nearby building.
"He came lo me wilh Ihe wad 01 money aOO
said, 'This probably belongs lo someone
lt1al you work wilh . Can you relum il?'"
Wesley said.
"He has a very 9000 heart,' said Bogue,
who gave Ihe man a $100 reward. "11
someone else had found il, Ihe money
: I
would have been gane.'
~~~============~~
. 3J
. ~~ ~
Man Risks lite to Save Another
Many people who ride a busy urban
subway wonder, ' Whal would happen
il I lell off the platform and onto the
tracks? What would I do?" Olhers
wonder, "Whal would I do il someone
else lell?"
That question was answered in a
split·second decision made by "subway
hero' Wesley Aulrey, a fifty·year·old
New York City construclion worker on
his way lo work, Aulrey jumped onlo Ihe Iracks lo save a fellow passenger
from an oncoming New York City subway Irain.
The passenger, Cameron Hollopeter, 20, a lilm sludent al Ihe New York
film Academy, had fallen between the Iracks after suffering a seizure.
Aulrey rolled Hollopeler into a gap between Ihe rails and covered him with
his own body juSi as lhe train entered Ihe slalion. Bolh men survived.
"1don'! feellike J did some!hing spectacular; I jusI saw someone who
needed help," Mr. Autrey sajd. "1did what I felt was righe
An act of honesty by airport screener
NEW DELHl: In a display of honesty, come forward to claim it. However,
a security agent at the Indica Gandhi when no one c1aimcd ji, Singh
Intemational Airport handed over a inspectcd the baggagc tag and guesscd
small plastic bag with US $3,CXXJ in cash it pmbably belonged to a passenger en
to a passenger who had completely mute lo Mumbai. An announcemenl
forgotten ¡he bag after it passed was made on the next f1ight 10 Mumbai,
thmugh ¡he airport screening machine. and Ihe O\vner of the bag carne forware!
Noticing ¡hal the bag had been to collect it.
left behind, Dalbir Singh made an Singh was given a cash reward for
____ --____--____--",-
announcement asking passengers to his honesty.

A SUMMAR IZE Summ arize one 01 t he articles. Close you r book and tell the story in yo ur own w ord s.

B INTERPRET INFORMATION Discuss each person 's mot ives for his or her actio ns.
1 Why did Kim Bogue give the homeless man a rewa rd?
2 Why did Wesley Aut rey risk his life to save a stra nger?
3 Why do you th ink Da lbir Singh returned the money to t he passenge r?

.... c RELATE lO PERSONAL EXPERIENCE Think of a story you have heard about someone w ho helped
ru.wl a stranger in need . Tell it to the class .

118 UNIT 10
 Discuss acts of kind ness and honesty

A NOTEPADDING Answer t he qu estio ns about each situation .

What could you do? Whal could you do?

What should you do? What should )'ou do?

What would you do? What wouJd you do?

+--""0' would most people do? What would most people do?

Situation: You find cash at

an ATM . •
What could you do? _ What could you do?

What should you do? What should you do?

What would you do? What would you do?

_"~ " "o"would most people do? Whal would most people do?

SituatlOn: The cashler Situation: You find a gold watch in a

undercharges yau. department sto re dressing room .

"
d Wha t could you do?
I
What couldyou do?

What should you dO? _ _~=~~~::':::~~ What shou ld you do?

What would you do? What would you do?

What would most people do? What would most ~eopl~

e~d~o~?_ _ __ _ __

Te:tt' minin& (optionat )

B GROUP WORK Com pare your notes. Would you all do the same things in these situations? Find and underline t hree words
Use the u nreal conditional and expressions from the Photo Story o n page 111 . or ph rases in the Reading t hal
• were ne w lo you. Use I hem in
you r Group Work
" tI t lound cash near an AlM, t woutd keep it. Fo r exa mple: "a spl il·
lhere would be no way lo find Ihe Qwner. " seco nd decision."

UNIT 10 119
 •
A .. S;lO Listen to the conversations. Check Ves or No to answer each question and
explain your answers.
Ves No
1 Do you think John has a double standard? o o
Explain your answer: .......... ... .. ... .... .. .. ... ................ ....... ........ ................ .... ..... ..... ... .. .................. .
2 Do you thi nk Jessica's mom is sexist? o o
Explain your answer: .............................. .
3 Do you think Alex 's dad is old·fashioned? o o
Explain your answer: ............................................................... ... ... .. .. .. ...................... ................ .. .

B Complete the questions with Whose. Then answer each question, using possessive pronou ns.
Follow the example.
1 Those shoes belong to my daughter. .. ~~~.~~. ~~~
2 That sweater belongs to my son . ................................. it? .......... .. ..... ............... .
3 The house across the street is my parents' house . ... ................ .... ...... .. it? ............ .................. .
4 These tickets are my husband's and mine . ..... ..... .. ... ... ........ ... .. they? .................. ............. .
5 The table over there is your table . .................. .... ........... it?

e Complete each conditional sentence in your own words.

1 If the weather were good,
2 II .. ... .... .. ... .. .. .. ........ ....... ... . , ,'d go out to eat tonight.
3 If I found yo ur wallet, ....... ...... .. ... ... .... ........... .
4 II ...... ... ....... ... .. .. ................. .... .......... . , I'd call home.
5 I'd be angry with my children jf ........................................................ .... ........ .
6 If I had a newcar, ....................................... .... .............................. ... .. .. .... ..... .
7 I would choose a new career jf ....................... ........................... ..... .. ...... ..... . .:TOPNOTCH liIili . ,""",.
"Whal Would You Do?"
o What would you do? Complete each unreal conditional sentence.
1 You order two sandwiches for lunch, but they only charge you for one.
~ Hl f the restaurant undercharged me, I .... ... .. .. .. ... ..... .. ... .. .. "
2 You pay fo r a newspaper that costs one dolla r with a five-dollar bit l.
The merchant gives yo u nine dollars change.
~ Nlf the merchant gave me too much change, I ........... ... .. .. .. ....... .. ..... .......... .... ............ ... ...... ......
3 You buy a smart phone from a websile. When the package arrives, you see
that the company has sent you two MPl playe rs and the smart phone.
Ciiii). Hit the company sent me more items than I paid for, I ........ .. .. .... .................................... ......... .. .

WRITING
Write three pa ragraphs about Matt's di lemma in the Photo Story on page 111.
In the first paragraph, summarize the situation . In the second paragraph, write WRITING BOOSTER p. 152
about what Matt could or should do. In the third paragraph, write what you • Inlroducing conflicting ideas
• Guldance lO!'" thls writing exercise
would do if you were Matt. Explain your reasons, using the unreal conditional.

120 UNIT 10
 ORAL REVIEW
CONTEST form teams. With yaur team, look al the tWQ pictures fer
one minute. Then ctose your books and tel l the story you saw in the
pictures. The team that remembers more details w ins.
PAIR WORK
Tel1 you r partner what you WQutd do if you were the woman who
found the lost object. Use the unreal conditional. Start like this:
10 fOI.II'Id ••• ,1 wovld ...

o Discuss ethical (hoiees.

O Return someone else's property.
O Express personal values.
O Oiscuss ac:ts of kindness and honesty.
 Reference Charts
PRONUNClATION TABLE
Vowels Consonants
Symbol Key Words Symbol Key Words Symbol Key Words
b eat, feed p pack, ha ppy , zip, please, goes
b it, d jd b back, ru bber J ship, machine, stat ion,
da te, pa id t t ie specia l, discussion
"t b et, be d d d ie 3 measure, vi sion
~ ba t, ba d k carne, key, q uick h het, wh o
a b ox, odd, father g game, g uest m m,n
, b ought, d og if church, na t ure, watch n su n, know, pneumonia
ou b oat, ro a d d3 Judge, general, majar ~ $u ng, ri nging
u f fan, photogra ph w w et, white
o
b ook,9 0OO
b oot, food, flu , ve n , light, long
, b u t, m ud, m other a thing, breath right, wrong
, ba nan a, a mong O t hen, breat he
~ shlrt, m urd er , sip, city, psychology
y y"
bite, ery. b uy, eye I butter, bottle
"
'u about, how t' button
voice, boy
" d eer
" bare
"
oc b ..
door
"
oc tour

IRREGULAR VERBS
base form simple past past participle base form simple past past participle
b, was / were been leave "ft " ft
become
begin
became
began
become
begun
"t
lose '"
lost 'losl
"
break broke broken make made made
bring brought brought mean mean! mean!
build
boy
built
boughl
built
bought
mee!
p'y
m"
paid
m"
paid
catch caught caughl poi pot put
choose chose chosen quit quit quit
come carne come read ¡ridl read IrEd! read ¡ rfd/
cosl casI cosl ride rode ridden
cut cot cot ring rang rung
do did done rise rose risen
draw drew drawn run "O '"o
dream dreamed / d reaml dreamed I dreaml s'y said said
drink
dri ve
drank
drove
drunk
driven
S" s'w s""n
sell sold sold
,"
tall
'lO
tell
eaten
fallen
send
shake
sen!
shook
sen!
shaken
f""d f,d f,d sing sang sung
f",,' fel! fell sit s" " t
fight fought fought sleep slepl slept
find found found speak spoke spoken
fit tit fit spend spent spent
tly flew flown stand stood stood
forget forgot forgotten steal stole stolen
gol got gotten swim swam swum
give gave given take took taken
go went gone teach taught taught
grow grew grown tell told told
have h,d h,d t hink thought thought
hear heard heard throw threw thrown
• hit hit hit understand understood understood
hold held held wake up woke up woken up
hort hort hort wear wore worn
keep kept kept win won won
know knew known write wrote written
REFERENCES 123
 VERB TENSE REVIEW: PRESENT, PAST, ANO FUTURE

1 THE PRESENT OF BE 3 THE PRESENTCONTINUOUS

Statements Statements •
, am , am watching TV.
Yoo Yoo
We are We "e studying English.
They late. They
He He
She is She
• arriving now.

" "
2 THE SIMPLE PRESENT TENSE
Statements
Aro ,
Y.H I DQ questions

yoo
, Ale we
You speak English. ¡hey goin9 too fasl?
We he
They she
He
She
speaks Engtish.
"
"
Short answers
,
,
Yu I D.Q questions
you
am.
are.
I'mno!.
you aren'! I yoo're no!.
he isn't I he's no!.
yoo Ihe
Do know them? Yes, she ¡s. No, she ¡sn'l l she's 001.
we
~ey it il isn'l l it's oot.
we we aren'! I we're nol.
he !hey "e.
Does eal mear? they areo'! I they're noto
she
Information questions
,
Short answers
, Whal
you
we doing?
yoo
we do.
yoo
we don'!. '" ~ey

Yes, ¡hey No. ~ey he

When is "e leaving?
he he
she <loes. she doesn't.
Where am ,
it
staying tonight?
"
Information questions
" Who is driving?

you
4 THE PAST OF BE
Whatdo we need?
~ey Statements
he ,
When does she sta'" He was late.
She
"
wants
"We
Who needs lhis book?
likes You were early.
They

124 REFERENCES
 (Die p~sr ofbe-cOlltilwed)

Ves I n.o. questions Information questions

I I
he you
Was on time?
she he
1I When did she read Iha!?
we I!
