THIRD EDITION iT u i OTCH ae with WORKBOOK Bley NRC ne) PVR e ae ala) eae e INT} PEARSONaT ENGLISH FOR TODAY’S WORLD with Workbook JOAN SASLOW ALLEN ASCHER With Top Notch Pop Songs and Karaoke by Rob MorsbergerContents Learning Objectives for Fundamentals A and Fundamentals B . iv To the Teacher . . Components : ‘ ix About the AUHONS 0... occ ec eceeeceeeeeseeeeeeneeseennerees xi UNIT 8 Home and Neighborhood ........2..6ec0eeeveee esse eeeeeee 64 UNIT 9 Activities and Plans..... UNIT 10 Food ..... . UNIT 11 Past Events . vowsew UNIT 12 Appearance and Health UNIT 13 Abilities and Requests. . UNIT 14 Life Events and Plans UNITS 8-14 Review Reference Charts Vocabulary Booster Grammar Booster. . Writing Booster ... Top Notch Pop Lyrics WORKBOOK UNITS . UNIT 9 UNIT 10.... UNIT 11... UNIT 12 UNIT 13 UNIT 14.. UNITS 8-14 Review.LEARNING OBJECTIVES Top Notch Fundomenlo is designed for rue begining sudents or fe sents needing the szppert cf @ very lw-fvel boginning course, Ne prior krowledge of English s assumed or neces, iv Sc ee GRAMMAR or + Tela dasmaleyouroouptin + Ossupatere Var te + Veto armas 1 heabratet ‘Staten rte teins Leaps SSR mecenc osirtsicnee eo EEE * Cermon sere Names and sea See 4 2 tees a/20 Occupations ee races "mel nd pla Conon and proer ees rca * Relates (en omin + esses our and adecet Fides pattie |< To + eee Ovesions wth Whee commen ers {Gelecmmes carat iforatn © Frater somes + embbt riomalon quetone wth | pAsere CIEE ste precce About People pxaei2 ore rebtonis/Mae tes | ak soa caters 7 Racaintbe aibonood ~~ ‘Verb ques ih We (Deseo Ore + Users + Sbjct onan + leat enponcn 5 nate gts 5 Tis imperave 3 Meas ranparaton 1 cx ean ot ransorten Places and * estnatione EEE eee How to Get There '» More places. ace 20 Se er + vere: * beste your coats { lechestsenie ete Sting th hoa onmen noe * ekebo out 1 Number 21 Withers Teh abot your ey Numbers 21-101 a ; + Ader vayend Family race 2 Yor ate ag aftmathe tomes ace 28 ae ERE sx pone ‘© Confirm that you're on time: © What time is it? '» Verh be: questions about time “Tibet ttetme ofanevent © ath ening ate + propos in oa at fords antes 1 Ascabout bays + Bers | Gatco sro ens + as otthe ne as Events and = Ordinal numbers. Sirin Te 1 Monts ofthe ear pace 36 Ee Smee rons he * Give and accept a compliment “+ Cloths + Demorstratves this, that, these, thos Samant + bon andsies 1 The sine presen ene hg anand nar: frome { Opposte adeno to descbo "Amalie sd eg tates ee ‘Gelert cing nis ond conctere Clothes 1» Adjective placement and common errors: once + Thre ces aes “7 7 Tk aout moringand ening,» Dalyacins atom The nl promt ee a nts + teste ects "Teco ons saga + Dest mtyudomyour —. Hemel eres Suseeac thle ee Wi ene | trea time Bonetn ces . eee i Hea time expressions | acai «Discs outa chores 2 QiSton wares ba conan sro Activities ‘+ More househokt chores '* Fraqueney advertss and time expressions: ace s2 "kage: pacemert end cam ene Units 1-7 [saree EE Review ace socon Te eee + Use And yeu? to show interes in another person + Use Buse me to nite a conversation se Excuse me? to indicate you haven't heard et Gdn tandersona se Thanks! to achromede someane's complying with a request Identify someone's relationship to you when making Introduction Use tonto recipracete a resting Begin 2 question with Ard to indicate you wart stor formation Repeat par of 2 question to eaiy opeat infornstion to conf Peete stoning Tasks ‘Chl the letter you near Ident eoract Sling of names ‘Write the name you ear saetoe Idory te correct occupation 1 ae the msg information namer and occupations Pronunciation = Sylaties LUstoning Tacks Complete siemens about ralazenshie Gicle the eorect information + Filinnames plone numbers, and eral gress you har Pronunciation Stress in o-word pairs See Reacing Txt Simpl forms and basnets cards Weting Task We afrative ond negative statements about people na plete MERI Gececwtne te Reading Tot ‘Short description of famous peore, heir ‘octupatirs, and eure of orien Weting Task + Write sentences about your relationships Gated wang pace Use You're welcome to fray acknowledge thanks Use OK to seanonlogge asvice Use What about you to show interest in another poreon Use Ar to shi the topic Use Toll me abeut te ivite someone totale about atepe + Use Wel to indicate you are deciding how to begin ‘response Use And how abut? to ak for mote information co fal te show rorst or mid suroree stoning Tasks «Write the paces you hear 1 Wate the cretion: you hea, sing aftrmatie and negats imperatives 1 Grele the means ottrareportaton + Wie by phrases, check destnations you esr Pronunciation Faling intonation for guseton wth Whore stoning Tasks + Wnty the picture of cate being ddescrloed + Choose the adjective that describes the ‘Beone mentions Ina conversation Pronunciation = Number eonirasts Reading Toss "Simple maps and diagrams + ootectins of poop, tht baonship and ‘oceans, where eye, ard how ty ore Weng Task + rile questions and answers about the ples ina complex peture Gaeduring pace Reading Texts Shami tee * Amagaanearticto about mous octors ond thelr farites Writing Task + Wie a description ofthe people in your famiy DIESE ised witng prec: * Ue Unt toidsteyournayhavmaceamateke —_Uatening Tasks Reading Tos 1 Us Lak frs semen atenton on vmting Hei seisandceithconecines +A ep wh ine soes ts Le 1 We the sersyou ear na Steen poses Use Goa show en fr ene eee er Ee as + Ofer sown es whe cn verter itaay——* ree es Mieka * Respond toe persons bethay nshes Prowmcinon hates site ebait even’ et yur chat erin your ey ME cigs * Aion compliment wih Thck you Untenng Tas Reading Toe > Apslogas th Lniid iar aneece diappotig | eT Comeaseae ge tl Asal yer rom a dear store ‘information ‘+ Oeterrnine colors of wnements ‘Writing Task 4 Use Tat sc as to ares decpsninent Pronmcition se eemereesabeu the ces you hve + Use that boityoot te ektor someone oiin © Pha nor red, want Se he sees ek ened SI ee AERIS ides wing actos + Say Mato ve oursat tne kota personel Lenina Task Reading Tox response = ate chores the peonle who crimes Arava ofhasekwoping robots Use el to introduce alent response tem Wien Tom Use vat about you? task fr paral formation Uso So to introce a convertion tape Use How about you? to ask for paral information ‘Sey Surat cicatea wilrenes 0 ansner Begin ressonse to an unexpoctod question wih Oh Pronunciation © Thid:persan snguler verb endings 1 Deserbe your typieal wack, using adverbs of ‘roqueney and ime expressionsGenes kos eens + Descrive yout reightorhoed + ules * Ask shout someone's rome + Praces inthe asighborhood ‘Talk abou! furnitute and appliances + Rooms + Furia and apeiances ees = The enol presontrnse + Questcns vith Weer prepositions cf lace Tee ie and thar are = Staterents and yes / no euestions “+ Pasttime exressions * Outdoor actives + Tol'someone stout an vent Deserive your past acities + Talk about your weekend More eutdor actives Home and ae ee Neighborhood Ce a eeanuary 7 Questons wth How many eames + water oars a ee | cpeenyem fates 7 How mah ft ame Of agi te cer ier enemas alomepeen ein iahesameore yon voulihe + Croan and gun Sie ay an a see ERE See scie Food pace e0 arene Fi ‘The past tense of be; Thar was / there were « Statements, questions, and contractions + The simple pst tenso «Regular verbs, regular vers « Statemonte,questons, anc short ansinors PEE tenets Past Events PRE 88 + Deserbe azpemence + ajetwes wo asserbe hat stow concern about anny + The ace + Sugeest remedy + Parset te boy + Hesdents end injures Appearance + namons, onedes and Health jovw parts ofthe body a 8 Discuss your abilities + Abii Polly cocina an imitation + Aver nella badly "+ fskfor and wgree todo lavor + Reasons for not doing something + Favre Abilities and Requests PGE 108 More miscalinstrumects ‘+ Gatto know someone's We stony + Discuss plans “Share your draoms fr the future + Same fe events Academic subjects + More leisure activities * Some dams for the future Life Events and Plans PAGE 112 Units 8-14 Review PAGE 120 = More academic subjects + More esure actives Countries and nationalities, Numbers 100 to 1,000,000,000 , vi "regular verbs, Pronunciation table. sos Page 124 Vocabulary Booster... Grammar Booster. + Deseribing people with be and axe + Seu + base fem for suggestions EEE Exeneie = Canard cant for ability += Too +adiective, commen errs ‘+ Potte requests with Could you + base form ‘Be going to rbase form EET Ente iene page 129 page 140Etec ‘+ Begin 2 question with Aa te neicate you wat Suton! nformatos| ‘se Real? otra canted tory inoraton se Wel te nda you are deciding ow ta begin 2 esponss Respond postive to cescrinten with Sounds nize! Use Aualy to introduce a opinion thet mint surprise ‘Say | don’t know. 'm not sure te ald ring 2 ect negaive statervent * Determine the best house or apartment for clients ofa realestate corny ‘+ Complete etatcrionts about eatons ot firriture and appliances etn raenune eading Texts ‘House and apartment rmtal stings + Deseinuorsof people and that homes Waiting Tsk «+ Compare and contrast your home with cher haves Use Hand Hey to greet peaole informally Say No kidding! show rurpice Use Soe ntrauce a conversation topic Answer the pane with Helo? ony yours wth This ion the phone Use Well, ctually to begin an excuse Say Oh, Im sorry afte intersting Say Tall to youlater to irate tho ond ofa phone ‘Say LL ches a indicate you'l get nermation for Decline an ote poly with No, hands Use esse pas that ack or someting atthe table Say Hete yu 20 a8 you offer something Say Nice t0 00 ou to gree someore you sreay ow Use You to to repeat arming paitely + Deternine weather and temperatures in ates na weater report * Complatestatrients about people's acta, ising the present sont uoue lang anid faling intonation of yes ane Information quesoons dent the foods discuss in 2 Vowel sounds: fu, ev, ee) ding Texts shel planner | 2 The weather forcast fer four cites Weta Task 1 "Wnte about ols forte wook, ung tho present ertinus + Aneel schedule Weng Task Wnt abot what you cat na typical day Ack Wu? to ask fora clearer expenation Use vinet about? 