Summit 1A

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Summit: English for Today's World Level IA with Workbook, Third Edition
Copyright© 2017 by Pearson Education, Inc.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher.
Pearson, 221 River Street, Hoboken, NJ 07030
Staff credits: The people who made up the Summit team representing editorial, production, design, manufacturing, and marketing are Pietro
Alongi, Rhea Banker, Peter Benson, Stephanie Bullard, Jennifer Castro, Tracey Munz Cataldo, Rosa Chapinal, Aerin Csigay, Dave Dickey, Gina
Dilillo, Christopher Leonowicz, Laurie Neaman, Alison Pei, Sherri Pemberton, Jennifer Raspiller, Mary Rich, Courtney Steers, Katherine Sullivan,
and Paula Van Ells.
Cover credit: Tonis Pan/Shutterstock

Text composition: emc design ltd
Library of Congress Cataloging-in-Publication Data
Names: Saslow, Joan M., author. I Ascher, Allen, author.

Title: Summit : English for today's world I Joan Saslow and Allen Ascher.
Description: Third Edition. I White Plains, NY : Pearson Education, [2017)
Identifiers: LCCN 20160179421ISBN 9780134096070 (book w/ CD) I ISBN
9780134176888 (book w/ CD) I ISBN 013409607X (book w/ CD)
Subjects: LCSH: English language--Textbooks for foreign speakers. I English
language--Rhetoric. I English language--Sound recording for foreign
speakers.
Classification: LCC PE1128 .S2757 20171DDC 428.2/4--dc23
LC record available at https://lccn.loc.gov/2016017942
Student Book
Photo credits: Original photography by Libby Ballengee/MPS. Page 2 Trevor Clifford/Pearson Education; p. 3 jenner/Fotolia; p. 4 (top left to
right) Ammentorp/Fotolia, Fotos593/Shutterstock, Mark Bowden/Getty Images, Claudia Paulussen/Fotolia, (bottom left to right) Viorel Sima/
Shutterstock, Avava/Fotolia, Dragonlmages/Fotolia, Antonioguillem/Fotolia; p. 5 CP Cheah/Moment Open/Getty Images; p. 6 (ti) Tatyana
Gladskih/Fotolia, (tr) Asife/Fotolia, (bl) michael spring/Fotolia, (br) Minerva Studio/Fotolia; p. 10 Kris Yeager/Shutterstock; p. 11 Nik_Merkulov/
Fotolia; p. 14 (tr) Blend lmages/KidStock/Getty Images, (mr) Kevin Dodge/Blend Images/Getty Images, (br) Brian A Jackson/Shutterstock, (bottom)
DJ/AAD/starmaxinc.com/Newscom; p. 16 (ti) Philip Date/Fotolia, (r) Monkey Business lmages/Shutterstock, (bl) nyul/Fotolia, p. 17 V&P Photo
Studio/Fotolia; p. 18 (girl) Deposit Photos/Glow Images, (background) karandaev/Fotolia; p. 19 Astarot/Fotolia; p. 20 (bl) Alexander Tihonov/
Shutterstock; p. 21 (gears) ShpilbergStudios/Fotolia, (I) RSD/APC/ZOf WENN Photos/Newscom, (c) DESRUS BENEDICTE/SIPA/Newscom, (r)
Graham Whitby Boot/Allstar/Sportsphoto Ltd./Allstar/Newscom; p. 22 (ti) EDHAR/Shutterstock, (tc) rasstock/Fotolia, (tr) aastock/Shutterstock, (bl)
Mike Goldwater/Alamy Stock Photo, (br) TommLNetta/Getty Images; p. 23 Lance Iversen/San Francisco Chronicle/Corbis; p. 27 Fancy Collection/
Superstock; p. 29 Vereshchagin Dmitry/Shutterstock; p. 30 (ti) Blvdone/Fotolia, (r) nyul/Fotolia, (b) vadymvdrobot/Fotolia; p. 31 Karen Roach/
Fotolia; p. 33 photobuay/Fotolia; p. 34 Doctors Without Borders, Coral Reef Alliance, (I) dpa picture alliance/Alamy Stock Photo, (r) Vlad61/
Shutterstock; p. 35 ballabeyla/Fotolia; p. 38 (left to right) Raisa Kanareva/Fotolia, Olga Bogatyrenko/Shutterstock, Maridav/Fotolia, leungchopan/
Fotolia, mimagephotography/Shutterstock, Sundikova/Fotolia; p. 41 (left to right) ORB Images, LLC/E+/Getty Images, Vlad Teodor/Shutterstock,
Andrey Kiselev/Fotolia, Andrey Kiselev/Fotolia, Jenner/Fotolia, (b) djoronimo/Fotolia; p. 42 (I) Gstockstudio/Fotolia, (c) Matthew Cole/Shutterstock,
(r) michaeljung/Fotolia; p. 44 Meffista/Fotolia; p. 45 (I) RUNGROJ YONGRIT /Newscom, (c) Valua Vitaly/Shutterstock, (r) Pearson Education; p.
46 Imagine China/Newscom; p. 47 Zdenka Darula/Fotolia; p. 50 (I) anzemulec/Fotolia, (r) Photodisc/Fotolia; p. 51 Stock Rocket/Shutterstock,
(inset) maron/Fotolia; p. 55 Deyan Georgiev/Fotolia; p. 56 davidf/E+/Getty Images; p. 58 (inset) INB/lvan Nikolov/WENN/Newscom, (bottom)
Savostyanov/ZUMA Press/Newscom; p. 59 (left to right) Jerry Sharp/Shutterstock, FiCo74/Fotolia, kalpis/Fotolia; p. 60 icsnaps/Fotolia; p. 61
wavebreakmedia/Shutterstock.
Illustration credits: Aptara pp. 9, 40(b); Steve Attoe p. 52; Ousan Petricic p. 28; Shannon Wheelie p. 32.
Workbook
Photo credits: Photo credits: Page 1 (bottom): Felix Mizioznikov/Fotolia; 1 (bottom center): Ajr images/Fotolia; 1 (top): Jaimie Duplass/
Fotolia; 1 (top, center): Vladimir Wrangel/Shutterstock; 3 (top): Andy Dean/Fotolia; 6: Ead72/Fotolia; 7: Mirceait/Fotolia; 8: Zinkevych/Fotolia;
14 (bottom): Nanette Grebe/Shutterstock; 14 (top): Drx/Fotolia; 18: Michael jung/Fotolia; 19: Sueddeutsche Zeitung/Alamy Stock Photo;
26: WavebreakMediaMicro/Fotolia; 31: Khoroshunova Olga/Shutterstock; 32: Mike Goldwater/Ala my Stock Photo; 36 (bottom, center, left):
Heritage Image Partnership Ltd/Alamy Stock Photo; 36 (bottom, center, right): Dariazu/Fotolia; 36 (bottom, left): Racorn/123RF; 36 (bottom,
right): Artranq/Fotolia; 36 (top, center, left): Pikselstock/Fotolia; 36 (top, center, right): Ajr lmages/Fotolia; 36 (top, left): Looking2thesky/
Fotolia; 36 (top, right): XiXinXing/Shutterstock; 37 (left): Viorel Sima/Fotolia; 37 (middle): Maxim Ahner/Shutterstock; 37 (middle, center):
lko/Fotolia; 37 (right): Kim/Fotolia; 37 (top, center, left): Boomeart/Fotolia; 37 (top, center, right): Nyul/Fotolia; 38: Monkey Business Images/
Shutterstock; 39: Anamejial8/Fotolia; 41: BillionPhotos.com/Fotolia; 48: Ekaterina Elagina/fotolia; 50: Bildagentur Zoonar GmbH/Shutterstock;
51: Michele Gran/Global Volunteers; 55 (bottom, left): Eric lsselee/Shutterstock; 55 (bottom, right): Givaga/Shutterstock; 55 (center): Eric
lsselee/Shutterstock; 55 (center, left): Flib/123RF; 55 (center, right): Tsekhmister/Shutterstock; 55 (top, center): Anankkml/Fotolia; 55 (top, left):
Cheril 31/Fotolia; 55 (top, right): Alexander lshchenko/Shutterstock; 59: Fotolia; 60 (bottom, left): Kirsten Wahlquist/Shutterstock; 60 (bottom,
right): Cheryl Davis/Fotolia; 60 (center): Peterralph/Fotolia; 60 (top, center): Tratong/Shutterstock; 60 (top, left): Cheryl Davis/Fotolia; 60 (top,
right): Alexei Tm/Fotolia.
Illustration credits: Leanne Franson, p. 3, 21, 27.
Printed in the United States of America
ISB -10: 0-13-449887-9

ISBN-13: 978-0-13-449887-4
1 17
pearsonelt.com/summit3e
Contents
Learning Objectives for 1 A and 1 B ................................. 1v
To the Teacher ............................................... viii
Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
About the Authors .............................................xi
UNIT 1 Outlook and Behavior . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . 2
UNIT 2 Music and Other Arts . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . 14
UNIT 3 Money, Finance, and You ... . . . . . . . . . . . . . . . . . . . . . .. . . . . . 26
UNIT4 Clothing and Appearance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
UNIT 5 Communities.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Reference Charts . . . . .... . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Grammar Booster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . 125
Pronunciation Booster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

.
Test-Taking Skills Booster . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . 151

.
WORKBOOK
UNIT 1 Outlook and Behavior . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . W1
UNIT2 Music and Other Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W13
UNIT 3 Money, Finance, and You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W25
UNIT4 Clothing and Appearance . . . . . . . . . .. . . . . . . . . . . . . . . . . . . W36
UNIT 5 Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W44