Were yeo in Ihe same ctass? we
they Ihey
Who called?
Short answers
I I
he he 6 THE FUTUREWITH BEGOINGTO
was. wasn't.
she she Statements
Yes, I! No, I! I'm
we we You're
you were. you weren't. He's
Ihey they She's going lO be here socn.
Information questions It's
We're
we?
They're
Where were you?
they? I'm
he You're
When was she here? He's
rt She's nol going lo be here soon.
Who were Ihey? II's
We're
he?
They're
Who was she?
il? ~ I no questions
you
Me we going to wan! coflee?
S THE SIMPLE PASTTENSE
Ihey
Many verbs are irregular in the simple past tense.
See the Iist of irregular verbs on page 123.
Am 1 going lObe lale?
he
Statements IS she goíng lo arrive on time?
I!
You Yeo
He He Short answers
She slopped working. She didn'l 51art again. I ,m. I'm no!.
It It you are. you aren't I you're no!.
We We he he isn'l I he's no!.
They They Yes, she is. No, she isn'l 1she's nol.
I! il isn'll it's nol.
~ I n.o. questions we we aren'! / we're nol.
I are.
Ihey Ihey aren'! I they're nol.
you
he Information questions
Díd she make a goOO dinner? you
I! What are we going to see?
we Ihey
they he
Short answers When Is she going lo shop?
rt
1 I
you you Where ,m 1 going lo stay tomorrow?
he he Who Is going lo call?
Yes, she did. No, she didn't.

I~e
I!
• we
!hey ~ey

REFERENCES 125
 Grammar Booster
The Grammar Booster is op t ional. It offers a vari ety of informati on and extra practice. Sometimes it furth er
explains or expand s the unit g rammar and points out co mm on errors. In other cases, it reviews a nd
pract ices previo usly lea rned grammar that would be helpful whe n lea rnin g new g ramrnar co nce pts. If •
you use th e Grammar Booster, yo u w ill find extra exercises in the Workbook in a separate secti on labe led
Grammar Booster. Th e Gramm ar Booste r content is not tested on any Top Notch tests.

Lesson 1

The prelent perfect: information questlons

Form information questions by inverting have and the subject oi the sentence.
What have you seen in Paris?
What (OR Which) countries have you visited?
Where has she gone scuba diving?
How have your parenls been?
How many d l ies have you visited Ihis week?
Who have you tr aveled with?

Note: When Who is Ihe subject 01 the sentence, there is no inversion.

Who has traveled l o Miami in the las! two months?

On a separate sheet 01 paper, write inlormation questions, Use the present perfeet,
1 what dishes I she I try I in Mérida S how I your children I be
2 who I you / invite I to the party 6 who I climb I Grouse Mountain
3 where I he I work I before 7 what I they I hear I about the new sehool
4 which movies I they I see 8 how many times I she I take I that class

Lesso n 2

The preJent perfect: me ond placement of ret ond ok~@!lf

Remember: Use l!1! or already in questions.

Have you read Ihe book yet? DR Have you already read the book?

Use already in affirmative statements, Place already before the main verb or at the end of
the stat ement.
I've already read the book. OR I've read the book already.

Use l!1! in negative stalemenls, Place y§! at Ihe end 01 Ihe statement or between have and
t he base form,
I haven', read t he book yet. OR I ha ven't yet read t he book,

Be carefu l!
Don', use y§! in affirmative stalements, Don't use already in negalive slatements,
OON'T SAY Ves, I've read the book yet. 1 No, I haven', aIFeady read the book,

Don', use ever with ~ or already,

DON'T SAY Have you evef read Ihe book yet? I Have you evef- read the book airead)'?

A On a separate sheet 01 paper, rewrite eaeh statement or question, using already or~.
, (yet) Has she finished the homework? 3 (already) We've tried Iried clams several times,
2 (yet) They haven't seen the movie. 4 (already) Has you r father lelt?

B On a separate sheet 01 paper, rewrite eaeh sentenee, using already or~,

, I haven't had dinner. 3 They haven't called home.
2 She's been to London, Berlin, and Rome. 4 We've finished our class,

126 GRAMMAR BOOSTER

 The present perfect: ~!!~r , n~e.!', ond befor,!

Use ~ in Questions. Use never in ne¡ative statements and short answen. Do not use ever in
affirmative statemen ts.
Ves, I have. OR Ves. rve made sushi. NOT Ves, I've evef made sushi.
Have you ever made sushi?
No. I never have. OR No, I've never made sushi.

Vou can also use before in negative s13lements with nevero

I've never been lo Thailand before.

In very inlormal speech. ever is somet imes used with never for stron, emphasis. This meaning of ever
is similar to Min my whole lile.M
I've never ever seen a Chartie Chaplin movie.

e On a separate sheet 01 paper, answer each question, using real inlormation. If the answer is ill.
w rite when this happened.

1 Have you ever gone on a cruise? 4 Have you ever met a famous person?
2 Have you ever tried Indian lood? 5 Have you ever laUen in love?
3 Have you ever been to Hawaii? 6 Have you ever played golf?

The presenf perlect ond the present perlert confinuous: unflnlshed (or cont/nulng) ort/ons

Unfinished (o r cont inuing) actions are th ose Ihal began in th e pasl. continue in the present. and may possibly continue into the
fut ure. Here are three ways to 13lk about unf inished act ions:
1 the present perfect wilh since: Use since with a staled start time in t he past o
I've lived here since 2001. (200 1 is Ihe stated slar! time. I slilllive here. so Ihe action "continues.")
2 t he present perfect wilh for: Use lor to describe the period 01 time Irom its start until the presen!.
I've lived here for five years. (Emphasis is on the five'year periodo1stilllive here, so the action "continues: )
3 the present perlect con tinuous with for Of since: Form the present perlect cont inuous with the present perlect of be and a
presen! participle. - - - -
I've been living here since 2001. OR I've been living here for live years . (In both cases. the action ·continues.")

When describing unfinished Of continuin¡ acti ons with fo r and since, the present perlect and the presen! perlect cont inuous
are both correct oSome people feel the presen! perlect conl inUOU5 emphasizes the continuing time a bit more.

A Read the sentences with the present perlec!. Check each sentence tha! describes
an unfinished o r conti nui ng action.

o The PiUs have lived in China since the late nineties.

O 2 Carmen has been living in Buenos Aires since last year.
O 3 I've visited París three times.
O 4 Ted has been visiting Paris since 2005.
O 5 We have eaten in that great India n restaurant lor years.
O 6 They've eaten in that Indian restaurant before.
O 7 My b rother has been playing tennis tor many years.
O 8 Min-ji has p layed tennis twice.

B Complete each statement with the present pertect continuous .

1 Rio . ................. (play) at the Children's Classics Cinema every Saturday since 2010.
2 Robert .. ... . .. .... .. .. ......................... .. .. (wait) in the ticket holders' line for a pretty long time.
3 People . .. .................................. (worry about) violence in movies since the 5ixties .
4 1'.... ......... ............................. (talk about) that movíe for w eeks.
• 5 We'... ... . .. (come) to this cJassics movíe theater for two years.

GRAMMAR BOOSTER 127

 Spelllng ,ules fo, the p,esent pa,ticiple: ,eview

Add :!!!& to Ihe base lorm 01 t he . . erb

speak -+ speakin¡
If Ihe base lorm ends in a silent.:!. drop Ihe .:! and add :i!!g.
ha . . e -+ ha . . in¡ •
In . . erbs 01 one syllable. il the lasl Ihree letters are a consonant· . . owekonsonant (e·v·C) series.
double Ihe lasl consonant and Ihen add :l!!.g.
eve
s i t -+ sittin¡
Be careful! Don'l double Ihe lasl consonant in words Ihal end in::!!..~. or ::1..
Ilow -+ flow in¡
tix -+ tixin¡
pay -+ payin¡
In . . erbs 01 more Ihan one syllable that end in a consonanl-.. . owel-consonant series. double Ihe lasl
consonanl only if the slress is on the lasl syllable.
•
con · trol -+ controllin¡ BUT
•
or o der -+ orderin¡

e Write the present participle for these base forms.

1
2
3
find ..
be ...
lose
8 go .... ..
• make
l O fix
,.
15 come .........
lea .... e .................
17 dri .... e .................
22
23
24
forget .......... .. .. . . 2' begin __ _
eat
pay .....
30 tell .......... ......... .
31 bring
4
5
6
pot ........
get
say .....
" know
12 speak
13 hear ... ...........
,.
18 meel .................
blow .........
20 9 i....e ...................
25
2.
27
stand
think ........
boy .....
32 take

7 w rite ............ ... 14 let .... 21 m" ................... 28 see ..........

l esson 2

LIlce... ~a~r... would lilc]b ~ould ,orhe,: ,evlew and eJ(pans;an; comman e"on
Use like and wanl + a direct object lo eJlpress likes. dislikes. and desires.
They like documentaries. We don't like science liction.
She wanls a ticket to the late show.
Use would like + a direct object lO make a polite ofter or a reques!.
A: Would you like tickets for CasabJanca?
B: Yesoplease. We'd like two tickets lor the 8:00 show.
Use would like + an inlinili . . e (12: + base lorm) to make a polite offer or to express wants .
Would you I¡ke to stream a mo . . ie on your lablet?
Where would yo u like lO ¡o?
I'd like to download a mo . . ie onlo my lablel.
She'd like to sea a comed y.
Use would rather + a base form lo express a preference for an acli .... ity.
A: Would you like lo see Ihe mo . . ie downlown or al the theater in t he mall?
B: I'd rather see il al the mall.
Use than with would ralher lo contras! preferences.
rd rather stream a mo.... ie Ihan go to the theater.
lhey'd rather go to a Woody Allen film Ihan a Martin Scorsese lilm.
Be c.refull
Don'l use a base form after would like,
My '"ends would like lo mee! in front 01 the theater. NOT My friends woufd-like-meet in fronl
01 Ihe Iheater.
Oon'l use an infinill . . e after would ralher.
We'd ralher ¡et tickets for Ihe early show. NOT Weld-rllther-to-8el tickets lor the early show.

128 GRAMMAR BOOSTER

 A On a separate sheet of paper, w rite sentences and questions using these word s and phrases.
1 They I would like I see I the Woody Allen film. 5 Jason ! would like I have I a large container of popcorn.
2 What time I you I would rather I meet? 6 I'd rather I rent I a sci-fi film tonight.
3 Who I would like I order I eggs for breakfast? 7 Her parents I rather I not I wa tch I anything too violent.
4 they I rath er I Would I wa tch TV or go out? 8 Who'd rather ! not I see I that silly ani mated film?

B Correct the errors in these sentences.

I would rather to stay home than to go out.
2 She wou ld like buy a ticket to tonight's show.
3 My friends would like download movies fTom the Internet.
4 Would they rather to see an animated film than an action film?
5 00 they rather see movies at home?
6 Who would like go to the late show tonight?
7 My husband likes two tickets to the concert.

e On a separate sheet of paper, answer each question in a comple te sentence,

expressing your own preference.