0 ask tor moro inirmation Use.a double question te clety Use justo minimize the mportane oan action Say Lt me think 0 gai tne to ansner Say Qe ea 0 nde yu jst remeered sorething Circle the yar you hear 4 Iner the correct dey o month * Grosse actites mentaned In +" Simple past tense regu verb endings Reacing Text *"RDI0g in which pole describe what they dd ‘the provcus weekends Use Oh to ncicate you've understood + Sey Nokiding to show suprise $S2y [meorry te hear tat, Oh. na nd Thats to bad to exsress sympathy Use Aull to intoduce a opinion that ight susie Use Whats wong? to ask bout an ih Use realy to intensity adice with should Respond to good asice with Good 600 Se) [nope you et better When soracne fea sik the people described in + Complete statements about mje > Wenbty te almonts end remedies suggested in conversations "ore vorsl sounds Weiting Tas «Write about the activities of two people, based onacorpiee pete + Write about your meckene and whet you aie ‘Guided wig poe Reading Text s"Amagatine article bout two elebrtiee Weng Task + Wille 3 desetpton ot someone you kro Use Actual to ve information Use Realy to show surprise or interact ‘Suarest shares course of actin th Let's Foltely decine a suggestion with im reli soc bul rd a reason ‘Accept arousal with Maybe some ether tine Use Sure ed No problem to agree to somaone's eaves fora favcr * Use Ad you? fo show interest anaterpereon Use Rotralytosoten neste rezone * Ack hat about yu? to exten the coersation Use ve and Actual to explain o laity + Complete requests for faves "Blend of sounds: Could you 1 Choose cevect statements + Girele comet words or * Complete statements ‘the present contruous ‘+ Infor pooplas wishes for he futne ut atts, using Reading Text ; shi article abou intartacler cevelogment Weting Tesk ‘Deserve things poople can and cant do when ay goad Reading Text ‘= Ashor biogaphy of Hatry Hou WrikingTesk + te your on Busta fife story, incising las and creams or the tiure ings ‘Writing Booster... Top Notch Pop Lyrics... -page 150 vilTO THE TEACHER What is Top Notch? topnotchis « sixclevel* Se et eee fully and confidently with both tT The goal of Top Notch is to make English unforgettable through: + Multiple exposures to new language * Numerous opportunities to practi + Deliberate and intensive recycling The Top Notch course has two beginning levels—Top Notch Fundamental: for true beginners and Top Notch I for false beginners, Top Notch is benchmarked fo the Global Seale of English and is tightly correlated to the Con-do Statements of the Common European Framewerk 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 10 blended learning with an integrated online component, MyEnglishlab. |RRW THis thir edition of Top Notch inclies these new features: Extra Grommer Exercises, digit fullcolor Vocabulary Flash Cords, Conversation Aativator videos, Pronunciation Coach videos, ond a Waring Booster. * Summit 1 ond Summit 2 are the files of the 5th end 6th levels of the Tp Notch course. Award-Winning Instructional Design* Daily confirmation of progress Each easy-to-follow two-page lesson begins with a dearly stated practical communication goa! closely aligned to the Common European Frameworks Can-do Statements. All activities cre integrated with the gosl, giving vocabulary ond grammar meaning and purpose. Now You Can activities ensure that students achieve each goal end confirm their progress in every class session Trve-beginner vocabulary and grammar Clear captioned picture-dictionary illustrations with ‘accompanying audio take the guesswork out of mecning ond pronunciation. Grammar presentations clarify form, meaning, and use. The unique Recycle this Languoge fecture continually puts known words end grammer in front of students’ eyes as they communicate, to make sure language remoins cctive. A new Writing Booster in the back of the Student's Book provides guided writing practice that incorporates vocabulary and grammar from the unit. * Top Notch isthe recipient of the Assaciation of Eclyeatonal Publisher! Distinguished Achievenent Averd, Authentic social language Even beginning students should |eam appealing naturel social language. Forty-two memorable Conversation Models provide lively controlled conversation practice that ensures enthusiasm and motivation. Active listening syllabus All Vocabulary presentations, Pronunciation presentations, Conversation Models, Listening Comprehension exercises, and Reodings ore recorded on the audio, ensuring thot students develop good pronunciation, intonation, cnt auditory memory. In addition, approximately Aity tasks specifically developed for begining leamers develop fundamental comprehensien sills. We wish you and your students enjoyment and success with Top Notch Fundamentals. We wrote it for you. Joan Saslow and Allen AscherActiveTeach ‘Maximize the impact of your Top Notch lessons. This digital tool pr classroom experience that can be used! with or without an interactive whiteboard (IW8}. COMPONENTS les an interactive hr includes « full array of digital and printable features. For class presenta © BW Conversation Activator videos: increase students’ confidence in oral communication Pronunciation Coach videos: facilitate cleer and vent oral expression BIR Extra Grammar Exorcisos: ensure mastery ‘of grammar RW Digital Full-Color Vocabulary Flash Cards: accelerate retention of ew vocabulary esos ts pete cant te cavotto maceration «Top Notch TV Video Program: e hilarious sitcom and authentic on-the-streer interviews ‘+ Top Noich Pop Songs and Karaoke: original songs for additional language proctice MyEnglishLab An optional online learning tool IHW Grammar Coach videos plus the Pronunciation Coach videos, and Digital Vocabulary Flash Cords IH Immediate meoringfulfeediscck on wrong answers IHR Remedial grammar exercises ‘Interactive practice of all material presented inthe course * Grade reports that display performance and time on task * Auto-graded achievement tests For plan’ ‘A Maihods Handbook for & communicative classroom * Detailed timed lesson plons for 0c two-page lesson “Top Notch TV teaching notes * Complete answer keys, eudio scripts, and video scripts For extra support + Hundreds of exira printable activities, with teaching notes, * Top Notch Pop language exercises * Top Notch TV activity worksheets For assessment *Ready-made unit and review ‘achievement tests with options to edit, add, or delete items. Workbook Lesson-by-lesson written exercises to accompany the Students Book Classroom Audio Program * Aset of Audio CDs, as an alternative to the clickable audio inthe AcineTeach + Contoins «variety oF ewthente regional and non-retve accents to bulé comprehension of diverse Englah specters HERE The entire cudio program is avcilable for students tat wwcengltshcom/lopnokh3e, The mobile app Top Notch Go cllows access anytime, anywhere ond ets students practice ot their own pace. Teacher’s Edition and Lesson Planner + Derailed interleaved lesson plang, lenguage and culture otes, answer keys, and more + Also accessible in digital form in the AativeTeach Full-Course Placement Tests Choose printable or online version For more information: www.pearsonelt.com/topnotch3e ixABOUT THE AUTHORS Joan Saslow Joan Saslow has taught in a variety of programs in South America and the United States. She ls author or coauthor of a number of widely used courses, some of which are Ready to Go, Werkplace Plus, Literacy Plus, and Summit. She is also author of English in Context, o series for reading science and technology. Ms. Saslow was the series director of True Colors aind True Voices. She has participated in the English Language Specialist Program in the US. Department of State's Bureau of Educational and Cultural Affairs Allen Ascher Allen Ascher has been a teacher and teacher trainer in China and the United States, as well as academic director of the intensive English program at Hunter College. Mr. Ascher has also been an ELT publisher and was responsible for publics ‘and exponsion of numerous well-known courses including True Colors, NorthStar, the Longman TOEFL Preparation Series, and the Longman Academie Writing Series. He is coauthor of Summit and he wrote the “Tecching Specking” module of Teacher Development inferactive, en online multimedia teacher-training program. ‘Ms, Saslow and Mr. Ascher are frequent presenters at professional conferences and have been coauthering courses for teens, adults, and young adults since 2002, AUTHORS’ ACKNOWLEDGMENTS, The authors are indebted to these reviewers, who provided extensive and detailed feedback and suggestions for Top Notch, as well as the hundreds of teachers who completed surveys and participated in groups. Menvel Wilton Alvarade Miles, Qui, Earcdr * ‘Shilay Ando, Cronos Unnerst Hyeom,Jopen = ‘Vonessa de Andrade, Ccssu rter Ameriare, Giro rest « A Sate Cer, tea» Mark Barta, Potency Sco! ‘of gle, Sto Psi fron» Edwin Ballo, FROULEX Guodale ar, Mexia“ Mary Blum, (C4, Cociabontia Boia» Matia Elizabeth Boccia, Prafiore Sehot of git Sao Pov, Brac * Pamela Cristie Borjo Bltdn, us, vodor-Eliono Anabel L. Bucele,axcAiva, Mendoza, Argentine» José Humberto Calderén Diez, CAWUSAC, Guate Uvit Ghoputepac MexiceGiy, Menics Viviane de Cassia Santos Carlini, Spectur Une, Puse Alegra, brass Centre Colombo Americanc, ogete, Cowmbia« Guven Cif, Feth Vier, Ifonbl Tehey + Dioge Cianeres, C34, Tera, tela Paul Crook, Mois Uerty a4, oper Alejondta Dies Lee, Gla, Areaupe, Fen* JosGs G. Diaz Os'a, Ponca Neral Colega, ory USA » Marla Ela Co Belvas Amalia Elvira Rodriguor De Los Monteros, Gusyaqu, evaco’* Maria ‘Angelia Estrada Vésquer, CALJSAC, Guetevale ‘iy, Guarerala John Flaldeldy, Cologe Engieering hon Unkersy, Alavekanets: 2h, Joper * Marleni Humbelina Flores Urizar CASAC, Gusteala chy Gumtencia» Gonzalo