Interactions 2 Listening and Speaking (Part I)

DIAMOND EDITION
■ I
INTEI <I\CTIONS
Listening/Speaking
Judith Tanka
Lida R. Baker
Jami Hanreddy
Listening/Speaking Strand Leader
Interactions 2 Listening/Speaking, Diamond Edition
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A Special Thank You
The Interactions/Mosaic team w i s h e s to thank our extended team: teachers, students,
administrators, and t e a c h e r trainers, all o f whom contributed invaluably to t h e making o f the s e r i e s .
Macarena Ag u ilar, North Harris College, Houston, Texas ■ Cheryl Magnant, Sungkyunkwan University, Seoul, Korea
Mohamad Al-Alam, Imam Mohammad University, Riyadh, ■ Narciso Maldonado Iuit, Escuela Tecnica Electricista,
■
Saudi Arabia Faisal M. Al Mahanna Abaalkhail, King Mexico City, Mexico■ Shaun Manning, Hankuk University
Saud University, Riyadh, Saudi Arabia; Amal Al-Toaimy, ■
ofForeign Studies, Seoul, Korea Yoshiko Matsubayashi,
Women's College, Prince Sultan University, Riyadh, Tokyo International University, Saitama, Japan■ Scott
■
Saudi Arabia Douglas Arroliga, Ave Maria University, ■
Miles, Sogang University, Seoul, Korea William Mooney,
■
Managua, Nicarag u a Fairlie Atkinson, Sungkyunkwan Chinese Culture University, Taipei, Taiwan R.O.C. ■Jeff
University, Seoul, Korea■ Jose R. Bahamonde, Miami- Moore, Sungkyunkwan University, Seoul, Korea■ Mavelin
■
Dade Community College, Miami, F1orida John Ball, de Moreno, Lehnsen Roosevelt School, Guatemala City,
Universidad de las Americas, Mexico City, Mexico■ Steven ■
Guatemala Ahmed Motala, University ofSharjah, Sharjah,
Bell, Universidad la Salle, Mexico City, Mexico■ Damian ■
United Arab Emirates Carlos Navarro, University of
■
Benstead, Sungkyunkwan University, Seoul, Korea Paul Costa Rica, San Jose, Costa Rica■ Dan Neal, Chih Chien
Cameron, National Chengchi University, Taipei, Taiwan ■
University, Taipei, Taiwan R.O.C. Margarita Novo,
■
R.O.C. Sun Chang, Soongsil University, Seoul, Korea ■ ■
University of Costa Rica, San Jose, Costa Rica Karen
a
Grace Chao, Soochow University, T i pei, Taiwan R.O.C. O'Neill, San Jose State University, San Jose, California■
■ Chien Ping Chen, Hua Fan University, Taipei, Taiwan Linda O'Roke, City College of San Francisco, San Francisco,
R. 0 . C. ■ Selma Chen, Chihlee Institute ofT echnology, ■
California Martha Padilla, Colegio de Bachilleres de
■
Taipei, Taiwan R.O.C. Sylvia Chiu, Soochow University, ■
Sinaloa, Culiacan, Mexico Allen Qiesada, University of
Taipei, Taiwan R.O.C. ■ M a r y Colonna, Columbia Costa Rica, San Jose, Costa Rica■Jim Rogge, Broward
■
University, New York, New York Lee Culver, Miami- ■
Community College, Ft. Lauderdale, F1orida Marge Ryder,
Dade Community College, Miami, Florida ■Joy Durighello, City College of San Francisco, San Francisco, California■
■
City College of San Francisco, San Francisco, California Gerardo Salas, UniversityofCostaRica, Sanjose, Costa Rica
■
Isabel Del Valle, ULATINA, San Jose, Costa Rica Linda ■ Shigeo Sato, Tamagawa University, Tokyo,Japan ■ Ly n n
Emerson, Sogang University, Seoul, Korea■ Esther Entin, Schneider, City College of San Francisco, San Francisco,
Miami-Dade Community College, Miami, Florida Glenn■ California ■ Devan Scoble, Sungkyunkwan University, Seoul,
Farrier, Gakushuin Women's College, Tokyo,Japan ■ Su Korea■ Maryjane Scott, Soongsil University, Seoul, Korea
■
Wei Feng, Taipei, Taiwan R.O.C. Judith Garcia, Miami- ■ Ghaida Shaban, Makassed Philanthropic School, Beirut,
Dade Community College, Miami, Florida ■ Maxine Lebanon ■ Maha Shalok, Makassed Philanthropic School,
Gillway, United Arab Emirates University, Al A.in, United ■
Beirut, Lebanon John Shannon, UniversityofSharjah,
■
Arab Emirates Colin Gullberg, Soochow University, ■
Sharjah, United Arab Emirates Elsa Sheng, National
Taipei, Taiwan R.O.C. ■ Natasha Haugnes, Academy ofA r t Technology College ofTaipei, Taipei, Taiwan R.O.C. ■
University, San Francisco, California■ Barbara Hockman, Ye-Wei Sheng, National Taipei College of Business, Taipei,
City College of San Francisco, San Francisco, California■ a
T i wan R.0.C. ■ Emilia Sobaja, University of Costa Rica,
Jinyoung Hong, Sogang University, Seoul, Korea■ Sherry ■
San Jose, Costa Rica You-Souk Yoon, Sungkyunkwan
■
Hsieh, Christ's College, Taipei, Taiwan R.O.C. Yu-shen ■
University, Seoul, Korea Shanda Stromfield, San Jose State
Hsu, SoochowUniversity, Taipei, Taiwan R.O.C. ■ University, San Jose, California■ Richard Swingle, Kansai
Cheung Kai-Chong, Shih-Shin University, Taipei, Taiwan Gaidai College, Osaka, Japan■ Carol Sung, Christ's College,
■
R.O.C. Leslie Kanberg, City College of San Francisco, ■
Taipei, Taiwan R.O.C. Jeng-Yih Tim Hsu, National
■
San Francisco, California Gregory Keech, City College Kaohsiung First University of Science and Technology,
■
of San Francisco, San Francisco, California Susan Kelly, ■
Kaohsiung, Taiwan R.O.C. Shinichiro Torikai, Rikkyo
Sogang University, Seoul, Korea■ Myoungsuk Kim, ■
University, Tokyo, Japan Sungsoon Wang, Sogang
Soongsil University, Seoul, Korea ■ Y oungsuk Kim, Soongsil University, Seoul, Korea■ Kathleen Wolf, City Coll e g e
■
University, Seoul, Korea Roy Langdon, Sungkyunkwan of San Francisco, San Francisco, California■ Sean Wray,
University, Seoul, Korea■ Rocio Lara, University of Costa Waseda University International, Tokyo, Japan Belinda■
Rica, San Jose, Costa Rica■ lnsung Lee, Soongsil University, Yanda, Academy ofArt University, San Francisco, California
■
Seoul, Korea Andy Leung, National Tsing Hua University, ■ Su Huei Yang, National Taipei College ofBusiness,
Taipei, Taiwan R.O.C. ■ Elisa Li Chan, University of Costa ■
Taipei, Taiwan R.O.C. Tzu Yun Yu, Chungyu Institute of
■
Rica, San Jose, Costa Rica Elizabeth Lorenzo, Universidad Technology, Taipei, Taiwan R.O.C.
Internacional de las Americas, San Jose, Costa Rica■
iii
A Special Thank You
The Interactions/Mosaic new edition team also wishes to thank the following teachers, students,
administrators, and teacher trainers, all of whom contributed invaluably to the making of this new edition.
Maiko Berger, Ritsumeikan Asia Pacific University, Oita,Japan • Aaron Martinson, Sejong Cyber University, Seoul, Korea •
Aisha Osman, E g y pt • Amy Stotts, Chubu University, Aichi, Japan • Charles Copeland, Dankook University, Yongin City,
Korea • Christen Savage, University of Houston, Texas, USA • Daniel Fitzgerald, Metropolitan Community College, Kansas,
USA • Deborah Bollinger, Aoyama Gakuin University, Tokyo,Japan • Duane Fitzhugh, Northern Virginia Community
College, Virginia, USA • Gregory Strong, Aoyama Gakuin University, Tokyo,Japan • James Blackwell, Ritsumeikan Asia
Pacific University, Oita,Japan • Janet Harclerode, Santa Monica College, California, U S A • Jinyoung Hong, Sogang
University, Seoul, Korea • Lakkana Chaisaklert, Rajamangala University ofTechnology Krung Thep, Bangkok, Thailand •
Lee Wonhee, Sogang University, Seoul, Korea • Matthew Gross, Konkuk University, Seoul, Korea • Matthew Stivener,
Santa Monica College, California, USA • Pawadee Srisang, Burapha University, Chantaburi, Thailand • Steven M. Rashba,
University o f Bridgeport, Connecticut, USA • Sudatip Prapunta, Prince ofSongkla University, Trang, Thailand •
Tony Carnerie, University o f California San Diego, California, USA
Table of Contents
Welcome to Interactions/Mosaic Diamond Edition vi

Scope and Sequence xii
CHAPTER Education and Student Life 2
CHAPTER City Life 26
CHAPTER Business and M o n e y 50
CHAPTER Jobs and Professions 74
CHAPTER Lifestyles Around the World 100
CHAPTER Global Connections 124
CHAPTER Language and Communication 148
CHAPTER Tastes and Preferences 172
CHAPTER N e w Frontiers 196
CHAPTER Ceremonies 220

Appendices 244
Vocabulary Index 263
Skills Index 265
Audioscript 269
A 21st-Century Course
for the Modern Student
Interactions/Mosaic prepares students for university classes by fully integrating
every aspect of student life. Based on 28 years of classroom-tested best practices, the
new and revised content, fresh modern look, and new online component make this the
perfect series for contemporary classrooms.
Proven Instruction that Ensures Academic Success
Modern Content: Digital Component

From social networking to gender The fully integrated online course
issues and from academic honesty to offers a rich environment that
discussions of Skype, Interactions/ expands students 1 learning and
Mosaic keeps students connected to supports teachers 1 teaching with
learning by selecting topics that are automatically graded practice,
interesting and relevant to modern assessment, classroom presentation
students. tools, online community, and more.
• 3 Revised Chapters, updated to reflect contemporary student life:
Chapter 1: Education and Student Life
Chapter 6: Global Connections
Chapter 9: New Frontiers
• 40% new listenings focus on global topics
and digital life
• Over 60 new vocabulary words that enhance
conversational proficiency
• All new photos showcase a modern,
multi-cultural university experience
- -- .
Emphasis on Vocabulary: Practical Critical Thinking:

Each chapter teaches vocabulary Students develop their ability to
intensively and comprehensively. This synthesize, analyze, and apply
focus on learning new words is informed information from different sources
by more than 28 years of classroom in a variety of contexts: from
testing and provides students with the comparing academic articles to
exact language they need to communicate negotiating informal conversations.
confidently and fluently.
Highlights of Interactions 2 Listening/Speaking
Diamond Edition
Part 1: Conversatio n Each chapter begins

with short conversations related to academic life.
The activities that follow help students develop
important listening skills.
al Conversation
On a College Campus
lo ttie following COf'lV'et'8alloo. )'OOwill hear poopkl tall<lng ooacoliege c&mpvs.
0 Pr-et.lltening QuaatlO"e DisctJss ttieso questions In &l'mlll (l'C>UpS

1. Look at the pktu . Do:ribewhatS happeninA- What is 1hey01mg .,.'Ol'll,n
pl'CIM.blyasking?
2. Do dtcK nudent knowe:1.ch other? )JoN do you know
3. What is prob:lbly going to happen?
f ) Previewing Vocabulary Listen to the underline

conversation. Then use the context to match them wit
Sentences
__ To open a bank account, you have

to show identification.
__ My name is Elizabeth, or Liz
for short.
is electrical eng·
no1greac
h. uanicknamc
0C Q u H b o n • lis1en to the cooversatlon. Yw dorll need to

tand II the w()(da. Just listen for tile answers lo theso questions. Ah yo,.i
lisrert, (iiS(:11$ you answers with a paitoor.
\, \Vhcrc is Mari? Why is Jhe there? S. Wlut is Mari's major? How
2. Who asks. M u i for identifi [ion? about Yobnd -,. )
3. Whoi1Yohnda?Wh'erei1thcfrom 6. Where is the gym?
-4. Why<loaMarih.av,eJ.good.cttrit 7. \Vhai do the nudent5 plan to
in English? do Uter the tc t?
Emphasis on Vocabulary Each chapter

presents, practices, and carefully recycles
vocabulary-learning strategies and vocabulary
words essential to the modern student.
0 A.. -<1 f,.,.. C Workiri sm&loroups. Take turns 1elng)OV(
dassmatcs about a hohday. custortl, o,- tradihoo from )'OU( farrwly culture. \Vhen
it is )1lll( tum to Msten. e ex:preS$IOOS from the boll ii }'00 need the speakef to
explail'I, repeat. or deRne $0metNrig.
Wm e:
k I n my city, i1'1 c:ustomuy ro ha\"C a par.i.de every year on New Year's Day.
8: Whal do you mean ... a parade?
k h i a public cdcbmion that includes groups o f people in comime.s and
sometimes bone, w.ilking or riding down the main street o f a town or city.
For exampk, have you ever heard of the RO$e Parade?
B: Wh t?
k The Ro.sc Par.i.dc. h's in Puadcna, Ca.lifomia every year onjanua.ry I . You
otn wa.tch i t on tclcvi$ion.
fh•fI Lecture Part 2: Lecture Students prepare for

academic courses by listening to extended
Academic Honesty
lectures. Key note-taking skills are taught.
On Mari's first day In a Wl1Mg c ss, the professor explams the course ss .u,d
gives some Important ;nforma1,on lllx,ut acedernle honesty.
Using the Introduction t o Predict Lecture Content

Like an essay. a lecttKe usua, has three rnoln parts: the lntrodt.1Ct1on. the body. and
the conc slQn. You should liSten very carefully to the lntrodvctiOn because it w l
usualty have two ant pieces of information:
1, thetopieolthelecttKe
2. a brief summary Of h t of the main ideas the speaker wil talk $bout
"Note: Lecturers often start thew lectures with ennouncements. a review of the l&st
.. Wba,t-lheyoungllWldo,ng'? lecture. or a story, It is usualy not necessa.-y to take notes on thcmi thngs.
10 CHAPll!II I
8 Takiog Not on th• lnt1 od uction Listen to the lecture., &nd Iii
in trlebtanks
Gtncraltopi<aftl,cle,rure: _ _ _ _ _ _ _ _ _ _ _
Main !de.a.sth.atthc s .ak.erwUlt.alk . i b.>ut ‚ _ _ _ _ _ _ _ _ _
Practical Critical Thinking Each

chapter focuses on a few key strategies for
academic and social communication. which
support language learning and encourage
independence in student thinking.
f{j-\Sjt Strategies For Better Ustenong and Speaking
Part 3: Strategies for Better

When you list on to people talking in English, ii iS prol).,bly hard to ur.d11mand 311 tl'le
Listening and Speaking lmpactful
listening exercises help students practice
w:>«ls. Howe-,er, )O
' U can usually get a general ldoa d wtlat t Me say;og. H(ffl'7 By
uslng clues that help )'OIi to ss. The clve,s n<:·
• woro,
• synonyms and pantphr&Ses getting meaning from context.
• kltooation
• a speakef's tone of voice
• )'Ol.11" kl'ltMiedr}e of the wlturo. speakers. or situation
Marl'}' tests sochas lhe TOEFL9iBT me.aweyOor listOOl'lg and spe&l,;iog
abiOes. This actMly. and others Ir the book. wil develop )VI.II' 9(1(:i(II $<'id r,-.c:
COO'V8rSMion skills. and provide a !Qr' &vCO&S$ on a variety of standaroiled tes1s.
l k 1 n g Context C 1 u H
The following coriver/x'ltie,ns tako place on a colleoe campus.
1. Listen to I.he beginning of eachcon. rsatioo.
2. Listen to tl'le qw$00fl fof' caeh co,wersation. Stop thie reoording and choose the
besl answer 10 eedi tiOII
3. In the Clues column, write th3 WO<ds that helped you choose )'O\J' •. OiS¢u$1
them wilh yovr teacher and cl!lssmates.
4. listen 10 the last part of eoc conversation to heor ttl(i couect &r\Swer.
Answor1 Clut»
1. ( A ) going to the po c cfi',cc

C i ) 1he.irgradesi11acourse
© 11-ar.,,us ooming tovi11t
An,..,.,,.. Clue,
@ goit1p; to cht t.c1eh
3. ( A ) 1 physician
2. G ) He doesn't like hi, rnajol C i ) 11Mo:tssor
C i ) He isn't gOlng TO gradu te © a Hudtnl advisor
on time.
@ t teathing ass.inant
© His parenis aredha.ppointed
@ l l e ' , o n l)' in his third y c r. 4. Q The nm:k:m wrote an
cxceJ:ent esuy.
C i ) The m.Klent plagia.riv:<l a
b r g c parc of her essay.
© The nudcm is a ,·ery
origiulwriter.
@ The m1dent um:! too
man}wo«h.
Focused Listening
Communication for the (ff}EiP

Modern Student A focus on G.tt1ng MeorwiQ from ln n
Me-anlng comes net onty from wt)r(i$, DOI also from the. way English speekers use t.hei:r
VCNCes. tOll6 <foollog) aod rising or ,ng int /iM of a speaker's ll'Oice can be
real-life and academic communication irnponent elt!M. Uslen to a $hort conWJ(Satlon. It wil be repeated three times. Circle
thG second spe-aker's foelif1g in e11eh c.. 9e.
prepares students for success in 1.$&(1 ta neutral
,. ""
school and in life. ,....
0 Liatefting fOf' lntonabon C l u H In the items that lolow. )'OU will hear
two c s. Ee(;h of them Is spoken in two wars. Use the dillereoc:eg in
intonation end 10f l 8 to dooldo what the speakers &re feef,og.
la. ( y happy lb. G ) happy
@ disippointed C i ) disappointed
@ n ural © neutral
2b. C I ) annoyed
@calm <i)calm
© disappointed © disappointed
18 CHAl>TEA I
0 0 Roa.-PfeJ: "'19. Acupbrl9. and Refusing ll'W'Ubona Won(
-.AA a pM,.,.r. Wtlte a UIOt1 n.2 minlJtesl eonver»tion ebovt ooe of the folowing
11tual.o0tl$. P,;,eti<:e )'OvfCOl'Ner1ation ... ,... .. limn Then, pedorm ti' lo.-tho i::lus
without reading. You mey Sit !t ee 1 0 face or beock :o back. as ii you were t&lk.-,g on
aeelphorlt,.
. S aker A invites Sptaker B to go Out for-pin.a this evening. Spc:i.kc, B .cttpn
1
ottc.fu1e1.
2. SpcalccrA i1wim SpeakctS1ohitorMl'doimit0<ytowatch a yfilmOfl
telcvisi,on.
3. Sp,, alttr A invite< SpukcrB tohlsorhcrgr:aduatK>CI n n t - k
Nol¥ m e an ll'Mtation ol 'f01/' own 90d see if )QI.Ir partoel'" accepts Of refuses k
111111 Re«' Wortd Task
Understanding and Describing Locations Part 4: Real-World Tasks Students

learn to apply their listening and speaking skill
0g Comp,Ns POtRta S1vd1thepici1,1re to a variety of practical interactions such as
North
understanding and describing locations.
S .
,
. ·tl
Chec:k (,/)the wo«ls you leemed this chapter.

