CAMBRIDGE rchange OO Student's Book Pe NIRS ole ley Jack C. Richards eta with Jonathan Hull and Susan Proctor Ey Relat are}CAMBRIDGE UNIVERSITY PRESS ‘Univers Prnting House, Cambridge css, United Kingdom (One Liberty Paz, 2th Foor, NewYork 10006, USA. 477 Willamstown Road, Port Melbourne, vc 3307, Austral «4s/24, 2nd Floor, Ansa Road, Daryagin, Dab 79 Anson Road, 06-0406, Singapore 079908 10002, India (Cambridge University Press is part ofthe Univesity of Cambridge [furthers the University’ mission by disseminating knowledge in the pursuit of ‘education, learning and research tthe highest international levels of excellence, wreecambridge. ong Information of this title: wwwecambridge org/5781316620236 ‘© Cambridge University Press 1991, 2017 ‘This publication iin copyright. Subject to statutory exception and tothe provisions of relevant collective licensing agreements, no reproduction of any part ma take place without the written permission of Cambridge University Press. First published 199 ‘Second edition 2000 ‘Third edition 2005 Fourth edition 2013, 2019 18 17 16 15 14 13 1211 Printed in A catalogue record for ths publication is avilable from the British Libary 0987654321 ISBN 9781316620236 Students Book 2 with Online Self-Study ISBN 9781316820250 Students Book 24 with Online Self-Study ISBN 9781316620328 Students Book 2B with Online Self-Study ISBN 9741316620342 Students Book 2 seth Online Self-Study and Online Workbook ISBN 5741316520366 Students Book 24 with Online Set-Stuly and Online Workbook ISBN 9781316620373 Students Book 2B with Online Self-Study and Online Workbook ISBN 9781316622698 Workbook 2 ISBN 9781316522704 Workbook 2A, ISBN 9781316622711 Workbook 2B ISBN 9781316622728 Teachers Edition 2 with Complete Assessment Program ISBN 9781316622285 Class Audio 2 CDs ISBN 9781316623992 Full Contact 2 with Online Self-Study ISBN 9781316624005 Full Contact 2A with Online Self-Study ISBN 9781316824029 Full Contact 2B wth Online Seif Study ISBN 9781316622254 Presentation lus > Additional resources fr this publication at wewcambridgeorpinterchange ‘Cambridge University Press has no responsblity forthe persistence or accuracy (of URLs for external or third-party internet websites referred to i this publication, and does not guarantee that any content on such websites i, oF will emai, ‘ccurate o appropriate. Information regarding pric ‘ctual information given inthis work correct at the time of ist printing but (Cambrge University Press does not guarantee the accuracy of such information thereafterInformed by teachers Teachers from all over the world helped develop Interchange Filth Edition. They looked at everything ~ from the color of, ‘the designs tothe topics in the conversations ~in order to ‘make sure that this course will workin the classroom, ‘We heard from 1,500 teachers i: © Surveys * Focus Groupe + InDepth Reviews ‘We appreciate the help and input from everyone. In particular, we'd ike to give the following people our special ‘hanks: Jader Franceschi, Acta Idiomas, Bento Gonealves, Rio Grande do Sul, Brazil Juliana Dos Santos Voltan Costa, Actus Idiomas, S30 Paulo, Brazil Ella Osorio, Angelo State University, San Angelo, TX, US Mary Hunter, Angelo State University, San Angelo, TX, US Mario César Gonzslez, Angloamericano de Monterrey, SC, Monterrey, Mexico ‘Samantha Shipman, Auburn High School, Auburn, AL, US Linda, Bernick Language School, Radford, VA, US Dave Lowrance, Bethesda University of California, Yorba, Linda, CA, US Tojbakhsh Hossein, Bezmialem Vakif University, Istanbul, Turkey Dilek Gercok, Bil English, leit, Turkey Erkan Kolet, Biruni University, ELT, Istanbul, Turkey Nika Gutkowska, Bluedata International, New York, NY, US Daniel Alcocer Gémez, Cocati 92, Guadalupe, Nuovo Led Mexico Samantha Webb, Central Middle School, Milton-Freewater, OR, US \Veréniea Salgado, Centro Angle Americano, Cuernavaca, Mexico ‘Ana Rivadeneira Martinez and Georgia P. de Machuca, Centro de Educacién Continua ~ Universidad Politécnica del Ecuador, Quito, Ecuador Anderson Francisco Guimerses Maia, Centro Cultural Brasil Estados Unidos, Belém, Brazil Rosana Mariano, Centro Paula Souza, Sao Paulo, Brazil Carlos de la Paz Arroyo, Teresa Noemi Parra Alarcén, Gilberto Bastida Gaytan, Manuel Esquivel Romén, and Rosa Cepeda ‘Tapia, Centro Universitario Angloamericano, Cuernavaca, Morelos, Mexico Antonio Almeida, CETEC, Morelos, Mexico Cinthia Ferreira, Cinthia Ferreira Languages Services, Toronto, ON, Canada Phil Thomas and Sérgio Sanchez, CLS Canadian Language School, So Paulo, Brazil Calia Concannon, Cochise College, Nogales, AZ, US Maria do Carmo Rocha and CAOP English team, Col ‘Arquidiocesano Ouro Preto ~ Unidade Canego Paulo Dilescio, Ouro Preto, Brazil kim Rodriguez, College of Charleston North, Charleston, sc, US Jess Leza Alvarado, Coparmex English Institute, Monterrey, Mexico John Partain, Cortazar, Guanajuato, Mexico ‘Alexander Palencia Navas, Cursos de Lenguas, Universidad del Atkintico, Barranquilla, Colombia Kenneth Johan Gerardo Steenhuisen Cera, Melfi Osvaldo Guzman Triana, and Carlos Alberto Algarin Jiminer, Cursos de Lenguas Extranjoras Universidad del Atlantico, Barranquilla, Colombia Jane P Kerford, East Los Angeles College, Pasadena, CA, us Daniela, East Village, Campinas, So Paulo, Brazil Rosalva Camacho Orduiho, Easy English for Groups S.A. de CV, Monterrey, Nuevo Leén, Mexico ‘Adonis Gimenez Fusett, Easy Way Idiomas, Ibidna, Brazil Eileen Thompson, Edison Community College, Piqua, OH, us Ahminne Handeri O.L Froede, Englishouse escola de idiomas, Tedfile Otoni, Brazil ‘Ana Luz Delgade-Izazola, Escuela Nacional Preparatoria 5, UNAM, Mexico City, Mexico Naney Alarcén Mendoz, Facultad de Estudios Superiores Zaragoza, UNAM, Mexico City, Mexico Marcio N. Barros, Fast English USA, Campinas, Sgo Paulo, Brazil Greta Douthat, FCI Ashland, Ashland, KY, US Carlos Lizarraga Gonzilez, Grupo Educative Anglo Americano, S.C., Mexico City, Mexico Hugo Fernando Alcintar Valle, Instituto Politécnica Nacional, Escuela Superior de Comercio y Administracién- Unidad Santotomse, Celox Esca Santo Tomés, Mexico City, Mexico ‘Suoli Nascimento, Institute Sup de Janeiro, Rio de Janeiro, Brazil Elsa F Monteverde, International Academie Services, Miami, FL, US Laura Anand, Irvine Adult School, vine, CA, US Prof. Marl. Fernandes (principal) and Prof. Dr, Jefferson 4J. Fernandes (pedagogue), Jefferson Idiomas, Sé0 Paulo, Brazil Herman Bartelen, Kanda Gaige Gakuin, Tokyo, Japan ‘Cassia Sila, Key Languages, Key Biscayne, FL, US Sister Mary Hope, Kyoto Notre Dame Joshi Gakuin, Kyoto, Japan Nate Freedman, LAL Language Centres, Boston, MA, US Richard Janzen, Langley Secondary School, Abbotsford, BC, Canada ior de Educagio do Rio Informed by teachers iCristina Abel Gabardo, Language House, Campo Largo, Braz Ivonne Castro, Learn English International, Cali, Colombia Julio Cesar Maciel Rodrigues, Liberty Centro de Lingua, io Paulo, Braz ‘Ann Gibson, Maynard High School, Maynard, MA, US Martin Darling, Meiji Gakuin Daigaku, Tokyo, Japan Dax Thomas, Meiji Gakuin Daigaku, Yokohama, Kanagawa, Japan Derya Budak, Meviana University, Konya, Turkey B Sullivan, Miami Valley Career Technical Center International Program, Dayton, OH, US lia Velazquez, Milo Language Center, Weston, FL, US Daiane Siqueira da Siva, Luiz Carlos Buonternpo, Marlete ‘Avelina de Oliveira Cunha, Marcos Paulo Segatti, Mergana Eveline de Oliveira, Nadia Lia Gino Alo, and Paul Hyde Budgen, New Interchange-Escola de Idiomas, Sao Paul, Brasil Patricia Franca Furtado da Costa, Juiz de Fora, Brazil Patricia Servin Cini Pollard, North West Regional College SK, North Battleford, Sk, Canada, Clga Amy, Notre Dame High School, Red Deer, Canada Amy Garvett, Ouachita Baptist University, Arkadelphia, ‘AR, US Mervin Cuny, Palm Beach State Collage, Bocs Raton, FLus Julie Barros, Quality English Studio, Guarulhos, Sto Paulo, Brasil ‘Teodoro Gonziler Saldaia and Jesis Monsermta Mata Franco, Race Idiomas, Mexico City, Mexico ‘Autumn Westphal and Noga La'er, Rennert Internationa, New York, NY, US Antonio Gallo and Javy Palau, Righy Idiomas, Monterrey, Mexico Tatiane Gabriela Sper do Nascimento, Right Way, lorejinha, Brazil Mustafa Akgil, Selahaddin Eyyubi Universites Diyarbakr, Turkey James Drury M. Fonseca, Senac Idiomas Fortaleza, Fortaleza, Ceara, Brazil Manoel Fialho $ Neto, Senae -PE, Recife, Brazil Jane Imber, Small World, Lawrence, KS, US ‘Tony Torres, South Texas College, McAllen, TX, US Janet Rose, Tennessee Foreign Language Institut Grove, TN, US “Todd Enslen, Tohoku University, Sendai, Miyagi, Japan Daniel Murray, Torrance Adult School, Torrance, CA, US Juan Manuel Pulide Mendoza, Universidad del Atlintico, Barranquilla, Colombia Juan Carlos Vargas Milln, Universidad Libre Seecional Cali, Cal (Valle del Cauca), Colombia ‘Carmen Cecilia Llanos Ospina, Universidad Libre Seccional ali, Cal Jorge Noriega Zenteno, Universidad Politécnica del Valle ‘de México, Estado de México, Mexico ‘Aimee Natasha Holguin S., Universidad Politécnica del Valle de México UPVM, Tulttin Estado de México, Mexico Chistian Selene Bemal Barraza, UPVM Universidad Politécnica del Valle de México, Ecatepec, Mexico Lizeth Ramos Acosta, Universidad Santiago de Cali, Cai, Colambia Sivana Dushku, University of Ilinois Champaign, iL, US Deirdre McMurtry, University of Nebraska - Omaha, ‘Omaha, NE, US Jason E Mower, University of Utah, Salt Lake City, UT, US Paul Chugg, Vanguard Taylor Language Institute, Edmonton, Alberts, Canada Henry Milak, Varsity Tutors, Los Angeles, CA, US ‘Shirlei Strucker Calgaro and Hugo Guilherme Karrer, IP. Centro de Idiomas, Panambi, Rio Grande do Sul, Brazil Eleanor Kelly, Waseda Daigaku Extension Centre, Tokyo, Japan Sherry Ashworth, Wichita State University, Wichita, KS, US