Forme, 8A, Sure Bolte = Androa Fredricks, Enbosy CES, Son Froneo, USA ma Gallegos, elder, UWA Than, Heri Cy, Maxi» Alberta Gamerra, CX sorta Ce, folve* ‘Maria Amparo Garcia Pei, CFA Cen Ps + ‘Amand Gilli Furutaks, kyo Sorgya Unveriy, ‘ete, Japon * Marthe Angeline Gonxalex Parraga, Guayequ, Exodar * Octavio Gardufio Rola, busines icine Comat, Mesico Cry, ‘Mexico * Ralph Graysen, omer Colca Lina, Poru* Murat Guile, Feth Univeraty, init Turley * Oswald Gutisres, >ROUE, Goedelseta, Mexico Ayaka Hashinishi \Stence Unversity yous, Japen + Alma Lorena Heméndez de Armas, CALUSAC, Gustencic Cy, Gteremata Kent Hill Seigelvn Unversy, Settra-ten Jopon Kayoke Hirao, chi Gober Coneny, COCO J, Jopan Jesse Huang, Nerrel Coral Unvrey, Toye, Tojwan* Erie Chorles Jones, Sea Usvrsty of Tevoiogy, Seoul, Sout Korea Jun-Chen Ku, Tejen Unversity Prgting, Toten « Suton Krieger, Enoosey C28, Son once, USA* Ana Mla de la Torre Ugart,1CP'A Chilaya Pere Erin Lemaisie, Gung.arg Urbersy, Socal, Sov Koreo Eleanor 5 Leu, Socchow Unversy, Tope, Tawon + Yihui Li (Stella Li), Feoy Usher, Keston, Tawen* Chin-Fan Lin, his in Unive, Tape Talwon * Linda Lin Tung lett of Technelog, Toinen* Keston Cinder, Enbessy CE, San From, USA Palio David Leper Logacho, Guta fevaco’« Diego Lépex Tesora, Kiemes Catdca, Lina, Pew = Nel Macleod, Kanoi Goklt Unrersty, Gna Japan * Adtiena Mateas, siomes Cotsice, Lina, fer" Rebyn MeMurrey, Puren National Uierty, Base, Sach Korea Paula Medina, London araveae rene endo Cereda Jucm Carlos MuRor, -mericen Sehecl Way, Bogota, Colemeie + Novike ‘Mor, Otonae Uneraty ny, Jopon * Adin Extobon Narvéex Pacheco, Cuenca Eevedor* Tim Newflel, Tosyo Unversity Foca ot zanam Telya, pen * Ana Cristina Ocho [CCAEU ner Amoncao, Cub, Brea «Ten Elizabeth Ortega Santacruz, Cuen Exodor * Martha Paticla Paez, Guia Eavosnr* Maria de Lourdes Paver Valdesping, Usvorsded dal Vole le Mexia, Mexko * Wahrena Elizabeth Pfeister, Untersry of Sawer, GyecnaghDo, South arae Wayne Alien Peis, verity of Suwon, GyeonagiDa, South Fotta Andree Rebonato, CCBEU ror Ane cons Carte, Boe Thomas Robb, Kyoto Sergyo Lniersn, Kyat, lopen Mehran Sabet, Segchun Unser Sater ‘ex, Joven Majid Safedaran Mosczadoh INA Chavo, fers" Timethy Samuslsen, Sr doetsaleh, Dewer, USA Héeor sénchez, PROULEY, Guedaler, Mexio « Méniea Alexandra Sanchez Eseelan'o, Quito Ecvador* Jorge Mauricio Sanchez Mentelvan, Guin Unter Pattacriza Saloion (UPS), eves * Loela Santos, CBEU Ibe Srozl + Elene Sapp, INTO Oregon Sete Lasers, evra USA + Robert Sheridan, Otemoe Unversity, 7290 {span John Brie Shermany Keng I Unveity, Set Sa ova Brooke Slaybough, 2 Union, Tokyo, Japon * Jogo Vitor Soares, NACG, Sta Pau Srorl = Silvia Solares, Ch, Sis Balkin» Chayawan Sanchaong, Dslcwars Coan Comnaiiy Coege, Media, P= Marl Julia Sudrez, Cha, Cosnsbonoe, ota” Elena ‘Sudakove, frgithierguage Cela, Key Unc = Richard Swingle, Kansai Goidal Cage, Ossko, Joson Blanca Luz Terrezas Zamora, ICONA esc, Pars" Sandrine Ting, 5 les Uiversy, New Tope Cy Tanwon* Christian Juan Torres Medina, Guayeas. Eevedor- Raquel T GA Sve, Bava = Jessica Ueno, Otero Univer Hyo99, anon * Ximena Vacafor C., (CEA Tor os» René Valdivia Pelee, CoA, Sorta Cv Bola Solange Lopes Vinagre Cotta, SENAG, Sao Pou, Broxl* Magno Alejandro Vivar Hurtage, Cosea, Eases * Dr. War-helan Yang, Netenal Keehvare Herptaty Calego, Keehoung, Tatvan»Juam Zérate, = Gara reqsoe, Pers.Ce NT UTRS 1. Describe your neighborhood. 2 Ask about someone's home. UNIT 3 Talkabout furniture and appliances. Home and Neighborhood i] [TTT escribe your neighborhood SEE 1 BIBI VOCABULARY + Buildings Read and listen. Then lsten agaln and repeat. 1 AHOUSE 2. AN APARTMENT BUILDING fap 3. AN OFFICE BUILDING en SS 2 GRAMMAR * The simple present tense: questions with Where / Prepositions of place Questions with Where Where do you live? Where does he work? Where do your parents live? Where does your mother work? Prepositions of place in at on ‘She lives in an apartment. _I live at 50 Main Street, Her house is on Bank Street. They live in a house. He works at a bookstore. We go to school on 34th Avenue. I work in an office. They study at the Brooke School. —_| work on the tenth floor. 3. GRAMMAR PRACTICE Complete the conversations. Use the simple present tense and prepositions of place. 1 A: Where your sister . 2 3A: Where your neighbor B: She lives ..... an apartment. B: She works .... a bookstore. 2 A: Where ... YOU. English? 4A: Where YOUF PAFENIS anscssenee? B: We study the school around Br They HWE wnnsnren 58 Gray Street, ae the corner. SUM 4 SIN PRONUNCIATION « Linking sounds Read and listen. Then listen and repeat. 1 [26H the second floor. 3. He fi8@8I8 an apartment. 2 She WOHRETA an office. 4 My apartment a8 balcony. 64 unreAl LIAL) Describe your neighborhood [lll VOCABULARY / GRAMMAR PRACTICE With a partner, ask and answer 64 Wheredo you live? 97 questions with Where. Use the simple present tense. Pisa VOCABULARY * Places in the neighborhood Read and listen. ive on Main Street. ? Then listen again and repeat P9522 Preposition noar hetain station smear the bus station. I's right aeress thestreet.° "a0" 2 atrain station Sateen os ied 4 8 park Samal 6 amuseum 7 an airport 8 ahospital #323 CONVERSATION MODEL Read and listen. A: Do you live far from here? : No. About fifteen minutes by bus. A: And is the neighborhood nice? Yes, itis. My apartmentis near a park and a mall. A: Really? My apartment is next to an airport. S828 RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. CONVERSATION ACTIVATOR With a partner, personalize the conversation. ‘A: Do you live far from here? ‘A: And is the neighborhood nice? ‘ Boiler Mc. OATS ‘A: Really? My is Ask more questions. Are there [good restaurants / museums!? Vere do you xo shopping / out for inner? CHANGE PARTNERS Ask about another fn werd ou woe . , classmate’s neighborhood.1 upstairs 2 downstairs reposition in Use infor rooms. ‘The closet is im the becroor 2. PAIRWORK Tell your partner about the rooms in yourhome. #4 M¥,apartmentias one ores. ay 3. GRAMMAR There is and There are / Questions with How many ‘There is and Thore are Use There is with singular nouns, Use There are with plural nouns. There's a small bedroom downstairs. ‘There are three large bedrooms upstairs. There's a large closet and two windows. There are two windows and a large closet. There's no kitchen. There are no elevators. Yes, there Yes, there are. Istherea balcony? KR fore Are there closets? Nene ae Hea eS BUT Yes, there is NOT Yes, there's el There are N y ‘Ask questions about quantity with How many. Always ae A es use a plural noun with How many. How many bathrooms are there? (There are two.) How many bedrooms do you have? (We have three ) 4 GRAMMAR PRACTICE Complete the sentences. Use there's, there are, is there, or are there. 1 How many closets .2'¢.ther®. in the house? 5 ‘a garden next to her house. 2 veccccssssereene @ Small bedroom downstairs. 6... scans two bedrooms upstairs. ee By .. abalcony on the second floor? Tins, a park near my apartment. om 4 eesecssees an elevator and two stairways. 8 How many windows ... soul 66 UNITSLIAACOITETY sk about someone's home “GBB 3. CONVERSATION ACTIVATOR With a partner, 2 W328 RHYTHM AND INTONATION Listen again 4 CHANGE PARTNERS Talk about another 5 GRAMMAR PRACTICE Write ten sentences about your house or apartment. Use There is and There are, Ideas * number of rooms * size of rooms ‘locaton of rooms. There's a small bathroom next to my bedré 6 S828 LISTENING COMPREHENSION Listen to the conversations. Check the best house or apartment for each person, | OO C ai [Ripzimorhoreevayromonecon I 2 5 | Live ima house or apartment Cem Oey eed | 1 Paris 3. Tokyo \ | 1 Atwo-bedroom house with a large kitchen (J Aone-bedroom apartment with a large kitchen 7 -| Aone-bedroom apartment with a small Kitchen 1 Aone-bedroom apartment with a large closet q] 2, Buenos Aires 4 Montreal f __] A two-bedroom house with three bathrooms: C Atwo-bedroom house with a small garden i C A\two-bedroom house with two bathrooms CC Atwo-bedroom agarirnent with a baloony ; 1 BIBAI CONVERSATION MODEL Read and listen A: Do you live in a house or an apartment? B: An apartment. A: What's it like? B: Well, there are three large bedrooms, and it has a large kitchen. A: Sounds nicel and repeat. Then practice the Conversation Model with partner. personalize the conversation. Describe your house or apartment. Then change roles. A; Do you live in a house or an apartment? Bras A; What's it lke? a y B: Well, e Is there __?/ Are there __ How many —are there? Does your [house] have [a garage]? | A; Sounds nice! classmate’s home, UNT8 67e828 VOCABULARY + Furniture and appliances First write the name of each room (af). Then read and listen. Listen again and repeat a an office (Tapanter Ta tabi) Ts ar ve More home and office vocabulary « 128 2. (23880 LISTENING COMPREHENSION Listen to the comments about furniture and appliances. Look at the pictures in the Vocabulary. Write the correct room. 1 It'sin the 7 4 Itsin the BTN AHS cscs 5 They're in the 3 Isin the ‘ 6 Wein the 68 UNITS3. PAIR. WORK Ask your partner about the furniture 4 and appliances in his or her home. 44 What's in your living room? 7? 44 My ling raom has 2 sof and two hain, and theresa large bookcase. 77 BELTED sat about furniture anc appliances a 1 (B3H CONVERSATION MODEL Read and listen. A: This is @ nice sofa. What do you think? B: Actually, | think it’s beautiful. A: And what about this lamp? B: | don’t know. I'm not sure 24 terrible 2 432 RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3. CONVERSATION ACTIVATOR Change the conversation. ‘Ask your partner’s opinion about the furniture and appliances in the pictures. (Or use your own pictures.) Then change roles. A: This is a nice ........ What do you think? B: Actually, | think it’s A And what about this w....? DONTSTOPL B: Ask about other furniture sie hes and appliances. s Hike this I con't tke this Really? ‘What about you? 4 CHANGE PARTNERS Practice the conversation again. UNIT 68)1 83884 READING Read about where people live. Who lives in a house? Who livesin an apartment? Seat in the Unive! Sees Hive in ‘Tiveina small house vith two asinall whicehouse with acwoxar “Aoorsand.agarage. Thereareewo guage ‘bedrooms, aliving room, a small Downstairs here alivingroom.2 Kicchen, and one bathroom. exercising It's raining It’s not snowing, [OR It isn't snowing.) We're watching TV. We're not reading, [OR We aren't reading] ‘Some others: ong, listening, reading, working, meeting, getting They're exercising. They're not taking a nap. (OR They aren't taking a nap.] 72 wNTaPO STITTEN) pescribe today’s weather [ll See 1 4 GRAMMAR « The present continuous: yes / no questions Are you eating right now? Yes, | am. / No, I’m not Is she taking the bus? Yes, she is./ No, she’s not. [OR No, she isn’t] Is itraining? Yes, itis. / No, it’s not. [OR No, itisn’t] ‘Are they walking? Yes, they are. / No, they're not. [OR No, they aren't GRAMMAR PRACTICE Complete each statemer continuous. Use contractions. ; question, or short answer with the present 1 sees HOw, and secesenns @ Nice, Warm sweater, 2 son ?Yes, he his textbook. he Yatudy He fread 3 dinner right now. late at the office. Dad not make ie wk 4 gi ssc a shower. 5 TV, to music. ‘The dite’ id hey ise 6 this morning? No. It’s cloudy and windy, but it 7 in the office right now? Yes, they Je beal3@1 CONVERSATION MODEL Read and listen. ‘A: Hi, Molly. Jonathan. bad @ B: Hey, Jonathan, Where are you? Atul! A: I'm calling ftom Vancouver. Terbie! How’s the weather there in $30 Paulo? good @ B: Today? Aull It’s raining and cold Nice! A: No kidding! It’s hot and sunny here. aoe #2349 RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. CONVERSATION ACTIVATOR With a partner, change the conversation. Choose two cities. Role-play a conversation about the weather there. (Option: Find the weather report in the newspaper, on TY, or online.) Then change roles. A Hi B: svsseues Where are you? A: I'm calling from DONT STOP! How's the weather there in Tell your partner what you're weering B: Today? Its I'm wearing A; No kidding! It's here. im not wearing — CHANGE PARTNERS Describe the weather in other places. Te!1 p34 VOCABULARY * Present and future time expressions Read and listen. Then listen again and repeat. 1 toaky (3 tomorrow | ae 2 2insmoming (20 = {10:00 (6 the day after tomorrow | | © 800m 3 this afternoon: et 9:00 | — Zones Mansy cm 2 GRANIMAR © The present continuous with present and future time expressions ‘Actions in the present + Future plans ‘Are you watching TV right now? —__'m buying shoes tomorrow. 'm not studying English this year. They're cleaning the house this weekend, not today. She's working at home this wee) Janet's meeting Bill at 5:00 this afternoon. 3 GRAMMAR PRACTICE Read Marissa Miller’s date book for this week. Then complete the paragraph. Use the present continuous. Lb Teday is Monday, and right now it’s raining. It’s windy and cold, so Marissa 5 sleyina home. But later she has plans. SAE wna her mom at the mall, and in the afternoon, she ..-the laundry—a good plan for a rainy to ease nite day! What about the rest of the week? Tomorrow, wm sah enre — 20 4316 he conc wih she... senses and at 5:30, she .. cal Dad a Work 100 “ipl 40 he atte wih Set rere Srl lI Sandy at the City Bookstore, The day after ud fordeing tat = dean te eer tomorrow, she .. “ and she genes her dad at 1:00. Then, at 3:30 on Thursday afternoon, she to Chinese class. Later She ooo ysosonn her Brother James at Rossni’s Restaurant. On Friday, Matis gor from 9:00 to 12:00. After work, she and Colin ...... fy dinner together at his house, On Saturday, Marissa «nthe park wit Sarah, That evening, she and Scott... to aoneert, On Sunday, SNE cocseseysnoeeen fOr her driving test and 7 vou the kitchen. 74 UNITS.4 PAIR WORK Ask your partner yes / no questions about Marissa’s schedule. Use the present 44 ty Marissa exercising on Tuesday? 77 continuous, Answer your partner's questions, CUNT) piscuss plans 1 5942 CONVERSATION MODEL Read and listen. A; What beautiful weather! It’s so sunny and warm! B: It really ist... So, Kate, are you doing anything special this weekend? A: Well, on Saturday, 'm meeting Pam in the park. B: Do you want to get together on Sunday? A: Sure! Call me Sunday morning, OK? 2. 36H RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PLAN YOUR CONVERSATION fill in the date book for this week. Write your activities and the times. 4 CONVERSATION ACTIVATOR With a partner, personalize the conversation with real information from your date books. Describe the weather today and use the time expressions for your plans. Then change roles. As What 0. weather! It's $0 B: Itrreally is! .. 50, are you doing anything fal? pee B: Do you want to get together... As Surel Call me ssn, OK? DONT STOP! Ask about plans for other days of the week 2 Time expressions Adjectives for weather | Deserive the weather on [Fridayl bad good I's s0 cloudy / wind ‘is [afternoon] awful hice ‘And it’s 50 [hot /¢old/ cool! in the [evening] terrible great ‘And it's [reining / snowing! tomorrow sly beautiful the day after tomorrow 5. CHANGE PARTNERS Discuss other plans. wis 751 GRAMMAR « The present continuous: information questions What is she watching? (ATV program.) What are you doing? (We'te checking e-mail) Where is he driving? {To work) Where are they going? (They're going to the movies) BUT: Note the different word order when who is the subject. Who is working? (Ben.) 2 PAIR WORK Ask and answer questions about Mike and Patty. dias s ” Use the present continuous and What, Where, and Who. a 44 He's eating breakfast. 77 SER 3. SEW PRONUNCIATION + Intonation of questions Use rising intonation for yes / no questions. Use falling eX "intonation for information questions. Read and listen. Then listen again and repeat. Yes /no questions Information questions Sa —, 1 Are you eating? What are you eating? ne 2 Ishe walking? Where is he walking? 3 Are they watching a movie? Who's watching a movie? z ae 4 Isher family at home? Where is her family? 5 Are you a teacher? What do you 4? 4 GRAMMAR + The present participle: spelling rules base form present participle base form present participle | tk > talking make > making read > reading take > taking | watch > watching come > coming, Remember: | shop > shopping get > getting put putting 78 UNITS5 GRAMIMAR PRACTICE Write the present participle of each base form. 1 check oe 3 wash i 5 drive ... mis 2 write 4 g0 a 6 getup 6 BSI LISTENING COMPREHENSION Listen. Complete each statement in the present continuous, 1 Sara’s oss 4 Paul's 2 Dan's 5 Marla’s 3 Eva's BT ask about peopte’s acriviriess ‘1 28H CONVERSATION MODEL Read and listen. ‘As Hello? B: Hi, Grace. This is Jessica, What are you doing? Well, actually, I'm doing the laundry right now. Oh, I’m sorry. Should | call you back later? ‘A: Yes, thanks. Talk to you later. Bye. B: Bye. 2 BHR RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 CONVERSATION ACTIVATOR With a partner, personalize the conversation. Use your own names. Use the pictures or use your own activities. Then change roles. ‘A: Hello? B: Hi, This is...» What are you doing? At Well, actually, |... right now. B: Oh, I'm sorry. Should I call you back later? A: Yes, thanks. Talk to you later. Bye. Bi : DONT STOP! Talk about a time to call back. Call me at 3:00. Call me tonight, 4 CHANGE PARTNERS Ask and talk about other activities. UNT9 71 BHI READING Look at today's weather forecast ed Tile Cen STE Toronto PLue ee Pee Bees e| raat err ee} 6:16 Ta 26°C rae pall panera eo ts ® a Eee 2. READING COMPREHENSION Complete the chart for December 16" weather, according to the forecast in the Reading, inthe morning in the afternoon I sunny Guadalajara and Miami_ 3 READING COMPREHENSION Look at the sunrise and sunset times. Answer the questions. 1 Which cities have sunrises before 7:30? 2 Which cities have sunsets before 5:00? 4 VOCABULARY / GRAMMAR GAME Team 1 mimes an activity. Team 2 asks questions. Use the activities from the box. {comb your hair goto bed drive brush your teeth listen to music exercise wash the dishes put on makeup talk on the phone _take out the garbage | get dressed | takea shower ‘Ree you putting) | read ‘on makeup? {watch TV 7 UNTO ‘check e-mail GENE Unit 9 review p. 141feate telephone conversations for Sam and Debbie on Thursday and on Saturday. Ask about activities and plans. Ask about the weather. For example: This afternoon Ten going shopping. Then tonight I'm .. WRITING Write five sentences about your plans for this week, Use the present continuous. For example: Tim going out for dinner on Saturday. NEE ». Guidance for this writing exorcise uurg rc)TATE 1. Discuss ingredients fora recipe. 2 Oiler and ask for foods. ie 3. Invite someone to join you at the table. Food 31] fi Discuss ingredients for a recipe HER 1 BOR! VOCABULARY * Foods: count nouns Read and listen. Then listen again and repeat. - ) a an egg wr 5 alemon 3 anapple 6 abanana’ 2 anonion a 9 apepper 10 beans 8 a potato (ees More vegetables and fruits» p. 131 2 HOR LISTENING COMPREHENSION Listen to the conversations. Check the foods you hear in each conversation. 2aS 3 PAIR WORK Which foods do you like? Tell your partner. 4 ¢ 4 don’t like bananas, ‘Compare your likes and dislikes. but | really like apples. °7 4 GRAMMAR + How many / Are there any Use How many and Are there any with plural nouns. How many onions are there? (Ten or twelve.) How many apples are there in the refrigerator? ('m not sure. Maybe two.) Aro there any lemons? (Yes, there are. OR Yes. There are three) (No, there aren't, OR No. There aren't any.) 80 UNIT10{RE S WOH VOCABULARY « Places to keep food ina kitchen Read and listen. Then listen again and repeat. 