, What genre of movie do you usually like?
2 What movie do you want to see this weekend?
3 What would you like to have for dinner tonight?
4 Would you rather see a comedy or a horror film?
5 Would you like to rent a OVO or go to the movies?

Lesson 1

WiII: ex.ponslolJ

WiII and be goinl to

Use will or be going to for pred ictions about th e future . The meaning is the same.
Ir ll rain tomorrow. - Irs a;Oina;10 rain tomorrow.
Use be ¡oin, to o NOT will. when you alr eady have a plan for th e future .
A: Are you goina; 10 come lO class tomo"ow?
B: No. rm ,oinl to 10 to Ihe beach instead. NOT No. J-:U-¡" lo the beach instead.

Other uses of will

Use will, NOT begoing to, to talk about th e immediate f1.Jture when you do not already
have a plan.
Maybe 1"11 go 10 Ihe beach Ihis weekend. NOT Maybe I ~i~ to the beach th is weekend.

Use will, NOT be going to, to expr ess willingness.

I'U pay for Internet service. bUI I won 't pay for the airport shutt!e. (= I'm willing to pay lar Internet
service, but I'm not willing to pay lor ,he airport shuttle.)

Can, should, and have to: future meaning

Can and should are modals and should never be used with wlll.

You can use can alone to express future possibility.

Tomorrow morning you can ask Ihe hotel for a rollaway bed .
They can'! go to the museum lomorrow. Il's closed on Mondays.

You can use should afone to express futur e advice.

Vou should visil the Empire State Building next week. 11'5 greal.

However. you can use will with have to + a base form to express fut ur e oblia;ation.
1'11 have to leave Ihe 2:00 meeting early.
We won '1 have to make a reservalion al a restaurant tonight.
•
On a separate sheet 01 paper, w rite I;ve sentences about you r plans for the weekend,
using be 90in9 too Then w rite the sentences agai n, using will.
GRAMMAR BOOSTER 129
 B On a sepa rate sheet of paper, write '¡ve sentences with will or won't for willingness
on ene of the following tapies.
Topies
• klOds 01 exerClse you're wllhng (or nol wilhng) lO do
• kmds 01 foOO you're wilhng (or nOI wilhng) lo ea! for breakfa s!
• kinds 01 clot hes you're wilhng (or nOI willing) lo wear
•
e Complete the sentences, using will or won't with have too
1 .................. .. ............ o •• (she I have to I ca!!) the offiee befare 6:00.

,
2 ....................... o • • (they I have toI reserve) their ticket! by Monday.
(we I nol have to I cancel) the meeting if Mr. Carson's flighl is on tim e.
4 (1 / have to ¡ Iealle) a message for my boss.
5 ......... .. ................... ... . (yau I nOI have to I arder) room service if you arrive befare 10:00 P.M.
6 ................................. (we I have to I take) a taxi to the airport.

Lesson 2
The real condlrlonol: present

Use the present real conditionallo e.press general and scientific facts. Use th e simple present tense
or Ihe presenl tense of be in both clauses.
If il rains . flighlS are late. [fa el]
If you heat waler 10 100 degrees. il boils. [seientific fael]

In present r eal conditional sentences. when (or whenever) is often used instead of j!.
When (or Whenever) il rains , flights are late.
When lor Whenever) you heat waler lo 100 degrees, il boils.

A On a separale sheet of paper, write present real conditional sentences.

1 Water (freeze) when you (Iower) its temperature below zero degrees.
2 Whenever my daughter ( take) her umbrella lo school, she (forget) to bring it home.
3 She (go) on vacalion every August if she (nol have) too much work.
4 He (run) in the park if the weather (be) dry.
5 In my company, if cashiers (make) a mistake, they (repay) the money.

The real conditional: futul'e

Use the future r eal conditional to expr ess wlla! you believe wi ll happen in the future under certain
eondilions or as a result of certain actions. Use the simple pres en t l ense or Ihe pre sent of be in the if
clause. Use a future fo rm ~ or be going to) in Ihe result clause. - -
If I go to sleep too late tonight. I won 'l be able lo gel up on time. {future eondilion, future result)
If she comes home after 8:00. I'm nol going to make dinner. (future condition. future result)

Remember: Use a comma when the if clause comes firs!. Don'l use a comma when the if clause comes
al th e end of the sentence. - -
If I see him, 1'11 teH her. 1'11 tell her if I see him.

Be c.uefull Don' t use a future form in the!! clause.

If I see him. 1'11 tell her. NOT If I wiIkee him. 1'11 te ll her. NOT If r m·going-te-see him. 1'11 tell her.

B Circle Ihe corre<t form lo complete each future real conditional sentence.

1 If they (Iike I will hke) the movie, they (see I wiU see) il again.
2 I Cm going to talk I talk) to her if she (does I 's going to do) that again.
3 If you (buy I are going to buy) sorne eggs, I (make I '11 make) you an omelet tonight.
4 If they (see I will see) her l omorrow, they (drive I '11 drive) her home.
5 (Are you going to study I Do you study) Italian if they (offer I will oHer) it next year?

130 GRAMMAR BOOSTER

 e On a separate sheet 01 paper, complete each luture real conditional sentence with
true inlormation. Use a comma when the i! clause comes ¡irst.
1 IfllivetobelOO . .. 4 111 go to my favorite restaurant next week .
2 My family will be angry il ... 5 1'11 buy a new smart phone il . ..
3 II I don't practice English every day ... 6 11 I need new shoes ...

Lesson 1
The post continllous: e"pondon

The pa st continuous describes an action that was continuous unlil (and possibly aft er) Ihe moment at
which an olher acl ion took place. Th e words when or whil e are often used in senlences that contrast
conl inuin¡ and completed actions.
He was talkin¡ on the phone when the storm began. (c:onlinuous action, then completed action)
While I was living in Chile, I got married . (continuous action. then completed action)

The past co ntinuous also describes two continuing actions occurring in the sam e perlod of tim e.
While she was drivina, her husband was reading the newspaper.
They were eatinl, and the music was playing.

On a separate sheet 01 paper, use the p rompts to write logical sentences. Use the pasl continuous
and the simple pan tense in each sentence.
1 She I take a test at school l when I she 1 hear the li re alarm
2 While 1/ talk to my mother on the phone / the TV show 1 start
3 Mr. Park / ccok dinner I when I Mrs. Park / linish the laundry
4 Mr. Kemp 1 work in the garden / when I the rain I begin
5 While I Claudia / pick up 1 their rental car 1 Alex / call l their hotel
6 While I Nancy I shop at the grocery store I she I see I an old Iriend

Lesson 2
Nouns ond pronollns: revlew

A noun is a word th a! names a personoa place, ar a thing. Nouns are eilher common or proper.
A proper noun is capitalized .
common nouns: caro windshield. doctor, woman. father
proper nouns: Martin, Caracas, Carla's Restaurant

Two fun ct ions of nauns in sentences are subj ects and direct objects. Th e subjecl perform s the aclion
of the verb oTh e obj ect r eceives the aclion.
subject dltect object
Carla's Restauranl serves breakfast all day long.

A pronoun is a word that represents or r eplaces a noun. Pronouns also funct ion as subJects and
direct abjects.
subject pronouns: 1. you. he. she. il. we. they
object pronouns: me. you. him. heT, il. us, them
subject direct object
My parents the car
drove to the airport.
They
"

GRAMMAR BOOSTER 131

 First, underfine the subjects and cirde the objects in these sentences. Then label each
naun as either "common" or "proper." Finally, put a check (/) above each pronoun.
(Note: Not every sentence contains a pronoun.)
proper co..,,.,or¡
Ital1ans drive fasG
•
, We love big vans. 5 Aman driving a sports car hit OUt minivan.
2 The children broke the side-view mirrar. 6 I retumed the rental car at the airport.
3 Ms. Workman picked up the car this morning. 7 A·' Rental Agency called me about the reservation.
4 Rand loves sports cars, and his wife loves them, too.

Lesson 1

!O!!!E' and ~: re~iew

Some and ~ are indefinite quantifiers. The y indicate an indefinite number or amount.
There are sorne toothbrushes in aisle 2. (We don't know how many.)
They are buying sorne shaving cream , 0Ne don't know how much.)
Could I get sorne nail liles? 0Ne're nol asking lor a speeilic number 01 nail liles,)
Do they have any makeup in this store? 0Ne're not asking speeilieally how much.) Remember: Counl nouns name Ihings you can
eounl mdividually. They have singular and plural
Be careful l o use sorne and ~ correetly with count and non-count nouns: forms (1 nail fi le, 3 combs). Non·eounl nouns
Sorne: wilh non·count nouns and plural counl nouns in affirmative statements name thmgs you eanno! eoun! individually.
Tlley don'! have plural forms. Use eontainers.
non·count noun plural toun t noun
quantiliers. and other modlflers lo make
We need some sunscreen and some combs. They have sorne here. non-eount nouns eountable,
~ : with non·count nouns and plural counl nouns in negative sta tements
a bottle 01 shampoo I aftershave
non·count noun ptural counl noun a tube 01 too!hpaste I lipstlek
A: 5he doesn', wanl any sh.:lmpoo. and he doesn 't need any naíl clippe,.,. a bar 01 seap
B: Good! We don', have lo buy any, then. I'm out 01 eash. a can 01 halrspray I deodoran! I shavlng eream
~ or~ : with counl and non·count noons in questions 250 millihlers 01 sunscreen
Do Ihey need any toothpaste or sunscreen lor the trip?
Do we need any razors or toothbrushes?

A On a separate sheet 01 paper, change these sentences from aHirmative to negative. Follow the example.
There i5 sorne sham poo in the shower. TJ,ere jrl'j't O"Y f hampoo jfl tJ..e fhower.
, There are sorne razors nex! to the sink. 5 Th e manicurists need sorne new nail polish.
2 We have sorne nail clippers, 6 I want sorne sunscreen on my back.
3 They need sorne brushes for the children. 7 There is sorne dental fl oss in aisle 4.
4 She's buying sorne mascara. 8 They need sorne deodorant fo r Ihe trip.

B Comp lete each sentence wi th sorne or ª-!}l'.

1 I don'! need more hand lotion. 5 It's too bad Iha! there isn't ......... toothpaste.
2 There isn't ..... makeup in the bago 6 I don' t see ......... combs or brushes on those shelves.
3 We don'! see . scissors in the whole store. 7 I know I had ......... nail files in my bagoNow I can'! find them.
4 They need soap lo wash Iheir hands.

'32 GRAMMAR BOOSTER

Too many, too mue_h , and en.!Jugh

The word loo Indicales a Quantity Ihal is excessille-more Ihan someone wants or needs. Use enouah
lo indlcale that I Qua ntity or a mounl is satisfactory.
Use too many a nd nol too many lor count nouns.
There are too many cuslomera waiting in line.
Use too much a nd not loo much for non-count nouns.
There's loo much loolhpasle on the loolhbrush.
Use e nouah a nd nol enough for bolh count and non-count nouns.
There's enoulh shampoo. but there aren't enou¡h razono

e Complete each sentence with too many. too much, or enough.

1 let's do our naHs. Do we halle ...... nail polish for both of us?