LEARN I G OBJ CTV-S
UNIT COMMUNICATION GOALS VOCABULARY GRAMMAR
Describe your personality • Adjectives to describe personality • Gerunds and infinitives: review and expansion
I
•
• Discuss someone's behavior traits • Verbs that require a noun or pronoun before an
• Compare perspectives on world Word Study: infinitive
problems Adjective suffixes .:fiJl and �
GRAMMAR BOOSTER
•
• Discuss creative ways to achieve
a goal • Infinitives: review, expansion, and common errors
Outlook and • Grammar for writing: parallelism with gerunds and
Behavior infinitives
PAGE2
• Describe how you've been enjoying • Elements of music • The present perfect continuous
the arts • Negative descriptions of music • Cleft sentences with Wbfil
• Express a negative opinion politely • Describing creative personalities
GRAMMAR BOOSTER
Word Study:
• Describe a creative personality
• Discuss the benefits of the arts • Using participial adjectives • Finished and unfinished actions: summary
• Noun clauses: review and expansion
Music and
• Grammar for Writing: noun clauses as adjective
Other Arts and noun complements
PAGE 14
Express buyer's remorse Describing spending styles Expressing regrets about the past: wish + past
II
•
perfect; should have I ought to have + past
• •
• Talk about financial goals and plans • Expressing buyer's remorse

participle; � + past perfect.
• Discuss good and bad money • Good and bad money
management management • Completed future actions and plans: The future
perfect and perfect infinitives
• Explain reasons for charitable Word Study:
GRAMMAR BOOSTER
giving • Parts of speech
Money,
Finance, • The past unreal conditional: inverted form
The future continuous
and You •
• The future perfect continuous

PAGE 26
• Describe clothing details and • Adjectives to describe fashion • Quantifiers: review and expansion
formality • Describing clothes
GRAMMAR BOOSTER
Word Study:
• Talk about changes in clothing
Compound words with � �/ffily;�/�

customs
• •
Quantifiers: using Qf for specific reference

• Examine questionable cosmetic
•
procedures
• Quantifiers used without referents
Clothing • Discuss appearance and self·
Grammar for Writing: subject-verb agreement of
quantifiers followed by Qf
esteem
and
•
Appearance
PAGE 38
• Politely ask someone not to do • Types of locations • Possessive gerunds

something • Community service activities • Paired conjunctions
Word Study:
• Complain about public conduct
• Suggest ways to avoid being a • Using negative prefixes to form GRAMMAR BOOSTER
Conjunctions with SQ, 100. �. or�
victim of urban crime antonyms •
• Discuss the meaning of community

SQ, 1Q.Q, nMb.er. or�: short responses
Communities •
PAGE 50
iv
CONVERSATION STRATEGIES LISTENING/ PRONUNCIATION READING WRITING
• Use� to soften an assertive opinion • Listen to activate grammar Texts: Task :

• Use I don't see lmyselO that way to • Listen to classify • A survey about positive and • Write about your outlook
politely contradict another's statement negative outlooks on a world problem
• Listen for main ideas
• Say I see !you! as to explain your own • Listen for details
• Descriptions of other people's Skill:
point of view behavior
• Paragraph structure:
• Understand meaning from context
• Use te.ru:LI.Q and �to make • A newspaper article about a Review
generalizations creative solution to a problem
Skills I strategies:
PRONUNCIATION BOOSTER
• Content words and function word! • Understand idioms and expressions

• Determine the main idea
• Summarize
• Use Io tell the truth, Io be honest. and Listen to activate vocabulary Texts: Task:
I hate to say it but to politely introduce a
•
• Listen for main ideas • A survey about musical memories • Describe your interests and
contrary opinion • Commentaries about enjoying the personality
• Listen for supporting information
arts
• Listen to take notes Skill:
• A short biography • Parallel structure
• Listen for details
Skills I strategies
PRONUNCIATION BOOSTER • Understand idioms and expressions
• Intonation patterns • Infer information

• Identify supporting details
• Express and support an opinion
• Use You know to introduce a new • Listen for details Texts: Task :
topic of conversation • Listen to activate vocabulary • A spending habits self·test • Write a personal statement
• Use I hate to say jt but to introduce • Listen to confirm content • Interview responses about about how you manage
negative information financial goals financial responsibilities
Listen to summarize
Ask What do you mean' to invite
•
• • A guide to charitable giving Skill:
Listen to evaluate
•
someone to elaborate • Organizing information by
• Say That's a shame to show empathy degrees of importance
• Understand idioms and expressions
Say I'll think about that when you're non·
•
committal about someone's suggestion • Sentence rhythm: thought groups
• Draw conclusions
• Use Can I ask you a question about. . . ? to ' Listen for main ideas Texts: Task :
introduce a subject you are unsure of • Listen for details • Descriptions of personal style • Write two paragraphs
• Use Lm.e.an to elaborate on a prior • Listen to summarize • An article about the evolution of comparing tastes in fashion
statement or question "business casual" attire Skill:
• Use &1u..ally, to assert a point of view • An article about questionable • Compare and contrast:
Begin a question with SQ to affirm
• cosmetic procedures Review
• Linking sounds
understanding of someone's earlier • Advertisements for cosmetic
statement procedures
Say I think that might be to gently Skills I strategies:
•
warn that something is inappropriate • Understand idioms and expressions

• Use Do you mind . ? to ask permission to • Listen to summarize Texts: Task:

do something • Listen for details • A questionnaire about commLJnity • Write a formal letter of
• Use N.ota1...a.l!. to affirm that you are not • Listen to confirm content • Interview responses about pet complaint
bothered or inconvenienced peeves Skill:
Listen to infer
Use That's verv !considerate] of you to
•
• • A magazine article about urban • Formal letters: Review

thank someone for accommodating you crime
• A website about community
• Unstressed syllables: vowel projects
reduction to fa/
• Classify
• Critical thinking
v
UNIT COMMUNICATION GOALS VO CABULARY GRAMMAR
• Exchange opinions about the • Categories of animals • Passive modals

treatment of animals • Describing pets
• Discuss the pros and cons of • Animal social groups and physical GRAMMAR BOOSTER
certain pets features • Modals and modal-like expressions: summary
• Compare animal and human
behavior
Animals • Debate the value of animal
PAGE 62
conservation
Evaluate ways and places to shop Verbs for shopping activities Passive forms of gerunds and infinitives
n
• • •
• Discuss your reactions to ads Ways to persuade

GRAMMAR BOOSTER
•
• Discuss problem shopping behavior

• Persuade someone to buy a • The passive voice: review and expansion
product
Advertising
and
Consumers
PAGE 74
• Describe family trends • Describing parent and teen • Repeated comparatives and double comparatives
• Discuss parent-teen issues behavior
• Compare generations Word Study: GRAMMAR BOOSTER

• Discuss caring for the elderly • Transforming verbs and • Making comparisons: review and expansion
adjectives into nouns • Other uses of comparatives, superlatives, and
comparisons with �
Family
Trends
PAGE 86
• Speculate about everyday situations • Degrees of certainty • Perfect modals for speculating about the past:
• Present a theory active and passive voice
Word Study:
Discuss how believable a story is Adjectives with the suffix :able
GRAMMAR BOOSTER
• •
• Evaluate the trustworthiness of

news sources • Perfect modals: short responses (active and
passive voice)
Facts,
Theories,
and Hoaxes
PAGE 98
• Suggest ways to reduce stress • Ways to describe people • Expressing an expectation with be supposed to
• Describe how you got interested in • Ways to reduce stress • Describing past repeated or habitual actions:
a hobby � and the past continuous with �
Word Study:
• Discuss how mobile devices
GRAMMAR BOOSTER
• Adverbs of manner
affect us
• Compare attitudes about taking Be supposed to: expansion
Your Free
•
Wru!l.Q: review
risks
•
Time Grammar for Writing: placement of adverbs of

PAGE 110
•
manner
Reference Charts page 122

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Grammar Booster ......................................................................................................... page 125

Pronunciation Booster .................................................................................................... page 141
Test-Taking Skills Booster ................................................................................................. page 151
vi
CONVERSATION STRATEGIES LISTENING/ PRONUNCIATION READING WRITING
• Use� to introduce a commonly • listen to activate vocabulary Texts: Task:

held belief or opinion • listen to define terms • Social media posts about • Write a persuasive essay
• Respond with In what way? to request treatment of animals about the treatment of
• listen for examples
further explanation • An article about animal animals
• listen for details
• Use For one thing to introduce a first conservation
Skill:
supporting argument Skills I strategies: • Supporting a point of view
Use And besides to add another
• • Understand idioms and expressions
supporting argument • Sound reduction
Understand meaning from context
Use But what if to suggest a hypothetical
•
•
• Recognize cause and effect
situation
• Say Quick question to indicate one wants • listen to activate vocabulary Texts: Task:
some simple information • Listen to infer • Self-tests about shopping mistakes • Write a summary of an
• Introduce an opinion with LI.ind and behavior article
• Say That's good to know to express PRONUNCIATION BOOSTER

• Descriptions of techniques used in
Skill:
advertising
Vowel sounds Iii and Iii
satisfaction for information • Summarize and paraphrase
Use Why don't you
•
• to offer advice • Interview responses about someone's point of view
compulsive shopping
• Ask Why's that' to ask someone to • Listen to activate grammar Texts: Task:
elaborate on an opinion • Listen to activate vocabulary • A survey about parents and teens • Write a blog post of three
• Say I suppose but . to signal partial • A brochure about falling birthrates or more paragraphs about
• listen for supporting information
agreement advice for parents and
• listen for details • A report on the increase in global
teens
population of older people
• Listen to compare and contrast
Skill:
• Avoiding run·on sentences
PRONUNCIATION BOOSTER • Understand idioms and expressions
and comma splices
• Summarize
• Stress placement: prefixes and
suffixes • Understand meaning from context
• Critical thinking
• Draw conclusions
• Use �to introduce something • Listen to activate vocabulary Texts: Task:

you're not sure about • Listen for main ideas • A quiz about tricky facts • Write a news article about
• Say I'm sure it's nothing to indicate that • An article about Rapa Nui a mysterious event
• Listen to draw conclusions
something is probably not serious • Facts and theories about mysteries Skill:
• Say I suopose you're right to • An article about a UFO conspiracy • Avoiding sentence
acknowledge someone's point of view theory fragments
Say There must be a good explanation
• Reduction and linking in perfect
• • A survey about the trustworthiness
modals in the passive voice
to assure someone that things will turn of information sources
out OK
• Confirm point of view