N M v,,..
South dormitory avoid
w:lcntit"kulon cite
---------------------------------+-------
I can hear and use stress and reductions.
I understand academic honesty. D
! can talk about academic honesty. D
Results for Students A carefully l can predict a lecture's content from D
the introduction.
structured program presents and practices
I can take notes on a lecture. D
academic skills and strategies purposefully,
I can use a Venn diagram to compare D
leading to strong student results and more two things
independent learners. J can guess meanings from context.
Education and Listening for main ideas Asking for clarification
and details Discussing personal views on
Student Life p2
Getting meaning from intonation academic honesty and cheating
in the U.S.
Recognizing compass directions
Talking about academic
Understanding expressions and
honesty in different countries'
statements of location
education systems
Using the prepositions in, on, and
Using expressions of location
at in addresses and locations
Describing map locations
City Life p26 Listening for main ideas Using the phrase by the way
and details Opening and closing
Making inferences phone conversations
Listening for clues to relationships Talking about crime
between people Expressing frustration
Following directions Learning names of professions
Requesting and giving directions
Saying you don't understand
Business and Listening for main ideas Talking about managing money
and details Talking about entrepreneurs
M o n e y p50
Making inferences Talking about abilities
Distinguishing between can Using the words borrow
and can't and lend
Distinguishing between teens and Asking for, giving, and
tens refusing advice
Recognizing expressions
of advice
Jobs and Listening for main ideas Talking about jobs and careers
and details Apologizing and reconciling
Professions p74
Making inferences Role-playing a job interview
Recognizing the intonation of Learning idioms related
tag questions to housework
Recognizing a sequence of events Talking about "men's" and
"women's" jobs
Taking notes on causes and effects
Interviewing a person about his
Creating abbreviations or her job
Taking notes on statistics Giving a short oral report
Interpreting a photo Terms for academic life Identifying and practicing Using context
Using a lecture introduction to Terms for writing papers and stressed words clues to guess
predict content academic honesty Identifying and practicing information from
reduced pronunciation conversations
Taking effective lecture notes Expressions for
using indentation, keywords, making, accepting, and Using intonation
abbreviations and symbols refusing invitations to express
feelings
Using a Venn diagram to Compass directions
compare and contrast
Expressions of location
Getting meaning from context In, on, and at in addresses
and locations
Predicting questions speakers Expressions for opening and Identifying and practicing Using context
will ask closing conversations stressed words clues to identify
Getting meaning from context Terms for expressing Identifying and practicing a speaker
Speculating about frustration reduced pronunciation Using context

hypothetical situations Expressions for requesting clues to guess
and giving directions a person's job
Taking notes on statistics
Using transitions as cues for Names of professions
note-taking Terms for expressing lack
Taking notes on an informal talk of understanding
. . Using th phrase by t. e way

h
Outlining a lecture Terms for talking Identifying and practicing Using context
Getting meaning from context about money stressed words clues to identify
Borrowvs. lend Identifying and practicing banking services
Taking notes on a process
Expressions for asking reduced pronunciation
Designing and presenting
a new product or service for, giving, accepting, Pronouncing can
and rejecting advice and can't
Terms for talking about Pronouncing teens
entrepreneurs and the and tens
entrepreneurial process
Terms related to banking
Interpreting information in Terms related to jobs Identifying and practicing Using context
a table and careers stressed words clues to guess
Getting meaning from context Expressions for apologizing Identifying and practicing people's jobs
Speculating about and reconciling reduced pronunciation
hypothetical situations Idioms related to housework Asking and answering
Taking notes on a lecture Terms signaling cause negative tag questions
Predicting the order of a set and effect
of pictures
Using a matrix diagram to
organize ideas
Lifestyles Around Listening for main ideas Talking about single parents
and details
the W o r l d p100 Talking about changes in the
Making inferences American family
Recognizing stress in two- and Asking for help and favors
three-word verbs Talking about numbers and
Taking notes and outlining percentages
a lecture Comparing lifestyles in
different countries
E Global Connections
p124
Listening for main ideas
and details
Taking notes on similarities
and differences
Talking about taking courses online
Asking for help and permission, and
information questions
Interrupting politely
Identifying blended consonants Talking about body language
Listening to a phone survey customs in different cultures
Discussing pros and cons in
different situations
Talking about different ways to travel
Conducting a phone survey
Language and Listening for main ideas Discussing the meaning

and details of friendship
Communication p148
Making inferences Comparing American and
British English
Understanding statements with
rising intonation Contradicting politely
Identifying correct spellings in Talking about stereotypes
a spelling bee Using interjections
Using expressions for guessing
Tastes and Listening for main ideas Talking about likes and dislikes
and details
Preferences p172 Giving an impromptu speech
Making inferences Comparing the characteristics
Understanding reduced questions of generations
Distinguishing between present Talking about fads
and past yes/no questions Expressing approval
Understanding comparisons and disapproval
of people Describing your ideal spouse
Recognizing paraphrases
Interpreting information in Two- and three-word verb s Identifying and practicing U s ing context
a line graph used in a convers ation s tres sed word s clue s to gue s s
Taking note s on a lecture between ne i ghbors people' s
Identifying and practicing
Ex pre s s ions us ed to a s k for the dropped h in li fe s tyle s
Getting mean i ng from help or a favor
conte x t un s tre s s ed word s
Term s us ed to talk about
Interpreting information in Pronouncing linked
change s i n the American family
a table phra s e s
Expre s sions us ed to s ignal
example s
Term s us ed for d i s cus s i ng
life s tyle s
...........
Interpreting body language Expre s s ions for interrupting Identifying and practicing U s ing context
in photo s Term s used for online courses stre s sed words clue s to gue s s
Taking effective notes on a Identifying intonation about way s
Expre s s ions s ignaling s i milarity to travel
lecture to put into an outline pattern s
and difference
Getting meaning from context Pronouncing name s
Term s us ed to talk about body
and s entence s w i th
U s ing a chart to conduct language
a phone s urvey with your blended con s onants
Expre s sions us ed in phone
cla s smate s survey s
Getting meaning Terms used to talk about Identifying and practicing U s ing context
from context friend s hip v s . friendline s s s tre s s ed word s clue s to
Taking notes on Term s us ed for talking about gues s about
cla s sifications language s and d i alects language and
communication
Gues s ing meaning s of s lang Example s of vocabulary
expre s s ions differences between American
Creating dialog s ba s ed on and Briti s h Engli s h
photo s Interjection s
Expre s s ions for gue s s ing
ang_E:: x r s i
?.n. ------ . ················••·•
Getting meaning from context Expre s s ions for like s Identifying and practicing U s ing conte x t
Speculating about and di s like s stre s s ed word s clue s to ident i fy
hypothetical s ituations Ex pre s s ions of approval Pronouncing reduced people' s ta s te s
and disapproval yes/no que s tions with and preferences
Evaluating people's positive
and negative qualitie s Term s ignaling paraphra s e s
do, does, and did U s ing
s
intonation
Choo s ing a family home Way s to s ay that s omething to identify
Taking note s in column s is popular feelings
Predicting note organ i zation
N e w Frontiers p196 Listening for main ideas Talking about "smart houses"
and details Introducing surprising information
Recognizing persuasive Giving a persuasive speech
language
Talking about new inventions and
Distinguishing between technological trends
-edendings
Expressing interest or surprise
Following a journey on a map
Talking about personal discoveries
Talking about travel and exploration
I
I
Ceremonies p220 Listening for main ideas Using expressions to offer, accept,
and details or decline help
Making inferences Talking about water in ceremonies
Recognizing the meaning of around the world
affirmative tag questions Asking and answering affirmative
Taking notes on tag questions
wedding preferences Offering congratulations
and sympathy
- - - - -- - -------------
Getting meaning from context Terms for talking about Identifying and practicing Recognizing
Taking notes and outlining home efficiency stressed words signal words
based on a lecture Terms for technological Pronouncing the th sound to guess the
advancements correct answer
Recognizing signposts in a Pronouncing - e d endings
speech or lecture Expressions for
Ordering events in a story persuasive language
Terms for talking about
voyages and discoveries
Expressions that
signal surprise
Getting meaning from context Expressions to offer, accept, Identifying and practicing Using context
Recognizing digressions in or decline help stressed words clues to identify
ceremonies
I
a lecture Terms to express Using correct stress in
Comparing celebrations congratulations compound phrases
across cultures and sympathy
Expressions signaling
digressions in a lecture
j
Terms related to ceremonies
Introducing the Interactions 2
Listening/Speaking Characters
Name: Mari
Nationality: Japanese
Name: Jeff Name: Dan

Nationality: American Nationality: American
Name: Nancy
Nationality: American
Name: Yolanda
Name: Beth
Name: Andrew
Education and
_St ude nt Life
(l..
In this Conversation
CHAPTER On a College Campus
Lecture
Academic Honesty
Getting Meaning from Context

Conversations on a College Campus
Real-World Task
Understanding and Describing Locations
0 What are these students celebrating?
f) Tell about one happy event during your high school or university years.
E) What are the steps to getting a university degree in your country?

What about a Master's or Ph.D.?
PART 1 Conversation
On a College Campus
In the following conversation, you will hear people talking on a college campus.
8 Prelistening Questions Discuss these questions in small groups.
1. Look at the picture. Describe what's happening. What is the young woman
probably asking?
2. Do these students know each other? How do you know?
3. What is probably going to happen?
---=::; V
'
\ II
•
J
I
4 CHAPTER 1
Cultural Note
In conversational American English, the words college and university mean the same
thing. Example:
A: Hey, Bob, where did you go to college?
B: Boston University. And you?
A: UCLA.
A college or a university is a place where students go after high school to continue
their education. In the U.S., it normally takes four years to finish college and receive
a degree (diploma). Some colleges, called "community colleges," are two-year
schools where students study basic courses. Many students transfer from there to a
four-year college/university to complete their degrees.
8 Previewing Vocabulary Listen to the underlined words and phrases from the
conversation. Then use the context to match them with their definitions.
Sentences Definitions
1. _ _ To open a bank account, you have a. building where
to show identification. students live
2. _ _ My name is Elizabeth, or Liz b. a student's field or area o f
for short. study at a university
3. _ _ His major is electrical engineering. c. to write the answers to
4. _ _ Derek works out at a gym three questions on a form or
times a week. application
5. _ _ My dormitory is about five minutes d. a document, such as a
from the Student Center. passport, that shows
6. _ _ T h e secretary asked me to fill who you are
out some forms. e. to hurry, go fast
7. _ _ There's no need to rush. We have f. to exercise
plenty o f time. g. better than OK but
8. _ _ A: W h a t did you think o f the game? not great
B: The team played pretty well. h. as a nickname
8 Comprehension Questions Listen to the conversation. You don't need to

understand all the words. Just listen for the answers to these questions. After you
listen, discuss you answers with a partner.
1. Where is Mari? W h y is she there? 5. W h a t is Mari's major? How
2. W h o asks Mari for identification? about Yolanda?
3. W h o is Yolanda? Where is she from? 6. Where is the gym?
4. W h y does Mari have a good accent 7. W h a t do the students plan to
in English? do after the test?
Education and Student Life 5

Stress
In spoken English, important words that carry information, such as nouns, verbs, and
adjectives are usually stressed. This means they are
• higher • louder • spoken more clearly
than other (unstressed) words. Stress is an important part of correct pronunciation.
Listen to this example:
' ' '
Could you tell me how to get to the gym?
In this example, the words tell, get, and gym are stressed.
0 listening for Stressed Words Listen to part of the conversation again.

Some of the stressed words are missing. During each pause, repeat the phrase or
sentence. Then fill in the missing stressed words.
Mari: __________ me, is _ _ _ _ _ _ _ _ _ _ seat taken?

Yolanda: Pardon?
Mari: Is anyone _ _ _ _ _ _ _ _ _ _ here?

Yolanda: Ah, no.
Mari: Thanks. I'm _ _ _ _ _ _ _ _ _ _ the test hasn't

__________ yet. I _ _ _ _ _ _ _ _ _ _ I was going
to be _ _ _ _ _ _ _ _ _ _
Yolanda: M e too. I had to _ _ _ _ _ _ _ _ _ _ here to be on
----------· I'm Yolanda, by the way.
Mari: Oh, _ _ _ _ _ _ _ _ _ _ to _ _ _ _ _ _ _ _ _ _ you.
__________ name is Mariko. Or just Mari, for
Yolanda: Nice to meet you, Mari.
Mari: __________ are _ _ _ _ _ _ _ _ _ _ from?

Yolanda: New York. And _ _ _ _ _ _ _ _ _ _ ?
Mari: Japan.
Yolanda: Really? Your English _ _ _ _ _ _ _ _ _ _ is really good.
Mari: Oh, _ _ _ _ _ _ _ _ _ _ because my _ _ _ _ _ _ _ _ _ _
is American. We _ _ _ _ _ _ _ _ _ _ spoke English when I was
6 CHAPTER 1
----------, so I can _ _ _ _ _ _ _ _ pretty well,
but my _ _ _ _ _ _ _ _ _ _ and writing are really
Yolanda: I see. So, um, are you planning to go to _ _ _ _ _ _ _ _ _ _ here?

Mari: Yes, _ _ _ _ _ _ _ _ _ _
Yolanda: What's your _ _ _ _ _ _ _ _ _ _ ?
Mari: __________ administration. H o w about
__________ ?
Yolanda: The _ _ _ _ _ _ _ _ _ _
Mari: Cool! How long have you been _ _ _ _ _ _ _ _ _ _ here?
Yolanda: You mean at Faber _ _ _ _ _ _ _ _ _ _ ?
Mari: Yeah.
Yolanda: This is my _ _ _ _ _ _ _ _ _ _ semester.
Mari: Oh, so you know the _ _ _ _ _ _ _ _ _ _ pretty well?
Yolanda: Oh, yeah.
Mari: Could you _ _ _ _ _ _ _ _ _ _ me how to

__________ to the _ _ _ _ _ _ _ _ _ _ ? I want to
go work _ _ _ _ _ _ _ _ _ _ after the _ _ _ _ _ _ _ _ _ _
Yolanda: The _ _ _ _ _ _ _ _ _ _ ? Yeah, it's next to the
__________ Center, _ _ _ _ _ _ _ _ _ _ from the
grad dorms.
Mari: Sorry... the _ _ _ _ _ _ _ _ _ _ ?
Yolanda: The grad dorms. Um, the _ _ _ _ _ _ _ _ _ _ for graduate
students. Here, I can show you on the campus map ...
Mari: That's OK, I _ _ _ _ _ _ _ _ _ _
Yolanda: I'm actually planning to go there, - - - - - - - - - - · Want to go
__________ ?
Mari: Sounds _ _ _ _ _ _ _ _ _ _
Check your answers using the listening script at the back of the book. Then read the
conversation with a partner. Pronounce stressed words louder, higher, and more clearly
than unstressed words.

Reductions
Reductions
In spoken English, words that are not stressed are often shortened, or reduced. For
example, we write: "Could you tell me how to get to the gym?" But we say, "Cudja tell
me howda get ta the gym?" Listen to the difference:
Unreduced Pronunciation Reduced Pronunciation
could you cudja

how to howda
Reduced forms are a natural part of spoken English. They are not slang. However,
reduced forms are not acceptable spellings in written English.
C, Comparing Unreduced and Reduced Pronunciation The following

sentences are from the conversation. Listen for the difference between unreduced
and reduced pronunciation. Repeat both forms after the speaker.

1, I thought I was going to be late. I thought I was gonna be late.
2. I had to rush here to be on time. I hadta rush here to be on time.
3. Nice to meet you. Nice ta meetcha.
4. What's your major? Whatcher major?
5. How about you? How boutchu?
6. You mean at Faber College? X:'mean at Faber College?
7. Could you tell me how to get to the Cudja tell me howda get ta the
gym? gym?
8. I want to go work out after the test. I wanna go work out after the test.
C, Listening for Reductions Listen to the following conversations. You'll hear

the reduced pronunciation of some words. Write the unreduced forms of the
missing words in the blanks.
1. Student: Hi. I'm here _ _ _ _ _ _ _ _ take the English placement test.

Teacher: OK. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ name?
Student: Phailin Montri.
Teacher: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ spell that for me, please?
8 CHAPTER 1
2. Husband: I leave early tomorrow. This
morning I rush to catch the
bus, and I was almost late work.
Wife: What time are you leave?
Husband: Around 7:30.
3. Lara: Ann, this is my friend Rachel.
Rachel: Nice
Where are you from?
Ann: Toronto.
Rachel: Oh, you're Canadian?
Ann: Right.
G Reviewing Vocabulary Discuss your answers to the following questions with

a partner. Use the underlined vocabulary in your answers.
1. I f you are a college student, what is your major? I f you are not a college student,
what would you like to study?
2. What is your full name? Do you have a nickname that people call you for short?
3. Have you ever lived in a dormitory? I f not, would you like to? W h y or why not?
4. Do you work out at a gym? How often? What exercises do you do?
5. What kind o f identification do you have to show before you can get on an
airplane?
6. How many forms did you have to fill out when you registered for your English
course?
7. Would you say that your English is pretty good?
8. Describe a time when you had to rush. \II/hat happened?
Using Language Functions
Asking for Clarification

If someone uses words you don't understand, you can signal that you don't understand
by using one of the following expressions.
Excuse me? What did you say? You mean ... ?
Pardon? What do you mean? What? Cinformall
Sorry? What was that? Huh? Cinformall

0 Asking for Clarification Work in small groups. Take turns telling your
classmates about a holiday, custom, or tradition from your family or culture. When
it is your turn to listen, use expressions from the box if you need the speaker to
explain, repeat, or define something.
Example:
A: In my city, it's customary to have a parade every year on New Year's Day.
B: W h a t do you mean ... a parade?
A: It's a public celebration that includes groups of people in costumes and
sometimes horses walking or riding down the main street of a town or city.
For example, have you ever heard o f the Rose Parade?
B: What?
A: The Rose Parade. It's in Pasadena, California every year on January 1. You
can watch it on television.
PART 2 Lecture
Academic Honesty
On Mari's first day in a writing class, the professor explains the course syllabus and
gives some important information about academic honesty.
• What are the young men doing?
10 CHAPTER 1
Cultural Note
Honor Code
University students in the U.S. and Canada must promise to follow a set of rules
about honest behavior. These rules are called the "Academic Honor Code." Some
universities ask students to read the honor code. Others require students to sign it.
Here are some examples o f honor codes from well-known universities:
• "I pledge my honor that I have not violated the honor code during this examination."
- Princeton University
• "On my honor I have neither given nor received any unauthorized aid on this (exam,
test, paper)." - Rice University
• "On my honor as a University of Colorado student. I have neither given nor received
unauthorized assistance." - University of Colorado
• "I am aware o f what constitutes academic misconduct and the disciplinary actions that
may be taken against it. and agree not to cheat." - University o f British Columbia
0 Prelistening Discussion Read the following situations. If you think these

actions are O K to do, write "+". If you think these actions are wrong, write "-". Then
discuss your responses with your classmates.
1. Your classmate is looking at your paper during an exam. You let him see
your answers because you believe it's important for students to help each
other. You also think that i f the teacher catches him, your classmate will
be in trouble, not you.
2. _ _ You find some interesting information on the Internet. You decide to
copy this information and include it in your essay.
3. _ _ Your English vocabulary and grammar are weak. To be sure that your
homework is correct, you ask your American neighbor to check and
correct your work.
G Previewing Vocabulary You will hear the following words and phrases in the
lecture. Check C ) the words you know. Discuss their meanings with a partner.
Nouns Verbs Adjective

penalty avoid paraphrase unique
plagiarism cite quote
quotation marks cut and paste summarize
source expect
syllabus get caught
term paper give credit

Strategy
Using the Introduction to Predict Lecture Content
Like an essay, a lecture usually has three main parts: the introduction, the body, and
the conclusion. You should listen very carefully to the introduction because it will
usually have two important pieces of information:
1. the topic of the lecture

2. a brief summary or list of the main ideas the speaker will talk about
*Note: Lecturers often start their lectures with announcements, a review of the last
lecture, or a story. It is usually not necessary to take notes on these things.
8 Taking Notes on the Introduction Listen to the lecture introduction and fill
in the blanks.
G-eneral topic of th.e lecture: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Maln ldeas th.at the speaker wll! talk abou.t: _ _ _ _ _ _ _ _ _ _ _ _ _ _
. ·-
" 12 CHAPTER 1 "
i I
Strategy
Three Keys to Writing Effective Lecture Notes
Indentation Indent means "move your text to the right." Indent to show the
relationship between main ideas and specific details. Write main ideas next to the left
margin. Indent about 1.5 cm as information becomes more specific:
Main idea
Detail
More Specific Detail
Key Words When you take notes, do not write every word, and do not write
complete sentences. Instead, write only the most important o r "key" words. Key
words are usually nouns, verb, adjectives, and adverbs.
Abbreviations and Symbols You can save time if you abbreviate (shorten) words
and use symbols as much as possible. For example, write ct. instead of "different
from" o r "not the same." Write "info" instead o f "information." You can create your
own symbols and abbreviations o r use those listed on page 262.
0 Taking Effective Lecture Notes Listen to the lecture. Take notes here.
Remember to write key words, indent. and abbreviate.
C, Identifying the Three Keys to Taking Effective Lecture Notes Look

at the notes for the first part of the lecture written by two different students on
page 14. Which notes are better? Why? Which notes resemble yours more closely?