2 This shampoo has ......... ......... perfume. It smells awfull
3 It's nOI a good idea to buy ..................... ... fruit. We're not going lo be home for a few days .
4 This menu has ....... . choices. I can'l make up my mind.
5 Check the bathroom shelf 10 see jf we have ............ ........ .. soap. Mom and Dad are coming to visit.

• I don't like when Ihere are ............. ..... ...... brands. I can't decide which one 10 buyo
7 There's no way to get a haircut today..... ............ ...... ... people had the same idea!
8 They don'l want to spend . .... ................... money on makeup. They're Irying lo save money.

Comporotive quonti(jen (ewer ond len

Use fewer for counl nouns. Use less lor non-counl nouns.
The Cosmetique 5tore has fewer brands 01 makeup Iha n the Emporium.
There's less sh.mpoo in this bottle than in that lube.

Complete each senlence with fewer or les$.

1 Which clan has ......................... students-the early dass or the late one?
2 The recipe cans for ......... .. ............. cheese than I Ihought.
3 It has ........................ ingredients, too.
4 Don't rent from Cars Plus. They halle ... . .... kinds of can than Internatlonal.
S The Cineplus has ................... ..... movies this weekend than usual.
6 Is there .................... .... body lotion in the small size o r the economy size?

Lesson 2

Indefinite prOllOuns: ~methlng . '!.f1.r!!!ing , evemhlng , olld lJ.othing

Use IOmet hinl , nOlhin&. or ellervth lna in affirmatille statements.
There's IOmethinl ln this box.
Nothinl can convince me to lel a pedicure.
Everythinl is ready.
Use a nyt hinlln nelaUve sta te ments.
lhere isn't anythin¡ in the lridge.
Use IOmethinl, a nyt hina, or elleryt hing in ~ I no queslions.
Is there somelhinl we should talk about? Is anythin¡ wrong?
Do you have everythln¡ you need?

Nothinl has Ihe same meaning as nol anythin¡. Don'l use nothing in nelative slatements.
lhere isn't anythin¡ in the 'ridge ... There's nolhlng in the lridge. NOT There isn~t-nothtn&: in Ihe fridge .

.----------------------------------~
GRAMMAR BOOSTER 133
 Choose the correct indefinite pronoun to complete each sentence.
1 I need to go to the store to buy (something I anything).
2 There is (something I anylhing) I can do lo help.
3 There isn't (everything I anything) you can do to make yourself taller.
4 I went on the Internet to find (something I anything) about how to use sunscreen. •
5 lhey have (something I anything) tha! helps you lose weight.
6 There's (anything I nothing) that can make you look young again .
7 They can't get (anything I nothing) to eat there after ten o'dock.

Lesson 1

Use fo / "sed lo: use and fo,m

Use to and used to express a pa st habitual actio n, but one that is no longer tr ue today,
Wh en I was a kid, I didn't use to eat vegetables, Bul now Ido, Note: l he simple pasl lense can express a
pa st habitual actlOn il there 15 a reference
Rem ember: In m I no quest ions and negative statements, use use to NOT used to, lo a period 01 time in the pas!.
I used to slay up late. Now I don't. Whe n I was a kid, I didn't ea! peppers.
I didn't use to (NOl used-to) gel up early. Now Ido. I still don'! today.
Dld you use to (MOl used-te) go dancing more often?
I
A On a separate sheet of paper, change each statement in to a ID I no question.
I usee! to go running every day. Dí,d yo v v f e t o 90 rV M¡1'I9 eve,y doy?
There usee! to be a large tree in tront of you r house, 3 Their grandmother usee! to pul sugar in their orange ¡uice,
2 Mr, and Mrs. Palmer used to go dancing every weekend. 4 luke usee! to be very overweight.

B On a separate sheet of paper, use the prompts to write logical sentences with negative or affirmative forms
of ~ I usee! too
1 Jason and Trish I gel 1015 of exercise, bul now they go swimming every day,
2 There I be a movie theater on Smith Street, but now there isn't.
3 No one I worry about fatty foods, but now most people do.
4 English I be an internationallanguage, but now everyone uses English to communicate around the world,
5 Women in North America I wear pants, but now it's very common for them to wear them.

Be used lo / get used to

Be used to + a noun phrase m eans to be aeeust om ed to something, Compare use to I used to

wit h be used too
I didn't use to like spley load, But now Ido, (used lo + base lorm)
I'm U$ed to Ihe noise now. But at lirsl. it reall y bothered me. (be used to + a noun phrase)

Get used to + a noun phrase means to become aecuslomed to somethinl.

You ' lIlet used to Ihe ne..... menu after a fe ..... days.

Be care'ul! Wit h be used lo, don '! ehanle used in nelalive st, tements or quest ions,
He wasn 't used to the weather there , NOl He wasn 't use to . , .
Are you used to lile here? NOl Are you use lo , . ,

134 GRAMMAR BOOSTER

e Check the sentences in which used to means "accustomed to something."
o1 When the school term ended, 1was finaUy used to the new teacher.
O 2 In our other dass, the teachet used to be vety sttiet.
O 3 They used to like red meat, but now they don't.
O 4 Because we lived in the mountains, we weren't used to fresh seafood.
O S l'm sure she'Jj get used to her new apartment soon.
O 6 These shoes used to be eomfortable, but now they're too loose.
O 7 I'm sure she'lI get used to wearing high-heeled shoes.

o Write./ if the sentenee is eorreet. Write )t if it is incorreet and make eorrections.

O 1 1' 11 never get use to the traffie here.
O 2 We didn't use to take vacations very often.
O 3 Is he use to his new roommate yet?
O 4 Will she evet get use to life in the city?
O 5 What did you used to do on weekdays when you weren't working?

E On a separate sheet o( paper, write two sentences about something you're used to and
two sentences about something you're not used too

Repeoted octions in the post: would + bose form

You can also use would + the base l orm 01 a verb to describe repeated past actions. In t his use, would
has the same meaning as used too --
When we were young, our parents would 10 camping with USo(= used to 10 camping with us.)

Be carefu!! With non·action verb s that don't describe repeated actions, use used toonot would.
I used to haye a lot 01 clothes. NOT I woukHlave a lot 01 clothes.
My hometown used to De Dakar. NOT My hometown weuId--be Dakar.
I used to be a terrible English studen!. NOT I weulElbe a terrible English student.
My Irlends and I used to hate baseball. NOT My Iriends and I wookHtate baseball.

F 1f it is possible, complete the sentence with would. If not, use a form of used to.
1 They ... ...... go to the beach every Saturday in the summer.
2 I ............... .. have a really large kitchen in my old house.
3 My husband never . ... ..... ....... like coffee, but now he can't get enough of it.
4 Almost every evening of our vacation we ea! at a terrilic outdoor restaurant.
5 Before the microwave, people ... .. heat up soup on the top 01 the stove.
6 Sigrid be a tour guide, but now she's a professional chef .
7 There .. ....... be three or fo ur Italian restaurants in town, but now there aren't any.

Lesso n 2

Negative ~ I no questions: short onswers

Answer negati ve m I no questions the same way as you would answer affirm at ive m I no quest ions.
Is Jane a vegetarian?
Yeso she is.! No. she isn ·t.
Isn't Jane a vegetarian?
Do they haye two sons?
Yeso they dO.1 No. they don·t.
Don't they haye two sons?

GRAMMAR BOOSTER 135

....
An swer each negative q uestion w ith a short answer. (Use the information for your answer.)
A: 15n't Jeremy a lawyer?
B: .......................... He's nol a lawyer.
2 A: Doesn't Bob have two brothers?
B: ... .. ..... He has two you nger brathers. •
3 A: Haven't yau been to Siberia before?
B: .......................... ¡'ve never been here before.
4 A: Aren' t you learning English right now?
B: ......... I'm studying English at the institute.
5 A: Wasn't Nancy at the movies last night?
B, ................. .. ...... She didn't go to the movies.
6 A: Don't Sachiko and Tamofumi have a car?
B: .... .. .................. . They own a minivan.

Lesson 1

Ge runds ond Infln;t;ves: usoge w;thin se nte nceJ

Gerunds 8!!g form of a verb) and Infinitives (!Q . base form) function as nouns within sentences.

Gerunds
like nouns. gerunds can be subjects. subj ect com plements. direct objects, and objects of prepositions.
Painting i5 my favorite lei5ure·l ime activity. (subject)
My favorite activity is painting. (subject complement; usually follows !W
I enjoy painting. (direct object)
I read a book about I he hislory of painting. (object of t he preposition 2f)

Infinitives
Infinitives can be subjects. 5ubjecl co mplements, and direct objects.
To painl well Is a lalent. (subject)
The only thing he needs i5 to pain!. (subject compl emen t; usually follows ~
I wanl to pain!. (direct object)

Underline the gerunds and cirele the infinitives in these sentences. How is each used in the
sentence? On the line next to each sentence, write S for subject, e for subject complement,
DO for direct object, or OP for object of a preposition.
1 I enjoy w atching old movies every night on TV.
......... 2 Her greatest dream was to see al! of her children attend col!ege.
3 What's the point of crea ting a nice environment at home if genetics is the only thing that counts?
. 4 Avoiding too much pressure helps children become less criticaL
.. .. .... . 5 My niece plan s to study persona lity development next semester.

Lesson 2

Negofive gerunds

A gerund can be made negative by using a negative word before il.

Ilike not goina to bed too late .
They complained about never having enough time.

136 GRAMMAR BOOSTER

 Complete th e paragraph with affirm ative and negative gerunds.

I really want to do something to improve my appearan ce and lose weight. I'm sick of .. " .... j.De...... .. able to tit into my

clothes. I know it's not enough to complain about

······ 2·9.11" ...... weight-I need to d o something about it ll plan to spend

every afternoon ....... j" .ride....... my bike. Also, I w ant to 90 on a diet, but I' m afraid of ....... 4..(eel" ...... hungry all the time.
I wo rry about ""'"s.. h.,';:.' '''''' enough energy to exerci se if I'm ... .......... . enough to eat.
• 6 get

Lesson 1

The pauive vo/ce: tronsit;ve verbs and intrrmsltlve verbs

A tr ansitive verb can have a direct object. lransiti'le verbs can be used in the active voke or Remember. The subject 01 a
passive voke. sentenee perlorms the action 01
active volee passive voiee Ihe verbo A direct object recelves
Pieasso palnted Guernica in 1937 . -+ Guerniea was painted in 1937. Ihe aclion 01Ihe ve rb o

An intransitive verb cannot have a direct object. With an intransitive verbothere is no M rece¡ver ~
01 an action. Common intransitive ve rbs
lhe painting arrives tomorrow. arrive nappen sil
The Mona Usa will stay at the Louvre. come laugh sleep
lhat new sculpture looks like a Botero. die live stand
fal l rain stay
g' seem walk
A , h se!e
h k ec
Cee ta st e erb.
n n ce th at h asa ninrniiv ,
o 1 Pedro Almodóvar's new film arrives in theaters thi s lall.
O 2 A (anadian art collector has bought two 01 Michelangelo's drawings.