• Infer information
• Say Ub:.Q.h to indicate that you realize • Listen to activate vocabu!ary Texts: Task:
you've made a mistake • Listen for main ideas • A survey about free time • Write a critique of an
• Use I just realized to acknowledge a • Descriptions of how people got article

• Listen for supporting details
mistake interested in their hobbies
• Listen to understand meaning from Skill:
• Use Well frankly to indicate that you are context • An article about the impact of • Presenting and supporting
going to be honest about something mobile devices opinions clearly
• Use It's just that or Let's face it to • A survey about mobile device
introduce an honest criticism or usage
Vowel sounds /e1/, Id, /rel, and IA/
assessment •
• Use You know what' to introduce a piece • Understand idioms and expressions
of advice
• Infer point of view
vii
TO THE TEACHER
Summit delivers immediate, demonstrable results in every class session through its proven pedagogy
and systematic and intensive recycling of language. Each goal- and achievement-based lesson is tightly
correlated to the Can-Do Statements of the Common European Framework of Reference (CEFR}. The course
is fully benchmarked to the Global Scale of English (GSE}.
Each level of Summit contains material for 60 to 90 hours of classroom instruction. Its full array of additional
print and digital components can extend instruction to 120 hours if desired. Furthermore, the entire Summit
course can be tailored to blended learning with its integrated online component, MyEnglishLob. Summit offers
more ready-to-use teacher resources than any other course available today.
NEW This third edition represents a major revision of content and has a greatly increased quantity of exercises, both
print and digital. Following are some key new features:
• Conversation Adivator Videos to build communicative competence

• Discussion Adivator Videos to increase quality and quantity of expression
• A Test-Taking Skills Booster (and Extra Challenge Reading Activities) to help students succeed in the reading
and listening sections of standardized tests
• An Understand Idioms and Expressions section in each unit increases the authenticity of student spoken language
Award-Winning Instructional Design*

Demonstrable confirmation of progress Conversation and Discussion Activators
Every two-page lesson has a clearly stated communication Memorable conversation models with audio provide appealing
goal and culminates in a guided conversation, free discussion, natural social language and conversation strategies essential
debate, presentation, role play, or project that achieves the for post-secondary learners. Rigorous Conversation Activator
goal. Idea framing and notepadding activities lead students to and Discussion Activator activities with video systematically
stimulate recycling of social language, ensuring it is not
confident spoken expression.
forgotten. A unique Pronunciation Booster provides lessons and
interactive practice, with audio, so students can improve their
Cultural fluency spoken expression.
Summit audio familiarizes students with a wide variety of
native and non-native accents. Discussion activities reflect the
topics people of diverse cultural backgrounds talk about in Systematic writing skills development
Summit teaches the conventions of correct English writing so
their social and professional lives.
students will be prepared for standardized tests, academic
study, and professienal communication. Lessons cover key
Explicit vocabulary and grammar writing and rhetorical skills such as using parallel structure and
Clear captioned illustrations and dictionary-style presentations, avoiding sentence fragments, run-on sentences, and comma
all with audio, take the guesswork out of meaning and ensure splices. Intensive work in paragraph and essay development
comprehensible pronunciation. Grammar is embedded in
ensures confident and successful writing.
context and presented explicitly for form, meaning, and
use. The unique "Recycle this Language" feature encourages
active use of newly learned words and grammar during Reading skills and strategies
Each unit of Summit builds critical thinking and key reading
communication practice.
skills and strategies such as paraphrasing, drawing conclusions,
expressing and supporting an opinion, and activating prior
Active listening syllabus knowledge. Learners develop analytical skills and increase
More than 50 listening tasks at each level of Summit develop
fluency while supporting their answers through speaking.
critical thinking and crucial listening comprehension skills
such as listen for details, main ideas, confirmation of content,
inference, and understand meaning from context. We wish you and your students enjoyment and
*Summit is the recipient of the Association of Educational Publishers'
success with Summit. We wrote it for you.
Distin�uished Achievement Award. · Joan Saslow and Allen Ascher
viii
COMPO E TS
Maximize the impact of your Summit lessons. Digital Student's Book pages with access to
ActiveTeach all audio and video provide an interactive classroom experience that can be used with or
without an interactive whiteboard (IWB). It includes a full array of easy-to-access digital and
printable features.
For class presentation . . •
For planning . . •
• A Methods Handbook for a

e NEW Conversation
.: . - -===- · communicative classroom
Activator videos: increase � ===-� -...
students' confidence in oral • Detailed timed lesson plans for
communication each two-page lesson
e NEW Discussion Activator ·=====-==;=- f • Summit TV teaching notes

videos: increase quality �
o•---.--
� e. •Complete answer keys, audio
and quantity of expression
scripts, and video scripts
0 NEW Extra Grammar

Exercises: ensure mastery
For extra support • • •
of grammar
• Hundreds of extra printable
G NEW Extra Challenge Reading activities, with teaching notes
•Summit TV activity worksheets
Activities: help students succeed at
standardized proficiency tests.
For assessment ...

• Interactive Whiteboard tools, including zoom, highlight, links, • Ready-made unit and review
notes, and more. achievement tests with options
• Q Clickable Audio: instant access to the complete to edit, odd, or delete items.
classroom audio program
•Summit TV Video Program: fully-revised authentic TV Ready-made Summit Web Projects provide
documentaries as well as unscripted on-the-street interviews,
authentic application of lesson language.
featuring a variety of regional and non-native accents
MyEnglishlab Workbook Full-Course

An o pt i on a l online learning tool Lesson-by-lesson Placement Tests
written exercises
Choose printable or
to accompany the
online version
Student's Book
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' Pl.......,,JW)'•Sff"Cl•HV"�--
.......... ....... ... ...

o ...-� O�*f!Wildt.t o��
•Contains a variety of authentic regional and
l ,� ....u. .,� Wl'f�--�
CU'ie�O��· C��
non-native accents to build comprehension of diverse
t '-�·�•MtH!llt••111*M�lfM4t·d'Mfl!tlW..
()�� l...,.,.,.lfll'Crt'(t English speakers
• NEW The opp Summit Go allows access anytime,

.t.ltw.lNI-•�
Oqt1....-..q C•ilffOml.-...n O�.-.n
anywhere and lets students practice at their own

pace. T he entire audio program is also available for
• NEW Immediate, meaningful feedback on wrong answers

/
students at www.english.com summit3e.
• NEW Remedial grammar exercises
• NEW Grammar Coach videos for general reference Teacher's Edition and
• Interactive practice of all material presented in the course
Lesson Planner
• Grade reports that display performance and time on task
• Detailed interleaved lesson plans, language and
•Auto-graded achievement tests
culture notes, answer keys, and more
•Also accessible in digital form in Active Teach
For more information: www.peorsonelt.com /summit3e ix

A OU THE THO RS
Joan Saslow
Joan Saslow has taught in a variety of programs in South America and the United States. She is author or coauthor
of a number of widely used courses, some of which are Ready to Go, Workplace Plus, Literacy Plus, and Top Notch.
She is also author of English in Context, a series for reading science and technology. Ms. Saslow was the series
director of True Colors and True Voices. She has participated in the English Language Specialist Program in the
U.S. Department of State's Bureau of Educational and Cultural Affairs.
Allen Ascher
Allen Ascher has been a teacher and teacher trainer in China and the United States, as well as academic director
of the intensive English program at Hunter College. Mr. Ascher has also been an ELT publisher and was responsible
for publication and expansion of numerous well-known courses including True Colors, NorthStar, the Longman
TOEFL Preparation Series, and the Longman Academic Writing Series. He is coauthor of Top Notch, and he wrote the
"Teaching Speaking" module of Teacher Development Interactive, an online multimedia teacher-training program.
Ms. Saslow and Mr. Ascher are frequent presenters at professional conferences and have been coauthoring courses
for teens, adults, and young adults since 2002.
AU HOR ' ACK OW DGM NT