STUDENT A STUDENTS
I
I. Intro S! J llci lr ns: lot of wri ".'!J= will be fo1,1rss_ci!j___.
A. Sylla _us: lot o f writing:_4_e says, 1 term_ _ ! one ten pciper
paper IAcm:fomic h nest .!:J
:_ Academic f--lones T,!:j pes of checiti!:!._9_

___
1. Ty es o f cheating_ _ _ H _to avoid checit .f
2. f--low to avoid Whcit n__hcippen f 01,1_.9et m.-1..9ht?
__ 2:_ If caught? T pes of checitin..9

II._ Types f._cheating I
A. copying te t answ. 1,1sin.9 notes
I- __usirtg__ntes j_op_1Jin,9_ -home - - k fro_m-cl ssmcites
C. _copying hw _____ textin..9 cinswers
--- - -
D. texting ans . ple1..9icirim mee111s to borrow sentences,

_
plagia!ism = borrow se_ntences, parag., pcirn..9 phs, idecis fron:' others, witho1,1t
ideas from others, w / o quotation or q1,1otion or me11tio11in.9 the so1,1rce
source c1,1t e111d pciste from the web
-- --
e.g.:_- w t & p_aste fr?!21- we cop!J from book, 11ewspciper, etc.

- opy_ from_bk., new paper, etc. b"',lj esSCl_lj online
- - buy essay--ontine cisk friend or co1,1sin to write .!JO"'r
- - -- - - -- - --
- ask friend to write paper eSSCl_lj, incl1,1din..9j1,1st sentences or
-- --- - . - - -
_(uJtur;il 4iffererg; : Asi_g,_Mi.ddk st* __

ws_tern c_ult: give credit to Qurce Asici cind Middle Ecist hcive different idecis
- - - --
cibo1,1t checitin..9
western c1,1lt1,1re: .!:J01,1 m1,1st _give credit to so1,1rce
Compare your notes from the second part of the lecture with a partner.
C, Reviewing Vocabulary Work in small groups. Look back at the vocabulary

list in Activity 2 on page 11. Quiz each other on the terms and their meanings.
Example:
Student A: What does "source" mean?

Student B: A person or place that your information came from.
Student C: That's correct.
14 CHAPTER 1
Strategy
Graphic Organizer: Venn Diagram
A Venn diagram can help you compare two topics. With a Venn diagram, you can see
how the topics are different and how they are similar.
Topic 1 Both Topics Topic 2
-----:_
"-------
)
8 Discussing the Lecture Compare your country's rules and customs related
to academic honesty with the rules you learned from the lecture. Topics to discuss:
• common types of cheating

• high school or university rules about cheating
• the meaning of plagiarism
• penalties for cheating
• what teachers do to prevent cheating
• reasons why students cheat
Example:
Ir, 111 co,,mti- , we don't. helve to cite so1-1Yces i11 elCC1c:le111ic writ.i119. The
s01-1Yces elYe well k11ow11, elnd we expect. the r w d u t.o know t.he so1-1rce. /11 t.he
U.S. el11d Cel11eldel, 01-1 helve t.o cite 01-1r s01-1Yces when OIA '11-1ot.e.
U.S. Both Other Country: _ _ _ _ _ _
cop!j/pasti113 text cop!:Ji113

/ dt-1r-i113
a test
I
i
\
\

E) What Would You Do?
Situation
Last year you took a Business Writing class. One of the course requirements was a
ten-page term paper. You worked hard on your paper and received an A.
This year, a close friend of yours is taking the same class. Your friend is a good
student, but recently his/her mother has been sick, and he/she has been busy taking
care of his/her younger brother and sister.
Your friend asks to copy and turn in your paper from last year. There is a new
professor for the class, so your friend is sure the teacher will not recognize the paper.
1. Would you allow your friend to use your paper? Why or why not?
2. Do you think your friend could get caught?
3. I f you are sure your friend will not be caught, will it change your decision?
4. Have you ever witnessed cheating? Describe.
5. Have you ever asked a friend to copy a report or homework? Why or why not?
6. I f a person cheats in school, will this person also be dishonest in other areas
oflife?
• What types of cheating involve technology?
*When you're "put on the spot." you are asked to make a difficult decision or answer an
uncomfortable question without much time to think about it. In the On the Spot! activities in this
book, you work with your classmates to solve difficult problems or discuss difficult situations.
16 CHAPTER 1
PART 3 Strategies for Better Listening and Speaking
When you listen to people talking in English, it is probably hard to understand all the
words. However, you can usually get a general idea of what they are saying. How? By
using clues that help you to guess. These clues include:
• words
• synonyms and paraphrases
• transitions
• stressed words
• intonation
• a speaker's tone of voice
• your knowledge of the culture, speakers, or situation
Many tests such as the TOEFL® iBT measure your academic listening and speaking
abilities. This activity, and others in the book, will develop your social and academic
conversation skills, and provide a foundation for success on a variety of standardized tests.
Using Context Clues

The following conversations take place on a college campus.
1. Listen to the beginning of each conversation.
2. Listen to the question for each conversation. Stop the recording and choose the
best answer to each question.
3. In the Clues column, write the words that helped you choose your answer. Discuss
them with your teacher and classmates.
4. Listen to the last part of each conversation to hear the correct answer.
Answers Clues
1. CD going to the post office posted, comi11_q 01,1t, C
G) their grades in a course

CD parents coming to visit
G) going to the beach
2. CD He doesn't like his major.

G) He isn't going to graduate
on time.
CD His parents are disappointed.
G) He's only in his third year.

Answers Clues
3. Q a physician
G) a professor
C g ) a student advisor
( Q ) a teaching assistant
4. Q The student wrote an

excellent essay.
G) The student plagiarized a
large part of her essay.
C g ) The student is a very
original writer.
( Q ) The student used too
many words.
Focused Listening
Getting Meaning from Intonation

Meaning comes not only from words, but also from the way English speakers use their
voices. The tone (feeling) and rising or falling intonation of a speaker's voice can be
important clues. Listen to a short conversation. It will be repeated three times. Circle
the second speaker's feeling in each case.
1. sad happy neutral
0 Listening for Intonation Clues In the items that follow, you will hear
two conversations. Each of them is spoken in two ways. Use the differences in
intonation and tone to decide what the speakers are feeling.
1a. (v happy 1b. (v happy

G) disappointed G) disappointed
C g ) neutral C g ) neutral
2a. (v annoyed 2b. (v annoyed

G) calm G) calm
C g ) disappointed C g ) disappointed
18 CHAPTER 1
8 Using Intonation To Express Feelings Work with a partner. Choose one
of the sentences below.
1. I got 80% on my chemistry test.
2. We're having chicken for dinner again.
Read your sentences to your partner in four different ways. Your partner will say
which feeling you are trying to express each time.
upset surprised disappointed neutral J

Now write your own sentence. Say it to your partner with different emotions. You
partner will guess which feeling you are expressing.
Making, Accepting, and Refusing Invitations

Read Ali and Mark's conversation. How does Mark invite Ali to go out with him? What
does Ali say to accept or refuse the invitation?
Ali: Hello?
Mark: Hi, Ali. How's it going?
Ali: Pretty good, thanks. How

are you?
Mark: Good. Listen, I finished work

early. and I was wondering
if you'd like to go play tennis
with me.
Ali: When-tonight?
Mark: Yeah.
Ali: Oh, Mark, thanks for asking,

but I can't. I have to take
care of some things here at
my apartment. ..
OR
Ali: Sure! That sounds like fun!

E) Making, Accepting, and Refusing Invitations Work with a partner.
Complete this chart with expressions from the conversation. Add other expressions
that you know.
Language Tip
To refuse the I w s wo11.ti;ri11.9 if Sure! Th t sounds Th 11ks for ski11.9, but
invitation, Ali
ou'd like to ... like fu11I {+ e)<wse)
does not just
say, "No, thank
you." Instead, he
gives a reason for
refusing. This kind
of reason (which
mayor may
not be true) is
called an excuse,
and refusing an
invitation this
way is called
making(or
giving) an excuse.
20 CHAPTER 1
0 Role-Play: Making, Accepting, and Refusing Invitations Work
with a partner. Write a short (1-2 minutes) conversation about one of the following
situations. Practice your conversation several times. Then, perform it for the class
without reading. You may sit face to face or back to back, as if you were talking on
a cell phone.
1. Speaker A invites Speaker B to go out for pizza this evening. Speaker B accepts
or refuses.
2. Speaker A invites Speaker B to his or her dormitory to watch a comedy film on
television.
3. Speaker A invites Speaker B to his or her graduation next week.
Now make an invitation of your own and see if your partner accepts or refuses it.
PART 4 Real-World Task
Understanding and Describing Locations
0 Reviewing Compass Points Study the picture.
North
Northwest Northeast
West East
Southwest
South

8 Expressions of Location Write the numbers from the map next to the
matching expressions on the list below. For some expressions, there may be more
than one answer.
a. _ _ on the northwest corner o f Harris Avenue and Madison Street

b. _ _ at the intersection o f Harris and Madison
c. _ _ beside / next to the electronics store
d. _ _ across the street from the shoe store / across from the shoe store
e. _ _ on both sides o f the street
f. _ _ in the middle o f the block
g. _ _ in the middle o f the street/intersection
h. _ _ between the coffee shop and the Indian restaurant
i. _ _ _ around the corner from the gas station
Park Avenue
1111111/"l tf
DaySpaJ
,ar Electn,nics Stoce
G) Parking
11111111 ©\ I
I
Coffee Shop
---------0-------
I
I
Harris Avenue
11111111
G) Parking
.DrugStorn
11111111 ®
Shoe Store
c..
I))
ii"
0
::J
I
Gas Station Office Supply
(9
1st Avenue
22 CHAPTER 1
Language Tip
The prepositions in, on, and at can be confusing. Look at these examples.
Examples Hints
I live on Lakeside Drive. on+ street
The school is 4909 Michigan Avenue. a t + address
Washington University is St. Louis. in + city, state, country
It is in Missouri.
It is in the United States.
e Expressions of Location in Context Study the map of a college campus.

Read the names of the buildings and streets. Then listen to statements about the
map. Write T if a statement is true and F if it is false, based on the map. You will
hear each statement twice.
1. 5.
2. 6.
3. 7.
4. 8.
■
Georgia Street
I
Orange Drive Quad
I @®¥ii
I II
r
Q)
(J)
(J)
(1) Alumni
Plaza
:,
■
: ,
C C
(1) (1)
■•■
■
Gymnasium
Alhambra Avenue
Stadium
..
Ocean Boulevard

G Using Expressions of Location Write five true or false statements about
the map on page 23. Use a different expression from Activity 2 on page 22 in each
statement. Then, read your statements in a small group. Your classmates will say if
your statements are true or false.
1. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
2. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
3. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
4. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
5.
C, Describing M a p Locations Work in pairs to ask and answer questions

about locations. Student A should look at the map on page 244. Student B should
look at the map on page 252.
How do you find your way?

Do you use a map,
a GPS, or both?
AGPS
24 CHAPTER 1
Self-Assessment Log
Check ( ✓) the words you learned in this chapter.

Nouns Verbs
dormitory avoid rush
identification cite summarize
major cut and paste work out
penalty expect
plagiarism fill out Adjective
quotation marks get caught unique
source give credit
syllabus paraphrase Expressions
term paper quote for short

pretty good/well
Check ( ✓) the things you did in this chapter. How well can you do each one?
Very well Fairly well Not very well
I can hear and use stress and reductions. D D D
I understand academic honesty. D D D
I can talk about academic honesty. D D D
I can predict a lecture's content from D D D
the introduction.
I can take notes on a lecture. D D D
I can use a Venn diagram to compare D D D
two things
I can guess meanings from context. D D D
I can use intonation to express D D D
different feelings.
I can make and respond to invitations. D D D
I can read a map and describe locations. D D D
Write what you learned and what you liked in this chapter.
In this chapter,
I learned _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
I liked _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

CHAPTER Finding a Place to Live
Lecture
Neighborhood Watch Meeting

Conversations in an Apartment Building
Real-World Task
Following Directions
0 What do you see in the photo? Where are the people?

What are they doing?
f) How is your neighborhood different from this neighborhood?
Q What are some different kinds of places to live? Name seven.

PART 1 Conversation
Finding a Place to Live
The following telephone conversation is about an advertisement ("ad") for a roommate

to share a house.
Female r-oommate
wa11tect to sl·rnr-e 4-bcfr.
hot,1se 11ear- campt,1s w / 2
wome11. Ft,1r-11ishecl r-oom,
pr-ivate bath, kitche11,
back!:J a..-cl. $800/mo11th
+ t,1til. Call Na11C!:J a t
555-5949.
Cultural Note
Student Housing Offices
In North America, most universities have housing offices. Students looking for places
to live and people who are looking for roommates can advertise in these offices. It
is quite common for students to move into a dormitory, house, or apartment with
people they have not met before.
28 CHAPTER 2
1. Look at the picture. Where is Mari? Why do you think she is there?
2. I f Mari calls about the ad, what questions will she probably ask? What questions
will the owner o f the house probably ask her?
3. Where are you living now? Do you have roommates? H o w did you find
each other?
f) Previewing Vocabulary Listen to the underlined words and phrases from the
1. _ _ M y roommate Jason is a real slob. a. to stop somewhere

2. _ _ Jason never lifts a finger to clean up for a short visit
after himself b. a messy person
3. _ _ It really bugs me that I have to do all (slang)
the housework myself C. to be able to see
4. _ _ A: Are you going to the barbecue tonight?
(something) easily
B: No, I can't make it. I have to study. d. to irritate, annoy, bother
5. _ _ A: Do you want to go out to dinner?
(slang)
B: Thanks, but I can't leave the e. to help with work
house because my sister is going f. to come or go
to come by around six o'clock.
(to a particular event)
6. _ _ A: Where is the language lab?
B: Go upstairs. It's the first door on
your right. You can't miss it.

listen, discuss your answers with a partner.
1. Who are the speakers?

2. What is the student calling about?
3. Where does the student live now? What is the problem there?
4. Who lives in the house that the student is asking about?
5. How is the neighborhood?
6. At the end o f the conversation, what do the speakers agree to do?
City Life 29
Stress
C, Listening for Stressed Words Listen to the conversation again. Some of
the stressed words are missing. During each pause, repeat the phrase or sentence.
Then fill in the missing stressed words.
Nancy: Hello?
Mari: M a y I speak to Nancy, please?

Nancy: _ _ _ _ _ _ _ _
Mari: Uh, hi. Uh, my name is Mari, and I'm calling about the
________ for rent. I saw your _ _ _ _ _ _ _ _ at the
campus _ _ _ _ _ _ _ _ office.
Nancy: Oh, right. OK, uh, are you a _ _ _ _ _ _ _ ?
Mari: Well, right now I'm just studying _ _ _ _ _ _ _ _ , but I'm planning
to start full-time in
Nancy: I see. are you living ?
Mari: I've been living in a with some other girls,
butl it there.
Nancy: Why? What's the ?
Mari: Well, o f all, it's really , and it's
not very clean. Some o f the other girls are real _ _ _ _ _ _ _ _
I mean they never lift a _ _ _ _ _ _ _ _ to clean _ _ _ _ _ _ _ _
after themselves. It really _ _ _ _ _ _ _ _ me! I need a place that's
cleaner and more _ _ _ _ _ _ _ _
Nancy: Well, it's really _ _ _ _ _ _ _ _ here. We're not _ _ _ _ _ _ _ _
very much.
Mari: What do you _ _ _ _ _ _ _ _ ?
Nancy: I teach _ _ _ _ _ _ _ _ at the college.
Mari: ________ a minute! Didn't we meet yesterday at the
_______ exam?
Nancy: Oh ... _ _ _ _ _ _ _ _ the girl from _ _ _ _ _ _ _ _ ! What was
your name again?
Mari: Mari.
Nancy: Right. What a
30 CHAPTER 2
Mari: It really is. By the way, who _ _ _ _ _ _ _ _ lives in the house? The
ad said there are _ _ _ _ _ _ _ _ people.
Nancy: Well, besides me, there's my _ _ _ _ _ _ _ _ , Beth. She's a
________ in the School o f _ _ _ _ _ _ _ _
Uh, are you O K with having _ _ _ _ _ _ _ _ ?
Mari: Sure, as long as they're clean and not too _ _ _ _ _ _ _ _
Nancy: ________ worry. We're both _ _ _ _ _ _ _ _ to
live with.
Mari: OK. Um, is the _ _ _ _ _ _ _ _ safe?
Nancy: Oh, sure. We haven't had _ _ _ _ _ _ _ _ problems, and you can
________ to school from here.
Mari: Well, it sounds r e a l l y - - - - - - - - · When can I come by and
-------- it?
Nancy: Can you make it this _ _ _ _ _ _ _ _ around _ _ _ _ _ _ _ _ ?
Then you can _ _ _ _ _ _ _ _ Beth, too.
Mari: Yeah, five o'clock is _ _ _ _ _ _ _ _ , What's the _ _ _ _ _ _ _ _ ?
Nancy: It's 3475 Hayworth Avenue. Do you know where _ _ _ _ _ _ _ _ is?
Mari: No, I don't.
Nancy: OK. From University Village you go seven blocks _ _ _ _ _ _ _ _ on
Olympic Avenue. A t the intersection of Olympic and Alfred, there's a
________ Turn--------, and go
________ one and a half blocks. O u r house is in the
________ o f the block on the _ _ _ _ _ _ _ _
Mari: That sounds _ _ _ _ _ _ _ _
Nancy: Yeah, you _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ it. Listen, I've got
to go. Someone's at the door. See you this _ _ _ _ _ _ _ _
Mari: OK, see y o u - - - - - - - - · Bye.
Nancy: Bye-bye.
Check your answers in the listening script at the back of the book. Then read the
conversation with a partner. Pronounce stressed words louder, higher, and more clearly
than unstressed words.
City Life 31
Language Tip
Many students of English have difficulty with the phrase by the way Speakers use
this phrase to introduce a new topic in a discussion or conversation.
For example, in the conversation you heard:
Nancy: Oh ... you're the girl from Japan! What was your name again?
Mari: Mari.
Nancy: Right. What a small world!
Mari: It really is. By the way, who else lives in the house? The ad said there are
two people.
At first, Mari and Nancy are

speaking about their meeting
at the placement test the day
before. Mari says "by the way"
because she wants to interrupt
this topic to introduce another
topic.
Mari: I love this backyard!