O 3 Someone stole Edvard Munch's painting The 5cream in 2004 .
O 4 lhe painter Georgia O'Keeffe lived in the southwestern part of the United States.
O 5 The Van Gogh Museum in Amsterdam sent 5unflowers on a world tour.
O 6 Th e travel ing collecti o n of ancien! Roman sculpture is coming to San Diego this week .
O 7 The M etropolitan Museum of Art opened a new gallery last year.

The pauive vo/ce: form

Form the passive vojee wjth a form 01 be and the past partieiple 01
Simple present tense
Present eontlnuous
Present perfect
Simple pa st tense
Past eontinuous
Future with will
Future with be 10inl to
a ve rb o
Active voiee Passive voiee
Art eollectors buy lamous paintings all Famous painlinas are bought by art eollectors all
over the world. over Ihe world.
lhe Film Center is showing Kurosawa 's Kurosawa's films are being shown at the Film
films. Center.
Sorne world leaders have bought Yu Yu Hung's paintings have been bouaht by sorne
Hung's paintings, world leaders.
1. M. Pei designed Ihe Gra nd Pyramid The Grand Pyramid at Ihe Louvr e was designed by
at t he Louvre. 1. M. Pei.
In 2010. the museum was selling In 2010. copies of Mone!"s pa intinas were being
copies of Monet's paintings. sold by Ihe museum.
Ang Lee will direct a new lilm next year. A new film will be directed by Ana Lee next year.
The Tate Modern is aoina to show Van Van Gogh's drawinas are going lo be shown al Ihe
Gogh's drawings next month. Tate Modern next month .

GRAMMAR BOOSTER 137

 8 On a separate sheet of paper, rewrite eaeh sentenee in the passive voiee. Use a ~ phrase
only if it is important to know who is performing the aetion.
1 Someone aetually stole the Mono Liso in 191 1.
2 Paloma Pieasso designed these pieces of silver jewelry.
3 Someone w ill repair the sculpture when it gets old . •
4 People have paid millions of U.S. dollars for sorne 01 Van Gogh's paintings.
5 They are showing some new paintings at the Smith Gallery this week.
6 The Malcolm Museum is going to exhibit ten seulptures by Asian artists.
7 Frida Kahlo was painting these pieces while she was sick in bed.
8 People built g reat pyramids throug hout Central Ameriea du ring the height of the Mayan eivilization.

e On a separate sheet of paper, rewrite the sentenees in Exercise A that have a transitive verb,
ehanging the active voiee to the passive voiee.

Lesson 2

The poulve voice: m / no quesflom

To form m I no questions in the passive voiee. move the firsl auxiliary verb before the subject.
Are lamous paintings are bought by art colleclors?
Simple present tense ~ ~

Are Kurosawa's lilms are bein, shown at ¡he film Center?

Present continuous ~ ~

Have Yu Hung's painlings heYe been bought by some world leaders?

Present perfeet ~ ~

Was the Grand Pyramid at the Louvre was designed by 1. M. Pei?

Simple Pilst tense

Were copies 01 Monel's paintings wet'e beina: sold by the museum?

Past continuous

Future w;th will

Future with be going to

- -
Will a new lilm wiH be directed by Ang Lee nexl year?

Is a collection 01 Van Gogh's drawings is goina: lo be shown nex! monlh?

On a separa te sheet of paper, rew rite the sentenees as lli I no questions in the passive voiee,
, That new film about families is being directed by Gillian Armstrong.
2 One of da Vinci's most famous drawings has been sold by a German art colleetor.
3 A rare eeramic figure from the National Palaee Museum in Taipei will be sent to the
Metropolitan Museum of Art in New York.
4 A new exhibit is going to be opened at the Photography Gallery this week.
5 Some new paintings have been bought by the Prado Museum for their permanent eolleetion,
6 Las Meninas can be seen at the Prado Museum in Madrid.
7 The Jupirer Symphony was written by Mozart.
8 Sorne of Michelangelo's work was being shown around the world in the 1960s.

138 GRAMMAR BOOSTER

 Lesso n 1

Orher woys ro expren o purpose

In order to
You can use in order to with a base form 01 a ve rb lo express a purpose. The lollowing three sentences
have t he same mea ning.
I scrolled down in order to read the text.
I scrolled down because I wanted lO read Ihe text.
I scrolled down to read the texto

,O<
You can use lar to express a purpose before a no un phrase or ¡erund phrase.
She e'mailed me lor some advice.
l hey shop online for electronic producls.
I use my smart phone lor e·mailing clients.

Be careful! Don'l use for belore an infinilive 01 purpose.

DO N'T SAY She e'mailed me lar lo ask a Queslion.

A On a separate sheet of paper, rewrite the senlences with in arder too

1 She ¡oined Facebook to meet new people. 4 They always print their documents firs l to read them carefully.
2 Jasan surfs t he Inte rnet to see what's new. S I neve r use the pu ll-down men u to open files.
3 Alisan uses online ban king to pay all her bilis . 6 He used an online telepho ne service to call his family.

B Complete each sentence with for or too

1 My friend e-mailed me say he's getting
married.
2 Jane shops online .. .. ... do thi ng .
3 I went online ....... find a ne w keyboard.
4 Matt c reated a web page ....... keeping in
to uch with his fam ily and friends .
S Sometimes I use my computer ...... download movies.
6 We both log on lo the Inte rnet ....... info rmation.
7 JuSI click the icon ....... open the file .
8 When Cina's computer crashed, he r brother carne over
.. ..... help her.

Lesso n 2

Comp arison wlrh o djecf/ves: revlew

As •• . as
Use as ... !!! lo indicale how two t hings are eQuat or Ihe same. Use nol as . .. !! lo indicate how two
things are diflerent.
The new Ja. 10 monitor is JusI as good as Ihe Jax 20.
The Jax 10 monitor is nol as big as Ihe Ja. 20.

Comparatives
Use comparatives lO show how two things are not equal. Use than if the second item is me ntioned.
My laptop is heavier than John's (isl. OR My laptop is hea vier.
Regular mai! is less convenient than e·mai!. OR Regular mail is less convenient.

Superlatives
Use superlatives to show how one Ihing is diHe rent fro m two or more other Ihin¡s. Remember lo use
lhe wilh the superlative.
The M2. LX, and Bell printers are all ¡ood. But Ihe Bell is the bes!.
The Gatt 40 monitor is Ihe leasl expensive one you can buyo

GRAMMAR BOOSTER 139

-
A Correet the error in each se ntence.
The Orca speakers aren't as heavier as the Yaltas. 4 Maxwell's web camera is much more expensive as
2 My old laptop didn't have as many problems than my their digital camera.
new laptop. 5 Of all the monitors 1100ked al, the X60 is
3 I checked out the three tap brands, and the Piston was definitely larger. •
definitely the better. 6 The Jaguar is most powerful computer in the world.

Comporlson wlth adverbs

Comparatives
My new computer runs laster than my old one. Remember: Adverbs otten give information about verbs.
The X20 operates more Quietly than Ihe X30. My phone works well. My printer prints fast.
Many adjectives can be changed lo adverbs by adding -!Y.
& . .. .ai loud -+ !oudly quick -+ quickly quíe! -+ quietly
My new phone works as well as my old one. poor -+ poorly bad -+ badly slow -+ slowly
The Macro laptop doesn't run as slowly as the Pell does.

Superlatives
Of these three laptops, the MPro starts up the most slowly.

B On a separate sheet of paper, re write each pai r of sentences into a single sentence using
comp ara tives . T hen write single sentences using as . . . as .

My brother's smart phone downloads music quickly. My MP3 player doesn't download quickly.
2 My new compu ter doe5n't log on slowly. My old computer IOg5 on slowly.
3 Your old monitor works well. M y new monitor doesn't work welL
4 The Rico printer prints quickly. The Grant printer doesn't p rint quickly.
5 The Pace scanner doesn't run quietly. The Rico scanner runs quiet ly.

Lesson 1

Use should or ought to + a base form to stale an opinion or give advice, especiaUy aboul an
ethical choice. Ought to has the 5ame meaning as should, but should is slightly less formal. Note: In American English it' s
very uncommon lo use ought l o in
Vou should (or ought to) returo the wallet. You shouldn ·t keep il.
negative slatements or Qu estions.
Use had belter + a base form lo state an opinion or give stronger advice. The meaning is similar Use should or shouldn' t instead.
to should and oughl to, but had better expresses the idea that there is a conseQu ence for not
doing something.
You'd better teU the waiter tha! the check is wrong. If you don"!, he will have to payo
You 'd belter nol eal at the Fairway Café. 1gol sick t here th e last time 1did.

Remember: Should , ought tooand had better precede other verbs and give them a special
meaning. They never change formo

A On a separate sheet of paper, comple te the statements about an ethk al choice, expressing your ow n ideas.

Colleagues in an offke should always ........ ... .

2 Parents of young children should n ol .. . ..... .... .
3 We ought lo lell the store owner when
4 You forgot to pay your check? You had better ......... . ...... ... ..... ... ........... .
5 We had better nol .... ... ... ... . .......... .... ... .. . . It's to o expensive.

B On a separate sheet of paper, w rile five suggestions to a

visitor to y our country, using had better or had better noL You'd better not take the local
train to Bradbu ry. Il 's too slow. "

140 GRAMMAR BOOSTER

 Have lo and musl
Use ha ve to or the modal must + a base form lo eJ:press obligation when there is no othe r choice of
aclion available,
Sludenls must take Ihis exam, Note: Musl is very formal and
You have lo take Ihe 6 :00 t rain if you wanllo arr ive on time, no! ve ry common in speaking,
1\ is generally used by a pe rson
Use don 'l have lO (NOT must) lo eJ:press a lack of obligalion, in aulhorily (e,g" a,teacher or
You don 't have lo pay for the shoes if you don'l like Ihem, You can relurn them, boss) to state policy or law. Have
lo is much more co mmon in
Use must nol (NOT don'l have lo) for a slrong or legal prohibition, bolh speaking and wr iling. The
Passengers musl nol leave Iheir baggage unaltended in Ihe wa it ing area, more informal have gol lo is also
common in spoken English.
Be supposed to Sorry. ¡'ve got lo hurry. I'm
+ a base form to eJ:press an expected, but not a going lo be late.
i weaker Ihan wilh have lo or must.
Don'! use must nOI fo r a lack 01
We' re supposed to pay our check al Ihe lronl 01 Ihe coffee shop. nol al Ihe tab le. (l he restau rant obligat ion . Use don '¡ nave to or
expects diners to pay al Ihe Iro nt. ) doesn 't have lo.
Hotel guesls are nol supposed lo use Ihe lowels Irom t hei r rooms al the pool.

e On a separale sheel of paper, write each sentence Iwo ways: with mus! and wilh have lo.
1 Drivers / obey Ihe speed limit.
2 Students / arrive on time for class.
3 In this beach restaurant / diners / wear shoes, 11 you are barefool, don' t come in .
4 You / have a reservation to eat al Ihe Palace Restaurant.

o On a separate sheet 01 paper, write live sentences that describe actions your sehool eJ:peclS
Irom ilS students. Use be supposed 10.