The authors wish to thank Katherine Klagsbrun for developing the digital E xtra Challenge Reading Activities that
appear with all reading selections in Summit l.
The authors are indebted to these reviewers, who provided extensive and detailed feedback and suggestions for
Summit, as well as the hundreds of teachers who completed surveys and participated in focus groups.
Cris Asperti, CEL LEP, Sao Paulo, Huonambal Diaz, ICPNA Chiclayo, Cuernavaca, Mexico• Jose Luis Perez
Brazil• Diana Alicia Avila Martinez, Peru• Chandra Victor Jacobs Sukahai, Trevino, Institute Obispado, Monterrey,
CUEC, Monterrey, Mexico• Shannon Universidad de Valle de Mexico, Mexico• Evelize Maria Placido Florian,
Brown, Nagoya University of Foreign Monterrey, Mexico• Yeni Jimenez Sao Paulo, Brazil• Armida Rivas,
Studies, Nagoya, Japan• Cesar Byrd, Torres, Centro Colombo Americano Monterrey, Mexico• Luis Rodriguez
Universidad ETAC Campus Chalco, Bogota, Colombia• Simon Lees, Nagoya Amau, ICPNA Chiclayo, Peru • Fabio
Mexico City, Mexico• Maria Claudia University of Foreign Studies, Nagoya, Ossaamn Rok Kaku, Prize language
Campos de Freitas, Metalanguage, Sao Japan• Thomas LeViness, PROULEX, School, Sao Paulo, Brazil• Ana Maria
Paulo, Brazil• Alvaro Del Castillo Alba, Guadalajara, Mexico• Amy Lewis, Roman Villareal, CUEC, Monterrey,
CBA, Santa Cruz, Bolivia• Isidro Castro Waseda University, Tokyo, Japon• Luz Mexico• Reynaldo Romano C., CBA, la
Galvan, lnstituto Teocalli, Monterrey, Libia Rey, Centro Colombo Americano, Paz, Bolivia• Francisco Rondon, Centro
Mexico • Melisa Celi, ldiomas Catolica, Bogota, Colombia• Diego Lopez, Colombo Americano, Bogota, Colombia•
Lima, Peru• Carlos Celis, CEL LEP, Sao ldiomas Cotolica, Lima, Peru• Junior Peter Russell, Waseda University, Tokyo,
Paulo, Brazil • Jussara Costa e Silva, Lozano, ldiomas Catolica, Lima, Peru Japan• Rubena St. Louis, Universidad
Prize Language School, Sao Paulo, Brazil • Tanja McCandie, Nanzan University, Simon Bolivar, Caracas, Venezuela
• lnara Couto, CEL LEP, Sao Paulo, Brazil Nagoya, Japan• Tammy Martinez •Marisol Salazar, Centro Colombo
• Gemma Crouch, ICPNA Chiclayo, Nieves, Universidod Autonoma de Nuevo Americano, Bogota, Colombia• Miguel
Peru• Ingrid Valverde Diaz del Olmo, Leon, Monterrey, Mexico• Maria Teresa Sierra, ldiomas Cotolica, limo, Peru•
ICPNA Cusco, Peru• Jacqueline Diaz Melendez Mantilla, ICPNA Chicloyo, Greg Strong, Aoyamo Gakuin University,
Esquivel, PROULEX, Guadalajara, Peru• Monica Nomberto, ICPNA Tokyo, Japan• Gerald Talandis, Toyama
Mexico• Maria Eid Ceneviva, CBA, Chiclayo, Peru• Otilia Ojeda, Monterrey, University, Toyama, Japan• Stephen
Cochabamba, Bolivia • Erika Licia Mexico• Juana Palacios, ldiomas Thompson, Nagoya University of Foreign
Esteves Silva, Murphy English, Sao Paulo, Catolico, Lima, Peru • Giuseppe Paldino Studies, Nagoya, Japan• Jose Luis
Brazil• Cristian Garay, ldiomas Catolica, Mayorga, Jellyfish learning Center, San Urbina Hurtado, Institute Tecnologico de
Lima, Peru• Miguel Angel Guerrero Cristobal, Ecuador• Henry Eduardo Leon, Mexico• Rene F. Valdivia Pereyra,
Pozos, PROULEX, Guadalajara, Mexico Pardo Lamprea, Universidad Militar CBA, Santa Cruz, Bolivia• Magno
• Anderson Francisco Guimaraes Nueva Granada, Colombia• Dario Alejandro Vivar Hurtado, Salesian
Maia, Centro Cultural Brasil Estados Paredes, Centro Colombo Amerkcmo, Polytechnic University, Ecuador• Belkis
Unidos, Belem, Brazil• Cesar Guzman, Bogota, Colombia• Teresa Noemi Parra Yanes, Caracas, Venezuela• Holger
CAADI Monterrey, Mexico• Cesar Alarcon, Centro Anglo Americano de Zamora, ICPNA Cusco, Peru• Maria
Ivan Hernandez Escobedo, PROULEX, Cuer navaca, S.C., Cuernovoca, Mexico • Cristina Zanon Costa, Metalanguage,
Guadalajara, Mexico• Robert Hinton, Carlos Eduardo de la Paz Arroyo, Centro Sao Paulo, Brazil• Kathio Zegarra,
xi
Nihon University, Tokyo, Japan• Segundo Anglo Americano de Cuer navaca, S.C., ldiomas Catolica, limo, Peru.
1 Describe your personal ity
2 D i scuss someone's behavior
3
O utl o ok an d Behavi or
Compare perspectives on world problems
4 D i scuss creative ways to achieve a goal
PREVIEW
m FRAME YOUR IDEAS Com plete the q u iz by writi ng you r poi nts in the ci rcles. Then ca lcu late you r score.
"I'm sure it's nothing.

I'll just go back to sleep."
1 point
"It's probably nothing

serious. I'll just take
some medicine."
2 points
"This could be serious.

I'd better go to the
doctor."
3 points
·-- ·-
0 O
-- --
1fsomeone News about

unexpectedly crime or disasters
to someone knocks on your door, makes you ...
new, you... you think...
think about how
"f guess this wasn't assume that person "Great! It's probably a "I must be getting a you can help.
really my dream job. is a nice person. friend or a relative here promotion or a raise. 1 point
I'll find a better job 1 point to surprise me." That's really nice!"
somewhere else." 1 point 1 point
realize that
1 point keep an open mind sometimes bad
about whether you'll "I wonder who that "My boss must like to things happen.
"Oh, well. You win some like each other. could be. I'll go find out." socialize with everyone 2 points
and you lose some." 2 points 2 points from time to time."
2 points 2 points
feel very unsafe.
assume that "I'm not answering. 3 points
"I'll never get the job I person won't like It could be a "Uh-oh! There must be
want." or respect you. salesperson or some problem with my
3 points 3 points even a criminal." work."
3 points 3 points
6-9POINTS 10-14 POINTS 15-18 POINTS

You're an optimist. You're a realist. You're a pessimist.
You have a positive outlook and You tend to see the You have a negative outlook and
tend to see the glass half full. world as it really is. tend to see the glass half empty.
DJ PAIR WORK Com pare a nswers with a pa rtner. Are yo u r scores s i m i lar, or very d iffere nt? Which
of you has the more optimistic, rea listic, o r pessi m istic outlook on l ife, accord ing to the q u iz?
m GROUP WORK Calculate the average score for the mem bers of the c lass. On average,
h ow opti m i stic, rea listic, or pessim istic is you r class?
2 UNIT 1
Understand a variety of accents.
liJ 1�02 SPOTLIGHT Read and l isten to two friends ta lking a bout a new virus Leo= American English (standard)
Nora =American English (standard)
they're concerned about. N otice the spotlighted language.
Leo: Did you hear about that new virus going around? Chikungunya?
Nora: Chikun-what? Oh! You mean the one that comes from mosquitos?
Leo: As a matter of fact, yes. Just like Zika.
Nora: We've never had either of those viruses here before.
Leo: Well, they say it's due to global warming - all those mosquitos from the warmer
weather. I suppose it's just a matter of time 'til we get all kinds of new diseases.
Nora: You sure are a pessimist. I agree it's scary. But hey, what are you going to do?
Leo: I'm just saying this has started getting to me and I'm scared. I read that if
you come down with Chikungunya, you can be sick for a year . . . or even more.
Nora: Right. But they say it's still pretty rare around here. These things are
just part of life. You've got to rol l with the punches, if you know what
I mean. I'm not going to worry about it.
Leo: Well, I am. Anyway, I'm not going to the company dinner at that
outdoor restaurant. You're just a sitting duck out there, with the
mosquitos and everything.
Nora: What about just wearing long sleeves and hoping for the best?
I mean, how unlucky could you be?
Leo: Well, I'm going to call in sick and say I can't go. Better safe than so
I) UNDERSTAND IDIOMS AND EXPRESSIONS F i n d the fo l lowing expressions i n

Spotlight. Choose t h e meaning that m ore closely explains each one.
1 It's just a matter of time.

a It will take a long time. 5 You're just a sitting duck out there.
b It will certainly happen in the future. a There's nothing you can do to protect
2 Hey, what are you going to do? yourself.
a There's nothing anyone can do about it. b You probably won't get sick.
b What plans do you have? 6 Better safe than sorry.
3 This has started getting to me. a It's better to stay safe and have
a This is beginning to bother me. no regrets.
b I'm beginning to get sick. b I'm sorry, but I'm sick.
4 You've got to roll with the punches.

a You have to deal with life's difficulties and move on.
b You shouldn't accept the difficulties life brings.
IJ COMPARE AND CONTRAST Discuss the q uestions.
1 How would you describe Leo's and Nora's outlooks? How are they different?
2 Who are you more like, Leo or Nora?
SPE AKI NG ROLE PLAY Ta ke turns respo n d i n g to the fol lowi ng statements related
to the situations in the q u iz on page 2. Use id ioms from Exercise E in your responses.
Then change roles.
" I woke up with a stomachache. This cou l d I'll never get the job I want!
be serious. I'd better go t o the doctor. "
" Uh-oh. There's someone at the door.