Nancy: Me too. By the way,
are you interested
in helping us with the
gardening?
Reductions

1. Where are you living now? Where're living now?
2. What do you do? Whaddaya do?
3. You can walk to school from here. Ya kin walk ta school from here.
4. When can I come by and see it? When kin I come by 'n' see it?
5. Can you make it this evening Kinya make it this evening around
around five? five?
6. Do you know where that is? D'ya know where that is?
7. I've got to go.1 I've gotta go.
1 /'ve got to means "I must" or "I have to."
32 CHAPTER 2
G Listening for Reductions Listen to the following conversations. You'll hear
the reduced pronunciation of some words. Write the unreduced forms of the
missing words in the blanks.
Conversation 1
Dan: Hey,Jeff, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
going?
.,Jeff: I ________________ get something to eat .
________ know, takeout.
Dan: ________________ get me something, too?
Jeff: Sure. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
want?
Dan: Well, _ _ _ _ _ _ _ _ _ _ _ _ _ _ a cheeseburger and fries?
Conversation 2
Nancy: -------- -------- ________ like my

new haircut, Mari?
Mari: It's great! Who's your hairstylist?
Nancy: Her name's Jocelyn.
Mari: ________________ give me her phone number?
Nancy: Sure, but she's always very busy. _ _ _ _ _ _ _ _
________ try calling her, but she might not be able
________ see _ _ _ _ _ _ _ _ until next month.
Conversation 3
Beth:
________________ do tonight, Nancy?
Nancy: Nothing special. I've _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ stay
home _ _ _ _ _ _ _ _ correct my students' compositions.
conversation with a partner. Try to use reduced forms.
City Life 33
After You Listen
8 Reviewing Vocabulary With a partner, read the beginning of the following

phone conversation. Then complete the conversation. Try to use all the words and
phrases in the box. Perform your conversation in front of the class.
Noun Verbs Expressions
slob come by can't miss never lifts a finger

bug make it
Speaker 1: Hello?
Speaker 2: Hi,--------· This is _ _ _ _ _ _ _ _
[name of partner] [your name]
Speaker 1: Oh, hi! How are you?
Speaker 2: Well, I got a new roommate last week.
Speaker 1: Really? How is [he or she]?
Speaker 2: Terrible! ...
Starting a Phone Conversation

Reread the beginning of the phone conversation between Mari and Nancy in Activity
4 on page 30. Phone conversations between strangers often begin similarly. Typically,
they contain these functions and expressions:
Function Expressions
• A caller asks to speak to Can/Could/May I please speak to ?
a person Is there?
I'd like to speak to
• The person that the Speaking.
caller asked for identifies This is he/she.
himself or herself. This is
• The caller identifies My name is [used by

himself o r herself. strangers talking for the first time)
This is . [used when people
know each otherl
• The caller gives a reason I'm calling about ...
for calling. I'm calling because ...
Let me tell you why I called.
34 CHAPTER 2
Ending a Phone Conversation
Reread the end of the phone conversation between Mari and Nancy in Activity 4 on
page 31. It has these typical elements:
Functions Expressions
• One speaker signals I've got to go.

that the conversation
is finished.
• The other speaker uses See you later. Bye.

a closing expression
• The first speaker uses Bye.

a closing expression.
• Here are some other Well, thanks for the information.

expressions that signal It was nice talking to you.
Thanks for calling.
I
that you want to end
the conversation: I'll be in touch (with you).
I
0 Role-Play Work with a partner. Role-play phone conversations. Be sure to use

the expressions for opening and closing a phone conversation. Student A should
look at page 245. Student B should look at page 253.
f ) Telephone Game For this activity your teacher will divide you into groups of
five o r six. Each person in the group will receive a number from 1 to 5 (or 6).
1. Exchange phone numbers with the people in your group.

2. Your teacher will give a "secret" message to each person who got number 1.
3. This evening, person 1 will call person 2 in your group and give him or her the
message. Person 2 will call person 3, and so on until everyone is called.
4. The next day, person 5 (or 6) from each group will repeat the message in class.
See i f the message changed as it passed from person to person.
Remember: When you call your classmate,
• ask for your classmate by name,

• identify yourself,
• say why you are calling,
• give the message,
• use correct expressions for ending the conversation.
City Life 35
PART 2 Lecture
Neighborhood Watch Meeting
Last week there was a burglary in Nancy's neighborhood. The people on her street
Cultural Note decided to form a Neighborhood Watch. This is their first meeting. A police officer is
In many speaking about ways to prevent crime.
American cities,
neighbors join
together to form
a Neighborhood NATIONAL NEIGHBORHOOD
NEIGHBORHOOD
Watch.They
agree to work
together to stop
WATCH
CRIME WATCH
crimes in their
area.1hey watch
out for unusual
PROGRAM
activity in their
neighborhood.
If they see
anything
suspicious, they
call the police.
At the first
Neighborhood
Watch meeting,
a police officer
usually comes
We immediately report
to speak to the all SUSPICIOUS PERSONS and
neighbors about activities to our Police Dept.
crime prevention.
,.. Neighborhood Watch signs ,..
0 Prelistening Discussron Discuss these questions in small groups.
1. Look up the meaning o f the following word pairs: neighbor/neighborhood;

burglar/burglary; robber/robbery; thief/theft.
2. Is there much crime in the area where you live? What kind? Do you feel safe
in your area?
3. Does your area have something like a Neighborhood Watch? Do you think it
would be a good idea? W h y or why not?
4. What are some things you can do to protect yourself and your home against
crime?
36 CHAPTER 2
8 Previewing Vocabulary Listen to these words and phrases from the lecture.
Check ( ✓ ) the words you know. Discuss their meanings with a partner.

alarm right break into violent
break-in (car) theft prevent
deadbolt Expression
timer
decal get into the habit
valuables
device
front/back (of)
license
• A deadbolt lock
Cultural Note
How do people in the United States protect their homes from theft? People use a
variety of approaches and products, including security systems, guard dogs that
bark, deadbolt locks, motion detectors, and programmable timers for lights to
discourage thieves from trying to break into their homes. Some homeowners even
keep a gun in their home to defend themselves against criminals.
City Life 37
Strategy
Taking Notes on Statistics
Statistics are numbers that give facts about a situation. Often, statistics are
expressed as a percentage or fraction; for example, "Over fifty percent of the
world's population live in cities" or "People spend about one-fourth o f their salaries
on rent." Statistics are very common in lectures. When people talk about statistics,
the following terms appear frequently:
Nouns
- 'Ğ o _ _ percent
____ number
____ half
____ third
____ quarter
Verbs
____ increase, go up, rise
____ decrease, decline,
go down
____ double
Other phrases
____ less than
____ more than
____ equal to or the
same as
• About 40 percent of the calories
in a cheeseburger come from fat.
8 Abbreviating Statistics Write abbreviations or symbols next to the items in the

chart above. If you don't know the abbreviation or symbol for an item, create one.
GTaking Notes on Statistics Listen to sentences from the lecture. Use

abbreviations and symbols from the chart to take notes. You will hear each
sentence twice.
1. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
2. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
3. - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Exchange notes with a partner. Try to repeat the sentences you heard by using your
partner's notes.
38 CHAPTER 2
Strategy
Transitions (Connecting Words)
Transitions are words and phrases that connect the parts of a speech or
composition. There are usually transitions between the major sections of a talk.
In addition, we also use transitions to connect details within each main section.
If you listen for transitions, you can tell when a new idea or topic is starting.
Example:
"Tonight I'd like to give you some simple suggestions to make your homes and
cars safer. OK? So first of all, let's talk about lights outside the house."
"Next. let's talk about lights inside the house."
C, Listening for Transitions Following is a list of transitions from the lecture.

Listen to the lecture. When you hear each transition, write the topic or suggestion
that follows it.
PART1
First o f al[, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Next,-------------------------------
Al[ right then. The next topic I want to discuss is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
First o f al[, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Also, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
PART2
OK, now let's move on and talk about _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
First,------------------------------
The most important thing is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Now my last point is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
The main thing is _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Also, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
And one more thing: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
City Life 39
Answer these questions with your classmates.
1. How many main ideas did the speaker discuss? Which transitions
introduced them?
2. W h y are some o f the transitions indented in the outline on page 39?
3. When you take notes, should you write transitions in your notes?
W h y or why not?
C, Taking Notes Following are sample notes on the police officer's suggestions.
Notice that they do not contain transitions; instead. the relationship among main
ideas and details is shown by underlining, indenting, and listing.
Use your notes from Activities 4 and 5 to fill in the missing information. Remember
to use abbreviations and symbols. If necessary, listen to the lecture again.
Date: _ _ _ _ _ _
Ways to Prevent Crime
-PART1
Intro:
Very little violent crime in neigh'hood. 'But:
'Burglaries i:
This yr: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Car theft i :_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
How to keep home & auto safe:
1. House lights
- n e e d lights in front and _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
- h o u s e or apt: use automatic _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
40 CHAPTER 2
----------
3.
__________________________ not sate
- e v e r y door needs _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
- g e t special locks for _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
-50% _________________________ _
PART2
4.
-rut
-alarms don't _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
- b e t t e r to have _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
5.
- g o on vacation, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
- s e e sth unusual, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
-put_________ _
◄Is this home safe from burglars?

G Discussing the Lecture Discuss the following questions about the lecture
and your own experience. Refer to your notes as necessary.
Part 1
1. Has anyone ever broken into your home or your car? I f yes, what did the
burglars steal?
2. What advice did the police officer give about lights? Do you do these things
in your house or apartment?
3. How does an automatic timer work? Do you use timers in your home?
4. What types of locks did the officer recommend? Do you use locks like that?
Part 2
5. According to the officer, how can you prevent car theft? Do you follow these
suggestions?
6. What is the officer's opinion about car alarms? What do you think?
7. What is a decal? Where do people often put them? Do you have any?
8. How do people in a Neighborhood Watch help each other? Do you help your
neighbors this way?
0 Reviewing Vocabulary Work in small groups. Look back at the vocabulary list
in Activity 2 on page 37. Quiz each other on the terms and their meanings.
E) What Would You Do? Read the situation and discuss the following questions.
Situation
You have come to the United States to study at a university. You have rented a room
in the home of a very nice American family. The neighborhood is quiet and pretty, and
the house is near your school. You are comfortable and happy in your new home.
One day. while preparing food in the kitchen, you discover a gun inside a cabinet.
42 CHAPTER 2
Discuss the following questions in small groups.
1. Imagine that you have just discovered the gun. How do you feel?
2. What will you do next? Will you speak to the homeowners about the gun?
What will you say?
3. Will you look for another place to live?
4. Imagine that the family with the gun lives next door to you. You have a young
child, and this family also has a young child. The two children want to play
together. Would you allow your child to play at this house?
5. Do you believe that people have the right to own guns, or should guns
be illegal?
6. I f a person illegally owns a gun, what should the punishment be?
.i. According to a Police Foundation report, over 35% of American households contain at least
one firearm (gun).
City Life 43
Using Context Clues

conversation skills, and provide a foundation for success on a variety of standardized
tests. The following conversations take place in an apartment building.
1. Listen to the beginning of each conversation.
2. Listen to the question for each conversation. Stop the recording and choose the
best answer.
3. In the Clues column, write the words that helped you choose your answer. Discuss
them with your teacher and classmates.
4. Listen to the last part of each conversation to hear the correct answer.
Answers Clues
Questions 1 through 3 are based on

a conversation between David and Mr.
Bradley.
1. CD a neighbor
Ci) the apartment manager
CD David's father
G) a repairman
2. CD a repairperson
G) a painter
CD an exterminator 1
G) a plumber2
3. CD It's on the third floor.

Ci) It's in bad condition.
CD It's in a good neighborhood.

G) It's cheap.
1An exterminator is a professional who uses poison to kill insects.

2A plumber is a person who installs and repairs water pipes, sinks. toilets, and so on.
44 CHAPTER 2
Answers Clues
Questions 4 and 5 are based on a

conversation between two neighbors.
4. CD He thinks it's very funny.

C i ) He's surprised to see David.
© He's a little angry.
@ He is happy to help David.
5. CD He is happy to help David.

C i ) He's surprised to see David.
(D He's annoyed with David.
@ He's very worried.
Focused Listening
Guessing Relationships Between People

The way people address each other in North America can give clues about their
relationships. For example:
• In very formal situations, it is polite to use the titles "Sir" or "Ma'am" when you are
talking to an older person or someone important. With adults you do not know well, it
is correct to use a title with the person's last name. For example, "Ms. Adams" or "Dr.
Snow."
• On the other hand, two people who are equal in age or equal in position, or who are
meeting in a casual situation, usually use each other's first names.
• People in close relationships often use affectionate names to address each other.
For example:
• Married couples or relatives speaking to children: honey, dear, sweetheart, darling
• Children to parents: Mom, Mommy, Mama, Dad, Daddy, Papa
• Children to grandparents: Grandma, Granny, Grammy, Grandpa, Granddad
• Friends: pal, buddy, brother, sister, girl
0 Listening for Clues to Relationships Between People

1. Work in groups of four, divided into two pairs. Pair A, turn to page 245. Pair B,
turn to page 253. Look only at your list and follow the instructions. Study the
information for a few minutes before you begin.
City Life 45
Expressing Frustration
Frustration is what people feel when they cannot get what they want. even after many
attempts. For example, imagine that your neighbor's motorcycle wakes you up every
night. You complain to your neighbor many times, but the situation does not improve.
In this situation you would feel frustrated.
The underlined idioms in the following sentences mean that a speaker is frustrated.
Notice the grammar in each sentence.
• My roommate is a total slob! He never cleans up after himself! I am fed up with his
mess!
• Mother <to fighting children): I've had it with your fighting! Go outside right now.
I want some quiet in here!
• Student: I've been working on this physics problem for three hours. I'm sick of it!
f) Role-Play Work in pairs to role-play situations in an apartment building. Student

A should look at page 246. Student B should look at page 254.
9 Follow-up Discussion Discuss the following questions with your classmates.
1. Do you live in an apartment? I f yes, does your building have a manager? What
responsibilities does he or she have?
2. In Activity 1, you learned that a person who kills insects is called an
exterminator. Below is a list o f other professionals who work in houses and
apartments. Use a dictionary to find out what each person does. Then tell your
group i f you have ever called this person to fix a problem in your home. Describe
the problem.
architect electrician phone technician

cable installer exterminator plumber
j
carpenter gardener roofer
carpet cleaner painter
3. Tell your classmates about any other problems you have had in your home or
with your neighbors. Also, explain what you did to solve the problem(s).
46 CHAPTER 2
Following Directions
Before You Listen
0 Pre listening Look at the map. Imagine that two people are
Questions
standing at the spot marked with a red X. Speaker A wants to go to the Chinese
restaurant. With a partner, answer the questions and role-play the conversation.
1. What expressions can Speaker A use to ask for directions?

2. Imagine that you are Speaker B. How would you answer Speaker A?
L
4th Avenue
car wash > , .. fruit
iii n aj
........ market
"'
"T1
";j' ,:,,;
Qi - · Qi Ill
parking lot
C::, ..0 C::,
.., Ill ., n
shopping
Qi "'
....
::, Ill ";j'
... ...
mall C:
0 0
government building - t;;
3rd Avenue
..... office .....
aj C
I.l (lJ hospital
OI' building OI' O I.
.. .,._.
(lJ
-
::,...
. 0
V'l V'l V'l
parking
"O t ;
u V,
lot
[I]
Star ·1:
Qi e r
=!.
C public
Apartments 0
::,
V ,
library X
2nd Avenue
bank
gas
station ◊
parking lot
>- 0
...,0 ...,
0 oo
"' n
";j'o supermarket
0 0
0 C department
"O Ill ro store burgers ro
0.. ,...__ _ _ _ _ _ _ _ _ .
1st Avenue
r-
City Life 47
Requesting and Giving Directions
Function Expressions
Use these expressions Excuse me, where is _ _ _ _ ?

to request directions. Can/could you tell me where _ _ _ _ is?
How do I get to _ _ _ ?
Do you know where _ _ _ _ is?
Use these expressions Verbs: go, walk, drive, turn

to give directions. Directions: up/down the street;
north, south, east, west;
right, left; straight
Distance: half a block, one mile, two kilometers
Prepositions: on the left/right; on _ _ _ _ Street
f) Following Directions You will hear directions based on the map on page 47.
Follow the directions on the map. A t the end o f each item you will hear a question.
Write the answer to the question in the space. You will hear each item twice.
1. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
2. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
3. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
4. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Saying You Don't Understand

If you don't understand directions that someone gives you, use one of these expressions.
I don't understand. I'm lost. I didn't catch that.
I'm confused. I'm in the dark. I'm not following you.
I don't get it.
C, Requesting and Giving Directions Work in pairs to request and give

directions using maps. Student A should look at page 246. Student B should look at
page 254. Follow the instructions on those pages.
48 CHAPTER 2
Self-Assessment Log
Check ( ) the words you learned in this chapter.