E ehoose Ihe sentence closer in meaning to each numbered statement or question.

Do you think the Milton Restaurant is a good
place to eat?
a Do you think I should eat at the Milton Restaurant?
b Do you Ihink I have lo eat at the Milton Restaurant?
2 If you don't have a reservation, the restaurant won't
give you atable.
a The restaurant is supposed lo give you atable.
b You had better have a reservation.
3 They don't accept credil cards in this store. They only
accept cash.
a You have to pay with cash,
b You ought lo pay with cash,
4 Don 't wear shorts in the restaurant.
a You mus! nol wear shorls in the restaurant.
b You don 't have lo wear shorts in the restaurant.

Lesson 2
Possessive nouns: revlew ond exponsion
Add .:! (a n apoSlrophe + !l to a name or a singular noun.
Where is Glenn 's car? What's your daughler's married name?
This is Ms, Baker"s class. Ilove Dickens's novels.

Add an apostrophe to plural nouns Ihat end in ! . For irregular plurals, such as women or chi ldren ,
add .:!.
Ihe wome n's room Ihe boys' clolhes Ihe Jacksons' car

Add .:! lo Ihe name or nou n Ihal comes lasl in a list of two or more.
Jean and Ralph·s house
•

GRAMMAR BDOSTER 14.1

 A Correct the following sentences, adding an apostrophe or an apostrophe + 1 to the possessive nouns.
Carmen's jacket is under the table.
1 The two girls keys are lost. 5 That man car is parked in a no-parking zone.
2 Mr. Stiller English is really fluent. 6 Julia friend brother is going to get married tonight.
3 The doctor office is dowmtai rs. 7 The Smiths garden is beautiful. •
4 Sarah and Tom children are at the Taylor School.

Pronouns : Jummory

Subject pronouns
Subject pronouns represent subject nouns and noun phrases. The subject pronouns are 1. ~ . he. she.
l!. we. and they.
Ma" didn·t break the plale = He didn·1 break t he plale.

Object pronouns
Object pronouns represent nouns (and noun phrases) Iha! function as direct objects. indirect objects.
and objects of prepositions. The object pronouns are me. ~ . him. her. ih usoand them.
They gave Susan the toy car for the children.
They gave it lo her for them .

8 On a separate sheet of paper, rewrite the sentences. replacing the underlined noum
and noun phrases with pronouns.

Matt didn't break the plate. He did,,'t break it

1 Our children love TV.
2 lanet and I never buy food at that store.
3 Do you and J have the car this afternoon?
4 Sylvia's tamily laughs at her jokes.
5 My friends are speaking with Ms. Rowe today.
6 Mr. Harris is teaching the students with Mr. Cooper.
7 AH the student s are speaking English very well this year.
8 Does Carl need to give the paper to his teachers?
9 Martin and Larry returned the money to the woman.

142 GRAMMAR BOOSTER

 Writing Booster
The Writing Booster is opUona l. It is ¡ntended to teach stud ents the conventions
of writte n English. Each unit's Writing Booster is focu sed both on a skill and its
app lication to the Writing exercise from the Unit Review page.

UN IT 1 Avoldmg r un on sent ences

An ¡ndependen! clause is a sentence with a subject and a verbo

$ubject verb
I saw a photo of the mountain.
Remember: A sentence begins
looked very high.
"don ',
In writing, combine ¡ndependen! clauses without using a coordinatina conjunction,
with a capitalletter and ends with
a period o
such as and or but.
Ruo-on sentence )( l-saw+photo-of-the-mountain-it-Iooked-vety-hign.
Correet iI run-on sentence by (a) using a perlad lo separate il into two sentence!, or (b) usin¡
a coordinatin¡ conjunction to combine the two independent dauses. A comma before the
conjunction is optional.
./ I saw a photo of the mountain. It looked .... ery high .
./ I saw a photo of the mountain, and it looked very high.
Be careful! Do not use a comma to combine independent dauses. Use a period to separate them.
Run·on sentence 1t A-~teroay:-he-ts-f,om-Santos .
./ A new student arri....ed yesterday. He is from Santos.

A Write 1 if the item contains a run-on sentence. Write ./ if the item is w ritten correctly.
O 1 Ann is Canadian she doesn't speak French.
O 2 They're good students they work very hard.
O 3 My brother is a lawyer, he I¡ves in Hong Kong.
O 4 Victor and li sa carne home late last night. They stayed up until 4:00 A.M .
O 5 Some people think cities are beautifull don't agree.
O 6 I have been to three loreign countries, I have never been to the United States.
O 7 We haven't tried Polish lood, but we have tried Hungarian lood.
O 8 I have never been to the top 01 the Empi re State Building in New York, I have been
to the top of Taipei 101 in Tai pei.
O 9 I visited Jeju in Korea, and it was really beautiful.

B On a separate sheet of paper, w rite each 01 the run-on sentences in Exercise A correctly.

e Guidance for the Writing Exercise (on page 12) After you w rite about your interesting experience, check
carefully to see if you have written any run-on sentences. Use a period to separate the
independent clauses, or use the coordinating conjunctions and or but to combine them .

WRITING BOOSTER 143

 UNIT 2 The paragraph
indent ---.,·r lB('.ror~ Ihe 1960s, mos! movies d¡d no! sholl' muen
grapOlc vloleoce. \Vhen lighlio, or shoo'-
h mg occurrcd
A paragraph 1$ a group 01 seoteoces that relate lo a lopie or a ~.n" e sen'en, jI was clean: Bang! You're dead! The
lheme. lNhen your writing eontains sections about a variety of lopics, \lctlffi (eJl 10 Ihe ,round and d -·· h •
• 1«1, pt'r aps after
it 1$ a good idea lo divide it inlo separate paragraphs. speaking a fel\' final . d Th -
. "or s. e \'1ewer nen'r sal\' bJood
When lhere is more ¡han ooe paragraph, it 1$ customary, though or suffermg. Bu! in ¡he late 1960s tilrnrn,k h
nol required, 10 include a topie sentence in each paragraph lhal A h ' erssuc as
tI Uf Peno and Sam Peckinpah "'-an m k' .
summarizes or announces lhe main idea 01 !he paragraph. The othef wilh U~ .5 a mg mOVles
mOfe graphic \10Ienc(', such as Bonnie alld efvd
sentences in !he paragraph lraditionally include details or facts lhat and TI,,! IVild B h Th - , ,
support lhe main idea. Using lopic senlences makes paragraphs une. ey lx-he\·ed tha! ir audiences
elearer and easier lo undersland.
c~uld see how truly horrible real violence was, pt'Ople
\\ould be Jess violen! in fheir own lives.
In lhe writing model 10 Ihe right, Ihere are two paragraphs, eaeh
beginning with a lopic senlence (highlighled in yellow). ~odar, speciaJ-etfecls technology has made ji
In !he firsl paragraph, !he lopic seotence informs us !hal the paragraph pOS5t~le lO create \'f'ry realistic ¡mages ofbJoodshed
will contain details aboul vioience in movies "before Ihe 19605." and VIOlente". Steven Prince, aUlhor of Savage Cin/'mQ"
In the second paragraph, Ihe topie senlenee informs us Ihat the Sal/!~eckillpah {/lid the Rise (JI Ultravio/f'1It Movif'S, .
paragraph will shift focus. TIle word ~Today" lels the reader know de5c~lbes [nI' differellce belween earl y movies and In
what the focus 01 lhe paragraph will be. mO\'les of today· ~ til k '
. ... mma ers can creale any ¡mage
Wilhout lhe lopie senlences, Ihe ideas would run togelher and be ¡hatl heycandreamup·S p - b
h . o, rmce e/leves, because of
difficutl l O lollow. tec nOlog)', movies today are more and mo . I
and bloody. re VIO em
Remember: Ind6l1t lhe lirst word 01 eaeh new paragraph so readers
know Ihat a new section 01 the writing is beginning.

A Choose a topie sentence for each paragraph.

_ _ _ . Sorne people are worried Ihal viewing a 101 of violence in rnovies and video
games Can be dangerous. They feel Ihal il can rnake violence seem no rmal and can cause
people 10 imitale Ihe violen! behavior, doing the same Ihing Ihernselves. Other people
disagree. They belie\·e that showing violence is honesl and can e\'en be helpful.

a Many people say violence in movies can be harmful.

b People have differen t opinions about how violenee can affe<t viewers.
c People imitate violent behavior they see in movies.

2
_ _ _ . This 1967 Arthur Penn movie is aboul a real ga ng of violen! bank robbe rs
who lerrorized Ihe US. Southwest in the 19305. Bonnie (Paye Ounaway) and CJyde
(Warren Beauy), and their gang wefe belie"ed lo be respo nsible for ¡hirteen deaths and
many robberies before they we re finally killed,

a Bonnie ond Clyde is based on a true story.

b Arthur Penn is one ofthe most fa mous d irectors of the 196Os.
c There were a lot of bank fobberies in the 1930s.

3
_ _ _ . The U.S. documentar}' Sprl/bound visits Ihe homes of eight fi naJisls for Ihe
National S~]Jing Bee and the n follows Ihem to the finals in Washi nglon, O.e. \Ve get lO
know the kids and their families.

a Spelling bees are popular in the U.S., and there have been a number of them in Washington.
b The finals of the National Spelling Bee take place in Washington, O.e.
e Some documentaries 9ive us an intimate view of people and their lives,

144 WRITING BOOSTER

B On a separa te sheet of paper, write two paragraphs of three to five sentences each with
details about the lollowing topies. Make sur€- yo u have induded a topie sentence lor
eaeh paragraph that sum marizes or announces the main idea 01 the paragraph.

Paragraph 1 Paragraph 2
The slory 01 a time you (or othe rsj were The story 01 whal you (or Ihe olhers) did
late lo meel someone for an event afler the evenl

e Guida nce for the Writine E.erc page 24) On the notepad, write notes about why some
people think watching viole nce is har mful and why others think it isn't. Use your notes as a guide
lor your paragraphs about violenee. Indude a topie sentence lor each paragraph to summarize
the main ideas.

Harmful:

Nol harmful:

UNIT 3 AVOIdlng sentence f ragments wlth becaJ.lse or smce

Remember: You can use the subordinating conjunctions because or since to ¡ive a reason. Because and since
answer a ~ question . A clause Ihat be¡ins wilh because or since is called a dependenl clause. A dependenl
clause ¡ives informalion aboul an independent clause.
- - independen! clause - - - - - - dependent claU!H! - - - -
I preler the Hotel Casablanca beca use (or since) it looks very interesting.
A dependenl clause with because or since can also come al Ihe beginn!ng of a sentence. If it comes finl. use a comma.
Because it looks very interesting, I prefer Ihe Hotel Casablanca.
In wrilin¡. a dependen! clause alone is an error called a ~ senlence fra¡ment.~ II is nol a sentence because it
does nol eltpress a complete idea .
Senlence !fagmenl 1C I prefer the Hotel Casablanca. Because-il-Iooks-very-ifller-esling.

lo correct a sentence ffa¡ment with because or since. make sure it is combined with an independen! clause.
Or rewrite the sentence without because or since lo create an independent clause .