'' My boss i nvited me to l u nch in a restaura nt . I ' m not a nswering. It could be a
There m u st be s o m e problem with my work. " sal esperson or even a cri m i n a l. "
mmm
STRATIGIES VOCABULARY ADJECTIVES TO DESC R I B E PERSONALITY TRAITS
Read a n d listen . T h e n liste n again a n d r e p e a t .
Sonia's a tennis champion, but

Nothing seems to bother Donna. Jason never wastes time at work Andres is always helpful. He's she doesn't think she's better
She just rolls with the punches. and always gets a lot done. aware of other people's needs. than anyone else.
She's pretty easygoing. He's quite hardworking. He's really considerate. She's quite modest.
Eric is not at all shy. He loves You can trust Irene to be reliable. Jared rarely acts silly. He is
meeting and chatting with She always does a good job and thoughtful and pays attention to Isabelle and Anna enjoy chatting
new people. finishes it on time. the important things. with each other.
He's so outgoing. She's very trustworthy. He's pretty serious. They're really talkative.
� C LASSIFY THE VOCABULARY On the chart, c l assi fy the adjectives from the Voca bulary, Other adjectives
and other adjectives you know, according to you r o pinion. Then discuss with a partner. polite
im polite
Are always positive Can be either Are always negative
p unctual
rude
friend ly
unfriend l y
nice
liberal
conservative
interesting
' ' Ha rdworki ng i s usua l ly positive. But some people are too inte l l igent
hardwork i ng and don't spend enough time with their fa m i ly. " ind e pend ent
�38�
ACTMTY
[!j GRAMMAR GERUNDS A N D I N FI N ITIVES : R EV I EW AND EXPANSION
Remember: Gerunds and infinitives function as subjects, objects, and subject complements in
For lists of verbs followed
by ge runds and I or
sentences.
Subject: Sharing tasks with co�workers is hel pful. infinitives, see pages
123-124.
Direct object of a verb: I avo id calllng the doctor too often.
For a list of expressions
Subject complement: Our d ream is to make a trip to Africa next year. fo l l owed by g e runds, see
page 123.
Some verbs can only be followed by gerunds as the object of the verb. Some verbs can For a llst of adjectives
only be followed by infinitives. Others can be followed by either a gerund or an infinitive. followed by infinitives,
see page 124.
We considered going to the picnic. NOT We considered te-g& to the picnic.
They have decided to Invite thei r teacher to the play. NOT They have decided ffw.ttffig their teacher to the play.
BUT
She prefers going to the early show. OR She prefers to go to the early show.
4 UNIT 1
Prepositions can be followed by gerunds, not by infi nitives. Adjectives can be followed by infinitives, not by gerunds.
I saw a film about driving across the U nited States. We're ready to go. NOT We're ready geffig .
N OT I saw a fi l m about � across the U nited States.
Other uses of i nfinitives:

To state a fact o r an opinion with an impersonal !! + an infinitive. G R A M MAR BOOSTE R p. 1 2 5
It's a good day to meet the new boss. · Infinitives: review, expansion,
and common errors
To state the purpose of an action . · Parallelism with gerunds and
We used an insect repellent to avoid mos q u i to bites. infinitives
To m odify an adjective with too or enough. Note: Enough follows an adjective.

They were too late to make the plane to Boston, but th ey were early enough to catch the bus.
NOT ... they were eAet:Jgl:i early te eatel:i the bus.
"M�� [!J LISTEN TO ACTIVATE G RAMMAR Listen to the conversations. Then comp lete each statement
with the ge rund or i nfi nitive fo rm of one of the ve rbs from List 1 and a word from L i st
EXEROSES
2.
1 He's going to come home early . . . . . .

list 1 : list 2:
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 She's worried about . . . . . . . . . . . . . . . . . . . . . Jack about her . . . . . . . . . . . . . . . . . . . . . .

paint the bedroom
3 He says it's too late . . . . . . . . . . . . ....
. . . . . . . . . . . . . . . . . . . .
. . . . .. . h ave to Friday
te l l a n office
4 She doesn't mind . . . . . . . . . .. .. .. .. . . . . i n . . . . . . . . . . . . . . . ...... .
be rude
5 She's apologizing for . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to him the night before. work keyboard
watc h a movie
6 He's a little down about . . . . . . . . . . . . . . . . . . . . . work late on . . . . . . . . . . . . . . . . . . . . . .
I) PAIR WORK Com p lete the q u estions with you r own i deas, using ge ru nds o r i nfi n itives.
Answer you r partner's q uestions.
1 Do you avoid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ? 5 Do you object to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?

2 When are you too old . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ? 6 Do you think it's a good time . . .. . . . . . . . . . . . . . . . . . . . . . ?
3 In your family, who doesn't mind . . . . . . . . . . . . . . . . . . . . . . . . . ? 7 Do you ever stay up late . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?
4 Do you believe in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ? 8 What don't you mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?
NOW YOU CAN Describe your personality
I
fJ 1:05 CONVERSATION SPOTLIGHT Read a n d listen.
N otice the spotlighted conversation strategies.
A: So how would you describe yourself?
Me? Wel l , I 'd say I'm pretty easygoing. I don't let
B:
things get to me.
A: Easygoing? I see you as serious.
B: You think so? I don't see myself that way. In any
case, can't you be both easygoing and serious?
A: I guess. And how would you describe me?
B: You? I see you as pretty outgoing.
A: You do? Why do you say that?
B: Because you tend to be talkative and you seem
to like being w ith people a lot.
l]J 1:06 RHYTH M AND INTONATION Listen aga i n and repeat.

Then p ractice the conversation with a partner. • Say more a bout you r perso n a l ity.
• Ask about oth e r peopl e's persona lities.
� (!I CONVERSATION ACTIVATOR Create a s i m i l a r conversation,

• Say a s m uch a s you can.
�
ml"
soos�rn
using the Voca b u lary or other adjectives that d escribe you r
personality. Sta rt l i ke th is: So how would you describe yourself?
Be sure to change roles and then partners.
5
fJ 1:01 G RAM MAR SPOTLIGHT Read how these fo u r people descri be other people's
behavior. N otice the spotl ighted grammar.
My manager, C h ri s , is a real sweetheart. I share an apartment with three roommates, but one of
He wants all of us to succeed. A n d �hem, Erika, is an annoying pain in the neck! First, she's a total
he encou rages us to learn n e w skills workaholic. Between her studies and her after-school job, she's
so we can move u p in the company. He's rarely here, and when she is, she just keeps working. My other
also rea l ly kind and understand ing. H e two rooJllmates and I do all the chores: $hop for groceries, cook,
permits us to work a t h o m e w h e n we wash the dishes, and so on. When we complain that Erika's not
have a sick kid. You ' l l never find a better pulling her weight. she jast asks us to do her chores because
·
she doesn't have time! Time? It's time for her to m� out!
I ' l l never fo rget my h igh-school d rama teacher; r.
M e l lon. He was such a tyrant! He used to force

us to say our l i nes over a n d over u ntil it drove
us crazy. And if anyone fo rgot even one word, he
wou l d forbid them to go home u nt i l they had
learned the line. He wou l d warn them to learn
every l i ne perfectly by the next class, or t h ey
could n't be in the p l ay. Everyo ne hated h i m .
H e took all t h e f u n o u t o f d rama.
Richard Rowan, 43 Saint Louis, USA
d�WQi; I]) RELATE TO PERSONAL EXPERIENCE F i n d th ese words a n d ph rases i n

a pain in the neck a tea m p l ayer
t h e G ra m m a r Spotl i ght. With a partner, ta l k a bout people y o u know o r
a peo p l e person a tyra nt
have known who behave l i ke people d escri bed i n the G ra m m a r Spotl ight. a sweet heart a worka h o lic
Provide exa m ples.
[! 1:os LISTEN TO CLASSIFY Listen to people describe other people's behavior, using
noun a n d p ronou n objects before i nfi n itives. Check the description (s) of each person ,
acco rd ing to t h e o p i n ions expressed.
1 Margaret is: D a workaholic D a pain i n the neck D a team player
2 Peter is: D a people person 0 a tyrant D a pain in the neck
3 Tim is: D a tyrant D a pain in the neck D a workaholic
I!] GRAMMAR VERBS THAT R EQU I RE A NOUN OR PRONOUN BEFORE AN I N FI N ITIVE

Negative i nfin itives
To make a n i nfi n itive
Remember: Some verbs can be followed directly by an infinitive. However, in the active voice, some
verbs must have a noun or pronoun object before the infinitive. neg ative, p lace not
Active Passive before the i nfinffiVe:
He ordered us to leave the office. (We were ordered to leave the office.) They advised us not
to come late to
The sign warned drivers not to speed. (Drivers were warned not to speed.) the meeting.
We told them to be on time. (They were told to be on time.)
Remember: To make a
She taught them to swim last year. (They were taught to swim last year.) geru n d negative, also
place not before the
Some verbs, such as would like, want, ask, expect, and need, are used with or without a noun or
gerunF
They complained
pronoun object in the active voice, depending on the meaning.
Without an object With an object about not having
enough time.
We'd like to eat healthier food. We'd like our children to eat healthier food, too.
She wants to drive the new car. She wants me to drive the new car.
Tom asked to see the di rector. Tom asked Emlly to see the di rector.
6 U N IT 1
These verbs req u i re a noun or pronoun object before an i nfi n itive in the active voice.
For a list of verbs that can
advise convince force invite permit require be followed d i rectly by an
hire i nfinitive i n the active voice,
al low encourage order persuade teach
see page 1 24.
cause forbid instruct pay rem ind warn
"llM� I) UNDERSTAND THE GRAMMAR O n a separate sheet of paper, cha nge

Ts.. e CEO ;,,vited � p ovm of
I
UffilNS
each sentence to the active voice. Use the � phrase as the subject.
1 Spouses of co-workers were invited (by the CEO) to attend the reception. co-workerr to atte ... d ts.. e receptiot1.
2 Drivers were told (by the hotel security guards) to stop at the entrance to the hotel.
3 Employees were required (by the rules) to return from lunch at 2:00.
4 We were encouraged (by our manager) to tweet our questions to the speaker.
5 They were advised (by the invitation) to be at the restaurant before 8:00 P.M.
[I GRAMMAR PRACTICE Com plete the sente nces with your own ideas, an object, and an i nfin itive.
1 The change in the meeting schedule caused . ...

. . . . . � ?. . . . . . . . . to . .
. P.P.�:t:P.P.0.�. P.1:J.d!!9h:t: . . .
.
2 The bad weather on the day of the game convinced . . . . . . . . . . . . . . . . . . . . . to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 Should we remind . . . . . . . . . . . . . . . . . . . . . to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?
4 The sign at the entrance to the event warned . . . . . . . . . . . . . . . . . . . . . to . . . . . . . . . . . . . . . . .. .
. . . . . . . . ... . . . .
5 Why don't you pay . . . . . . . . . . . . . . . . . . . . . to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?