Laine Bourdene, William Carey University, Hatiesburg, Ms, US Serap Aydin, Istanbul, Turkey Liliana Covino, Guarulhos, Braz Yannuarys Jiménez, Barranquilla, Colombia Juliana Morais Pazzni, Toronto, ON, Canada Marion Sanches, Montreal, Canada College Additional content contributed by Kenna Bourke, Inara Couto, Nic Harris, Greg Manin, Ashleigh Martinez, Laura McKen2ie, Paul Mcintyre, Clara Prado, Lynne Robertson, Mari Vargo, Thee Walker, and Maria Luca Zaorob. MEE Informed by teachersClassroom Language Student questions Classroom LanguagePlan of Book 2 Titles/Topics Speaking Grammar ae arse Loe People; childhood; memories ‘yourself; exchanging personal actions: information; remembering your childhood; asking about someone's baie childhood Eee Talking bout Wareporiston ard] [Ese essere ane ot come Og Teencportation transportation ‘transportation problems; evaluating and noncount nouns: too mary, 00 ploblome) city services city services; asking for and giving much, fewer, les, more, not enough; information indirect questions from Wh-questions PROGRESS CHECK PAGES 14-15 Making changes Describing postive and negative Evaluations and comparizons Houses and apartments lifestyle features; making comparisons; talking with adjectives: not... enough, changes; wishes about lifestyle changes; expressing 00, not as... as; evaluations ‘wishes and comparisons with nouns: not ‘enough .., too muchmany . (not) as much/many.... a5; wish Have you ever tried it? Talking about food: expressing imple past vs, present perfect; Food; recipes; cooking instructions; _ likes and dislikes; describing a sequence adverbs: fist, then, next, fooler matics favorite snack; giving step-by-step after that, finaly PROGRESS CHECK PAGES 28-29 Hit the road! Dercrbing vacation plana; giving Future with be going to and will ‘Travel: vacations; planes travel advice; planning a vacation _modals for necessity and suggestion: ‘must, need to, (don't) have to, ‘ought to, “d better, should (not) ug EEE ‘Sure! I'll do it. Making requests, agreeing to and Two:part verbs, wilfor responding to (correaetntes besieat obser teat refusing requests; complaining; requests; requests with modals and requests; excuses; apologies apologizing: giving excuses Would you mind... ? PROGRESS CHECK PAGES 42-43 Pe Describing technology, giving Tafintives and gerunds for uses and instructions; giving suggestions purposes; imperatives and infintives for giving suggestions oe SS Describing holidays, festivals, Relative dauses of time; adverbial Hela feteivel] custome customs, and special events clauses of time: when, after, before celebrations: PROGRESS CHECK PAGES 56-57Pronunciation/Listening Writing/Reading Interchange Activity Reduced form of used to Listening to people talk about their past ‘Wilting a paragraph about your childhood “A Life in Paintings: The Frida Kahlo Story": Reading about the life ofthis Mexican painter "We have a lot in common’ Finding out about a classmate’ childhood PAGE 114 Syllable stress Listening to a description of a transportation system Witing an online post on a community message board about a local issue “The World’s Happiest Cities”: Reading about the happiest cities in the world “Top tavel destinations" Suggesting ways to attract, tourists to acity, PAGE 115 Unpronounced vowels, Listening to people talk about capsule hotels ‘Wting an email comparing two living spaces “The Man with No Money": Reading about living without money “A dream come trae": Finding out about a classmate's wishes PAGE 116 Consonant casters Listening to descriptions of foods Writing a reipe “Plaza: The World's Favorite Food?”: Reading about the history of pizza Oh, really?” Surveying classmates about their experiences PAGE 117 inked sounds with fw] and if Listening to travel advice “Adventure Vacations unusual vacations Reading about "Fun tips": Deciding on a Wip PAGES 118, 120 ‘Stress in two-part verbs Listening to the results of a survey ‘about family life Writing a message making a request, “Hotel Madness: The Crazy Things People Say!”: Reading about unusual hotel requests “Tm terribly sony" Apologizing and making amends PAGE 119 Sylable stress Wting a message asking forspecific “Free advice": Giving advice to Listening to a radio prograr favors classmates listening to peaple give suggestions “The Sharing Economy ~ Good for PAGE 121 for using technology Everybody?": Reading about the sharing economy ‘Stress and rhythm ‘Writing an entry on a travel website "ve worth celebrating." Finding Listening to a description of Carnival about a cultural custom outhow classmates celebrate in Brazil “Out with the Old, Inwith the New": special events Reading about interesting New Year's PAGE 122 customs Plan of Book 2Titles/Topics Speaking Grammar ‘Only time will tell. ‘Talking about change; comparing Time contrasts, conditional sentences Life inthe past, present, and future; time