./ I prefer Ihe Hotel Casablanca because il looks vety interesting.
., I prefer the Hotel Casablanca. It looks vety interesting.

A In the lollowing paragraph, underline tour sentence fragments with beeause or sinee.

\\fhen 1 ....""s a child, I had three \"t~rr importanl dreams. Because 1 was young. 1 thoughl Ihey would al1 come \rue.
The fint one was thal 1 wanted lo be an architecl. Because tlo\'ed modern buildings. Sinct 1 wanted (O help people. The
Stcond dream was 10 be a doctor. The last one was 10 be a flight attendant. Sinct lliktd (O trave1. Only one of my dreams
became a realily. 1 am an archilect today. Because 1 really love my job. [ Ihink it was rtall)' the right choice for me.

8 On a sepa rate sheet of paper, w rite the paragraph again. Correet all the sentenee fragments.
Combine the dependent clauses with independent elauses to make complete sentenees.

e Guidance for t he Wri ting Exercise (on page 36) In your paragraph abo ut a hotel, inelude at leaS! three reasons
using beeause or sinee. Then check earefu lly to make su re that there are no sentenee fragments .

WRITlNG BOOSTER 14&

 UNIT ~ And. In addltlon, Furthermore, and Therefore

A".
And conne<:ts two or more words in a series. Use commas to separate words when there are mo re than two in
the series. (The last comma 15 optlonal.) •
I"m concerned about aUl"eSsive and inattentlve driving. (no comma: and conneclS two adjectives.)
Inaltentive drivers sometimes eat and talk on Iheir cell phones while they are driving. (no comma: and connects
two verbs with Ihe same subject.)
Gesturin¡, staring. and multitasking are three Ihings aggressive drivers oflen do. (A comma is necessary: and connects
more than Iwo words in a series. The comma afler slaring is opUonal.)
And can also combine two separate complete senlences into one sentence. In the new sentence. the two original
senlences are called Mindependent c lau ses.~ The comma is common but optiona!.
-----complete 5entence - complete sentence -
Aggressive drivers do many dangerous Ihings. They cause a 101 of crashes,
- - - - Independen! clause - independent cl' U5e -
Aggressive drivers do many dangerous things. and they cause a lot of crashes,

A Insert commas where necessary or o ptional in the sentences.

5he enjoys swimming hiking and fishing . 4 Marianne and 5ally are coming with uso
2 I don', like SUVs and other large ears. 5 I'm renting a ear and I'm driving il to Chicago.
3 We're traveling lo France Italy and 5pain. 6 This agency has nice convertibles vans and sports cars.

B On a separate sheet of paper, combine each pair of sentences into one sentence consisting
of two independent dames. Use ando
, They made a eall to a ear rental eompany. They reserved a minivan for the weekend.
2 The left fronl headlight is broken. It won't turn on.
3 We rented a full·size sedan wilh a sunroof. We opened il because the weather was beautiful.
4 t hit the car in front of me. A passenger in the baek seat was hurt.
5 You can drop the ear off al nine o'dock. You can pick il up in the late afternoon.

In addition, Furthermore. and "Therefore

Use In addition and Furthermore lOadd to Ihe ideas in a previous sentence. are approximately
equal in meaning. bul Furthermore is a little more lormal. You can use bolh i i repetilion.
People should pay attention lo Iheir own driving. In addition, they should be aware 01 Ihe driving 01 olhers.
Ilhink defensive driving makes sense. Furthermore. il has been proven to reduce the number 01 accldents.
Use therefore lo introduce a result.
- - - - - - - - - - resull - - - - - - - - - -
Ron has had a 101 of accidents. Therefore. the rental company said he couldn't renl one 01 their cars.
Note: 11'5 customary to use a comma afler In addition, Furthermore. and Therelore,

e Complete Ihe statem ents with In addition or Therefore.

1 The other d river was speeding. , she wasn't paying attention.
2 No one was hurt. , we didn't have lo go to the hospital after the crash.
3 I was taking a business trip with a lot of equipment. _ _ _ _ , I rented a car with a lot 01 trunk space.
4 They need to rent a minivan for their trip to Montrea!. , they have to stay in a pet·friendly
hotel because they plan to bring their pet dogo

o Guidance for the Writing Exercise (on page 48) In your paragraph about goOO and bad drivers, use
And, In addition, Furthermore, and Therefore. Then check your paragraph carefully to see if you have
used commas eorrectly.

146 WRITING BOOSTER

U N IT 5 ConventlOns of formalletter wntmg

There aren't many ru les lor informal social communication such

as e-mails, text messa¡es, and handwritten social notes. There 657 Boulevard Easl
are, however, important ru les and conventions for formal written yCMJr address New Complon. Fort unia
{
communication, such as business letters, memos. and e-mai ls. e-mail: fcl asson@vrnail.gr
For these. be sure to inelude the following elements:
date { Decembc:r 14.2016
• your acldress
• the recipient's name, position , and address Manage r
• the dale The Ti p[on Spa
• a sal utat ion Tipmn Hotel } ,ecipient', ...""
• a complimentary clase 2200 Byway Street
• you r typewritten name and, in a lener or memo. your Sylvan ia. Sorrento
handwritten signat ure
Dear Sir or Madam: } salutatlon
Note: When business correspondence is an e-mail. it.s not
]' m wril ing [O ¡ell yo u Ihal I was very happy wilh Ihe sc: rvice
necessary to include addresses.
provided by [he swff of Ihe Ti p[on Spa when I was in Syl"ania las[
II you know th e reci pie nt 's name, the salutalion should use the week. The hair slyllsl guve me a wonderful haircu¡. and Ihe masseur
following formal: Dear [Iille + lasl name] . It's common in a formal was reall)' [Op nOlch. [ particularl )' enjoyed Ihe relaxing music Ihal
letter lo use a colon (:) aher the na me . In less formal letters. a
comma is appro priate. played over [he public address syslem. Finally. Ihe prices were fair. and
lleft Ihe spa feeling greal.
Dear Mr. Smith: Dear Marie,
I wan[ you [O kn ow ¡hal I am recommending ¡he Tip[on Spa lO aH
II you don't know the reci pient's name or gender. use this format : my friends and have lold Ihem Ihal lhe)' should vis il you even if Ihey
Dear Sir or Madam: QR To whom it may concern: are slay ing in anolher hOlel or if Ihey are in Sylvania for Ihe day. In
fael. J have lold Ihe m Ihal it's .... orth lra\'eling lO Sylvaniaj usllo visil
Follow the layout and punctuation in the writ ing model to the right.
Ihe spa. Congralulalions on sueh a ..... onderful spa.

A Thin k 01 a business, such as a ho tel, a sto re, a salon, Sincerely. } compllmentary Cfose
a gym, or a restaurant w here yo u have re<eived good Ft"~C~ } lignature
service. On the notepad, w rite notes abou t the business. Francine Classon } typewritten name Other common
____-! com primentary e/oses
Cord ially,
Name o f business: Sincerely yours
Best regards, '
Address:

W hy yo u a re happy with th e se rv ice:

B On a se p arate sheet of paper, write a letter of thanks to the manager of the business in Exercise A.
Explain what you like about the sep.'ice. Use yo ur notes and t he w riting model aboye as a guide.

e Guidance for the Writina: Exercise (on page 60) Look at the letter that you c hose from page 56. On the notepad
below, list three methods that the w riter (ould use to improve his or her appearance. Make notes of the
advantages and disadvantages of each meth od. Then use your notes as a guide to he lp you w rite you r response
letter. Be sure to indude you r na me and address, the date, a salutation, and a complimentary d ose in yo ur lelter.

Me th o d Advantages Disad vantagl~e~'_ _ __ _ l

1.

2.

3.

WRITING BOOSTER 147

 UNIT 6 Connectmg Ideas. subordmatmg conJunctlons

A subordinating conjunction connects a dependent clause lo an independenl clause. Subordinating conjunctions

- - - independent clause - - dependent clause - - because unless
since alt hough •
People are ealing more lasl loods today because they wanl lo save time.
if (even) th ou gh
I generally avoid carbohydrales even though il ¡sn'l easy.

A dependen! clause can also come at the beginning of a sentence. Use a comma aher the
dependent clause when it comes first.
- - - dependent clause - - - - - - independent clause - - -
Because people wanllo save lime. Ihey are eal ing more fasl foods loday.
Even though il isn', easy. I generally avoid carbohydrates.

Use the subordinating conjunction!! to e)(press a condition. Use unless lo e~press a negalive condition.
You will be heallhy if you eal righl and exercise regularly.
You will gain weighl unless you eal righl and eKercise regulady. (= il you don'l)

Use the subordinating conjunctions although. even though. or though to e)(press a contradiction.
Although
Even though Ihey knew fatty foods Wefe unhealthy. people ate Ihem anyway.
Though

Remember; Use because or since to give a reason.

A Choose the best subordinating conjunction to complete each sentence.

(Though / 11 / Unless) Ilearn to speak English well, I
will be very happy.
2 (Eve n thoug h I Because l it) she is an artist, she is
interested in science.
3 Studying English is important (although / because I
unress) it can help you do more.
4 (Unless I Althoug h I Since) English grammar isn't easy,
Ilike studying it.
5 They have lo go on a diet (because / unless / though)
they're overweighl.
6 He cut back on desserts and sodas (even thoug h I il I
because) he didn', want lo .
7 (Even Ihough I Because / Un less) my g rand mother is
80 years old, she is in very good health.
8 (Un less / Because I Thoug h) I think I'm going lo get
sick, I don't want to change my eating habits .
9 She won't eat red meal (because I un less / although)
she has lo.
10 (Unless / Eve n tho ugh / Since) she's a vegetarian, she
sometimes eats fish.

B Read each sentence. Then, on a separate sheet 01 paper, write and connect a clause to the
sentence, using the subordinating conjunction.
Most people don't want to change their eating habits.
(even though) 1 M05t peo ple .do,,'t Wa"t t o ChOl"lge tJ.eir eot;1"I9
2 Children become overweight. (it)
hobit5 ever') tJ.ov9J. they hove J.ea lt h problem5.
3 Obesity will con tinue to be a global problem . (unless)
4 Eating too much fast food is bad Ior you . (beca use)
5 Most people continue to eat unhealthy foods . (although)

e Guida nce f or the Wrlting Exercise (on page 72) Using tour different subordinating conjunctions, write lour
sentences: two about eating habits in the past and two about eating habits in the presento Use you r
sentences in your paragraph about eating ha bits.

148 WRITING BOOSTER

UNIT 7 Parallel structure

When writin¡ a series of word s or phrases in a sentence. be sure that all items in t he series are in
the same grammatical formo This feature of good writ ing is called "parallel structure.~
l ucy is creative. She likes painting, playing the piano. and dancing. (all items in the series are gerunds)

Be careful! Don't combine ¡erunds and infinitives in the same series.

Don' t writ e: Lucy fs creative. She likes painting. t&i*aY Ihe piano. and dancing.
In a series of infi nitives. it Is corred to use ~ before each ¡Iem in Ihe series or l o use ~ only before
the first item.
)( I decided lo sludy medicine. get married. and ta have children before my thirtielh birthday .