1 in the fridge Gin the refrigerator) 2 onthe shelf 3 on the counter rum © PAIR WORK Ask and answer questions about the Vocabulary nan est cols pictures. Use How many and re there any. arethere onthe shel? 44 There are three. 77 ) ETT piscuss ingredients for a recipe 1 HI! CONVERSATION MODEL Read and listen. A; How about some green bean salad? Green bean salad? That sounds delicious! | love green beans. A: Ave there any beans in the fridge? Yes, there are. ‘A: And do we have any onions? B: I'm not sure. I'll check. 2 SHE RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. "EI 3. CONVERSATION ACTIVATOR With a partner, change the conversation. Use the recipes. Then change roles. Start like this: ‘A: How about some... ? Be nu? Thal sounds delicious! | love A: Are there any... Be cas Continue with the other ingredients in the recipe. DONT STOP Talk about what you need, Lara iie eas ‘want, have, and like. We need [onions]. And how about We don't have foggs). | Uh-oh, {realty tke (beans). | don't know. dont tke [peas). | Sounds rice 4 CHANGE PARTNERS Discuss another recipe. UNT 10 atbet 1 @RIO% VOCABULARY * Drinks and foods: non-count nouns Read and listen. Then listen again and repeat. Besetaa 1 water 2 coffee 3 tea 4 juice 5 milk 6 soda | 17 salt 2 VOCABULARY PRACTICE Which foods from the Vocabulary 44 yipecheese, 99 | do you like? Discuss with your classmates, et 44 Mettoo! Cheese is my favorite food! 77 a 46 Not me. {really dor'tlike cheese. 1? ad 3 GRAMMAR * Count nouns and non-count nouns Count nouns name things you can count. —_Non-count nouns name things you cannot They can be singular or plural. count. They are not singular or plural. | want an apple. I don't eat sugar. | ike bananas. Rice is good for you. Be careful! We have three tomatoes on the shelt. Pasta is my favorite food. —_* Use singular verbs with Tae ES rnon-count nouns. Rice is good for you. NOT Rice are good for you. ‘= Don’t use-s or a /an with ‘non-count nouns. tice NOT ance NOT twariees 82 UNIT IO4 GRAMMAR PRACTICE Complete the chart. Be carefull sma Make your count nouns plural. But don’t make your pal non-count nouns plural. Then compare with a partner. 5 GRAMMAR * How much / Is there any Use How much and Is there any to ask about non-count nouns. How much bread does she want? (NOT How many bread does she want?) How much milk is there? (NOT How-many milk is there?) Use How many with plural count nouns. Is there any butter? Yes, there is. /No, there isn't. OR No. There isn't any. How many apples are there? NOT How sruch appies ae there? 6 HOB VOCABULARY + Containers and quantities Read and listen. Then listen again and repeat. am~= 6 § OD 1 abox of pasta 2 a loaf of bread 3 abottleofjuice 4 acanofsoda —-§ a bag of onions 7 GRAMMAR PRACTICE Complete each question with How much or How many, 1 loaves of bread do you need? 5 on eggs are there for the 2 ._ bags of potatoes do we have? Potato pancakes? 6 ‘cans of tomatoes are there i 2 me. 2 cheese is there in the fridge aa oo 4. sugar do you want in your tea? ETL) otter anc ask tor foods 1 SOB CONVERSATION MODEL Read and listen A: Would you like coffee or tea? I'd ike coffee, please. Thanks. And would you like sugar? No, thanks. A: Please pass the butter. B: Here you go. 2 SIKH RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 CONVERSATION ACTIVATOR With a partner, change the conversation, Use other foods and drinks. Then change roles. As Would you Tike 00% sss? B: I'd ike ........, please. Thanks. A: And would you like ? noes, AA: Please pass the B: Here you go, 4 CHANGE PARTNERS Change the conversation again. UNIT 101 GRAMMAR + Tho simplo present tense and the present continuous Romember: Use the simple present tense Use the present continuous for actions in| with verbs have, want, need, and like. progress right now. | \like coffee. NOT Knviking coffee Wie're making dinner now. Use the simple present tense to describe She sea ie ee Peat L habitual actions and with frequency adverbs. | cook dinner every day. Be carefull | never eat eggs for breakfast. Dont say; We eook dinner now. nee Don't Say: ! em cooking dinner every day. 2. GRAMMAR PRACTICE Complete each statement or question with the simple present tense or the present continuous. 1 Who .. lunchin the Kitchen right now? 6 Way six cans of tomatoes? sot 2 Where .. sos he usually . soya tomate soup for Lunch? lunch—at home or at the office? a Pee Pog to work tomorrow? 4 aie 8 Ta aga 1 tener rere B How many boxes of fice so. tea . va the kit da SAN naar Et TL CEH FV sunisinernenn a bottle of juicein the fridge 5 El "there. ssa a Huis anil lpe rene here: MEP oom 10 I can’t talk right now. |. ‘tidy 3. GRAMMAR PRACTICE Look at Suzanne and her weekly schedule. Then write about Suzanne. What is she doing right now? What does she do at other times? Use the present continuous and the simple present tense. May 5 Thay 13 Teach Engh Cintermediate] Work af home 8:00-1:00 fat SCS. 10:00 Ar, Teach Engi Coegnning] of Bank Sree School: 00-6 Ti wesday Study Chine Work ot home 8:00-1:00, Teach Enlth Chegining] at Bank Street Schook 00-600, Tutor ee Aavdey/ shopping Ti Wednesdey Teac Englsh Lintormesiare] orSCS10.00AM, saa ig Cock for Mom and Ded Suzanne is listening te music right now. She teaches English on Mondays, Tvesdays 4 PAIR WORK Ask and answer questions about Suzanne’s activities. Use the simple present tense and the present continuous. 4“ oes 5 ¢ ” * eb whats Sucre ” tes teach English ing gmt oad 64 Yes, she does, 17 ee eee a 84 UNTO _6 4 PaliRl PRONUNCIATION + Vowel sounds Read and listen to the words in each group. Then listen again and repeat. Vil Zh 3 /et/ ale see six late pepper | tea fish potato red | street this train lemon PAIR WORK Read aloud a word from the Pronunciation chart. Your partner says another word from the same graup. 44 fish 17 six 17 HE CONVERSATION MODEL Read and listen, ‘A: Hi, Alison. Nice to see yout B: You too, Rita. Do you come here often? : Yes, Ido. Would you like to join me? : Sure, What are you drinking? Lemonade. : Mmm. Sounds good. 2Peor SHEIS| RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. CONVERSATION ACTIVATOR With a partner, personalize the conversation, Use your own name and your own foods or drinks or use the pictures, Then change roles. A Hi, Nice to see you! B: You, 00, «1.» Do you come here often? A: Yes, I do. Would you like to join me? B: Sure. What are YOU sue? w B: Mmm. Sounds good. DONT STOP! Offor foods and drinks. Mean Would you lke {cotfee)? Yes, thanks. / No, thanks, CHANGE PARTNERS Invite another classmate to join you. UNT 10 851 PHB READING Read 2 recipe with only three ingredients. PaaS! Cooking verbs Hungarian Cabbage . ‘and Noodles Me peo calics | 112 cup unsalted butter cabbage into small slices. | a e cabbage into a large bows! and acd salt | & Pur the cabbage into the efigerator overnight “ig, The next day, drain the cabbage | 5, Melt the butter in a large pan. 6 ee Tpesabbage untl iis ight Bro | and very soft 30-40 minutes). : 7. Cook the noodles: ‘and drain them. Mix them 5 with the cabbage ‘Add lots of black pepper: Cs sve York: Viking, 1987) Spurce, Adapted from Rec)pes 1-23 by Rozarne Gold (Ne 2 READING COMPREHENSION Answer the questions, Compare your answers with a partner. 1 How many ingredients does the recipe have? 2 What are the ingredients? sconce pasts 3 Is there any butter or oil in the recipe? ... 3. RIE LISTENING COMPREHENSION Listen to the radio cooking program. Write the correct quantity next to each ingredient. Then listen again and number the pictures in the correct order. Listen again and check your work, Pasta with Garlic \_ and Olive Oil Ingredients: cloves of garic | I Ttgtecte st ginen Sh | box of pasta t olive ol sonst orl oo 4 SPEAKING PRACTICE Tell a partner what you eat for each meal. Top Nore HEE « tyes. 180 44 Ny favorite food forbreakiativegas. 77)" RENEE eee Uni 10 review» 142 a ae 6 UNITIsnd fabs ee 2 tg] Look at the pictures for one minute, Then close your books and say all the foods and drinks you remember. Use count and non-count nouns correctly. SCRIPTION Use the schedule and the pictures to describe Michael and Sylvia's activities and habitual actions. Use the present continuous and the simple present tense. For example: Is is cooking dinner. Sylvia : y dinner on Mondays. 1 Askand answer questions about the pictures. Use How many and How much. Answer with Theteis an¢ Thereare. For exampl Ai How man nany tee ar cten 2 Create conversations for Michael and Sylvia in the three pictures. For eae e: ke peas? ose pass the salt. Write about what you eat on a typical day. Sat we this FP) PINTS +243 Guidance for this writing exercise ey Discuss ingredients for a recipe 1D offer and ask for foods 1D invite someone to join me at the table. UNIT10 87DATTA TRY 11 Tell someone about an event. 2 Describe yaur past acthities. UN 3. Talk about your weekend, Past Events Hl Tell someone about an event 1 HB VOCABULARY * Describing times before today Read and listen. Then listen again and repeat. 1 theday before | 2 yesterday yesterday ‘P4201 Years, decades, and centuries 2. Pl LISTENING COMPREHENSION Listen and circle the year. SepcHen unre 1913/1930 3: 1967/1976 eee 2 2016 / 2060 4 2001 / 2021 (2001 = two thousand one 3 PAIR WORK Choose five of the following years. Say a year to your partner. Your partner circles the year. 4. GRANIMAR « The past tense of be: statements and questions; there was / there were ‘Statements Contractions Singular Plural wast ageon't 1 We rot > werent He 5. at school yesterday. You Wel | othome aon al He Wasnt ee rE There was a concert lastnight There were two movies last weekend, Bei ‘Singular Plural | Was it cloudy yesterday? ‘Were you at the party lastnight? (yes, it was. / No, it wasn't) (es, we were. / No, we weren't) Was there a game at the stadium? Were there students at the meeting? (Yes, there was. / No, there wasn't.) (es, there were. / No, there weren't) Where was the party last night? Where were they last weekend? When was she in Italy? ‘When were you at the bookstore? Who was at the party? ‘Who were those students?” unita CNC) ett someone about an event 5 GRAMMAR PRACTICE With a partner, take turns asking and answering the questions about the calendar. Today is April 20. 