periods; describing possible with fclauses ‘changes and contrasts; consequences consequences Tlike working with people. Describing abilties and skils; talking Gerunds; short responses; clauses ‘Abilities and ski; job preferences, aboutjob preferences; describing with because [ / personality traits; careers Personality traits / PROGRESS CHECK PAGES 70-71 oa PAGES 72-77 It’s really worth seeing! Talking about landmarks and Landmarks and monuments; world monuments; describing countri knowledge discussing facts, Passive with by imple past), passive without by (simale present) EH It’s along story. Describing recent past events and Past continuous va simple past; Storytelling; unexpected recent past experiences; discussing someone’s present perfect continuous events activities lately PROGRESS CHECK PAGES 84-85 ae That's entertainment! Describing movies and books; taking Partciples as adjectives; relative Entertainment; movies and books; about actors and actresses; atking for pronouns for people and things Fosct eee para and giving reactions and opinions Ca BEE Now I get itt Tnterpreting body language: Wodals and adverbs: might may, Nonverbal communication; gestures explaining gestures and meanings; could, must, maybe, perhaps, Peseta lease are describing acceptable and prohibited probably, definitely; permission, Brctie behavior in different situations; obligation, and prohibition asking about signs and their meaning PROGRESS CHECK PAGES 98-99 T wouldn't have done that. ‘Specilating about past and future Unreal conditional sentences with ‘Money; hopes; predicaments; events; describing a predicament; clauses; past modals speculations giving advice and suggestions ‘Making excuses Reporting what people said; making Reported speech requests and __ Requests; excuses invitations polite requests; making invitations statements and excuses PROGRESS CHECK PAGES 112-113 GRAMMAR PLUS PAGES 132-151Pronunciation/Listening Writing/Reading Interchange Activity Tatonation in statements with time phrases Listening to people talk about changes ‘Writing a paragraph describing a person's past, present, and possible future “aquaviva: Fighting for a Future": Reading about a town’s attempt to attract new residents “Calise and effect”: Agreeing and disagreeing with classmates PAGE 123 Unreleased and released WV and far stening to people talk about their job preferences Writing a an online cover application “Global Work Solutions": Reading about understanding cultural differences in an international company ter for ajob "You're hired." Interviewing for job PAGE 124 The letter 0 Listening to descriptions of ‘monuments; listening for information about a country ‘Wilting an introduction to an online ety guide Reading about unusual museums "True or falae?”: Sharing information about famous works PAGE 125 ‘Contrastive streas in responses Listening to stories about unexpected experiences Wting a description of a recent experience “Breaking Down the Sound of Silence”: Reading about an unusual rock band "Wes my Ife" Playing a board {game to share past experiences PAGE 126 Emphatic stress Listening for opinions; istening to a Witing a movie review “The Real Art of Acting’: Reading about Unpleasant experiences actors put themselves through "Tewas hilarious”: Asking classmates’ opinions about movies, TV shows, and celebrities PAGE 127 Pitch Listening to people talk about the ‘meaning of signs ‘Witing a ist of rules “Understanding Idioms": Reading about idioms and their meaning “Casual observers" Interpreting body language PAGE 128 Reduction of have Listening to people talk about predicaments; listening toa calkin radio show ‘Writing a Blog post asking fer advice “[Link]": Reading an online advice forum "Tough choices": Deciding what todo ina difficult situation PAGE 130 Reduction of had and would Listening for excuses Writing a report about people's responses toa survey “A Good Excuse for a Day Off Work’ Reading about taking a sick day “Justa bunch of excuses" Discussing calendar conflicts and making up excuses PAGES 129, 131 Plan of Book 2pe Per oe eeu [isnarsot Re Nicolas Rodriguez 6 Hometown: Cricago, ince, USA 4 Hometown: Buenos Ares, Argentina ll Employer: Lencaster Medical Cantor lil Employer: Lakewood Recreation Center (9 Interests: ike 1.90 tothe movies and pay video Interests love sking, swimming, camping ~ dames. | so onoy meeting people and cooking anything outdoors Fight ro, learning for endo to skateboard Sa Email: [Link] Email rio. sockiguezOcu org Nicolas and Isabel are neighbors. Do you think they could be friends? What social media sites do you belong to? Which one is your favorite? Create your own online profile and share it with your classmates. What things do you have in common? A CONVERSATION Where did you learn to skateboard? © A Listen and practice. Isabel: Oh, I'm really sorry. Are you OK? Nico: I'm fine. But I'm not very good