./ 1 decided to study medicine. lo ¡et married, and to have children before my thirtleth birthday.
./ 1 decided to study medicine. ¡et married, and have children before my thirtieth birthday.

Remember: When a sentence ¡neludes a series of more than two words or phrases. separate them
with commas. Use and before the last item in the series. The comma before and i5 optional.
no comma (two ilems) commas (three ¡tems)
Jake and May have three favorite activities: painting. singing, and dancin¡.

A Correct the errors in paraliel structure in the sentences.

1 1 have begun studying psychology and to learn about personality development.

2 They avoid arguing about the nature-nurture controversy and to disagree about which is more important.
3 The Bersons (ove to run, to swim, and lift weights.
4 She's both responsible and social. She prefers to study earry in the evening and golng out afterw ard s.
5 Introverts hate to talk about their feelings and being wi th a lot of peopre.
6 Marjorie is a classic extrovert. She likes to be very active, knowing a lot of people, and to seek excitement.
7 To be quiet, be hard to know, and to seek peace are traits typical of the introvert's personality.
8 Psychologists of the nineteenth century continued believing in the irnportance of genetics and to write about it
in books and artides.

B Guidance for the Writing Exercise (on page 84) On a separate sheet of paper, write sentences lo answer sorne
or all the foliowing questions aboul the person you chose. If appropriate, use verbs and phrases from the
box on the right. Be careful to use paraliel structure. Use the sentences in your paragraphs about the person o

Who is the person? Words to describe likes I dislikes

• What is his or her relation to you? avoids hopes
hates would like
Who are lhe people in his or her farnily? can't stand i5 hapDY about
How many siblings does he or she have? doesn't mind i5 excited about
enjoys i5 bored with
• Wha t kind of personality doe5 he o r she have?
expects is sick and tired of
What are his or her likes and dislikes?
Are there sorne things he or she i5 excited about,
bored w ith. angry about. or worried about rig ht now?
Are there some things he or she i5 excited about, bored with. angry about. or worried about right now?

WRITING BOOSTER 14!J

 UNIT 8 Supportmg detalls

Remember: A good paragraph has a topie sentence Iha! ciearly states what In my living'
. OOm, m)" (avorite
the main idea 01 the paragraph ¡s. posseSSlOn is an old wOod .
parents ga\'e it I en Chalr. My •
A \'66deltmai':~! ~~ft home.
In addition, a paragraph should have supporting details-Ihat ¡s, informalion
tha! provides support foro and is clearly tied lo, the topie sentence. if-ihrt-a . .. -.~ '~'~Ye-if.

for me be~i~t:'as ~OIS of memories

Be carefull lf a detail doesn'! support the topie sentence or ¡sn'! tied lo il
c ·d as In my parents'
dearly, then il may nol beleog in Ihe paragraph. ~ rOOm when I
. was growing up I~
11nP6ffltm-t6-takN<Cry .
In the writing modello Ihe right, the topie sentence 01 the paragraph is ~L . !;66d C'are of:.
tttl'lltture:- lhe h . .
highlighted in yellow. The senlenceslhat follow are details. Two 01 Ihe comforrabl d. e alr 15 very
e, an 1 used lO . .
senlences are crossed out because they do nol support the topie sentence a child. SIl In il a 101 as
and should nOI be included in the paragraph. These two sentences do nol
provide information 300ut Ihe chair and do nol indicate why the writer likes
the chalr. The remaining sentences are supporting detalls- they all support
t he topie sentence and are clearly tied to it. They provide more in'ormal ion
about Ihe chair and Ihey explain why Ihe writer likes Ihe chair.

A Read eaeh tapie sentenee. Cirele the detail that does not support the topie sentenee.

1 Many Freneh artists in the nineteenth eentury were influeneed by lapanese art and printmaking.
a Today, the work of HOkusai, Japan's most 'amous printmaker, is popular in Western eountries.
b looking at the work of the Freneh impressionists, it is clear that they ehose to imitate the
japanese artistie styles of the time.
e A number of Freneh artists had eolleetions of Japanese art.
2 llave my poster of Álvaro Saborio, the Costa Riean SQCeer player, but my wife hates il.
a I think Sabarlo is a great player.
b My wife doesn't think I should keep it in our bedroom.
e The number on Saborfo's uniform is 1S.
3 Rodin's statue, The Thin/c.er, is probably one of the most famous seulptures in the worl d.
a This metal sculpture of aman deep in thought is reeognized all over the world.
b Rod,n was born on November 12, 1840.
e The image of The Thinkerean be seen in popular art and advertisemen15.
4 On a side table in my dining room, I have two small eeramie figure s of lions from my trip to Taipei.
a They have beautiful eolors including red, green, blue, and yellow.
b Vou should visil the National Palaee Museum when you are in Taipei.
e I bought them together from a small shop at a temple I was visiting.
S My sisler has always shown a 101 of talent in the performing ar15.
a We've had our differenees, and we haven't always agreed on everything.
b She has aeted in sehool plays sinee she was abaut ten years old.
e I think she's 90in9 to lollow a career as an actor or daneer.
6 I think artistie talent is something you're born wilh.
a I've tried many times to improve my ability at drawing, but it hasn't worked.
b I have friends who are very talented in art, but they've never taken any spedal classes.
e My aunt studied art at the Art Institute 01 Chieago for four years.

150 WRITING BOOSTER

B Guidance for the Writin¡ Exercise (on page 96) On the notepad. write the favorite object you chase.
(reate a tapie sentence that states the mast important thing you want to say about that objeet.
Then write five supporting details to use in your paragraph.

favorite objeet:
Topie sentenee:
Details lo suppo rt my topie sente nee:
1.

2.
3.
4.

5.

UNIT ~ OrganlZlng Ideas

When you want lo describe the benefits and problems of an issue. Ihere are different ways you can or,anize your ideas.
Here are some approaches.

Approach 1: In one paragraph

One way is to describe all the advanta,es and disadvanlages in one paragraph. Fol1owing are notes of the delails thal
will be ineluded in the paragraph.

TME A OvANTA6 ESA NO OJ SA OvANTA6 ESO f SMART PMONES

This approach Is good for a short piece of writing consisting of only a few senlences. However. If you want to develop
those ideas in more than just a few senlences. it is easier for the reader lo follow jf you can organize the delails in one
of the fol1owin¡ ways:

Approach 2: In two paragraphs

In this approach. you can use a l irst paragraph lo describe all the advanla,es. Then you can use a second paragraph to
describe all th e disadvantages. Following are notes of the details that will be ineluded in each paragraph .

Para9"' pk 1: ~MART PttONE~ ttAvE ADvANTAGES

Par a9rap¡' 2. BlIT TttEY Al50 ttAvE DlSADvANTAGES

Approach 3: In more than two paragraphs

In this approaeh. you can use a separate paragraph to focus on each different topie. In eaeh para,raph, )'Ou can
describe both advanlages and disadvantages. Following are notes 01 the delails that will be included in each paragraph.

Pa.a 9,ap¡' 1: (TttEY'RE SMALL.) f ... a .t_pI.a,IC·~ f"afy ta earry, ¡'"t aira ~ary ta laff"

Pa,.a9,.ap¡' 2: (TttEY'RE CONVENJENT.) ""a,,'t ... iH callf, ¡'"tya" ea" aira ¡'atkr. at¡,~ .. praplr

Pa,a 9, aph 3: (TttEi'vE CttANGED OUR LIVES.) ku'p pf"oplf" ca""f"drd "",tI. fa ... ily a"d f.ir"df, ¡'"t alfo

WRITlNG BOOSTER 151

 A Using Approach 2, organize the ideas into two paragraphs: paragraph 1 i5 about the benefits 01 renting a car; paragraph 2
is about the problems. Write 1 or 2 next to each idea.
_ It gives you the freedom to go wherever you want to go
whenever you want.
_ You might see places you can't see by bus or train.
_ You could have an accident during your trip.
_ You have more control over whether or not you will have
an accident during your trip.
_ You can carry more luggage and other things you might
need.
_ To drive safely, you have to become lamiliar with the
local driving rules.
_ If you're traveling with a group 01 people, it could cost
less than paying for bus and train tickets.
_ You may have to understand road signs that are in "
different language.
_ II you have to do all the driving, it can be very stresslul
and tiring.
_ II you're traveling alone or with one other person, it
could cost a lot 01 money in rental lees and gas.

B Now, on a separate sheet 01 paper, practice using Approach 3. Organize the sentences from Exercise A
by topic into three or more separate paragraphs. Don't lorget to inelude a topic sentence.

e Guidance for the Writing Exercise (on page 108) Use your notes on page 107 to write your paragraphs
about the benelits and problems 01 the Internet. Choose Approach 2 or Approach 3 to organize your writing.

UNIT 10 Introducmg confllctmg Ideas On the one hand, On the other hand

l ~ :~~~¡¡¡¡~~~ to prese nt co nfl icti n¡ ideas or two sides

)v present the two sides to¡e t he r, one ri¡ht Beiog honest has fllan d
Ir rou always [el! thr [ : a \'amages.
ha\'r lo remembe rul, rou don'l
On the one !\and, 1would want to tell the trulh. On the other hand, I wouldn 't want to
before P I r ao umruth rou said
gel in trouble. h . f'Op e who trll Ihe frUlh d '
ave troublr sleepio Th 00 t
Reme mber; You can al$O presen! confHcting or contradictory information with themseh'es in th ~. ey can look al
Even though, Although, and However. e mlrror aod frel
On Ihe olher hand th goad.
Even thou¡h I'm basically an honest person, 1don't always tell the !rulh. when tdIiog a lir mak' ere are limes
Althou¡h Matt didn'! think he broke the dish, irs possible thal he did. exa I es sense, FOr
mp e, rour friend Andrew .
Matt wanted lo !ell the owner 01 the store what happened. However, Noah didn 't agree. ask rou if you like his nI,' . mlght
Whe n one para¡ raph presents one side of an issue and the neX! one prese n!s !he other, you think lts ugly rr w Jackef, and
writers don'! usuall y use On the one hand in Ihe fin! paragraph. Instead, Ihey just be¡i n il would hurl his fe /ou [o~d him Ihal,
th e neX! pa ragra ph wi t h On t he oth er hand lo lel Ihe reade r know that t he confl icting idea Ihat not b . e rngs. Its possible
will follow, Loo k at Ihe writing model to the right. elflg absolutely truthful . h
ma ke more sense. mlg I

A Reread the Photo Story on page 11 1. Write a summary 01 the story in

three to live sentences. Answer the questions below.
Where was Matt? What happened?
Who was he with? What did the two Iriends discuss?

B Answer the questions below. Write three to five sentences about Matt's choices. Then write the
consequences of each choice. Use!f and the unreal conditional in at least one sentence .
• What should he do? • What could he do? • What would most people do?

e Write three to live sentences about what you would do il you were Matt. Answer the questions below.
• What would you do? • What would happen il you did that? • What would happen JI you didn't?

o Guidance for the Writing Exercise (on page 120) In your paragraphs about Matt's dilemma, use
On the one hand, On the other hand, Even though, Although, and However to connect conflicting ideas.

152 WRITIN G BOOSTER