Nouns Adjective
alarm (car) theft violent
break-in timer
deadbolt valuables Expressions
decal can't miss

device Verbs get into the habit
front/back (of) break into make it
license bug never lift a finger
right come by
slob prevent
Check ( ) the things you did in this chapter. How well can you do each one?
I can hear and use stress and reductions. D □ □
I can make telephone calls. □ 0 D
I can talk about crime and crime 0 D D
prevention.
I can take notes on statistics and 0 D □
transitions.
I can guess meanings from context. 0 □ □
I can use phrases to express frustration. 0 D 0
I can ask for and give directions. D D □
In this chapter,
I learned _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
I liked _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
City Life 49
Conversation
Borrowing Money
Lecture
Entrepreneurs

Advertisements about Banking Services
Real-World Task
Balancing a Checkbook
0 What kind of products and services do you think this man's

business offers?
f) Name and describe three small business you know.
E) Imagine you were to start a small business. What kind o f

business would you start? Describe it.
PART 1 Conversation
Borrowing Money
---·-------- -------- ----

In the following conversation, Jeff talks with his father about borrowing money. )
Jeff's father
1. Look at the photos. J e f f is asking his father for money. Do you think his father
will give it to him? W h y or why not?
2. In your community, who usually pays for a person's education after high school?
3. Is it easy or difficult for you to manage your money?
4. What do you do when you need more money?
5. Do you know anyone who works and goes to school at the same time?
f) Previewing Vocabulary Listen to the underlined words and phrases from the
1. _ _ It's hard to live alone in the United a. a lot o f money
States because everything costs
an arm and a leg. b. a plan for how to spend
one's money each
2. _ _ Sergio can't make ends meet because month
he doesn't earn enough money.
3. _ _ We didn't go away on vacation last c. without any money
summer because we were broke.
d. to pay all one's bills
4. _ _ I can't buy everything I want, because
I am living on a budget. e. to receive money for
5. _ _ _ With his two jobs, Tom has an income work
o f $3,200 a month. f. all the money you receive
6. _ _ You don't earn much money as a server for work or any other
at a fast-food restaurant. reason
C, Comprehension Questions Listen to the conversation. You don't need to

1. What is Jeff's problem?
2. What solutions does his father suggest?
3. W h y can't J e f f work more hours?
4. How does Jeff feel at the end o f the conversation?
Business and Money 53
___ , . , _____ _
Stress
8 Listening for Stressed Words Listen to the conversation again. Some of
Dad: Hello?
Jeff: Hi, Dad.
Dad: Jeff! How _ _ _ _ _ _ you?
Jeff: I'm fine, Dad. How's Mom? Did she get over her _ _ _ _ _ _ ?
Dad: Yes, she's _ _ _ _ _ _ now. She went back to
______ yesterday.
Jeff: That's good. Um, Dad, I need to _ _ _ _ _ _ you something.
Dad: Sure, son, what _ _ _ _ _ _ it?
Jeff: Well, uh, the truth is, I'm _ _ _ _ _ _ again. Could you
______ me $200 just till the end o f the month?
Dad: Broke again? Jeff, when you moved _ _ _ _ _ _ with your brother
and Andrew, you said you could ends _ _ _ _ _ _
But this is the _ _ _ _ _ _ time you've asked me for help!
Jeff: I know, I know, I'm sorry. But, see, my _ _ _ _ _ _ broke down,
and I had to get it repaired. I _ _ _ _ _ _ _ _ _ _ _ _ on a
broken bike, right?
Dad: Look Jeff, i f you want to ride a _ _ _ _ _ _ _, that's O K with me.
But you _ _ _ _ _ _ keep asking _ _ _ _ _ _ to pay for it!
Jeff: OK, OK, you're right. But what do you think I ought to _ _ _ _ _ _ ?
Everything costs an _ _ _ _ _ _ and a _ _ _ _ _ _ around here.
Dad: Well, first o f all, I think you'd better go on a - - - - - - · Make
a list o f all your _ _ _ _ _ _ and all your expenses. And then it's
simple. Don't more than you _ _ _ _ _ _
Jeff: But that's the problem! M y expenses are
______ larger than my income. That's why I need to borrow
money from _ _ _ _ _ _
Dad: Then maybe you should work more hours at the _ _ _ _ _ _ store.
Jeff: Dad! I _ _ _ _ _ _ work 15 hours a week! How can
I ______ and _ _ _ _ _ _ and find time to go out with
my friends?
54 CHAPTER 3
Dad: C o m e - - - - - - , Jeff, when _ _ _ _ _ _ was your age ...
Jeff: I know, I know. When _ _ _ _ _ _ were my age, you were already
______ and working and going to school.
Dad: That's right. And i f I could do it, why can't _ _ _ _ _ _ ?
Jeff: Because _ _ _ _ _ _ not------, Dad, that's why!
Dad: All right, Jeff, calm down. I don't _ _ _ _ _ _ you to be like me.
But I you any more money. Your
mother and I are on a b u d g e t - - - - - - , you know.

Jeff: M a y be I should just drop o f school and _ _ _ _ _ _
full-time for a while. I can go back to school _ _ _ _ _ _
Dad: I wouldn't do that i f I were you.
Jeff: Yeah, but you're _ _ _ _ _ _ me, remember? It's my life!
Dad: All right, Jeff. Let's n o t - - - - - - · Why don't you _ _ _ _ _ _
about this very carefully and call me in a few days?
And in the meantime, you'd _ _ _ _ _ _ find a way to
______ for the repairs on your motorcycle.
Jeff: Yes, Dad.
Dad: All right. Good-bye, son.
Jeff: Bye.
conversation with a partner. Remember that stressed words are louder, higher, and
pronounced more clearly than unstressed words.
Language Tip
The words borrow and lend can be confusing. Look at this example:
Jeff wants to borrow money from his father, but his father doesn't want to lend
money to him.
An easy way to remember the difference is like this:

borrow = take
lend= give
Also notice the grammar:
to borrow (something) from (someone)
to lend (something) to (someone)

Reductions
1. I need to ask you something. I need ta ask you something.

2. This is the third time you've asked This is the third time you've -ast me
me for help. for help.
3. M y motorcycle broke down, and I had to My motorcycle broke down, -'n' I
get it repaired. hadta get it repaired.
4. What do you think I ought to do? Whaddaya think I oughta do?
5. I f l could do it, why can't you? I f l could do it, why cantchu?
6. W h y don't you think about this very \,Vhy dontchu think about this very
carefully and call me back in a few days? carefully 'n' call me back in a few days?
C, Listening for Reductions Listen to the following conversation between a

bank teller and a customer. You'll hear reduced forms from Chapters 1, 2, and 3.
Write the unreduced forms of the missing words in the blanks.
Customer: Hi, my name is Chang Lee.

Teller: How _ _ _ _ _ _ I help you?
Customer: I ____________ check my balance.
Teller: OK. _ _ _ _ _ _ I have your account number, please?
Customer: 381335.
Teller: Your balance is $201.
Customer: OK. _ _ _ _ _ _ I ______ my father _ _ _ _ _ _
wire me some money. I'd like _ _ _ _ _ _ know i f it's arrived.
Teller: I'm sorry. Your account doesn't show any deposits.
Customer: Oh, no. I need _ _ _ _ _ _ pay my rent tomorrow.
__________________ think
I ____________ do?
Teller: Well, we're having some computer problems tod a y . So, why
____________ call us later to check again? Or
____________ comeback. We're open till 5:00.
Customer: OK, thanks.
Teller: You're welcome.
conversation with a partner. Tr y to use reduced forms.
56 CHAPTER 3
G Using Vocabulary Write a question using each of these words. Then use your
questions to interview a classmate.
1. borrow_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
2. lend _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
3. earn _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
4. income _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
5. budget _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
In pairs. practice the words and idioms from this section. Student A should look at
page 24 7. Student B should look at page 255.
Pronunciation
Can V e r s u s Can't
To hear the difference between can and can't, you must listen to the differences in
vowel quality and stress.
Examples:
,
1. You can buy a cheap house these days. (Pronounce: kin buy)
, ,
2. You can't buy a cheap house these days. <Pronounce: kant buy)
Remember: Can't is always stressed.
Can is normally reduced and the main verb is stressed.
0 Pronouncing Can and Can't Listen and repeat the following pairs of
sentences. Place an accent mark over the stressed words can't and the main verb.
The first one is done for you.
Affirmative Negative
' '
1. Jeff can ride on a broken bike. 1. J e f f can't ride on a broken bike.
2. Jeff's father can pay for the repairs. 2. Jeff's father can't pay for the repairs.
3. J e f f can work more hours at the 3. Jeff can't work more hours at the
computer store. computer store.
4. I can lend you more money. 4. I can't lend you more money.
5. J e f f can go back to school later. 5. Jeff can't go back to school later.

9 Distinguishing Between Can and Can't Listen to the sentences. Decide
if they are affirmative or negative. Circle can or can't.
1. can can't 6. can can't

CD)Talking About Abilities Look at the following list of activities. Which ones can
you do? With a partner, take turns making true sentences with can and can't. As you
listen to your partner, put a check in the Can or Can't column.
Example:
Student A says, "I can sew a button on a shirt."

M y Partner Can... My Partner Can't ...
a. sew a button on a shirt __L_
b. bake a cake
c. stand on his or her head
d. do a handstand
e. water-ski
f. snowboard
g. swim
h. ice-skate
i. drive a stick-shift car
j. pilot a plane
k. understand our teacher
I. understand T V news in English
m. run a kilometer
n. run a marathon
o. speak Latin
a I can do a p. play chess
handstand.
Check with your partner to make sure you understood his or her sentences correctly.
Ask your partner about additional skills or abilities that are not on the list. Tell the class
three things your partner can and can't do.
58 CHAPTER 3
CD
Recognizing Expressions of Advice Reread the conversation from
Activity 4 in the listening script at the back of the book. Find one place where Jeff
asks his father for advice. Find four places where his father gives him advice. Fill in
the chart with the language they use.
Jeff: Jeff's father:
1. - - - - - - - - - - - - - -
2. - - - - - - - - - - - - - -
3. - - - - - - - - - - - - - -
4. - - - - - - - - - - - - - -
CD
Role-Play With a partner. role-play one of the following situations. Use
expressions from the chart. Your teacher may ask you to perform your role play in
front o f the class.
-'
Can you give me any/ You should + verb. Thanks for the advice. Thanks. but I don't
some advice? think that's a good
• I advise you to + verb. That sounds like a
idea.
What should I do? good idea .
. I suggest that you + verb.
. Thanks. I'll think
What do you suggest/ Than ks. I' I do that.
You can/could + verb. about it.
recommend/advise?
Why don't you + verb? Thanks. but I'm not
What do you think
so sure.
I should/ought to do? Don't+ verb.
Situation 1
Person A is spending more money each month than he or she is earning.

Person B gives suggestions for managing money.

Situation 2
Person A bought a radio and paid cash for it. Unfortunately, he or she didn't
keep the receipt. Two days later the radio broke. Person A asks Person B for
advice on how to get his or her money back.
Situation 3
Person A doesn't trust banks and keeps all his or her money in a box under the
bed. Person B explains why this is a bad idea and gives Person A advice about
safer places to keep his or her money.
Situation 4
Person A , a foreign student, is planning a vacation to Person B's home city.
Person A asks Person B for advice on ways to have a good time without
spending a lot o f money. (Example: Person A asks about inexpensive places to
stay and eat.)
PART 2 Lecture
Entrepreneurs
,- - - --- - ·- - - - - ------· - - . - - - - - - - .- - - - ----- -

' The following lecture is about people who start new businesses or industries-
they are called entrepreneurs-and about the process they follow in creating their
businesses.
• Jeff Bezos, founder

of Amazon.com
60 CHAPTER 3
0 Pre listening Discussion Discuss these questions in small groups.
1. Have you ever seen or heard the word entrepreneur? Tell what you know about
this word.
2. What makes a business leader successful? Knowledge? Skill? Personal
characteristics? Make a list on the board. Write both the noun and adjective
forms o f the words.
Example:
c.-wtivit / c.-wtive
3. Give examples o f people you know about who have started their own businesses.
Which o f these characteristics did they have?
4. Which o f these characteristics do you have? Do you think you would be a
good entrepreneur? W h y or why not?
f) Previewing Vocabulary Listen to these words and phrases from the lecture.
Check ( ) the ones you know. Discuss their meanings with a partner.
Nouns Verbs
brilliant idea found raise capital
quality have (something) solve
solution in common surf the Internet
team hire take risks
vision identify
Cultural Note
Steve Jobs (1955-2011) was one of the most famous entrepreneurs and pioneers
in the revolution of the personal computer and mobile technology. We all know the
name of the company he co-founded: Apple. Chances are you use one of the major
technological advancements he designed and turned into a public and household
name: the iPod, iPhone, iPad, an iMac or a MacBook. Jobs was pivotal in bringing
the company back from the edge of bankruptcy in the late 1990s, and now the
company has the honor of being the most profitable corporation in the United States.
Some people wonder how the Apple team will continue Jobs' vision, and if they will
be as successful without him. What do you think?
■mm,-
C, Taking Notes Listen to the first part of the lecture and take notes in the best
way you can. Use your own paper. Listen specifically for the following information:
• What are entrepreneurs?

• What characteristics do they have?

Strategy
Outlining
In Chapters 1 and 2 you learned how to indent to show the relationship between
main ideas and specific details. You can also show this relationship by using an
outline. An outline looks like this:
I. First main topic

A. First subtopic
1. First detail about subtopic A
2. Second detail
B. Second subtopic
II. Second main topic
CetcJ
You can see that outlines use indentation together with letters and numbers to
organize information. Outlining is a very common way of taking notes in English .
.a. Frederick Smith, founder of FedEx .a. The Body Shop. founded by Anita Roddick
62 CHAPTER 3
Jerry Yang, founder
of Yahool
0 Outlining the Lecture Here is a sample outline of the first part of the lecture.
Use your notes from Activity 3 to fill in as much information as you can. Remember
to use abbreviations and symbols and write key words only. Listen again if
necessary.
Date: _ _ _ _ _ _ _ _ _ _ _ _
Topic: Entrepreneurs
I. Intro
A. Example:
13. Def. of entrep.:
II. Characteristics (similar)
A.
1. Ex.:
13.
1. Ex.:
Ill. 13ackgroun.d (diff.)
A.
1. Ex.:
2. Ex.:
13. Rich and poor
1. Ex.:
C. Many en.t. are
1. Ex.:
V.
E.
1. Ex.: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

0 Taking Notes on a Process Listen to the second part of the lecture.
Continue taking notes on your own paper. After listening, use your notes to fill in the
missing information below.
IV. Entrepreneurial process

A. Identify a problem
C, Discussing the Lecture Discuss the following questions about the lecture
and your own experience. Refer to your notes as necessary.
1. Match each person with the company he or she founded. Have you ever used
any o f these companies' products?
1. _ _ JeffBezos a. Microsoft Corporation

2. _ _ Bill Gates b. FedEx
3. __ Jerry Yang c. The Body Shop
4. __ Anita Roddick d. Yahoo!
5. __ Frederick Smith e. Amazon
2. What qualities do all entrepreneurs have in common? Do you have these qualities?
3. In what ways can entrepreneurs be different from each other?
4. What are the six steps in the entrepreneurial process?
5. W h y are entrepreneurs cultural heroes in the United States?
6. Would you like to be an entrepreneur? Why or why not?
G Reviewing Vocabulary Work in small groups. Look back at the vocabulary list
64 CHAPTER 3
0 Become an Entrepreneur! Work in small groups. Pretend that you are an
entrepreneurial team. Design a product or service together. Use the following
questions to guide you. When you are finished, make a presentation to your
classmates. Use pictures, posters, sliderocket.com, or PowerPoint to make your
presentation more interesting.
1. Think o f a problem, need, or opportunity on which you would like to focus.

2. Invent a solution to the problem. It can be a product or a service.
3. Design a business plan. Make decisions about the following items:
a. Will you need any special equipment?
b. Where will your business be located?
c. What special people will you need to hire in order to produce your
product or provide your service?
d. Where or how will you get the money to create and market your
product or service?
e. Where, when, and how will you test-market it?
f. How will you raise capital to make and sell your product?
0 Prelistening Questions Discuss

these questions with your classmates.
1. Most American banks offer many

different services. Look at the lettered
list o f banking services in the Focus
on Testing box on page 66. Define the
unfamiliar items with the help o f your
teacher.
2. Which o f these services are offered by
your bank? Which ones have
you used?
3. Have you ever tried banking by phone,
by mail, or online?
Getting money from an ATM

Using Context Clues
tests. You are going to hear some advertisements about banking services.
1. Listen to the beginning of each advertisement.
2. Listen to the question for each ad. Stop the recording and write the letter of the best
answer on the line next to each question.
3. In the Clues column, write the words that helped you choose your answer.
4. Listen to the last part of each advertisement to hear the correct answer.
Banking Services
a. a safe deposit box c. a home improvement loan e. a credit card

b. a savings account d. an automated teller machine (ATM) f. a car loan
Questions Clues
1. _ _ What is the speaker

talking about?
talking about?
talking about?
talking about?
Pronunciation
Teens and Tens

In American English it is hard to hear the difference between the "teens," 13 to 1 9 - and
the "tens," every tenth number from 30 to 90. To hear the difference, pay attention to
the following:
1. In the teen numbers, the t sounds like "t."
Example: seventeen
2. In the ten numbers, the t sounds similar to "d."
Example: seventy
3. Speakers usually stress the ten numbers on the first syllable and the teen numbers
on the last.
Example: thirty thirteen
66 CHAPTER 3
f) Pronouncing Teens and Tens Listen and then repeat the pairs of numbers
after the speaker.
1. thirteen thirty
2. fourteen forty
3. fifteen fifty
4. sixteen sixty
5. seventeen seventy
6. eighteen eighty
7. nineteen ninety
9 Distinguishing Between Teens

and Tens Listen and then circle the
numbers you hear.
1. $40.10 $14.10
2. $16.99 $60.99
3. 18% 80%
4. 90 19
5. 230 213
6. 216 260
7. 40.5 14.5
8. $2,250 $2,215
9. 7064 1764
10. 8090 1890
0 Pair Practice •"They're eighte en."

1
with Teens and Tens

Work in pairs to practice teens and tens.
Student A should look at page 247. Student
B should look at page 255.
• "They're eighty."

0 W h a t Would You Do? Read the following situations. Decide what to do in
each case. Choose the best answer to each question, or write your own answer in
the space provided.
1. While walking down the street, you find a wallet. It contains $100 and an
identification card with the owner's name, address, and phone number. W h a t
would you do?
Q Call the owner and return the wallet with the money.
G) Keep the money and mail the empty wallet to the owner.
CD Keep the money and throw away the wallet.
@ Take the wallet with the money to a police station.
C i ) Other: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
2. It's the same situation as No. 1, but the wallet contains only $5. W h a t would
you do?
Q Call the owner and return the wallet with the money.
G) Keep the money and mail the empty wallet to the owner.
CD Keep the money and throw away the wallet.
@ Take the wallet with the money to a police station.
C i ) Other: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
3. You went to the bank to take money out o f your account. By mistake, the bank
teller gave you more money than you requested. W h a t would you do?
Q Return the extra money immediately. The amount doesn't matter.
G) Keep the extra money.
© It depends on the amount.
® Other: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
4. You went to your favorite department store and bought four items. When you
got home, you noticed that the clerk only charged you for three items. W h a t
would you do?
Q Keep the extra item and use it.
G) Keep the extra item but give it to a friend or to charity.
CD Return the extra item to the store.
@ Other: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
C, Discussing the Situations Discuss the following questions in small groups.
1. W h a t answers did you select for the situations? Explain your choices.
2. Have any of these situations ever happened to you? W h a t did you do with the
money or items?
3. D o you think you are an honest person?
68 CHAPTER 3
Balancing a Checkbook
Most adults in the United States have a Do you do your

checking account. Once a month they receive banking online?
a statement from the bank, which lists all their

deposits and withdrawals for the month. At
that time they must balance their checkbook.
This means they check to make sure that they,
or the bank, did not make a mistake in adding or
subtracting. Some people do online banking and
balance their checking account online.
Before You Listen
0 Prelistening Questions Answer these questions in a small group.