6 The article in the newspaper about the accident persuaded . . . . . . . . . . . . . . . . . . . . . to . . . . . . . . . . . . . . . . . . . . . . . . ......... .
[fl PAI R WORK With a partner, take turns a nswering the q u estions, using the cues provided.
1 A : Is Mark bringing the food for the picnic?
B: No, Mark . . . . . . ..
�).<.pg�t?. � f.tP. .�.r:i.09 . . . . ... the food. (expect I us I bring)
2 A: Have you spoken to the manager about the broken equipment?
B: No. I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to her about it. (ask I Ken I speak)
3 A: Who's going to be the first speaker at the event?
B: Actually, I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the first one. (would like I you I be)

4 A: Do you want to write the summary of what happened at the meeting?
5 B:
B: I'd rather not. I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . it. (want I Kathy I write)
Didn't you need to discuss the new e-mail system with Mr. Green?
lftii:Himtttt.M p. 141
Content words and
A: Actually, I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . with him about it. (want I function words
my assistant I speak)
NOW YOU CAN D iscuss someone's behavior
RECYCLE THIS
m NOTEPADDING Choose two people y o u know. M a ke statements a bout LA NGUAGE
each perso n 's personality and behavior, using one of the verbs from the • easygoing
list In the chart at the top of this page. · hardworking
- -- ..,
· helpfu l
Description Description
modest
1 1
•
Desc ripti on
outgoing
1 M y S'i S'ter ir a f\.lee th e a rt.
•
reliable
SJ.1e e " eov ra9e r el/eryo " e
•
serious
2 2
•
to 9et 12 1 0 0 9 . r:
• tal kative
• an optimist
• a pessimist
mr: m DISCUSSION ACTIVATOR Discuss the people you wrote a bout on your
•
•
a rea list
a sweetheart
notepads. Say as m uch a s you can a bout them. • a team player
7
� 3 Ill
m LISTEN I NG WARM-U P How m u c h do you worry a bout e p idem ics, terro rism, a n d crime? Write
each one on the gra p h . Then discuss with a partn er.
A LOT
lfililll!I
STRAlfGlS 1' LISTEN FOR MAIN IDEAS Listen. Write the problem d iscussed in each conversation.
Conversation 1 . . . . . . . .. . . . . . . . . . . . . Conversation 2 . . . . . . . . . . . . . . . . . . . . . Conversation 3 .....................
I! 1:10 LISTEN FOR DETAILS Listen aga i n . Circle T (tr ue), F (fa lse), or ND ( not discussed ).
a She says there aren't a lot of newspaper articles about crime. T F ND

b He thinks there's noth ing anyone can do about crime. T F ND
a She thi n ks breathing the air on planes can be dangerous. T F ND
b He th i n ks international travel w i l l spread the disease all over the world. T F ND
a He worries about terrorism in crowded places. T F ND
b She thinks terrorism is caused by poverty. T F ND
l!J UNDERSTAND MEANING FROM CONTEXT Read each q u otation. Then listen aga i n and
complete each statem ent.
Conversation 1
1 When the woman says, "Crime is just out of control," she means . . . . . . . . . .
a there's a huge amount of crime b we have to control crime
2 W hen the man says, "What is the world coming to?" he is asking, . . . . . . . . .
a "Where in the world can we go to avoid crime?" b "W hat is the future of the world?"
3 When he says, " Better safe than sorry," he is saying . . . . . . . . . .
a don't tempt cri m i nals by wearing jewelry b just stay home where it's safe
Conversation 2
4 When the man says, "I thi n k I 'm getting a l ittle obsessed," he means, . . . . . . . . .
a "I'm thin k i ng about this way too much." b 'Tm afraid I'm getting sick."
5 When she says, "Wel l, I don't th i n k that's crazy," she means . . . . . . . . . .
a he's right to be worried b the d isease is extremely bad
6 When the woman says, "Ifs even more contagious," she worries . . . . . . . . . .
a it cou ld cause an epidemic b it won't last for long
Conversation 3
7 When the man says, "I don't k now about you , but I'm getting a l ittle freaked out about
terrorism," he's really saying, . . . . . . . . .
a "Are you as scared a s I am about terrorism?" b "I don't k now how to stop terrorism. Do you?"
8 When the woman says, "Wel l, that's no way to live," she means, . . . . . . . . .
a "You are going to d ie." b " It's impossible to live normally with that outlook."
9 When she says, "It is what it is," she means, . . . . . . . . .
a "What is it?" b "There's nothing anyone can do about it."
10 W hen the man says, "I guess I'm going a little overboard," he means, . . . . . . . . .
a "I'm making this too important." b "I'm not interested in this issue."
8 UNIT 1
I) GRO U P WORK Answer each q u estion and expl ain you r a nswers. Listen aga i n if you d isagree.
Conversation 1
1 What does the man think we can do about crime?
2 Why does the woman think he is practical?
3 Which speaker's outlook is closer to yours, the man's or the woman's?
Conversation 2
1 What reasons do the speakers give for why so many people will get the Marburg virus sooner or later?
2 Which speaker is more optimistic-the man or the woman?
3 W hich speaker's outlook is closer to yours, the man's or the woman's?
Conversation 3
1 What does the woman thi n k we can do about terrorism?
2 W hich speaker has a more realistic outlook-the man or the woman?
3 Wh ich speaker's outlook is closer to yours, the man's or the woman's?
NOW YOU CAN C ompare perspectives on world problems
rJ NOTEPADDING Write a list of world problems that you worry a bout.

O r use the ideas i n the pictu res. W rite why you worry a bo ut them.
f p �d e m i cs : 1 'lf/ o r r y tlio t we
woo ' t h ove e n o v 9 J.i
l e wi l l d i e . ---..=---:-":"i t
m e d i c i n e_h o n d l ots of p e Q p
RECYCLE T H I S LA NGUAGE
· It's just a matter of time until . . .
• I mean, what a re you going t o do?
· These things are just part of life.
· You've got to rol l with the punches.
�': llJ DISCUSSION M eet with classmates who listed the sa m e problems on · You're just a sitting duck.
It is what it is.
·
BOOSnR
their notepads. Discuss the problem and explain why you worry a bout it,
·
• It's started getting to me.

providing d etails of experiences you or others you know have had with it.
• Better safe than sorry.
Discuss what, if a nyth i ng, can be done a bout the problem.
9
m READING WARM·UP In what ways can a pe rson's attitude help in solvi ng a problem o r ach ieving a goa l?
lill'film
STRATEGIES l!J 1:11 READING Read the newspaper article, wh ich is based on a true story in the n ews.
What was Ph i l Cooper's mistake?
DAILY NEWS August 7
"I felt sort of like a snoop, but my
FACEBOOK SAVE S THE DAY spying was purposeful," he said. "I was
looking for clues to the owner's identity,
WESTON-In a painful ending to an and I was optimistic that I would find
otherwise glorious vacation, Phil and something."
Virginia Cooper and their daughters, Soon he came across a photo of
Miranda and Grace, arrived home without two young girls getting on a yellow
the hundreds of vacation snapshots they school bus with the words WESTON, NJ
had taken. on the side. In a burst of creative
"We'll always have our memories," thinking, Secrest thought someone
said Phil, "but no pictures of our family's might recognize the girls, so he posted
activities or the beautiful New England the photo on Facebook and urged his
scenery and Cape Cod beaches where we friends to share it, with this message:
spent the last two weeks of our summer Do you know these kids from
vacation.". Weston, New Jersey? I found a
"Phil has always been a little absent camera with this photo in Barton,
minded, but this takes the cake," Virginia hopeless. Days had passed. The camera would
Massachusetts, and want to locate
said with an affectionate smile. "We were have been lying on the ground through bad
the owner. Please share.
getting settled in the car for the long drive weather, or perhaps someone had found it and
Facebook friends shared the
home, and Phil got out to snap one last taken it home," Phil said. The camera case
photo hundreds of times. It was just a
picture of the sunset. Then he set the had the Coopers' name and address, but the
matter of time until it appeared on the
camera on the roof of the car while he camera hadn't been in the case.
Weston Community page and someone
got his jacket out of the trunk." Needless Last weekend, while training for an
recognized Miranda and Grace and
to say, the camera fel l off the car as they Ironman Triathlon event, Adam Secrest, 24,
called Virginia Cooper, who contacted
drove off. The family discovered the spotted the camera along the side of Callman
Secrest, first through Facebook, and
camera was missing when they got home. Road near Barton Beach, Massachusetts. He
then by phone. The camera arrived at
Then Phil suddenly remembered placing picked it up, looked for a name, and finding
the Coopers' house by mail yesterday.
the camera on the top of the car. none, stashed it in his car, thinking he would
"Lots of people say social media is a
"I felt terrible for having been so try to locate the owner after his run. Once
meaningless waste of time, but here's an
careless and was sure the situation was
home, Secrest turned on the camera and
example of how powerful and useful it
be/' said Secrest.
scrolled through the photos.
can
(!t DETERMINE THE MAIN IDEA Which state ment exp resses the m a i n idea of the a rticle?
1 There's nothing worse than losing one's vacation memories.
2 Creative thi n king can help solve problems in unexpected ways.
3 Being a forgetful per on can cause a lot of problems.
l!J U NDERSTAND MEANING FROM CONTEXT Locate these adjectives and expressions i n
t h e article a n d classify them as positive (+) o r negative (-). Then, with a pa rtne r, t r y to
expla i n the mea n i ng of each one in your own words.
D absent-mi nded D hopeless D meaningless D useful