at this. Isabel: Neither am... Hey, I ike your shirt. ‘Are you from Argentina? Nico: Yes, | am, originally. | was born there. Isabel: Did you grow up there? Nico: Yes, | did, but my family moved here 10 years ago, when | was in middle school. Isabel: And where did you learn to skateboard? Nico: Here in the park. | only started about a month ago. Isabel: Well it’s my frst time. Can you give me some lessons? Nico: Sure. Just follow me. Isabel: By the way, my name is Isabel. Nico: And I'm Nico. Nice to meet you. © B Listen to the rest of the conversation. What are two more things you learn about Isabel?3 | GRAMMAR FOCUS og Where were you born? on was born in Argentina, Were you born in Buenos Aires? Yes, | was. Yes, 1 No, | wasn’t. I was born in Cordoba, When did you move to Los Angeles? Imoved here 10 years ago. | didn't speak English Did you take English classes in Argentina? id. | took classes for a year No, didn’t, My aunt taught me at home, a aan ‘A Complete these conversations. Then practice with a partner. 4. A: Your English is very good. When you begin to study English? BI in middle school. A What ‘you think of English class at first? 1 it was a litte difficult, but fun. 2. A: Where jou born? born in Mexico. you grow up there? 1 up in Canada. B PAIR WORK Take tums asking the questions in part A. Give your own information when answering. 3. A: Where you meet your best friend? B: We in high school. ‘A: Do you still see each other? B: Yes, but not very often. She to South Korea ‘two years ago. . As you have a favorite teacher when you a child? B: Yes, 1 1 a very good teacher named Mr. Potter. A: What he teach? B: He math. Qusteninc Why did you move’ © A tisten to interviews with two immigrants to the United States Why did they move to the U.S.A.? © B Listen again and complete the chart. Enrique 1. What were the most difficult changes? 2. What do they miss the most? Jessica C GROUP WORK Enrique and Jessica talk about difficult changes. What could be some positive things about moving to a city ike New York? Good memoriesoi SPEAKING Tell me about yourself. ‘A PAIR WORK Check (7) six questions below and add your own questions. Then interview a classmate you don't know very well. Ask follow-up questions. Where were your grandparents born? when did you first study English? Where did they grow up? Can you speak other languages? sr iguag D1 Did you see them a lot when you were young? [_] What were your best subjects in middle school? Who's your favorite relative? ‘What subjects didn’t you like? y i you ‘A: Where were your grandparents born? ee B: My grandfather was born in Brazil, but my grandmother was born in Colombia. ‘A: Really? Where did they first meet? Oh, that’s interesting. Really? Me, too! Wow! Tell me more. B GROUP WORK Tell the group what you learned about your partner. Then answer any questions. “Vera's grandfather was born in Brazil, but her grandmother was born in...” ‘WORD POWER A Complete the word map. Add two more words of your own to each category. ‘Then compare with a partner. Sal] — B PAIR WORK Choose three words from the word map and use them to describe some of your childhood memories. AA: | loved to watch cartoons when | was a kid. B: Me, too. What was your favorite? AA; [liked anything with superheroes in it. What about you? Unit 117 | PERSPECTIVES when | was aki © A Listen to these statements about changes. Check (¥) those that are true about you. (0 1. "When | was a kid, | never used to play sports, but now Like to keep fit.” D2. "1used to go out with friends a lot, but now | don’t have any free time.” 1 3. "When | was younger, | didn’t use to collect anything, but now I do.” 0 4." didn’t use to be a good student, but now | love to study and learn new things. iste reese et leer ea nea fo pee eect tere online every morning.” [11 6. "1used to be really neat and organized, but now I'm very messy.” lege itser tearetel (eter appemenced Nonetia 100 busy to care about how | look.” B PAIR WORK Look at the statements again. Which changes are positive? Which are negative? “I think the first one is a positive change. I's good to exercise.” 8 | GRAMMAR FOCUS CL Used to refers to something that you regularly did in the past but don’t do anymore. Did you use te collect things? What sports did you use to play? Yes, | used to collect comic books. lused to play baseball and volleyball. No, | didn’t use to collect anything, I never used to play sports, but now I collect old records. but now | play tennis. A Complete these questions and answers. Then compare with a partner. 1.A: Did ___ you __useto_ have any pets when you were a kid? Yes,1 have a white cat named Snowball. 2A you and your classmates play together after school? No, we play during the week. We study a lot. 3. A: What music you listen to? I listen to rock a lot. Actually, | stil do. 4. A: What hobbies you have when you were litle? 