1. Do you have a checking account at a bank?
2. How often do you write checks?
3. How often do you balance your checkbook?
4. In Activity 3 on page 70 you can see a sample page from a couple's checkbook
record. It has six columns. What kind o f information is in each column?
f) Previewing Vocabulary Listen to these words and expressions from the

conversation. Match them with their definitions.
Vocabulary Definitions
1. _ _ balance (noun) a. a monthly percentage that is paid on
2. _ _ balance a checkbook (verb) borrowed money
3. _ _ pay off (a credit card) (verb) b. to write an amount on a check or in

a checkbook record
4. _ _ interest (noun)
c. the amount o f money in an account
5. _ _ enter (an amount) (verb)
d. to pay all o f a bill with one payment
e. to check all payments and deposits
in a checking account

IMMMI
__
9 Balancing a Checkbook George and Martha Spendthrift have a joint
checking account; that is, they share one checking account and both of them can
write checks from it. Here is one page from their checkbook record. Listen as they
try to balance their checkbook. Fill in the missing information.
---- CHECKBOOKRECORD---
NAME: George & Martha Spendthrift
ACCOUNT:--'13=--2=--=9...;8_..:.....;
80----'4-_ _ _ _ _ _ _ _ _ _ _ _
NO. DATE DESCRIPTION PAYMENT DEPOSIT BALANCE
200 10/25 30.21 490.31
201 10/27 Electdc Company 57.82
202 10/27 Time magazine
203 10/30 70.00 327.49
204 11/1 Compu Tech 125.00 202.49

205 Dr. -Painless 40.00 162.49
11 /1 Deposit 1234.69
206 11/2 985.18
207 11/4 Visa -Payment 155.00 830.18
208 11/8 305.00 525.18
209 11/10 Traffic ticket
After You Listen
0 Discussion Discuss the following questions in small groups.
1. Look at the checkbook record. What could the couple do to spend less money?
2. Do you think a joint checking account is a good idea? Why or why not?
3. W h o manages the money in your family?
70 CHAPTER 3
C, Find Someone Who... Walk around the room and find one person who fits
each of the following descriptions. Write that person's name in the blank space.
Then move on and talk to a different person. Collect as many names as possible.
Example:
You read: "Find someone who ... has used an A T M this week."
You ask a classmate: "Excuse me, can I ask you something? Have you used
an A T M this week?"
Language Tip .,, .... , . . ' • , • • - •• • • Ya
Question Openers
Before asking someone a question, especially a personal question, it is polite to use
one of the following conversation openers:
• Excuse me, can/could/may I ask you a question?

• Can/could/may I ask you something?
• Do you mind if I ask you a (personal) question?
is not carrying any money today
works or has worked in a bank
has a checking account
pays bills online
has her or his own business
has borrowed money to buy a car
has a credit card
has used an ATM this week
knows how to read the stock market numbers in the

newspaper
owns a house or an apartment
bought something and returned it to the store the next day
has shopped at a secondhand store
wants to start a new business in the future

C, Interview Attitudes about money vary from culture to culture, family to family,
and person to person. Interview someone outside your class about his or her
attitude about money. Use the following questions. Take notes in the spaces
provided. When you return to class, share what you've learned in small groups.
Name of the person you interviewed: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
• Answers
• . '
< ' • ' I
'
, ' I 1,
‚
,
‚
1. Would you normally ask a friend how

much money he or she makes?
2. Would you feel comfortable borrowing

money from your relatives?
In what situation?
How much?
3. If you borrowed a dollar from a

classmate, how soon would you
return the money?
- . --· - - - - ---·- - · • • · - - - ---

4. How would you feel if your colleague
with less experience earned more
money than you?
5. When you want to buy an expensive

item like a car, do you pay the listed
price or do you bargain for a lower
price?
6. When you buy something expensive,

do you pay for the whole thing at
one time or do you prefer to make
payments (pay a little each month)?
7. Do you think children should receive

money (an allowance) from their
parents to spend as they like?
At what age should they begin
receiving it?
72 CHAPTER 3
Self-Assessment Log
Check C✓) the words you learned in this chapter.

balance balance a pay off broke
brilliant idea checkbook (a credit card)
budget earn raise capital Expressions
income enter (an amount) solve an arm and

found a leg
interest surf the
quality have (something) Internet make ends
in common meet
solution rake risks
team hire
vision identify
Check C✓) the things you did in this chapter. How well can you do each one?
I can distinguish between can and can't. D D D
I can talk about abilities. D D □
I can ask for and give advice. D D D
I can take notes on a process, using D D D
an outline.
I can talk about starting a business. D D D
I can distinguish between tens and teens. □ D D
I can talk about money and banking. D D D
Write about what you learned and liked in this chapter.

In this chapter,
I learned _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
I liked _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

..___,,
._,
;..-,
1J bs nd -
Pirofessions
0..
CHAPTER Finding a Job
Lecture
Changes in the U.S. Job Market

Guessing People's Jobs
Real-World Task
A Homemaker's Typical Day
0 Describe these men's job. What do they do every day?
8 What is your ideal job? Why?
0 What do you need to do to get your ideal job?

PART 1 Conversation
Finding a Job
r - - .- · - - - -- - - . - - - - .- -
--
[ in the following conversation, Jeff, Dan, and Andrew talk about jobs.
JOB search
I Senior Retail Sales Associate and/or Assistant Manager - sales
I
Co-Manager Opportunity, Premium Outlets - sales
Short-Order Cook, Restaurant - food/service
Assistant Editor - publishing/editing
Chocolate Shop Salesperson - sales/food
\ Y Looking for a job online

0 Prelistening Questions Discuss these questions with your classmates.
1. Andrew is a construction worker. Jeff and Dan are college students with
part-time jobs. What job-related problems might each o f them have?
2. Look at the picture. How is J e f f looking for a job? Have you ever done an
online job search?
3. How do people in your home country find jobs?
4. Have you ever had a job? What was your first job?
f ) Previewing Vocabulary Listen to the underlined words and phrases from the
1. _ _ I'm not in the mood to go out for a. to say that you are
dinner tonight. unhappy or angry with
2. _ _ He has two jobs because he is someone or something
supporting his large family. b. terrible (slang)
3. __ He spends a lot o f time playing c. to pay for (someone's)
video games. expenses
4. _ _ A: How was your day today? d. (not) to want (to do or
B: It was the worst. to have something)
5. __ The students complained about e. to use time (doing
the bad food in the cafeteria. something)

1. W h y is J e f f looking at classified ads online?
2. What kind o f job would Jeff prefer?

3. What was Jeff's first job?
4. What was the problem with Jeff's first job?

5. What advice does Dan give Jeff?
6. What does Andrew regret?

7. What does J e f f suggest at the end o f the conversation?
Jobs and Professions 77

Stress
0 Listening for Stressed Words Listen to the conversation again. Some of
Andrew: Hey, Jeff, what's going _ _ _ _ _ _ _ _ ?,

Jeff: Oh, I'm looking at the _ _ _ _ _ _ _ _ ads. It looks like I have to
get a _ _ _ _ _ _ _ _
Andrew: I thought you _ _ _ _ _ _ _ _ a job, at a computer store or
something.
Jeff: Yeah, but that's _ _ _ _ _ _ _ _ -time. I need something
________ time.
Andrew: Really? But what about _ _ _ _ _ _ _ _ ? How can you
________ full-time?
Jeff: Well, to tell you t h e - - - - - - - - , I'm probably going to drop
________ of school for a while. I'm just not in the
________ for _ _ _ _ _ _ _ _ these days. I'd rather
spend my time _ _ _ _ _ _ _ _ racing. But my father won't
________ me ifl'm not in school.
Andrew: I see ... Well, what kind of job do you want to _ _ _ _ _ _ _ _ ?
Jeff: Well, ideally, something involving _ _ _ _ _ _ _ _ , like in a
motorcycle shop. But i f _ _ _ _ _ _ _ _ not possible ... I don't
know. But whatever I do, it'll be better than my _ _ _ _ _ _ _ job.
Andrew: Oh yeah? What was _ _ _ _ _ _ _ _ ?
Jeff: Believe it or not, the summer after I finished _ _ _ _ _ _ _ _
school I worked at Burger Ranch.
Andrew: You? In a _ _ _ _ _ _ _ _ -food place? What did you
________ there?
Jeff: I was a _ _ _ _ _ _ _ _ flipper. You know, I made burgers all
day long.
Andrew: That sounds like a pretty _ _ _ _ _ _ _ _ job!
Jeff: It was the - - - - - - - - · And I haven't gone inside a Burger
Ranch since I _ _ _ _ _ _ _ _ that job.
78 CHAPTER 4
Dan: Hi, what's so _ _ _ _ _ _ _ _ ?
Jeff: Do you remember my _ _ _ _ _ _ _ _ at the Burger Ranch?
Dan: Oh yeah. They had _ _ _ _ _ _ _ cheeseburgers! So, what are you
guys doing?
Andrew: Jeffs looking for a full-time _ _ _ _ _ _ _
Dan: Really? Let me have a _ _ _ _ _ _ _ _ ... Here's one: "Joe's Diner
________ short-order--------· Duties include ... "
Jeff: Dan, you _ _ _ _ _ _ _ _ be _ _ _ _ _ _ _ _
Dan: Well, you've got the _ _ _ _ _ _ _ _
Jeff: C'mon. I need a _ _ _ _ _ _ _ _ job, where I can _ _ _ _ _ _ _ _
some _ _ _ _ _ _ _ _ ,I'm--------, and Dad won't
________ me any more money...
Dan: Well, you should _ _ _ _ _ _ _ school then. And stop
________ , I f you _ _ _ _ _ _ _ need money, why don't you
________ riding that motorcycle and start _ _ _ _ _ _ _ _
or taking the bus?
Jeff: You _ _ _ _ _ _ _ just like Dad.
Andrew: Listen you two, stop - - - - - - - · Look at me! I'm still in my
_______ job because I go to college.
Jeff: OK, OK. I ' m - - - - - - - - , Dan. Tell you what. Let's go out
to _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ pay.
Dan: But you're _ _ _ _ _ _ _ _ .
Jeff: All right, _ _ _ _ _ _ _ _ pay!
conversation with two classmates. Remember that stressed words are louder, higher,
and pronounced more clearly than unstressed words.

Reductions
1. What's going on? What's goin' on?
2. I'm probably going to drop out of I'm probably gonna drop outa
school for a while. school for a while.
3. What did you do there? What didja do there?
4. What kind of job do you want to get? What kinda job wanna get?
5. I don't know. I dunno.
6. Why don't you stop riding that Why doncha stop ridin' that
motorcycle and start walking? motorcycle 'n' start walkin'?
C, Listening for Reductions Listen to the following conversation. It contains

reduced forms. Write the unreduced forms of the missing words in the blanks.
Manager: I'm _ _ _ _ _ _ _ _ _ _ _ _ _ _ ask you some questions,
OK? What _ _ _ _ _ _ _ _ _ _ _ _ _ _ jobs ha v e you had?
Applicant: Mostly factory jobs. The last five years I worked in a plastics factory.
Manager:
do there?
Applicant: I _ _ _ _ _ _ _ _ _ _ _ _ _ _ cut sheets of plastic.
Manager:
______________ do here?
Applicant: I _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ I'll do anything. I'm good
with my hands, and I'm a hard worker.
Manager: Why _ _ _ _ _ _ _ _ _ _ _ _ _ _ fill out an application in
the office. It looks like we're _ _ _ _ _ _ _ _ _ _ _ _ _ _
have an opening next week. I'll call you.
Applicant: Thanks.
conversation with a partner. Try to use the reduced forms.
G Reviewing Vocabulary Work in pairs to practice the new vocabulary. Student

A should look at page 248. Student B should look at page 256.
80 CHAPTER 4
Cultural Note Using Language Functions
To reconcile with
someone after
a disagreement,
people in the U.S. Apologizing and Reconciling
have the following At the end of the conversation, the two brothers, Jeff and Dan, have a short
customs: argument. It ends like this:
•They can do
something nice for Andrew: Listen you two, stop arguing. Look at me! I'm still in my construction job
the person. ("I'll because I didn't go to college.
wash the dishes Jeff: OK, OK. I'm sorry, Dan. Tell you what. Let's go out to dinner. I'll pay.
tonight.")
• They can buy the Notice that Jeff does two things. First he apologizes to Dan. He says, "I'm sorry."
person a gift. Then he reconciles with him. This means that he offers to do something nice for
• They can say that h i m - t o take him out to dinner-so that he will not be angry anymore. Here are
they will change some expressions you can use to apologize:
their behavior in
some way. ("Next • I'm sorry.
time I'll be more • I apologize.
polite to your • (Please) Forgive me.
brother.")
0 Role-Play Prepare short conversations with a partner for the following situations.
Take turns apologizing and reconciling. Then role-play one of the situations for the class.
1. You suddenly remember that you were supposed to meet your friend at the
library an hour ago.
2. You came to work late. As you came in, your boss was standing by the door
waiting for you. Your boss is angry.
3. The neighbor is upset with you because you accidentally set off your alarm at
2A.M.
4. While arguing with your roommate, you called him or her "stupid" and
slammed the door on your way out o f the room.
C, Discussion Work in groups of three or four and discuss the following questions.
1. In the United States, international students are not allowed to work. This is the
law in the United States.
• Do you think this law is fair? What might be the reasons for this law?
• If you were a student in the United States and needed money, what would you do?
2. In the United States and Canada, it is common for people to change careers,
sometimes more than once.
• Is it easy for people to change careers in other countries?
• If, aher working for several years, you discovered that you hated your career,
what would you do?
3. In North America, it is very common for people to go to college and have jobs at
the same time.
• Do you think this is common in other countries?
• Do you or any of your friends have jobs right now? What kind?

PART 2 Lecture
Changes in the U.S. Job Market
In the following lecture, a job counselor is speaking to a group of students about changes )
in the U.S. job market and future job possibilities.
0 Pre listening Discussion Study the table and answer the questions that follow.
Fastest Growing Occupations, 2002-2012
1. Medical assistants 59% 3 On the job
2. Network systems and data 57% B.A.

communications analysts
3. Physician's assistants 49% B.A.
4. Home health aides 48% 4 On the job
5. Computer software engineers, 46% B.A.

applications
6. Computer software engineers, 45% B.A.
systems software
7. Fitness trainers and aerobics 44% 3 Vocational
instructors
8. Database administrators 44% B.A.
9. Veterinary technologists and 44% 3 Associate
technicians degree
l
1Jobs are divided into four groups according to salary. Number 1 means a salary in the top
25 percent, and so on.
2Associate degree means a diploma from a two-year community college. On the job means no
previous training or education is needed. Vocational refers to schools that offer training in
non-academic fields. B.A. refers to a Bachelor's degree; M.A. refers to a Master's degree; and
Ph.D. refers to a Doctorate degree.
82 CHAPTER 4
10. Hazardous materials removal 43% 2
workers job
-·· ·-- : -t ·- ---'
11. Dental hygienists 43% Associate
degree 1
12. Personal and home care aides 40% 4
·-
On the
···-······•.... ·-·· - -
job ,
13. Computer systems analysts 39% B.A.
_I
14. Environmental engineers 38% B.A.
15. Post-secondary teachers 38% M.A. or Ph.D.
16. Network and computer 37% B.A.

systems administrators
17. Pre-school teachers, except 36% 4 Vocational
special education
...... •···-· ··•··· ··•·-- ·····•-•<>• ·-·· ........ .
18. Computer and information 36% B.A or h]"gher.
systems managers
. . . . . . ..
19. Physical therapists 35% M.A.

20. Occupational therapists 35% B.A.
Source: "Fastest Growing Occupations, 2002-2012," U.S. Department of Labor
1. What information is given in this table?

2. What years are covered?
3. The table has four columns. What information is given in each one?
4. What job do you hope to have in the future? Is it on this list?
5. Which jobs require a college education?

6. Which jobs have the highest salaries?
f) Previewing Vocabulary Listen to these words and phrases from the lecture.
Check ( ) the ones you know. Discuss their meanings with a partner.
Nouns Verb
automation job market growbyX%
bottom line labor costs
category manufacturing
competition rank
economy salary
health care service
illness trend
J o b s and Professions 83
Strategy
Taking Notes on Causes and Effects
To understand the main points in the lecture. you need to recognize the relationship
between causes (reasons) and effects (results). Study the examples below. Notice
that sometimes the cause is mentioned first. and other times the effect is first. In
some sentences, the order can be switched.
Many people use arrows in notes to indicate cause and effect. For example,
X ---+ Y means that X causes Y. In other words, X is the cause and Y is the effect.
Examples with Cause First:
Because of/due to robots. the number of factory jobs has decreased.
Because/since robots are cheaper than human workers, factories are using
more robots.
Human workers cannot work 24 hours a day; as a result,/therefore, more and
more factories are using robots.
Labor costs are cheaper in Asia, so many American factories are moving there.
Examples with Effect First:

The number of factory jobs decreased because of/due to robots.
Factories are using more robots because/since they are cheaper than human workers.
The (first, second, main, etc.) cause of/reason for unemployment is automation.
9 Taking Notes on Cause-and-Effect Statements Take notes on each

sentence from the Strategy Box above. Remember to abbreviate, use symbols, and
write key words only. Compare notes with a classmate.
1. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
2. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
3. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
4. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
5. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
6. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
7. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
84 CHAPTER 4
0 Creating In the chart below are key words from the lecture.
Abbreviations
Create abbreviations or symbols for them before you listen.
Abbreviations
economy
manufacturing
seNice
technology
. ----······ ....... ·- ·-- - - .
approximately
million
medical
computer
percent
Bachelor of Arts
_j
0 Listening and Taking Notes on Causes and Effects Listen to cause-and-

effect statements from the lecture and take notes. You will hear each statement twice.
Example:
You hear: "In many cases, automation causes unemployment."

You write: ciutomcitio11 ----+ 1-111emp.
,. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
2. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
3. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
4. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
5. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
• Taking Notes on Statistics Review "Taking Notes on Statistics" on

page 38. Listen to sentences from the lecture and take notes. You will hear each
sentence twice.
1. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
2.
3. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
4. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
5. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Exchange notes with a partner. Try to repeat the sentences by using your partner's notes.

8 Taking Notes Listen to the lecture and take notes in the best way you can. Use
your own paper. Listen specifically for the following information:
Part 1
• How has the U.S. job market changed?

• Why?
Part 2
• What are three categories of fast-growing occupations between 2002 and 2012?
• What should people do in order to get high-paying jobs?
C) Outlining the Lecture

Complete the outline with the information from
Activities 3 through 7. Listen again if necessary.
The Chan.gin.g U.S.Job Market

Part 1
I. 2 9uestions this lee. will answer:
A.
E.
II. Kistory: Last 100 yrs., change in U S labor market: from _ _ _ _ _ _ _ _ _ to

_____________ ewnomy
A. Definitions
,. __________________________
e.g.: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
2.
e.g.: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Ill. Reasons for Lin manf.jobs
A. - - - - - - - - - - - - - - - - - - - - - - - - - - -
13.
1. Stat: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ since 200·1

2.
IV.- - - - - - - - - - - - - -
A. Stat: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
86 CHAPTER 4
Part 2
V Fastest growing servicejobs
A.
1. e.g.: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
2.. Reasons
B.
1. e.g: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
2. Stat: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
C.
1. e.g: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
2.. Reason; _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
VI. E.duc. requirement for good jobs: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
9 Discussing the Lecture Use your notes and experience to discuss the
following questions.
1. What is the difference between a service economy and a manufacturing
economy? Give examples o f jobs in each category.
2. How has the American job market changed? What are two reasons for
this change?
3. W h y will there be more health-care jobs in the future?
4. How much will the computer industry grow in the next ten years? What kind
o f jobs will there be?
5. What are examples o f jobs in the category o f personal care services? Why is
the number o f these jobs increasing?
6. Look at the list o f Fastest Growing Occupations, 2002-2012 on pages 82-83.
Which o f these jobs would you like to have? What do you need to do to prepare
yourself for this job?