D affectionate D purposeful D powerful
lillffiD1 IJ S U M MARIZE Rea d the a rticle aga i n . Then close you r book a n d , with a partner,
ootfe�� s u m m a rize the story i n yo u r own wo rds.
10 UNIT 1
d8�1JM; Cl · 2 WORD STUDY ADJECTIVE SUFFIXES -FU L AND -LESS Expand yo u r voca bulary
by learning th ese adjectives from the Read i ng on page 10 with the suffixes -ful ( m ea n i ng
"with") and -less (meaning "without"). Write one sentence using one of each pa i r.
-fu l -less My se nte nce
careful careless
hopeful hopeless
meaningful mean i ngless
painfu l painless
powerful powerless
purposeful purposeless
useful useless
[!I WORD STUDY PRACTICE The fol l owing pa i rs of words a ren't opposite
Be careful !
N ot a l l words that end in
e q u ivalents. With a partner, d iscuss the d i fference i n mea n i ng of the words -ful and -less a re opposite
in these pai rs. equivalents. Restful refers to
a calm place or an experience,
re stful I restless: We had a very restful vacation and d id n't do much. I while restless refers to a
person's feeling of physical
I was so restless l ast n ight. I could n't sleep.
nervousness. A lways check the
he l pful I h e l p less: Your brother is so helpful. He always offers to do the d ictionary to confirm m ea n ing .
chores at home. I
Babies are so helpless. They can't do anything for themselves.
p itifu l I piti less: It was pitifu l to see that p oor cat looki ng for food. I
How can people be so piti less that they'd let a cat starve?
NOW YOU CAN Discuss creative ways to achieve a goal
t'.iJ NOTEPADDING Adam Secrest's goa l was to find Goals:

the camera's owne r. With a partner, bra i nstorm
To col l ect mone y for a good ca use
and write creative ways to achieve the goa ls on the
n otepad.
m DISCUSSION Ch oose one goa l and i n a small To locate an organ dono r for a
sick pe rson
gro u p d iscuss ways to ach ieve it, based on your

ideas from Exercise A. Present you r i deas to
the class. To warn peop le a bout a dang er
" Not eve ryone w i l l want to donate a lot of

money. So it's i mporta nt to keep a positive
attitude. If ev e r y one g ives a l i ttle, or do nates
To find a l ost pe rson
t i m e to help, we can sti l l reach our goa l . ' '
O PT I O N A L WRITI N G I n a paragraph, present

To s p read a politi cal messa ge
the ideas you developed In Exerctse B.
fJ WRITING SKILL Study the r u les. NMU.Jiifo·Mii
Wo rkaholics l ead
unbalanced
lives. They sp end
A pa ragra ph consists of sentences a bout one to pic. The most i m portant all their e n ergy
on work. They rar
sentence i n a paragra ph is the topic sentence. It i s often (though not ely tak e time to
min ds rest. I know
relax an d let the ir
a l ways) the fi rst sentence, a nd it i ntroduce s , state s , or s u m m a rizes the beca u se my fath er ,
was a work a h o lic
'
topic of a paragra ph . For exa m p l e : Worka h o l i c s lead u n ba l a nced l ive s . and he worke d ev
ery day of the wee
k.
We h ardly eve r saw
him. Even wh en
I n fo rmal or acade m i c writing, a l l t h e su pporting sentences that fo l l ow, h� w� s not at work
, we kn ew he wa s
s u rrou n d , or precede a topic sente nce-deta i l s , exa m p l e s , a n d othe r thin k i ng abo u t wo
rk. He seem ed
facts-m u st b e re lated t o t h e topic pre sented i n t h e topic sentence. never to thin k of
anything else.
In sum mary, not
knowing how to
I f the l a st sentence of a pa ragra ph i s n 't its to pic sentence , a n d espec i a l l y escape from work
makes it difficult
for a worlcaholfc to
i f t h e pa ragra ph i s a long o n e , write rs someti mes e n d it with a concluding find bala nce In
his or her life.
sentence that restates the topic se nten ce o r s u m m a ri ze s the paragra ph .
Conc l u d i ng sentences com m o n ly use phrases such as I n conc l u sion or
I n s u m m a ry.
CJ PRACTICE The sentences below form a paragra p h , but they a re out of order. Write !
next to the topic sentence, � next to each of the fou r supporting sentences, a n d .Q next to
the concl uding sentence. Then, on a separate sheet of pape r, put the sentences in o rder
and rewrite the paragra p h .
....... 1 She took a night-shift job so she didn't have to do much work
....... 2 Since they're very intelligent, some figure out how to do less work
.... ..
. 3 Very intelligent people, or "brains, " are sometimes lazy people.
. . . . . . . 4 I had a friend who was a member of Mensa, an organization for people who are really smart .
....... 5 To sum up , sometimes intelligent people use their intelligence to get out of doing work
. . . . .. . 6 She could read novels most of the night and still get a paycheck.
E!J PRACTICE Read the two paragraphs. Find and u nderline the topic sentence and the
concluding se ntence i n each paragra ph.
Te rrorist acts take m a ny fo rms, b ut a l l The t h i n gs that worry m a ny peo p l e don't wo rry
h ave o n e t h i n g i n com m o n : t h e senseless me. For exa m ple, m a n y people· worry about war,
targeting of i n n ocent people to a c h i eve e p i d e m ics, a n d natural catastrophes, such as storms
maxi m u m p a i n , fear, a n d disrupti o n . I n and earth q u a kes. An i nd ivid u a l person can't do
one type of act, a terro rist k i l l s o r h a rms a a nyth i n g a b o u t war, so why worry about it? I bel ieve
s i n g l e i n divi d u a l for no a pp a rent reaso n . in h o p i n g for the best. Epidemics can be terr i b l e, but
I n others, terro rists d etonate expl osives I trust i n modern m e d i c i ne a nd t h i n k scientists are
or bombs i n crowded m arkets o r at p u b l i c doing everyth i n g they can to d iscover vacc i n es a n d
events. I n sti l l oth ers, terrorists attack treatments for t h e m . A n d storms a n d earthq ua kes
p u b l ic tran sportation, h a r m i n g or k i l ling are rel atively rare a n d ca n't be p revented, so it's best
m a ny peo p l e at o n ce . I n con c l u s i o n , just to keep an optimistic o utlook. Of course it would
although I generally have a positive be s i l l y not to take p reca u tions that c a n help. " Better
outlook, I th i n k it is j ust a m atter of t i m e safe t h a n sorry," as they say, but in most cases it's
u nt i l terrorists harm m e o r p e o p l e I k now best j ust to try to rol l with the p u n c h es.
a n d love.
·��:·:
PP.OCEss
(!] APPLY THE WRITING SKILL Choose one (or m ore) world p roblems that H3"9U89"
worry you . Write a paragrap h describing you r outlook and attitude a bo ut 0 Does my paragraph have a topic sentence?
the p roblem. Use the writing models in Exercise C as an exa m ple.
D Do the supporting sentences in my
paragraph all relate to the topic?
D Do I have a concluding sentence?
12 U N IT 1
Iii REVIEW
m 1:13 listen t o t h e people ta l k i ng about t h e i r reactions t o events i n t h e news. Decide i f
each speaker i s a n optim ist, a pess i m ist , o r a realist.
1 John . . . . . . . . . . . . . . . . . . . . . 2 Susan . . . . . . . . . . . . . . . . . . . . . 3 Matt . . . . . . . . . . . . . . . . . . . . .
EJ N ow read the statements. Write the name of the person from the l i ste n i ng who i s most
l i kely to have said each statement. listen aga i n i f n ecessa ry.
1 "You've got to be practical. There will be some problems in life that you can solve and
some that you can't. What's important is realizing when something is beyond your
control. I mean, it is what it is." . . . . . . . . . . . . . . . . . . . . .
2 "Life is full of hard times. Bad things happen and there's very little you can do about
it." . . . . . . . . . . . . . . . . . . . . .
3 "It's important to see a problem as both a challenge and an opportunity for success.
Difficult experiences can make a person stronger." . . . . . . . . . . . . . . . . . . . . .
[i Complete each descri ption in you r own wo rds.
1 An easygoing person is someone who . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 An outgoing person is someone who . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 A reliable person is someone who . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 A helpful person is someone who . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ii] Complete each conversation with one of the words that describe behavior from page 6 .
1 A: Looks like I have to work overtime again tonight. My boss just gave me three
projects to complete by the end of the day.
B: You're kidding. He sounds like a real . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . !
2 A: You know, without Sarah's help, I would never have completed that presentation
in time.
B: Tell me about it. She really helped me out with my sales campaign last month.
She's such a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 A: Tom is really a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I ran into him in the park last weekend,
and he was sitting on a bench and working on that report.
B: Yeah, that's Tom all right. He never stops!
4 A: I don't think Jill had a very good time at the party-she didn't say a word the
whole evening.
B: Well, Jill doesn't feel comfortable in social situations. She's just not
a .............................. .
I) Complete each sentence with one of the adjectives from Word Study on page 11.
1 Excellent dental anesthesia today makes almost all dental treatment . . . . . . . . . . . . . . . . . . . . . .