1 have any hobbies, but now | play chess every week. B How have you changed? Write sentences about yourself using used to ‘or didn’t use to. Then compare with a partner. Who has changed the most? your hairstyle your taste in music you hobbies the ay you diess Lsed to wear my hair much longer. Ididn' use to have a beard, Good memoriesO PRONUNCIATION Used to © A Listen and practice. Notice that the pronunciation E of used to and use tos the same. When | was a child, | used to play the guitar. lused to have a nickname, | didn't use to like scary movies. | didn’t use te study very hard at school. B PAIR WORK Practice the sentences you wrote in Exercise 8, part B. Pay attention to the pronunciation of used to and use to. i 0 SPEAKING Memories ‘A PAIR WORK Add three questions to this list. Then take turns asking and answering the questions. Ask follow-up questions. 1. What's your favorite childhood memory? 2. What sports or games did you use to play when you were younger? 3. Did you use to have a nickname? Osa 4. Where did you use to spend your vacations? 5. Is your taste in food different now? 6 7. 8. B CLASS ACTIVITY Tell the class two interesting things about your partner. (warine We used to have a lot of fun. ‘A. Write a paragraph about things you used to do as a child. Use some of your ideas from Exercise 10. | grew upin a emalltown, and my friends and |used to play outside alot, We used to play all kinds of games. My favorite was hide-and-seek. We also used to ride our bikes to a beautiful lake near our school B GROUP WORK Share your paragraphs and answer any questions, Did you and your classmates use to do the same things? Do kids today do the same things you used to do? @ INTERCHANGE 11 We have alot in common. Find out more about your classmates. Go to Interchange 1 on page 114. ED Unit 1G READING A. Scan the article. Where was Kahlo from? What happened when she was 18? Who did she marry? The Frida Kahlo S Mexican painter Frida Kahlo (1907-1954) was both a talented artist and a woman of great ‘courage. Her paintings tell an amazing story of tragedy and hope. At the age of six, Kahlo developed polio, and she spent nine months in bed. The illness damaged her right leg forever. Most girls didn’t use to play sports back then, but Kahlo played soccer and took up boxing. Exercising helped Kahlo get stronger. Kahlo even dreamed of becoming a doctor one day. ‘At 18, Kahlo was in a terrible bus erash, and her destiny changed. She wore a full body cast for months because her injuries were so bad. But again, Kahlo refused to give up. She entertained herself by painting self-portraits. She said, “I paint myself because I'm often alone, and because | am. the subject | know best.” Kahlo suffered from very bad health the rest of her fe, but she continued to paint. Other artists began to recognize her talent - an unusual achievement for a woman at the time. In 1929, she martied famous Mexican painter Diego Rivera, but their marriage was troubled. Kahlo once said, “There have been two great accidents in my life... Diego was by far the worst.” Kahlo became pregnant three times. Unfortunately, because of her injuries from the bus accident and her generally poor health, none of her babies survived childbirth. This sadness almost destroyed Kahlo. Her paintings often show a broken woman, both in heart and body. When she traveled, Kahlo always attracted attention. She dressed in long traditional Mexican skirts, wore her hair in long braids, and let her thick eyebrows grow naturally. She chose to look different, and people noticed her beauty everywhere she went. Kahlo died at the age of 47 in the house where she ‘was born, Her life was short, but extraordinary. Her ings still amaze people with their honesty and originality B Read the article. Then circle the following words in the article and match them to the definitions below. 4. courage a. ability to control your fear in a difficult situation 2. tragedy b. accept that something is good or valuable 3. destiny ‘&. damage to a person’s body 4. cast d. a special hard case that protects a broken bone 5. recognize the things that will happen in the future 6 injury f. very sad event or situation Answer the questions. 4. What did Kahlo do to get healthier after her childhood illness? 2. Why did Kahlo start painting? 3. Why did Kahlo often do self-portraits? 4, What did Kahlo compare her marriage to? 5. Why couldn’t Kahlo have children? 