G) Reviewing Vocabulary Use vocabulary from the box to complete the
summary of the lecture.
, automation competition labor costs service

bottom line economy manufacturing trend
categories health care salary
A One hundred years ago, the United States had a _ _ _ _ _ _ _ _
economy. This meant that most people made things by hand or machine.
In contrast, today the United States has a economy,

2
in which workers provide services instead of making products. The United
States has lost a lot o f manufacturing jobs, and it is certain that this s
__ will continue in the future.
s There are several reasons for this important change in the U.S.
--------· The first is - - - - - - - - · h pu

4 5
to use machines than human workers 1n factories. Another reason is
________ from foreign countries where _ _ _ _ _ _ _ _ are 10

6 7
lower than in the United States. Therefore, many products that used to be
manufactured in the United States are now made overseas.
c What will the good jobs o f the future be? Over the next ten years,
the fastest growing occupations will be in three

8
--------, computers, and personal care services. Many o f these 15

9
jobs will not pay very well, however. I f you want to get a good job with a high
--------, the _ _ _ _ _ _ _ is this: Get a good education.

10 11
88 CHAPTER 4
4DWhat Would You Do? Read the situation and follow the instructions.
- - -- - -------- ------- - - - - - - - -·----
Situation
A new supermarket is opening in your neighborhood. The company needs to hire four
people for job openings immediately. The jobs are: manager, checker,1 stock clerk,2
and butcher. 3 You are going to role-play job interviews for these people.
1. Choose four people to be interviewers. Each interviewer will interview the

applicants for one of the jobs available.
2. All other students will play the role of job applicants. The teacher will tell you
which position you are applying for.
3. Go to page 260 to find the information you need for your role. Learn it well so
that you don't have to read it during your interview. You can add information
during your interview i f you want to.
4. Your teacher will divide the class into four groups. Each group will consist
of an interviewer and all the interviewees for that job. The interviewers will
interview each interviewee for five minutes. The four groups should have their
interviews at the same time. (You can listen to other groups while you wait to be
interviewed. Don't listen to your own group's interviews.)
5. After all the interviews are finished, the interviewers will report to the class. They
will tell which applicant they picked for the job and why they chose that person.
1A checker is the same thing as a cashier or a checkout clerk.
2Stock clerks put new merchandise on the shelves of a supermarket. They often work at night.
3A butcher cuts and prepares meat.
• A stock clerk putting produce on the shelves

0 Prelistening Questions Work in a small group. Look at the pictures below

and the list of occupations in the Focus on Testing box on page 91. For each job,
answer these questions:
1. W h a t does each person do?

I f you are not sure, guess.
2. W h a t education or training
is needed for each job?
3. Would you enjoy doing this
job? W h y or why not?
9 CHAPTER 4
Using C o n t e x t Clues
tests. The following conversations take place at work.
1. Listen to the first part of each conversation.
2. After each conversation, stop the recording. Write the letter of each speaker's job in
the blank.
4. Listen to the next part of the conversation to hear the correct answer.
Occupation
a. architect d. restaurant host g. receptionist

b. computer programmer e. dentist h. tailor
c. accountant f. police officer i. electrician
Questions Clues
1. What's the man's job?
2. What's the woman's job?
f) Game: Twenty Questions In this game, one person thinks of a job but does
not tell the class what it is. The class tries to guess by asking a maximum of 20 Yes
or No questions.
Examples:
"Can you do this job outdoors?"
"Is a college education necessary for this job?"
"Is this job normally well-paid?"
The student who correctly guesses the occupation wins. If no one guesses after
20 questions, the same person leads another round.

Focused Listening
Understanding the Intonation of Tag Questions

When people need information or don't know something, they normally ask a question.
For example, "Are you from China?" However, when English speakers think they know
the answer to a question, but they aren't sure, they often form tag questions with
rising intonation:
__;r __;r
You're from China, aren't you? You speak Chinese. don't you?
The rising intonation means that the person is asking for information.
In contrast, it is also possible to form tag questions with falling intonation, like this:
It's nice weather, today, isn't it? That test was hard, wasn't it?
Tag questions with falling intonation are not real questions. When people ask these
kinds of questions, they expect agreement. The tag is a way of making conversation or
small talk.
9 Recognizing the Intonation of Tag Questions Listen to these ten

tag questions. Decide if they are real questions (if the speaker is really asking for
information) or if the speaker is just looking for agreement. Put a check C ) in the
correct column.
1.
2.
3.
4.
5.
6.
7.
8.
j
9.
10.
92 CHAPTER 4
A n s w e r i n g N e g a t i v e Tag Q u e s t i o n s
In Activity 3, the main verb in each sentence was affirmative, and the verb in the tag
question was negative.* Here is the proper way to answer such questions:
Tag with rising intonation: Meaning of answer:
A: You're from China, aren't you? Speaker A is correct. Speaker B is

B: Yes, I am. from China.
A: We have homework tonight. Speaker A is mistaken, so Speaker B

don't we? corrects him.
B: No, we don't.
Tag with falling intonation: Meaning of answer:

A: It's really cold today, isn't it? Speaker B agrees with Speaker A.
B: Yes, and I don't have a jacket.
Beth: Alicia, you know Ming,

don't you?
Alicia: Yes, I do. Hi, Ming!
*You will practice tag questions

with affirmative verbs ("You're
not a student, are you?") in
Chapter 10.
C, Asking and Answering Negative Tag Questions Work in pairs.

Student A should look at page 248. Student B should look at page 256. Complete
the statements in your list and add negative tag questions. Decide if the intonation
should rise or fall. Then, ask your partner the questions and listen for your partner's
answers.
Example:
A: This is your cell phone, isn't it? [rising intonation]
B: No, it's Kathy's.

A Homemaker's Typical Day
0 Prelistening Discussion Answer the questions with a small group.
1. Do you think managing a house and children is a job? W h y or why not?

2. It is estimated that homemakers work as many as 60 hours a week. Is (or was)
your mother or grandmother a full-time homemaker? How many hours does/did
she work each week?
3. Make a list o f skills that a homemaker needs to have, such as cooking and
financial planning.
f) Previewing Vocabulary Listen to these idioms related to work in the home.

Discuss their meanings. Write the meaning of each item. (The words make and do
are often used in these kinds of idioms.)
Meaning
make (breakfast, lunch, dinner)
do the dishes
make the beds
balance the family budget
do the laundry
water the lawn (garden)
I
do the grocery shopping
- -- ---- ____ _J
9 Predicting The pictures in Activity 4 on page 95 show a typical day in the life of
an American homemaker. The pictures are not in the correct order. With a partner.
look at each picture and use the vocabulary from Activity 2 to describe what is
happening. Then try to predict the order of the pictures.
94 CHAPTER 4
0 Sequencing Events Listen to the woman describe her day. Write numbers
under the pictures to show the order in which each activity occurred. If two things
happened at the same time, give them the same number. Pay attention to time words
(before, after, during, etc.l and verb tenses. (Note: Only some of the activities are
shown in the pictures.) Then compare answers with a partner.

C, Discussion Discuss the following questions in small groups.
1. Which tasks does the wife do? W h o does or did these things in your family?
2. Which tasks does the husband do? How does this compare to your family?
3. Would you like to have this woman's life? W h y or why not?
Strategy
Graphic Organizer: Matrix Diagram
A matrix diagram organizes information about two or more characteristics of two or
more topics. You can use a matrix diagram to compare these characteristics or to
show them clearly so that you can study or discuss them easily. You will use a matrix
diagram in Activity 6.
C, Talking About "Men's" and "Women's" Jobs

1. The chart below shows a list o f jobs. Put a check ( ) in the column that
describes the traditional thinking o f people from your culture. Put an X in the
column that describes your thinking .
..
computer programmer
nurse
architect
college professor
bus driver
receptionist
police officer
bank teller
mail carrier
lawyer
96 CHAPTER 4
pilot I
·1
,-·-··-··-·····
. . . .. - assistant
-· . ··-·-·- ·-·-·
- - -· -· - _ 1
· · ·-·-·- ·- - 1
administrative
manager of a company
school teacher
firefighter
diplomat
farmer
__ _.;
2. Work in small groups and compare your charts. Discuss the differences between
attitudes in different countries. Also, explain differences between your opinion
and the traditional opinion of people from your culture.
3. While traveling or living in different countries, have you been surprised to see
women doing what were traditionally men's jobs or vice versa? Where? What
kinds of jobs?
• Is being a chef traditionally a man's job or a woman's job?

8 Interview Interview someone outside of class about his or her work experience.
Work in small groups. Add to the list of the following interview questions.
1. What do you do?

2. How long have you been working at your present job?
3. How many jobs have you had in your life?
4. What was the worst or strangest job you've ever had?
5. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
6. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
7. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
8. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
9. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Prepare a short oral report about your interview. Talk about the person you interviewed
and the most interesting things you learned about him or her.
You may begin your report like this:
"I interviewed my uncle, Ibrahim. He works as a baker and runs his own
pastry shop. He has been working in this job for 27 years. My uncle had several
other jobs before this one. The worst job was in college, when he worked as a
dishwasher in a hotel during the summer. .. "
.t."Here's a photo of my uncle in his pastry shop."
98 CHAPTER 4
Self-Assessment Log
Nouns Idioms and Expressions

automation rank balance the family budget
bottom line salary do the dishes
category service do the grocery shopping
competition trend do the laundry
economy in the mood
health care Verbs
make (breakfast, lunch, dinner)
illness complain make the beds
job market growbyX% the worst
labor costs spend time water the lawn (garden)
manufacturing support
I can hear and use stress and reductions. □ □ □
I can use phrases for apologizing. □ D D
I can talk about jobs and careers. □ □ D
I can read and understand a table. D □ □
I can ask for and give advice. □ □ D
I can take notes on causes and effects
using an outline. □ □ □
I can guess meanings from context. □ □ □
I can participate in interviews. D □ □
I can use tag questions. □ □ D
Write what you liked and what you learned in this chapter.
In this chapter,
I learned _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
I liked _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

a:
w b.ifestyles
A.round
l-
o..
<l'.
I
u
the Wor ld
' 'It takes a village '.

to raise a c h i l d . ' ' ·
African proverb
CHAPTER A Single Parent
Lecture
Changes in the American Family

Talking About Lifestyles
Real-World Task
Using Numbers, Percentages, and Graphs
0 Describe the relationship of the man and the boy.
f) Where are they? What is the man doing? What is the boy doing?
9 Imagine a typical day for this man. How is it different from a

typical day for your parents when you were a child?
PART 1 Conversation
A Single Parent
-- . -. - - - -. - -. . --- - - - - -. . -. -. -
(
n the following conversation, a neighbor comes over to ask Bet favor.
0 Prelistening Questions Discuss these questions with your classmates.
1. What does it mean to "ask someone for a favor"? Give an example.

2. What is a single parent?
3. What kinds o f challenges do you think single parents face?
'
Joey
102 CHAPTER 5
f) Previewing Vocabulary Listen to the underlined expressions from the
1. _ _ I will look into your problem as a. to see i f someone is OK

soon as I have time.
b. traditional; not modern
2. __ I f I don't take off right this minute,
I'm going to miss my bus. c. to find out information
about something
3. _ _ My mother is very old-fashioned. She
doesn't like new ideas. d. to end
4. _ _ Time is running out for me to finish e. to leave

this paper. It's due tomorrow!
5. __ My mother is sick. I want to check up on

her on my way home from work.
9 Comprehension Questions Close your book and listen to the conversation.

Listen for the answers to these questions. After you listen, discuss your answers
with a partner.
1. What does Sharon want from Beth? Why?
2. What surprised Mari about Sharon?
3. Why is it difficult for Sharon?
4. How does Mari feel about bringing up a baby? Why?
Stress
Two- and Three-Word Verbs

Many verbs in English consist of two or three words. The first word is a verb and the
second and third words are usually prepositions. In most of these verbs, the second
word receives the stress. Listen to these examples:
The plane took off at seven o'clock.
John checked up on his mother.

Please drop me off at the corner.
Lifestyles Around the World 103

0 Listening for Stressed Words <Part I) Listen to the following sentences
from the conversation. They contain two- and three-word verbs. During each pause,
repeat the sentence; then fill in the missing stressed words.
1. Comeon _ _ _ _ _ _ _
2. They want me to look _ _ _ _ _ _ _ a computer problem right away.
3. Ifhe wakes , just give him a bottle.
4. Listen, I've got to take _ _ _ _ _ _ _
5. Thanks so much, Beth, for helping me _ _ _ _ _ _ _
6. I take _ _ _ _ _ _ _ of him from time to time when Sharon's busy.
7. They worried that time was running _ _ _ _ _ _ _
8. I could never bring _ _ _ _ _ _ _ a baby by myself.
9. I'd better check _ _ _ _ _ _ _ onJoey.
Compare answers and discuss the meaning of the two- and three-word verbs with a
partner. Then take turns reading the sentences using the correct stress.
C, Listening for Stressed Words (Part II> Now listen to part of the
conversation again. Some of the stressed words are missing. During each pause,
repeat the phrase or sentence. Then fill in the missing stressed words.
Mari: Hey, Beth, I didn't know you liked _ _ _ _ _ _ _ _
Beth: Well, Joey i s - - - - - - - - - · I take care of him from time
to time when Sharon's - - - - - - - - · And then
________ does favors for _ _ _ _ _ _ _ _ _ in return.
Like last week she helped me with my _ _ _ _ _ _ _ _
Mari: And her _ _ _ _ _ _ _ _ ? Is he ...
Beth: She's a - - - - - - - - , actually.
Mari: Really? It must be _ _ _ _ _ _ _ _ for her to
_____ a child on her own.
Beth: Sure. It isn't _ _ _ _ _ _ _ _ for her. She has to
_____ to support herself and her _ _ _ _ _ _ _ _
But I think she's _ _ _ _ _ _ _ _ being a mother.
Mari: He's lucky to have _ _ _ _ _ _ _ _ a great _ _ _ _ _ _ _ _
Beth: Yeah. And _ _ _ _ _ _ _ _ such a great kid.
Nancy: Hi there.
Mari/Beth: Hi.
104 CHAPTER 5
Nancy: Uh, _ _ _ _ _ _ _ _ _ were you talking about?
Beth: How our , Sharon, is very happy to have a
Nancy: Oh yeah. Sharon and her husband, well, they worried that
_________ was r u n n i n g - - - - - - - - - · You know,

like, what i f they _ _ _ _ _ _ _ _ _ had a _ _ _ _ _ _ _ _ _
Mari: Maybe I'm _ _ _ _ _ _ _ _ _ ---------, but I could
________ bring up a baby by _ _ _ _ _ _ _ _ _
I think it would be so difficult ...
Nancy: Yeah, raising a _ _ _ _ _ _ _ _ _ is tough. I wouldn't want to
_________ it on my own either.
Mari: Well, i f you get married and have a baby, you'll have _ _ _ _ _ _ _
here to help you with _ _ _ _ _ _ _ _ _
Beth: We'll see. Speaking ofbabysitting, I'd _ _ _ _ _ _ _ _ _ check
up on Joey.
Check your answers using the listening script at the back of the book. Then read the
conversation with two classmates. Pronounce stressed words louder, higher, and more
clearly than unstressed words.
Reductions
Sometimes the letter h is not pronounced at the beginning of English words.

Example: give him give im
Where has he been? Whereas e been?
The letter h is often not pronounced when
• a word is unstressed (such as him, her, has) and
• it doesn't come at the beginning of a phrase or sentence.
Compare:
1. Unreduced: Is he asleep?
Reduced: ls asleep?
2. Unreduced: The children have gone.
Reduced: The children uv gone.
3. Unreduced: Here's the newspaper.
The h is not dropped because it is at the beginning of the sentence.
In a few words, like honest and hour, the h is never pronounced.

C, Listening for Reductions Listen to the following sentences from the
conversation. Repeat them after the speaker. Draw a slash (/) through any h sounds
that are dropped.
Example:
Is ,l{e asleep?
1. I f he wakes up, just give him a bottle.
2. Thanks so much, Beth, for helping me out.
3. I take care o f him from time to time when Sharon's busy.
4. And her husband?
5. H i there.
6. You'll have Beth here to help you with babysitting.
8 Using Vocabulary Work in pairs to practice the new vocabulary. Student A

should look at page 249. Student B should look at page 257.
Discuss your answers to the following questions with a partner.
1. Do you sometimes argue with your parents because you think their ideas
are old-fashioned? Give examples.
2. Do you often run out o f time during exams?
3. I f you had a child, would you look into sending him or her to a daycare center?
W h y or why not?
Asking for Help or a Favor

In the conversation, Sharon asks Beth for a favor, and Beth agrees.
Sharon: Can you do me a big favor? Would you mind watching Joey until I get back?
Beth: Sure, no problem.
Sometimes it is necessary to say no when someone asks for help or a favor. In that
case. we usually apologize and give a reason why we cannot help. For example, Beth
might have said, ''I'm really sorry, Sharon, but I have to go to class now."
106 CHAPTER 5
The following expressions are used for talking about favors.
Asking for a Favor Responding
Expressions Yes No
Can/could you do me a Sure./Yes./OK. I'd like to, but ...

(small/big) favor?
Can/could I ask you for a Sure, what do you need? Sorry, but I. .
favor?
Will/can/could you + verb? I'd be glad to. I'm sorry, but ...
Could you give me a hand Yeah./Of course. I wish I could, but...

(with something)?
Can/could you help me Sure. No problem. I really can't.
with (something)?
Would you mind verb + -ing? No, not at all.* Let me think about it.
*The answer "No, not at all" means that the speaker doesn't mind doing something.
In other words, the speaker agrees to do it.
0 Asking for a Favor Work in pairs to practice asking for help and responding.
Student A should look at page 249. Student B should look at page 257.
t) Role-Play Work in pairs to practice asking for help and responding. Take turns,
using the situations below. Then role-play one of the situations for the class.
1. Ask a classmate i f you can copy his or her lecture notes because you were absent.
2. You want to buy a bus ticket, but the machine only takes exact change. Ask
another passenger ifhe or she can give you change for $2.00 to buy a bus ticket.
3. Ask your neighbor ifhe or she can water your plants for a week while you are out
o f town.
4. Ask a co-worker i f you can borrow five dollars until you have a chance to get
some cash.
5. Ask your brother i f you can live with him and his wife for the next three months
so that you can save some money to go on vacation with your friends.
6. Ask a friend i f you can borrow his or her laptop to make a presentation at school.
7. In a crowded lecture hall, ask the person sitting next to you ifhe or she will
change seats with you because the person sitting in front o f you is very tall.
In groups, discuss whether you would feel comfortable asking for favors in these
situations.

PART 2 Lecture
Changes in the American Family
-·. - - . -- . - - - -- - - - -
I This lecture is about changes in the American family and how some businesses are
! responding to these changes.
0 Prelistening Discussion Discuss these questions in small groups
1. Look at the photos of the two families. Describe the family members and their
lifestyles. When do you think each photo was taken?
2. Based on the photos, how do you think the "typical" American family has
changed since the 1950s?
3. How are families changing in your community? Why?
108 CHAPTER 5
f) Previewing Vocabulary You will hear the following words and phrases in
the lecture. Check C ) the words you know. Discuss their meanings
with a partner.
Nouns Verbs
cost ofliving maternity leave benefit
daycare center opportunity can/can't afford
flexibility policy transfer
homemaker volunteer
Strategy
Taking Notes on Examples
In English there are many expressions to signal examples. Here are a few:
For example, .. .
For instance, .. .
A s an example, ...
... such as ...
To give Cone) example, ...
In notes, people often use the abbreviation e.g. to indicate an example.
0 Taking Notes on Examples You will hear statements supported by

examples. Notes for the statements are below. Listen and take notes on the missing
examples. Be sure to indent the examples and use abbreviations, symbols, and key
words. You will hear each item twice.
1. Today women are wrking. in profs. not open 3 0 - 4 0 yrs. ago
2. Now most Am. homes no full-time homemaker-+ new probs
3. Some co's. give new parents pd. vacation
Exchange notes with a classmate. Use your partner's notes to try t o restate the
information you heard.