1 What day was yesterday? 2 What day was six days ago? 3 What day was one month ago? 4 Wihat day was the day befare yesterday? 5 What were the dates of last Saturday and Sunday? 6 What day was two months ago? 46 Yesterday was April19%, 1 p22 LISTENING COMPREHENSION Listen to the conversations about events, Then listen again and circle the correct day or month. 1 If today is Sunday, then the party was on (S: 2 If this is January, then their birthdays were in (February / De 3 If today is Friday, then the game was on (Monday / Thursday / Wednesday), 23 COI ERSATION MODEL Read and listen, ‘A; Where were you last night? B: What time? A: Atabout 8:00. B: Iwas at home, Why? A: Because there was a great party at Celia’s house, B: There was? Too bad | wasn’t there! 2624, RHYTHM AND INTONATION Listen again and repeat. ‘Then practice the Conversation Model with a partner. CONVERSATION ACTIVATOR Make a list of places for an event in your city or town. Use the pictures for kinds of events, With a partner, change the conversation, using ‘your events. Then change roles. A: Where were you .......? B: What time? A: Atabout B: Iwas at Why? ‘A: Because there was a ......-at B: There was? Too bad | wasn’t there! ah CHANGE PARTNERS Talk about other events and places. UNITYLHILTE Describe your past activities 1 GRAMMAR + The simple past tense: statements Use the past tense form for affirmative statements. Use didn’t + the base form for negative statements, ek usr ra Affirmative, Negative Add -ed to the base form 1 1 ifthe base form ends in 2, add You You E call > coled ike > Uked Ste liked the movie. sie didn't like the concert. ai se shed fe B shop > st Tey They shop a Irregular verbs Use the past tense form of irregular verbs in affirmative statements. ‘ In negative statements, use didn't + the base form, Lwent toa party. BUT | didn't go to the movies. (P25 Irregular verbs (Also see page 124) We made dinner, BUT We didn’t make breakfast. tuy > bought cat > ate read > read 3 come > came get > got say sald cut > cut £0 > went sor > saw uo did have > had take > took drink > drank — make > made think > thought ore > drove put’ > put — write > wrote ‘48 2 peKiRB PRONUNCIATION + The regular simple past tense ending Listen. Then listen again and repeat. Tay 2 3 rds listened = listen/a/ liked =likesty wanted = wantyid/ exercised = exercise/d/ washed = wash/l/ needed = needyid/ 3. GRAMMAR PRACTICE Complete the e-mail. Use the simple past tense and the past tense of be. 900 UNT1t Hi, Lucille: Yesterday was a really nice day. 1 nn O8HIY, ee my teeth, gat) bic breakfast, and my house—all before 8:30. TheN | .snseseens 3 ake 4 dean work until noon. After lunch, | nn. + to the weather report, and the weather nr. sie re Watt, | csonaneneenesall my grandchildren here. They here in the afternoon. 8 inwie 8 tome We together fora while, and then the younger children anap. io tik “i take The older ones .. seve 10 the park aNd son Ge play gicegggre Sinner for all the children. They... the dinner because it was pasta. Tae HAS everything and a. 0 Morel Great day! .. soccer. At the end of the day, 1 BrianLMCI Descritve your past activities 4 GRAMMAR The simple past tense: questions Question forms are the same with regular and irregular verbs. ' t you you pia he watch TV last night? Yes, he did. she see a movie? No, she didn't we we they they Where did you go last weekend? What time did they go out to dinner? Be carefull What did your friend watch on TV? Romember: Word order changes when Who is | How many cups of coffee did she drink? tho subject of the sentence: Who did they see yesterday? ho went tothe malts roming? We dd) | ces 5 GRAMMAR PRACTICE Complete the conversations, using the simple past tense. 1A: Where on Saturday? 2 A out the garbage this morning? 7 jer tamiy 96 "whe [alee — tothe MOVIES. woecrnnnerine @ B: Actually, Laura Re E0 3 Wel ee ‘good family movie A: And wirag Une laundry? ii wie do A out to eat afterwards? B: I'm not sure. But | think the 7 eu 98 8 isara do B: Yes, we ee laundry this morning, too. 3 6 We Feat Indonesian £008... lOt of pepper. A: That's great, BUL ogg csiu any household ikaw Sade Be But cy si ea chores? eine 5 jour hitband Fotis peppery food. Be Me? Last Week nnn, all the Chores: B: Actually, .-» allittle and shopping, and home Mis eT eae a i7ge'” MOPPING iB ivcome srry Bees good, early, and dinner every night. 1 82M CONVERSATION MODEL Read and listen. A: So what did you do yesterday? B; Well, | got up at seven, | made breakfast, and then Iwent to work, ‘A: What about after work? Did you do anything special? B: Not really. | just made dinner and watched a movie. 2 AH RHYTHM AND INTONATION Listen again and repeat. #f ‘Then practice the Conversation Model with a partner. 3. CONVERSATION ACTIVATOR With a partner, personalize the conversation. Describe your past activities. Then change roles. ‘Ask moro questions. A; So what did you do uo? Gian he? B: Well, |........, and then | Who fcok out the garbege) ‘A: What about .......? Did you do anything special? _ hen #e you Igo tothe movie B: Ideas 4 CHANGE PARTNERS Ask about other past activities. s househoki chores ‘leisure actties * entertainment events UNITY 91(reese More outdoor activities « p. 132 2 go running 4 go fora walk $ go swimming 6 gofora drive 2 PAIR WORK Ask and answer questions with When and How often and the Vocabulary. Use the simple present tense, 44 How often do you tothe beach? 77 oa 44 tgoaboutonce amonth, 77 3. BAI LISTENING COMPREHENSION Listen to the conversations. Then check the correct picture to complete each statement, 1 Rosalie went __. 2 She's going__. a b ra a eS b ag 3 They're going _. 4 Hewent__. & ea oh d : 2 UNIMEAT) atk about your weekend 1 SHE CONVERSATION MODEL Read and listen. A; Did you have a good weekend? B: Let me think. ...Oh, yeah. | had a great weekend. ‘A: What did you do? B: Well, on Saturday, my friends and | went bike riding and to a movie. Then on Sunday, Iwent fora drive, What about you? ‘A: Well, on Saturday, the weather was great, so Iwent fora walk. And on Sunday, my family and | went to the beach. 2. HH RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 NOTEPADDING On the notepad, write what you did on the weekend. "EN 4 CONVERSATION ACTIVATOR With a partner, personalize the conversation. Use your own information and the simple past tense. ‘A: Did you have a good weekend? B: Let me think. ..Oh, yeah. | . ‘A: What did you do? DONT STOP! B: Well, Then .. What about you? Ask your partner more A: Well, on ......., the weather was , aiseetions J sol ‘And on Sunday, ... 5 CHANGE PARTNERS Talk about more weekend activities. featnieren nes R ally? Did you do anything special? What time did you come home? Is [the beacit far from here? Do you {go swimming] often? How often co you [go bike riding)? UNIT 93] i “ 1 8331 READING Read about what people did last weekend. Sy AA eI 2. READING COMPREHENSION Write ane yes / no question and Gaby Pérez Location: Mexico My husband and Ive in Guadalajara, in the Mexican state of Jalisco. We love the beach, so last Friday we got up early and dreve to PuertoVallarta, about three and a half hours from home, The dive was nice, and we sang as we drove. On Friday night we had a great dinner at a wonderful {ish restaurant. Then we got up early on Saturday, and because the weather was great, We Wert to the beach before breakfast! Sunday was pretty much the same. What a great weekend! Comment [SCS Kwan-jin Park Location: Korea I'ma university student from Korea, but this month |'m visiting my aunt and uncle and my ‘cousins in Baltimore, in the U.S. state of Maryland, Last weekend, we went to Now York, On Friday, we wanted to go to an American restaurant and then to an outdoor concert But the ‘weather was really bad—it rained, and it was so cold! We didn’t go to the concert. We ate in the hotel, and we watched the concert on TV! But on Saturday and Sunday, the weather was. beautiful, so we went to Central Park and saw a play outdoors.We ate right there in the park, and we had a great, great time. | loved NewYork Comment [ — Paul Martin Location: Canada Last wekend was actually pretty nice. | live in Montreal in the ® 5 Canadian province of Quebec. | invited my friends here, and we ‘went for a walk in the Old City, We ate delicious food ata great restaurant. On Saturday. my girlfriend came here from Quebec City. ‘We went dancing, and we stayed out so late, Here's a great picture. ‘On Sunday, we went to the movies and to the mall.We bought new clothes, Montreal has some wonderful stores. Comment [ Ideas cone information question about Gaby, Kwan-Jin, and Paul Wes (ety) in. Then answer a partner’s questions. Did Kwan). Where was — last weekend? SSacimellara. Where did Inst Sunday? _ Information questions_ What cid — ‘on Saturday? Gaby Who was with"... on Friday night? —— an Winen dis Kwamsin - What cid — Poul rT = 3. SPEAKING / GRAMMAR PRACTICE Ask your partner ie erg {questions about an activity in the past. Then tell your sro stan. 0 classmates about the activity. Use pastime expressions. unin IEEE Unit 11 review « p.143 aaa) a}VERB GAME Form two teams. Look at the pictures for one minute. Then close your books. Each team makes a list of all the actions in the pictures. The team with the most actions wins. For example: watehTV do the laundry STORY Tell a story about one of the people. Use past-time expressions. For example: Last weekend, Karen went to a concert with her friends. She PAIR WORK With a partner, play the role of Don or Karen, Discuss your activities from the day before and the weekend before. Start like this: eekend]...? Se what did you do [ WRITING Choose one of the following topics: a Write about Don and Karen. Write about what they did b Write about your weekend. Write about what you did. le: POUCEUIRESE | Lost weckend T went'to the RINGS». 