6. What was unusual about Kahlo's appearance? D GROUP WORK What was unusual about Kahlo's life? ‘When do you think it's good to be different from what people expect? Good memories‘A Match the words in columns A and B to make compound nouns. (More than one combination may be possible.) subway + station = subway station A B bicycle center bus garage green jam parking lene recycling light street space subway stand taxi station traffic stop train system traffic jam green space B PAIR WORK Which of these things can you find where you live? A: There are a lot of bus lanes. B: Yes. But there isn’t a subway system. PERSPECTIVES City services © A tisten to these opinions about city services. Match them to the correct pictures eeleNaeS 1. The streets are dark and dangerous. |'don’t think there are enough police officers. And we need more streetlights 2. There's too much pollution from cars, motorcycles, and old buses. In cities with less pollution, people are healthier. 3. There should be fewer cars, but | think that the biggest problem is parking. There just isn’t enough parking. B PAIR WORK Does your city or town have similar problems? ‘What do you think is the biggest problem?Hi GRAMMAR FOCUS ° With count nouns With noncount nouns Thereare too many care Thats too much palltion There should be fewer cars There should be less polation We need more streetlights. We need more public transportation There aren'tenough police officers. | There iat enough parking, A Complete these statements about city problems. Then compare with a partner. (More than one answer may be possible.) 1. We need public schools. 2. There are accidents. 3. There are public parks. 4, There is noise all the time. 5. Ther recycling in our city 6. The government should build affordable housing. 7. The city needs bicycle lanes. 8. There are free Wi-Fi hotspots. B PAIR WORK Write sentences about the city or town you are living in. Then compare with another pair. 4. The city should provide more... 5. There should be fewer 2. We have too many... 6. We don't have enough .. . 3. There’s too much . . 7. There should be less . 4. There isn’t enough 8. We need more 4 | LISTENING it'll take forever. © A Listen to a city resident talk to her new neighbor about the city. Check (7) True or False for each statement. True False 41. Jacob already started his new job downtown. [J] He starts his new job tomorrow. 2. The city needs more buses. ola 'B. There aren't enough tourists n the city ola 4. Not many people ride bikes in the city olo 5. Sophia offers to lend Jacob her bike ola © B Listen again. For the false statements, write the correct information. CC PAIR WORK What things can a city do to improve the problems that Sophia mentions? Does your city have similar problems? Life in the cityA DISCUSSION Rate your Clerk: The airport bus leaves every half hour. Anything else? Guest: No, | don’t think so. Thanks. Life in the cityRewrite these sentences. Find another way to say each sentence using the words given. 41. There are too many cars in this city. (fewer) There should be fewer cars in this city. 2. We need fewer buses and cars downtown. (traffic) 3. Where's the subway station? (Could you) ‘4, There isn’t enough public parking. (parking garages) 5. How often does the bus come? (Do you) 6. What time does the last train leave? (Can you) 41. Are there any traffic-ree zones? If so, where are they located? 2. How do most people travel to and from work? 3. What's the rush hour like? 4, What's the city’s biggest problem? 5. What has the city done about it? 6. Is there anything else the city could do? Unit 2Making changes i Opposites ‘A Write the opposites. Use the words in the box Dear Doe flee elec) eee isle my Ensen 4. convenient / inconvenient. 5. bright / 2. cramped / 6. modem / 3. dangerous / 7. quiet / 4. big/ 8. cheap/ B Rewrite these sentences. Find another way to say each sentence using not... . enough or too and the words in part A. 4. The house is too expensive ee Thehouse isn't. cheap enough 2. The rooms aren't bright enough. 3. The living room isn’t spacious enough for the family. 4. The bathroom is too old. 5. The yard isn’t big enough for our pets. 6. The street is too noisy for us. 7. The neighborhood is too dangerous. 8. The location isn’t convenient enough.adjectives but before nouns. enough + noun adjective + enough It isn't spacious enough. The rooms aren't light enough. enough 1. The apartment isn't comfortable, 2. There aren't bedrooms. 3. It's not modern, 4, There aren't parking spaces. ‘There isn't enough space. It doesn't have enough light. 5. The neighborhood doesn’t have streetlights. 6 There aren't closets. 7. It’s not private 8. The living room isn't spacious. Complete this conversation. Use the words given and the comparisons in the box. (Some of the comparisons in the box can be used more than once.) almost as...as just as many... as asmany...as notas...as Realtor: How did you like the house on Twelfth Street? Client: Well, i's ___not-as convenientas the apartment on Main Street. (convenient) Realtor: That's true, the house is less convenient. li But | think there are in the apartment. (closets) the house. (dingy) Realtor: I know, but you could change the wallpaper in the house. Client: Hmm, the rent on the apartment is, the rent on the house, but the house is much bigger. (expensive) (Oh, I can’t decide. Can you show me something else? Unit 3 But the apartment doesn’t have the house. (rooms) ‘Yes, the house is more spacious. + You'te right. The closet space is the same. The wallpaper in the apartment is, the wallpaper ing Home, sweet hom ‘A Complete this questionnaire about where you live, and find your score below. How does your home measure up? The outside Yes No To scor 1. Are you close enough to shopping? How many "Yes" answers do you have? 2 Is there enough public transportation nearby? 