0 Taking Notes (Part I) Listen to the first part of the lecture and take notes in
the best way you can. Use your own paper. Listen specifically for this information:
1. H o w has the American family changed? W h a t is the biggest change?

2. What's the main reason for this change?
C, Outlining the lecture

Below is a sample outline
of the first part of the
lecture. Use your notes
from Activities 3 and 4 to fill
in the missing information.
Remember to use
abbreviations and symbols.
Listen again if necessary.
• Children coloring pictures at a daycare center
Topic: Changes in the American Family

I. "Typical" Am. fam
A. 1950s: - - - - - - - - - - - - - - - - - - - - - - -
13. Changes today:
1. - - - - - - - - - - - - - - - - - - - - - - - - - - -
2.
110 CHAPTER 5
C, Taking Notes (Part ID Listen to the second part of the lecture. Continue
taking notes on your own paper. After listening, use your notes to fill in the missing
information below.
II. Company policies/programs:

A ____________________________ _
13. If co. transfers worker, co. finds job for husb./wife

c. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
v. - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
E.
Concl.: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
G Discussing the Lecture Discuss the following questions about the lecture
and your own experiences. Refer to your notes as necessary.
1. In the U.S., why are more and more mothers in two-parent families working
these days? (Give two reasons.) How does this compare with what is happening
in your home country?
2. With both mothers and fathers working, what new problems do families in the
U.S. have?
3. Review the five programs and policies that some U.S. businesses have
introduced to help working parents. For each program or policy, talk about the
advantages and disadvantages for the workers and the employers.
4. W h y don't all U.S. companies offer these programs to their employees?
5. O f the five programs and policies, which one would be the most useful for you
and your family?
0 Reviewing Vocabulary Work in small groups. Look back at the vocabulary list

0 What Would You Do? Read the following article. In small groups, discuss
the questions that follow.
When Is the Right Time to Marry?

Donna Marpole wanted to marry by age 30. In July, at age 29, she and Ben
King, 30, tied the knot. They were the last among their friends to wed.
The reason? College and careers. Both were medical students. They
spent four years at college in the U.S. and then did three years o f residency
in different cities. Ben says, "Maybe w e would have tied the knot sooner if we
had been together in the same city."
1. Do you think Donna and Ben made the right decision to wait? W h y or why not?
The newspaper article continues:
Today, many young adults like the Kings wait to marry until they feel the
time is right. According to the U.S. Census, the average age of marriage is
now higher than ever: about 26 for women and 28 for men.
As a result, many sociologists are looking into whether waiting to marry
is a good idea. Those who favor marriage before 25 say it gives couples the
opportunity to grow together, and it's a better time to have children. But others
support the ages o f 25 to 35, claiming that emotional maturity and better
financial stability make happier marriages.
2. What are some reasons for Median age of tying the knot in the U.S.
and against marrying before
1900
age 25? Is there a right time
to marry? I f so, when is it? 22 26 26 28
3. Read a related article about

Japanese women on page
261. Compare their situation Women Men Women Men
with women in other Source U S Census Bureau
countries.
112 CHAPTER 5
Linking
In writing, words are separated by spaces. In speech, words are usually separated by
pauses. However, sometimes words don't have pauses between them. The words are
linked, or connected.
Example: Please put it in a box. _ _ . . Please pudidinabox.
Words are linked according to the following rules:
1. In a phrase, when a word ends in a consonant sound and the next word starts with
a vowel sound, the two words are linked.
For example:
an ....., eye where..__,are run ....., out....., of put ....., it....., in....., a box
2. If a word ends in the vowel sounds / i y / as in me, /ey/ as in say, lay/ as in eye, or l a y /
as in boy, and the next word starts with a vowel, the words are linked with the sound
/y/
For example:
the ....., end of say..__,it my..__,aunt enjoy..__, it
3. If a word ends in the vowel sounds / u w / as in you, l o w / as in show, or / a w l as in how,
and the next word starts with a vowel, the words are linked with the sound / w /
For example:
you..__,are late show..__, us how ....., are you
Note: Don't try to memorize these rules. If you practice listening to English a lot, you will
learn the rules naturally.
• The boy..__, is putting ..__, an....., envelope..__, into..__, a mailbox.

0 Pronouncing Linked Phrases Listen and repeat the linked phrases.
Rule 1: Consonant sound + vowel
1. fifty dollars ..._, a month

2. the check.....,is late
3. care..._,about
4. in.....,an..._, apartment
5. get..._, a job
Rule 2: Vowel /iy/, /ey/, /ay/, or /oy/ + vowel
6. the.....,end o f (the month)

7. people my.._,own age
8. come see ....., us
9. noway....., out
10. the toy.....,is broken
Rule 3: Vowel /uw/, /ow/, or /aw/ + vowel
11. grow..._, up
12. go ....., on
13. who ....., is it
14. now....., it's ready
15. new..._,art
f) Pronouncing Sentences Listen and repeat these sentences. Notice the

stress, intonation, linking, reductions, and pauses.
1. I usually get up at 7 A.M., but tod a y my alarm clock didn't go off.

2. At 8 A.M., I woke up in a panic. My first class was at 8:30! I couldn't be absent
because we were having a test.
3. I jumped out of bed and got dressed in two minutes.
4. Then I ran out of the house, jumped in my car, and drove off.
5. Luckily, I found a parking spot and made it to class by 8:40.
6. I was out o f breath and sweating.
7. A few people looked at me curiously.
8. Luckily, no one noticed that I wasn't wearing any shoes.
With a partner, take turns reading the sentences again. Pay attention to stress.
intonation, linking, reductions, and pauses.
114 CHAPTER 5
Using Context Clues
tests. You're going to hear several people talking about their lifestyles.
1. Listen to the beginning of each passage.
2. Listen to an incomplete statement. Stop the recording and choose the best way to
complete the statement.
4. Listen to the last part of each passage to hear the correct answer.
Answers Clues
1. CD a factory worker
G) a retired person
0 a landlord
G) a security guard
2. CD the police
G) his teachers
0 his friends
G) his parents
3. CD is retired
G) works in an office
@ works from home
G) is on vacation
4. CD with his parents

G) in a college dormitory
@ alone
G) with roommates
5. CD a retirement home
G) a house with friends
0 an apartment
G) her son's house

9 Discussing Lifestyles Do you know any people like those in the recording
you listened to in the Focus on Testing activity? If yes. talk about their lifestyles
and their problems or difficulties. Talk about the following people and answer the
questions below.
• a retired man living on Social Security (money that retired people receive each
month from the U.S. government)
• a teenage boy who feels that his.parents treat him like a baby
• a man who works from home
• a young man who lost his job and moved back into his parents' house
• an elderly person living in a retirement home
1. As a teenager, how is/was your relationship with your parents? Do/Did you ever
feel that your parents treat/treated you like a baby?
2. In your opinion, is it the government's responsibility to take care of people when
they retire? I f not, whose responsibility is it?
• Senior citizens staying young and active at a retirement home
116 CHAPTER 5
Using Numbers, Percentages, and Graphs
J'
;--1 t is :e on you are going to compare lifestyles in different countries. In Chapter 2,
1 page 38, you practiced taking notes on statistics. Review the vocabulary from that page.
' In this section you will continue learning how to talk about numbers and percentages.
1
' -----
Numbers and Percentages

Read the following sentences with numbers and percentages. Pay close attention to
prepositions.
1. Seventy-five percent of U.S. women are married by age 30.
2. By age 30, 75 percent of women in the United States have gotten married.
3. By 2020, the percentage of elderly people in Japan will grow from 19 percent to
25 percent.
4. The number of unmarried Korean women in their 30s rose from 0.5 percent to 10.7
percent.
5. The U.S. birth rate went down by 2.7 percent in 2009.
6. The number of children declined to 1.6 (pronounced "one point six") per family.
0 Prelistening Discussion Discuss the following questions about people in

your community.
1, I n the last 50 years, has the number o f working women increased, decreased, or
stayed the same?
2. I n the past decades, has the average age at which men and women marry
increased or decreased? W h a t is the average age o f marriage for men?
For women?
3. D o senior citizens usually live alone, w i t h their families, or in retirement homes?

Strategy
Graphic Organizer: Line Graph

A line graph can help you understand change or growth. For example, it can show
changes in things like population, birth rates, or salaries over a period of time.
8 Completing Line Graphs

1. Here are three incomplete line graphs. Listen to the information and complete
the graphs. The first item is done for you.
2. Work with a partner and compare graphs.
Population of Working Women

% in the U.S. (1960-2003)
65 - , - - - - , - - - . . . - - - - . . - - - - - ,
60 - l - - - - + - - - - + - - - + - - - - - 1
55 - 1 - - - - + - - - - - + - - - + - - - - I
50-1----+-----+---+----1
45 - 1 - - - - + - - - + - - - + - - - - I
40 - + - - - + - - - + - - - + - - - - - l
35 - + - - - - + - - - + - - - - 1 - - - - - l
C
30 - + - - - - + - - - + - - - - 1 - - - - - l
25 - + - - - + - - - + - - - + - - - - - l
f
20 - + - - - + - - - + - - - + - - - - - l
J
1960 1980 1990 2003
Year
118 CHAPTER 5
U.S. Median Age of Marriage U.S. Median Age of Marriage
Age for Women (1970-2010) Age for Men (1970-2010)
30.----,------,---.----, 30-,---,----r--.----,
29+---+----+--+----; 29-+---t----+--+----;
28-+---+----+--+----; 28-+---1------+---+-----I
27-t-----1---+-----lr---i 27-t---+---+---t-----l
26-1-----1---1----t---j 26-+---+----+----+---I
25--+----i---+-----,1----1 25-+---+-----+----+-----,
24-t---+-----+--+-----, 24-+---+----+--+-----,
23-1---+---+---+----t 23-t---+---+---+----t
22-1---+---+---+----t 22-+---+----+--+-----,
21 - - + - - - 1 - - - - + - - + - - - - t 21 - - + - - r - 1 - - - - + - - - + - - - - t
20--+---t----+--+----t 20-1-----11-----+---+----1
19+----t---+----;--., 19-+---t---+---+----t
1970 1980 1990 2000 2010 1970 1980 1990 2000 2010
Year Year
People in the U.S. over Age 65

1 % Living Alone, 1970-2000
60-,------,------,------,
' 55 - + - - - - + - - - - + - - - - !
50-+------,1-------+------1
, 45 - + - - - - - + - - - - - t - - - - - - f
40-1-----+-----t------1
35-+-----+-----,r-------1
1 3O-+-----1-----+-------t
25-+-----+------j-------1
20-+-----+--------1-----1
15-+--------1-----t------i
10-+-----+------j------1
5-+----1-----+-----1
1970 1980 1990 2000
Year

After You Listen
9 Talking About Statistics Write five true or false statements based on the
information in the graphs. Then take turns saying your statements to one or more
partners. If a statement is false, your classmate(s) should correct it.
Example:
A: In 2000, 20 percent of elderly women lived alone.
B: That's false. In 2000, 40 percent of elderly women lived alone.
Discuss your answers to the following questions with a partner.
1. Are you surprised by the information you learned from the graphs? W h y or
why not?
2. W h a t are some possible reasons for the increase in marriage age since the 1970s?
3. W h y do you think more elderly women than elderly men live alone?
0 Comparing Lifestyles in Different Countries The charts on page

121 and 122 are based on 2011 statistics from The World Factbook. They contain
information about lifestyles in different countries. However, the charts are not
complete. Work in groups of three. Each student should look at one chart. Take
turns asking and answering questions about the information in your chart. Fill in the
missing information as your group members answer your questions.
Examples:
Q: W h a t was the average life expectancy in France?
A: T h e life expectancy in France was

81.46 years (or "over 81 years").
Q: W h a t was the G D P in Russia?
A: The G D P in Russia was $16,700.
Q: How many children did the average

woman have in Mexico?
A: T h e average woman had 2.27

children (or "between 2 and 3
children").
What was the average life

expectancy in Turkey?
120 CHAPTER 5
Chart A
South Korea 1.23 79.30 $31,700

................. .. ····-··· -·····••···
United States 2.06 78.49 48,100
·• ...........
Argentina 2.29 77.14 .3 17.400
France 2.08 81.46 .7 35,000
Senegal 60.18 .1 1,900
Australia 1.77 81.90 .7 40,800
Mexico 2.27 76.66 .3 15,100
. ..
Italy 1.40 81.86 .5 30,100
........... ...... .......
, ,
Saudi Arabia 2.26 74.35 .3 24,000

China CPRCl 1.55 74.84 .3 8.400
Egypt 2.94 72.93 .2 6.500
Iran 1.87 70.35 .1 12,200
Russia 66.46 .3 16,700
Japan 1.39 .8 34,300
Turkey 2.13 72.77 .4
J
Chart B
South Korea 1.23 79.30 .8

. . . ···-· ..............
United States 2.06 .8 $48,100
······------------··..... ············-·
Argentina 2.29 77.14 .3 17,400
. . . . . . . . . . . . . . . ·- .... - ---- ..... -
France 2.08 81.46 .7 35,000
Senegal 4.69 .1 1,900
Australia 1.77 81.90 .7 40,800
--- •·--- -·- - - -·-·
Mexico 2.27 76.66 .3 15,100
Italy 1.40 81.86 .5 30,100
Saudi Arabia 2.26 74.35 .3 24,000
China CPRCl 74.84 .3 8,400
Egypt 2.94 72.93 .2 6,500
·····--·----- ---- ------- -- ------
Iran 1.87 70.35 12,200
j
---·-----·······---· - ..
Russia 1.43 66.46 .3 16,700
__. , . •··••-··
Japan 1.39 83.91 .8 34,300

.............................. ··- - .
Turkey 2.13 72.77 .4 14,600
1GOP means "gross domestic product." This number refers to the total value of goods
and services produced by a country over a certain period of time. Per capita GDP is this number
divided by the number of people living in the country.

Chart C
Life Internet Per Capita

Expectancy per Person* GDP 1
South Korea 1.23 79.30 .8 $31,700

United States 2.06 78.49 .8 48,100
- --- .......
Argentina 2.29 77.14 .3 '
. . ··-. . -· .... ---+-
France 2.08 81.46 .7 i 35,000
.- -········· .... .....
Senegal 4.69 60.18 .1 1,900

. . . . . ...
Australia 1.77 .7 40,800
-----•··•·• .............. ................... -----
Mexico 2.27 76.66 ' ... .3 I

!
15,100
Italy 1.40 81.86 i .5 I ....................
.......
.....
!·
Saudi Arabia 2.26 74.35 .3 24,000
... -
China (PRC) 1.55 74.84 .3 8,400

··r,.
Egypt 72.93 .2 I 6,500
r·
Iran 1.87 70.35 .1 I 12,200
.!.
fl
!
1.43 66.46 16,700

... .. . . .
1.39 83.91 .8 34,300

I
72.77 .4 14,600
2.13
J
• Number of Internet Users per capita in 2009
Source: The World Factbook
8 Discussion Discuss the questions below with your group.
1. Based on the information in the charts, which five countries have the
highest GDP?
2. Which five countries have the lowest GDP?
3. Compare the number o f the children per woman, the life expectancy, and
the Internet per person for the countries you named in questions 1 and 2.
What general statements can you make, based on this information? Use
complete sentences.
Example:
The countries with the lowest GDPs usually have the largest number o f children
per woman, and the countries with the highest GDPs have the smallest number.
For example, in Japan, the average woman has 1.39 children, but in Senegal, the
average woman has more than 4 children.
122 CHAPTER 5
Self-Assessment Log

cost ofliving benefit old-fashioned
daycare center can/can't afford
flexibility check up on
homemaker look into
maternity leave run out
opportunity take off
policy transfer
volunteer
I can ask for and respond to requests D D D
for favors.
I can take notes on examples using D D D
an outline.
I can talk about lifestyles and company D D D
policies.
I can complete graphs. D D D
I can talk about statistics. D D D
In this chapter,
I learned _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
I liked _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

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DIAMOND EDITION

Senior Vice President, Products.& Markets: Kurt L . Strand

Welcome to Interactions/Mosaic Diamond Edition vi

CHAPTER Education and Student Life 2

CHAPTER City Life 26

CHAPTER Business and M o n e y 50

CHAPTER Jobs and Professions 74

CHAPTER Lifestyles Around the World 100

CHAPTER Global Connections 124

CHAPTER Language and Communication 148

CHAPTER Tastes and Preferences 172

CHAPTER N e w Frontiers 196

CHAPTER Ceremonies 220

Proven Instruction that Ensures Academic Success

Modern Content: Digital Component

Emphasis on Vocabulary: Practical Critical Thinking:

Part 1: Conversatio n Each chapter begins

lo ttie following COf'lV'et'8alloo. )'OOwill hear poopkl tall<lng ooacoliege c&mpvs.

0 Pr-et.lltening QuaatlO"e DisctJss ttieso questions In &l'mlll (l'C>UpS

f ) Previewing Vocabulary Listen to the underline

__ To open a bank account, you have

0C Q u H b o n • lis1en to the cooversatlon. Yw dorll need to

Emphasis on Vocabulary Each chapter

fh•fI Lecture Part 2: Lecture Students prepare for

Using the Introduction t o Predict Lecture Content

Main !de.a.sth.atthc s .ak.erwUlt.alk . i b.>ut ‚ _ _ _ _ _ _ _ _ _

Practical Critical Thinking Each

Part 3: Strategies for Better

1. ( A ) going to the po c cfi',cc

Communication for the (ff}EiP

111111 Re«' Wortd Task

Understanding and Describing Locations Part 4: Real-World Tasks Students

Chec:k (,/)the wo«ls you leemed this chapter.

Speculating about frustration reduced pronunciation Using context

. . Using th phrase by t. e way

Language and Listening for main ideas Discussing the meaning

Name: Jeff Name: Dan

CHAPTER On a College Campus

Getting Meaning from Context

0 What are these students celebrating?

E) What are the steps to getting a university degree in your country?

8 Prelistening Questions Discuss these questions in small groups.

3. What is probably going to happen?

8 Comprehension Questions Listen to the conversation. You don't need to

Education and Student Life 5

0 listening for Stressed Words Listen to part of the conversation again.

Mari: __________ me, is _ _ _ _ _ _ _ _ _ _ seat taken?

Mari: Is anyone _ _ _ _ _ _ _ _ _ _ here?

Mari: Thanks. I'm _ _ _ _ _ _ _ _ _ _ the test hasn't

Yolanda: Nice to meet you, Mari.

Mari: __________ are _ _ _ _ _ _ _ _ _ _ from?

Yolanda: I see. So, um, are you planning to go to _ _ _ _ _ _ _ _ _ _ here?

Mari: Could you _ _ _ _ _ _ _ _ _ _ me how to

Education and Student Life 7

Unreduced Pronunciation Reduced Pronunciation

could you cudja

C, Comparing Unreduced and Reduced Pronunciation The following

Unreduced Pronunciation Reduced Pronunciation

C, Listening for Reductions Listen to the following conversations. You'll hear

1. Student: Hi. I'm here _ _ _ _ _ _ _ _ take the English placement test.

Teacher: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ spell that for me, please?

G Reviewing Vocabulary Discuss your answers to the following questions with

Using Language Functions