142 Guidance for this writing exercise 1 Tell someone about an event 5 Describe my past activities Talk about my weekend UNIT 95ee 1 Describe appearance. 2. Show concern about an injury 3. Suggest a remedy. Nie Appearance and Health 1] ILI Describe appearance 15a 1 MER VOCABULARY + Adjectives to deseribe hair Read and listen. Then listen again and repeat. 1 black 2 brown 3 red 4 blonde 5 gry 6 white 14 He's bald. 15 He has a mustache, 16 Hehas a beard. 17 He wears glasses fm Q straight 10 wavy, 11 curly 12 long 1B short "eum 2 YSZ VOGABULARY * The face Read and listen. 32MIN LISTENING COMPREHENSION Listen to the descriptions. rite the number of the 88 Then listen again and repeat conversation in the citcle. 9 brown eyes 10 blue eyesLAIN) Describe appearance 1 HBB! CONVERSATION MODEL Read and listen. 4 CHANGE PARTNERS Talk about other people, GRAMMAR * Describing people with be and have With be With have ke be have gemember: Her eyes are blue. ‘She has blue eyes. Adjectives come before the nouns they describo. Their hair is gray. They have gray hair. ‘She has blue eyes. NOT She has eyes blue. Her eyelashes are long and dark. She has long, dark eyelashes. adjectives are never plural She has blue eyes. NOT She has blues eyes. Her eyes arebiue, NOT Her eyes are blues. GRANIMAR PRACTICE Complete each sentence with the correct form of be or hav 1A: What does your brother look like? 4 A: What does his grandmother look like? 8: Well, he ....... a mustache and wavy hair. B: She ‘curly, gray hair and beautiful eyes. And he wears glasses. 5A: What does his sister look like? ‘Whatdags your gyeiner look lke? Br His sister? Her hair ........ long and pretty! Her hair curly and black, 6 A: What do your brothers look like? : What does her father look like? Bi They smons’stfalght; Black hate aid they He ws... a short, gray beard, wear glasses ‘A; Who's that? She looks familia. B: Who? ‘A; The woman with the long, dark hair. B: Oh, that’s Ivete Sangalo, She's a singer from Brazil. : ing! A: No kidding} ‘Andrea Bocelli : singer (Italy) (840 RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. CONVERSATION ACTIVATOR With a partner, change the conversation. Talk about the people in the photos. (OR use your own photos.) Then change roles, A: Who's that? ....... looks familar. ‘Amy Adams ere acter U5) As The cn with the B: Oh, that’s 5 from as A: No kidding! " DONT STOP! Say more about the person’s appearance. RECYCLE THIS LANGUAGE. {He's so [good-looking / handsome / od). She's very [pretty / young / tll. Her hair i so [wavy / pratt / short His eyes are very [olue / dark}. > ‘Chris Hemsworth actor (Australia) la unir12 97LIL show concern about an injury 11 EHH! VOCABULARY « Parts of the body. Read and listen. Then listen again and repeat. 1 head Si 7 ck 8 shoulder 13 finger 2 chest 14 fingernail 10 arm 3 stomach 4 tip 16 toe 5 knee 17 toenail T1leg two feet BUT one foot anki © enkie ETT F More parts ofthe Doty «9. 132 2 GAME / VOCABULARY PRACTICE Follow a classmate’s directions. If you make a mistake, sit down. Grouch your toes.) i) ‘PHS base form — past form de ne ‘at 3 IZ] VOCABULARY * Accidents and injuries Read and listen. break > broke Then listen again and repeat. fall > fell th ff s 1 He burned 2 She hurt 3 She cut 4 He broke his finger. her back. her hang, his arm. 98 UNTI2,4: LISTENING COMPREHENSION Listen to the conversations. Write each injury. Then listen again and check your work. 1 She..butned herarm 4 He 2 He viii . 5 She 3 She 6 He ‘Su 5 MEAS PRONUNCIATION * More vowel sounds Read and listen, Then listen again and repeat. “Then practice saying the wards on your own. Vay Bry 3B youy 4 Syay tooth should nose awful blonde blue good toe fall hot food foot broke fong wash | NOW YOU CAN ee 1 WHHB CONVERSATION MODEL Read and listen. jogqy A: Hey, Evan. What happened? Ways to express palerobe ny ance: 1'm sory to hear tet A: I'm sorry to hear that. Does ithurt alot? 9 g B; Actually, no. it doesn’t, That's tov bad 2 IRA RHTYTHIM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3. CONVERSATION ACTIVATOR With a partner, change the conversation. Use the pictures for ideas. Then change roles. What happened? Does it hurt alot? B: Actually, 0... It 3 a 4 CHANGE PARTNERS Discuss other injuries. - UNIT12 99"S51 | BAYS! VOCABULARY + Ailments Read and listen, Then listen again and repeat. ad: Ge 2 astamachache 3 an earache 4 atoothache 5 abackache > ¢ 7 a sore throat 9 acough 10 arunny nose 2 VOCABULARY PRACTICE Tell our partner abouta time 44 i nadaheadache ast week. 77 | you had an ailment. Use the Vocabulary. —<———— 44 ‘Really? never have headaches. 7 ) 3 NBULVOCABULARY + Remedies Read and lsten. Then listen again and repeat. As? Abi 1 take something 2 liedown 3 have some tea 4 see a doctor / see a dentist x 4 GRAMMAR * Should + base form for suggestions i (fe shouldn't go Use should with tho base form of a verb. tie ae slants) You He should take something. She shouldn't go to work. We They : 100. UNIT 12 copapeccane5 USI LISTENING COMPREHENSION Listen to the conversations. Check the correct ailments. Then complete the suggestion for a remedy each person gives. Use should. a o T1__| she should toke something nec a o c [re - C0 ee Ee | o CO [she Co (ca [ae] a o O_ [he oe o a O | O [she Bo |eou o o o | oO |ne 6 VOCABULARY / GRAMMAR PRACTICE Work with a partner. Listen to your partner’s ailments. Suggest remedies. Use should or shouldn' Partner A’s ailments Partner B’s ailments 1 Ihave a backache, 1 Ihave a bad toothache. mem 2 | don'tfeel well. think | have a fever. 2 Ihave a sore throat xelisls 3 Myson doesn’t feel well. He has a cough. 3 My wife feels really bad. She has a stomachache. ETT suggest remedy 1 P52 CONVERSATION MODEL Read and listen. ase Ways to say you're sick | don't feel wel, B: What's wrong? A; Ihave a headache. B: Oh, that’s too bad. You really Heelterribie * should take something. ‘A: Good idea. Thanks. B: I hope you feel better. | don't feel so good, eee 2 PERSE! RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3B 3 CONVERSATION ACTIVATOR With a partner, change the ‘conversation. Suggest a remedy with should. Then change roles. A : B: What's wrong? «You really «Thanks. DONTSTOP! B: | hope fee! bette 7 ee “r Give other advice, using should or shouldn't Ideas Ygotobed Xo to css Ziakea nap Kexerese 4 CHANGE PARTNERS Discuss other ailments.#88) READING Look at the photos and read the descriptions. Do you know these famous people? Johnny Depp Shakira John Christopher Depp is an actor from the U.S, famous as "Johnny Depp." Depp's father was an engineer, and his mother worked ‘ina restaurant. Before he was an actor, he was a rock musician. On trip to Los Angeles, he met the actor Nicholas Cage. Cage gave Depp some advice: he should be an actor Today, Depp is famous ‘around the worid for his movies He changes his style a lot ‘or different mavie parts Sometimes his hait is short, Sometimes he wears glasses and has long hair. And sometimes he doesn't shave and has mustache and a beard. Many people think he is Shakira Isabel Mebarak Ripoll is a singer and songwriter from Barranquilla, Colombia. Her father’s family came from Lebanon, so she often listened and danced to traditional ‘Arab music. In 1996 Shakira’s Spanish-languace album Pies Descalzos made her famous all * over Latin America and Spain, and she became a star. in 2001 she recorded her first songs in English on the alourn Laundry Service. Today, Shakira is a TV star too, and she is famous all ver the world. When Shakira was young, she had long black hair. Later, she changed her hair style very handsome—and a very to long and blonde, But her goad actor Depp has two fans think she is beautiful in children, Lily-Rose and Jack any style. 2 READING COMPREHENSION Answer the questions. Write the person. Johnny Depp Depp's father Shakira Nicholas Cage Depp's children Depp's mother Shakira’s grandparents 1. Who acts in movies? 4 Whose father was a musician? 2 Who is a grandmother? sa 5 Who gave good advice? . 3 Who is from Lebanon? 6 Who was an engineer? 3. PAIRWORK Partner A describes Shakira inher two 4 DISCUSSION What kind of hair is good-looking for pictures. Partner B describes Johnny Depp in his women? What kind of hair is good-looking for men? two pictures. Which pictures do you like? 66 tthe short, wavy 4 ike Shakira in the fist hair on men. sas oktureShehas 77 5 GROUP WORK Describe someone in your class. Your Classmates guess who iLis: 6 she’ short and very good-looking. She has long har and brown eyes, Shes Wearing a white blouse and a bive skit. 7 Unit 12 review « p. 143 102 UNIT 12GAME Play in groups of three. Partner A: Describe a person's ailment or injury. Partners B and C: Who can. point to the picture first? For example: HHe / asahea PAIR WORK 1. Describe a person. Your partner points to the picture For example: He has brown hair. 2. Suggest a remedy. Your partner points to the picture. For example: She should see a doctor. 3 Create a conversation for each situation. Start like this: What happened? OR 1 WRITING Describe someone you know. Use the vocabulary from this unit and from Unit 4. For example: [RINSE p40 Guidance for this writing exercise NOW CAN Describe appearance Show concern about an injury Ci sugaest a remecy, UNIT12 103CUTTS 1 Discuss your abies. 2 Poliely decline an ivan. UNIT 3. Ask tor and agree to doa favor. Hl LHUNY Discuss your abi FEL 1 SG VOCABULARY + Abities Read and listen. Then listen again and repeat. Mere msi stamens. 135 3 swim 4 play the guitar / the violin 10 paint 12 fix things 2 VOCABULARY PRACTICE Write three things you do well and three things you do badly. 11 dance badly. 