3, Are the sidewalks clean? 16-20 Itsounds like a dream, 4. Are there good restaurants in the neighborhood? homel 8. Isthere.a park nearby? oe 6. Is the neighborhood quiet? Great! All you need now iserswimming pool! 7. Is the neighborhood sate? ae 6-10 i pettetpenorgh pasnarery Well, atleast guests won't 9 Does the outside of your home look good? want to stay long! The inside os is time to look for a better 10, Are there enough bedrooms? place to livel U1, Isthere enough closet space? 12, Is the bathroom modern? 13, Is there a washing machine? 14, Is there enough space in the kitchen? 15, Do the stove and refrigerator work well? 16, Is the living room comfortable enough? 17, Isthe dining area big enough? 18, Are the walls newly painted? 19, Are tho rooms bright enough? » 20. Is the building warm enough in cold weather? B Write two short paragraphs about where you lve. In the frst paragraph describe your neighborhood, and in the second paragraph describe your home. Use the information in part A or your own information, Making changes‘A Which words or phrases often go with which verbs? Complete the chart. ele Fel eee] cater or leer ae eee Tne eis el ee ele a ee eee heathy B Describe what these people would like to change. Use / wish and words or phrases in part A. 4. _Lwish | i 2. Unit 3Choose tl correct responses. 41. As Lwish | had a bigger apartment. B: Why? = Why? +I don't like my neighbors, either. ‘As | wish | could retire. B: ‘+I don't like it anymore. ‘+ know what you mean. 3. A: Where do you want to move? B: ‘+ Somewhere else. + Something else ‘4, A: | wish | could find a bigger house. B: + Is it too large? + It’s very nice, though. ind another way to say each sentence 4. There should be more bedrooms in my apartment. (enough) There aren't enough bedrooms inmyapartment. 2. This neighborhood is safe enough. (dangerous) 3. My apartment doesn’t have enough privacy. (private) 4, Our house has the same number of bedrooms as yours. (ust as many) 5. I don’t have enough closet space. (wish) ‘We wish we could move to anew place. (somewhere else) 7. That apartment is too small. (big) | wish housework were easy. (not difficult) Making changesEe= hes ‘A Scan the article about making wishes. Which three countries does it refer to? MAKING WISHES All over the world, people have always wished for things such as peace, love, good health, and money. Over hundreds of years, people in different countries have found different ways to make wishes. Here are some interesting examples. The Trevi Fountain in Rome, italy, isa place where many people go to make a wish. The water from the fountain flows into a large pool of water below. To make a wish, visitors stand facing away from the fountain. Then, they use their right hand to throw a coin into the pool over their left shoulder. They believe this will bring them luck and brring them back to Rome one day. The coins in the fountain, several thousand euros each day, are given to poor people. Avery different way of making wishes happens in Anhui province in eastern China. Huangshan (which means “Yellow Mountain”) is famous for its beautiful sunrises and sunsets. That's why people ‘think itis a very romantic place. Couples go there to make a wish ‘that they will stay together forever. Each couple buys 2 “love lock," or padlock, with a key. Next, they lock their padlock to a chain at the top of the mountain. Then they throw the key down the mountain so that their lock can never be opened. In Turkey and some neighboring countries, May Sth is a special day for making wishes. People believe that each year on that day two wise men return to Earth. They come to help people and give them {good health. n the evening, there are street food markets selling different kinds of seasonal food and musicians playing traditional music, People write their wishes on pieces of paper and then attach the paper to a tree. Nowadays, however, some people go online and send their wishes to special websites. B Read the article. Check (v) the statements that are true for each place. 1. People make wishes only once a year. 2. You need a lock and key. 3. You put your wish on a tree. 4, You need a coin to make your wish 5. Wish-making is only for couples. 6. The money from the wishes goes to poor people. 7. Some people make their wishes on the Internet. on000o0o00 o00000o00 o00o0o0o00 Unit 3