3. PAIRWORK Tell your partner about your abilities. Use your 4_-GROUP WORK Tell your class about some sentences from Vocabulary Practice with and and but. of your partner's abilities. (6 | sing well, but 46 draw well, and £4. nn sings weal, but she dances (ance badly 19 [pane ec mae badly. She plays the guitar, andl ‘ she plays the vielin, too. ” 108 UNIT 13,6 GRAMMAR + Can and can't for ability To talk about ability, use can or can't and the base form of Carrie can play the guitar. Josie can't cook. GRAMMAR PRACT! 1A you the guitar? B: Yes, But | don’t play well 24 sneseone GWEN nesses WON? B: Yes, she She swims very well 3A your brother 2 B: My brother? No, He cook at all CUTTTTET] viscuss your abitities 208 CONVERSATION MODEL Read and listen. A; Can you draw? os B: Actually, yes, | can. Can you? ‘S05 Ways to respond A: No, Ican’t. Asean draw. | RI can B: Really? That's too bad. »5105| RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. CONVERSATION ACTIVATOR With a partner, personalize the conversation. Discuss your abilities. Then change roles, Ab CaM YOU oe? Bz Actually, sassy | senses C3 YOU? A: a B: Really? That's .......... DONTSTOP! ‘Ask more questions. Say ‘more about your a What do you [draw]? draw [peonte}. How often do you (sx? sk Where do you [sing]? Ising [in the shower. avert, Questions. Short answers Gan you play the guitar? Yes, Ican. / No, I can't, Can he speak English? Yes, he can. / No, he can't Use can or can't with well to indicate degree ot ability. ‘She can play the eultar, but she can't play wel can't BA B: No, SA: B: Yes. 6A B: Yes. n't draw, B: That's great! | B: That's too bad. | 4 = can not = cannot CE Complete each conversation with can or can't and the base form of a verb. Gloria English well? she .-. She needs this class. your mother 2 . She knits very well your sisters ? They go skiing every weekend. CHANGE PARTNERS Discuss other abilities unr 13 105"Gal 1 S02 VOCABULARY + Reasons for not doing something Read and listen. Then listen again and repeat. 1 She's busy. 2 They're not hungry. \ 4 He's tired 5S Wseaty, 6 Wate. 2. PAIR WORK Tell your partner about a time you were busy, tired, or full. 44 Last week, 1 worked late every day. Iwas sotired. 77 3. GRAMMAR + Too + adjective ‘Too makes an adjective stronger. It usually gives it a negative meaning. I'm too busy. | can't talk right now. Be careful! I'm too tired. Let's not go to the movies. Don't use too with a positive It’s too late. I should go to bed. adjective. as o.oo patent She's so pretty! NOT She's t00-pectty! 4. GRAMMAR PRACTICE Complete each sentence. Use too and an adjective. £ @ 1 [don’t want these shoes. BiG nay today. 31m 5 They're She can't go swimming. Ican’t read right now. ces s (< y 4 He doesn’t want that shirt, 5 can't talk right now. 6S ccsennsene fora movie, WES ane ene : Im : We should go to bed. 106 UNIT 13BD) rotitety dectine an invitation Sm 1 SOB CONVERSATION MODEL Read and listen. A: Hey, Sue. Let’s go to a movie. B; |'m really sorry, Paul, but I'm too busy. A: That’s OK. Maybe some other time. 2 28069) RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. ‘98% 3. CONVERSATION ACTIVATOR With a partner, change the conversation. Suggest a different activity. Use the Vocabulary and the photos (or your own ideas). Then change roles. = A: Hey, Let's go B: I'm really sorry, ....., but A; That’s OK. Maybe some other time. TST ‘Suggest another day or time. fiona How about [tomorrow / this evening / at 6:00)? ‘Sounds great! / OK! I'm not hungry. Vm too fired / busy / ful) Its too [early / late) It too [windy / hot / cold / rainy] today. feos weekend / unis 1071 GRAMMAR « Polite requests with Could you + base form Use Could you and the base form of a verb to make a request. Could you wash the dishes? Use please to make a request more polite. Could you please wash the dishes? "Es 2 PSHO VOCABULARY * Favors Read and listen. Then listen again and repeat. (Gi Could you please help me? 2 Could you please open the window? G3 Could you please clase the door? Also: open the door / refrigerator Also: clase the window / microwave (@Coaldyou plezeturn on velgh®) —] Couldyou please turn off he TF a: es Also: hand me my sweater / book ‘Also: turn on the stove computer Also: turn off the microwave / light 3. VOCABULARY / GRAMMAR PRACTICE Complete the polite requests. Use Could you please. Use the Vocabulary and other verbs you know. 1 Wa little hot in here. Cevld you please epen 2 Ihave a headache. 0.0... 3 my jacket? I'm going for a walk. 4 I'm going to bed. the computer? 5 lwant to read a book. my glasses? Bi citrcs - __ shopping? We need milk 7 I'm busy right now. .. the garbage? 8 Let’s watch a movie. 408 UNIT13 the TV?— 4. SEI LISTENING COMPREHENSION Listen to the conversations. Then complete each request. 1 Could you ..cl2se the Window 2 Could you 3 Could you please 4 Could you please 5 Could You oa. igs 5 wiS%ia| PRONUNCIATION + Blending of sounds: Could you... Read and listen. Then listen 8 again and repeat. Pewdgul 1 BBIAIYEH please open the window? 2 GBWIAIYAH please close the door? 6 VOCABULARY / PRONUNCIATION PRACTICE Look again at the Vocabulary. With a partner, take turns reading the requests aloud. Pay attention to blending of sounds in Could y MBB sk tor anc agree to do a favor 1 SH CONVERSATION MODEL Read and listen. A: Could you do mea favor? bss 8: Of course. targus? ee A: It's very cold. Could you please close the window? 8: Sure, No pi 2. SIE RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 CONVERSATION ACTIVATOR With a partner, change the conversation. Ask for a different favor. Then change roles. ‘A: Could you do me a favor? B: ¥ As ses Could you please .. Brooms QONTSTOP! Ask for more favors: Could you please —_, too? Peseta ''m so ftired / hungry) s very hot / windy mmeking lunch Vm very busy rit now. tim going to be. 4 CHANGE PARTNERS Ask for other favors, Ideas for favors tumonthe |help me tum off the do the laundry open the mmeke dinner close the = ‘ake out the garbage hand me my___——_wash the dishes leon the house UNIT 13 1091 SHB READING Read the article. From Infant toToddler . At birth, an infant cannot do anything alone. rr But before the age of two, a baby leams many things. Cerca ae ile ao Cee neu Cu Lin CE ei her motheror fathor speaks. rollover, = sstwitnout help and pick up small play nex to 2 READING COMPREHENSION Write a checkmark (/) for the things that five- month-old babies can do, according to the article. Write an X for the things they can’t do. smite Csay some words Ccrawlandstand =i throw things tam pick up small things Chwalk Creach for things sit without help eat — Dsee colors roll over Claugh 3. ACTIVATE GRAMMAR Use the grammar. Complete the sentences about what a baby cannot do. aby ean eral aby eentie [1 Attwo months, 2 Atfive months, 3 Ateleven months, 4 Atsixteen months, = Unit 13 review « p. 184 aa te 44 tthe! a child eantride a wore BASE «yeep 250 4 GROUP WoRK Discuss things children" Fryete Gut at eight, a child "She Cant Pay ular” can and can’t do at other ages. Cando some ocschole chores. 9 fal 110 UNIT 13E PAIR WORK 1 Create conversations for the people. A: let's. Bs Tim really sorry, but... 2 Ask and answer questions with Can about the people in Apartments 2A and 28. For example: Canshe _?/Canhe __? GANIE Make true and false statements about the picture. For example: A: The girl in Apartment 2A is opening the window. B: That's false. She's closing the window. STORY Create a story about what is happening in the apartment building. Start like this: 145130. In Apartment 2B, a boy is playing the violin WRITING Describe some things people can and can’t do when they are 80 years ald. For example: _At eighty, some people ai dive BoP ay ps grandfather ca Guidance for tis writing exercise ar C oiscuss my abies Politely decline an ination, 1 Ask for and agree to do a favor.‘SFE | PS2H VOCABULARY + More leisure activities Read and listen Then listen again and repeat. 4 relax Also remember: ‘check evrall @ercise 0 dancing £0 out for dinner gornring $0 to the beach g0 tothe moves istento music paint hang out with frends 6 sleep late 7 donothing Bey soser fake 2 nap 2 5127! LISTENING COMPREHENSION Listen to the phone visit friends calls. Complete each sentence with the present continuous form of one of the words or phrases from the Vocabulary. 1 Charlieis <2 2 Rachel's ... seen 3 They're ... is ..on Saturday. 4 Barbara's 7 i 5 Harvey's family is 3 GRAMMAR * Bo going to + base form Use be going to + base form to express future plans. contusion isnot going /'s not going / isn't going ‘ae nol going / re not going / aren't going tm You're going to relax this weekend. F'n going to go.camping this weekend We're They're ‘Yes / no questions ‘Are you going to sleep late tomorrow? Yes, | am. / No, I'm not. Isshe going to travel to Europe? Yes, she is. / No, she isn’t. Are we going to be on time? Yes, we are. / No, we aren't. 114 UNIT1Sa ——S— ee MEBOTOTNTI cise: pans 4 GRANINAR PRACTICE Write sentences about future plans with be going t 1 you / eat in a restaurant / this weekend?..Areyeu.geing te eat in a restaurant this weekend? 2 They / go to the movies / tonight. 3 | /hang out with my parents / at the beach, 4 he/ relax / tomorrow? 5. she / go fishing / with you 6 we/ exercise / on Saturday? 7 they / MOVE? sees . 8 Jeff and Joan / study / architecture. 9 She / graduate / in May. |1__ P88I28 CONVERSATION MODEL Read and listen. A: Any plans for the weekend? B: Not really. 'm just going to hang out with friends. And you? A: Actually, I'm going to go camping. 2 §3S29 RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner, 3 CONVERSATION ACTIVATOR With a partner, personalize the conversation. Use the Vocabulary or the pictures below and be going to A: Any plans for y DONT STOP! Bi owuee IM soceseAMd you? Ask about othor timas. Ask more A: Actually, 'm ‘uestions with be going to. Peseta Are you going to {tonight / tomorrow / next week after class]? e How about [next weekerd/ the day % after tomorrow)? ‘ Be dk, 4 CHANGE PARTNERS Ask another classmate about his or her plans. UNT14 118