2 Sometimes we feel completely . . . . . . . . . . . . . . . . . . . . . ; there's just nothing we can do to
make something happen.
3 The Internet can be very . . . . . . . . . . . . . . . . . . . . . in helping us communicate with a large
number of people at once.
4 I'm . . . . . . . . . . . . . . . . . . . . . about the future. I think things will change for the better.
5 Some say the colors of a painting create a more . . . . . . . . . . . . . . . . . . . . . impression than the
black and white of a pencil drawing.
�
" Web Project: Persona lity Types

TEST-TA KING SKILLS BOOSTER
p . 151 �.,. www.engllsh .com/su m mlt3e
13
1 Describe how you've been enjoying the a rts
2 Express a negative opinion pol itely
3
M us i c a n d Oth e r Arts
Describe a creative personality
4 Di scuss the benefits of the arts
PREVIEW
f.iiJ FRAM E YOUR IDEAS Com p l ete the survey. Then tel l a partner about the
songs and a rtists you l i sted. Exp l a i n why each one is mem ora ble for you.
M USICAL M E MORI ES
1 A song with a really danceable beat that made you 6 A group or performer with an innovative sound
want to get up and move to the music unlike anything you'd heard before
2 A song with a catchy, unforgettable melody that you 7 A singer that blew you away with his
loved-you couldn't get the music out of your head or her extraordinary singing voice
3 A song with an annoying m elody that drove you 8 A top-notch musician you thought was
crazy every time you heard it one of the most talented artists ever
4 A song with really moving lyrics-you got 9 A sing er, musician, or group that put on an
emotional every time you heard the words amazing and memorable performance
5 A song with interesting lyrics that made you really

think about the song's meaning
(lllfilm
STRAmilfS m 1 : 1� VOCABULARY ELEMENTS OF MUSIC Work with a partner to a beat a sound
explain the meani ngs of the words on the right. Use the survey to su pport a melody a voice
you r explanation. Then l isten and repeat. lyrics a performance
[I PAIR WORK Tel l you r partner a bout the

performers yo u 'd l i ke to see, o r not l i ke U I'd love to see Backstreet Boys . They have a rea l ly u n i q u e sound. "
to see, in the futu re. Expl ain you r reasons.
14 UNIT 2
m 1:15 SPOTLIGHT Read and l isten to three colleagues d iscussi ng A m a l i a = Spanish
Sandy = C h i n ese
what to do after a meeting. N otice the spotlighted language. Pa u l = Am e rican E nglish (standard)
A m a l i a : Hey, guys, we've got a free evening tonight. Why

don't we see if there's anything to do? Sand y : Hold on! Here's something that might
S a n d y : Good idea! Let me see if I can find something be right up you r alley, Paul. There's an
online. exhibit of modern American art at the Grant
Pa u l : I'm in . . . Check out eTix. They usually have some Gallery. And they're open late on Thursdays.
great deals. Pau l : Now you're tal king!
Sand y : Let's see . . . Hey, The Phantom of the Opera is at Sand y : And what I really love is the location.
the Palladium. I saw the movie, but I've never seen it live. The gallery's right around the comer from
What do you thi nk? here.
Pa u l : I saw it back home in Chicago at least ten years ago.
Hasn't that thing been playing for l i ke twenty years now?
Ama l i a : At least! I've actually seen it on stage. But I guess I
wouldn't mind seeing it again. The music is awesome.
Pa u l : Yeah, it's got some catchy melodies, but the
story's nothing to write home about.
Sand y : Hey, here's something that might be
good! It looks like tickets are stil l avai lable
for Swan Lake. That's supposed to be an
amazing ballet.
Pa u l : Uh, no offense, but ballet isn't my thing.
Amalia: I can see Paul's going to be hard to
please!
Pa u l : Sorry, I don't mean to be a pain. I guess
I'm not really in the mood for a show tonight.
Maybe there's a museum that stays open late.
(! U N DERSTAND IDIOMS AND EXPRESSIONS Find these expressions i n Spotl ight.

Match each with its correct usage.
1 I'm in. a You thin k someone will definitely be interested i n something.
......... 2 It's nothing to write home about. b You want to apologize for making trouble.
......... 3 It isn't my thing. c You think someone has m ade a good suggestion.
. . . . . . . . . 4 He's hard to please. d You thin k someone is d i fficult to satisfy.
......... S I don't mean to be a pain. e You think there's noth i ng special about somethi ng .
......... 6 It's right up your alley. f You want to i nd icate you r willingness to participate.
......... 7 Now you're talking. g You i nd icate that something isn't to your personal taste .
II THINK AND EXPLAIN Discuss these q uestions.
1 Who's willing to see The Phantom of the Opera and who's not? Explain each person's point of view.
2 Why do you think Sandy thi nks the art exhibit m ight be just right for Paul?
SPEAK I NG PAIR WORK Rate the events on a sca le of 1 to 5 ' ' M usicals aren't rea lly my thi n g .
(with 5 being most enjoyable). Then tel l your partner a bo ut the They just s e e m si lly t o me. B ut a
kinds of events you'd l i ke to attend. Expla i n you r reasons in deta i l . pop concert's right up my alley. ' '
n art exhibi
· m odern performanc
. .,
pop conce • • classical m usic concert
a
comedy sho • G·mD

15
a 1 : 16 GRAMMAR SPOTLIGHT Read the comm enta ries. N otice the spotl ighted gra m ma r.
I try to get to MASP-that's

Over the past few years, I 've been goin g to see a lot
the Sao Pau l o M u seum of Art
of live theater. I 've seen some classic but still -popular
whe never I can. Because it's
shows l i ke Les Miserables and The Phantom of the
not far from work, I've been
Opera. Recently, I booked a trip to New York, and
droppin g by about every month
I've been checking online to see what's playing.
or so to see what's new and visit
I cou ld n't go to the Big Apple without seeing a
its excel lent library. Lately,
few good shows, right?
I've been explorin g
the Antiques Market
outside as wel l . They
always have a lot of
interestinE stuff to
look at.
M u sic plays a pretty b ig part in my l ife . Lately
I 've been usin g music to wake me up in the
morning, get me moving at the gym , and help me
unwind after wo rk. Speaking of work,
I 've been listenin g to music more
d u ring the day and I 've noticed that it
actually makes me more productive .
I]) MAKE PERSONAL COMPARISONS Which person 's tastes, interests, and activities a re
the most l i ke (or the least l i ke) your own? Expl a i n why.
• II GRAMMAR THE PRESENT PERFECT CONTINUOUS
ACTMTY Use the present perfect contin uous to express a conti nu i ng action that b gan in� Remember:
the past and continues in the present. Depending on the context, the ��t1on
The present perfect can also be
may continue i n the future. Use have / has + been and a p resent part1c1ple.
used to describe a continuing action
Statements that began in the past. There is no
significant d ifference i n meaning.
She's been practicing piano for yea rs.
S he's practiced piano for years.
I've been llstenlng to classical music since I was a kid.
I've listened to classical music
Questions since I was a kid.
Have you played the piano for a
Have you been playlng the piano for a long time?
long ti me?
How long has your son been painting portraits? How long has you r son painted
portraits?
These words and phrases a re often used with the present perfect continuous
However, use the present perfect,
(and the present perfect) when descri b i ng conti nuing actions:
not the present perfect continuous,
for [two months] lately these days b
in sentences with lready, �.
for a while recently before, and ever, ecause ffiey
this [year]
describe finiShed actions.
since [2013] all day How long . . . ?
She's already practiced piano
this week.
Note: The present perfect continuous, rather than the present perfect, is Have you ever studied p ia no?
.
generally used to describe a recent continuous action, especially when there 1s
visible evidence that the action has just ended.
What's Nora's violin doing on the table? Has she been pr•ctlclng?
G R A M M A R BOOSTER p . 126
Finished and unfinished actions: summary
16 UNIT 2
"1111,:r
ExfliOSEs
I!] NOTICE THE G RAMMAR Find an exa m p l e of the present pe rfect cont i n uous in Spotl ight on page 15.
Does it d escribe an action that has fi n ished or one that may continue in the futu re?
[I UNDERSTAND THE GRAMMAR Check the sentences in which the present perfect contin uous
ca n a lso be used. Then, on a separate sheet of paper, rewrite th ose sentences i n the present
perfect cont i n uous.
0 1 He's played with their band for almost 0 5 We've gone to a lot of concerts lately.
ten years. D 6 Have you ever visited the Museum of
D 2 Justin Timberlake has already given two Contemporary Art?
concerts in my town. 0 7 How many times have you seen the musical
D 3 She's looked online this morning for a good Les Miserables?
deal on show tickets. D 8 Lately, audiences have asked them to play
D 4 Since he got promoted to stage manager, more songs from their new album.
Mark's arrived early at the theater every day.
D GRAMMAR PRACTICE Com p l ete the q u estions, using the p resent pe rfect contin uous
when poss i ble. Othe rwise, use the present perfect.
1 A: ........... . . . . . . . . . . . . . . . . . . music videos on my tablet?

. . . .
you / watch
B: Yes, I have. But I'm done.

2 A: . . . ................... .. . . . . . . . . . the musical Wicked yet?
Max / see
B: No, he hasn't. But he should. It's unforgettable.

3 A: .. ...... ........ . ..
. . . . . . . . ... .. ?
.
what / you / do
B: Just now? I've been checking to see if there are any interesting art exhibits this week
4 A: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . late again?
. . .
Vickie / work
B: I'm afraid so. But she'll be heading home in a few minutes.

5 A: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . to a Broadway musical?
Jerry I go
B: Never. But he's going to his first one tonight.

6 A: . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . in l ine to get in to the concert? Intonation patterns
how long / you / wait
B: About twenty minutes. But it looks like we're finally moving now.
NOW YOU CAN D escribe how you've been enjoying the arts
m NOTEPADDING Write about you r experiences with the a rts recently. Exp l a i n why you 've
been doing some things and not doing othe·rs. Use the present perfect conti n uous.
,., -
Art _
Music
- -
-
-
I hove n't been goi nq to O"),'. art
I
of
J've beet\ liste ninq to a lot
l the
pop theS! d ays. lt "1_e l P,r
e.xh ibiti" lat� lt· Bvt _
to tel _
trvthI it's "ot reallx--my thi"

9· �
me 1.111Wind.
I -
M u sic Art Theater

'
' ' Have y o u b e e n g o i n g

l]J DISCUSSION ACTIVATOR D iscuss the role t h e arts h ave been p laying i n t o many plays or
your l ife rece ntly. Use you r notes t o d iscuss what you've been doi ng ( o r not m u sica l s recently? J '
doi ng) lately. Ask your partner q uestions. Say as much as you ca n . 17
l!IlfilBI
STRATH'JES 1:11 VOCABU LARY N EGATIVE DESC R I PTIONS OF MUSIC
Read and l i ste n . Then l i sten a ga i n and re p e a t .
.,.. The melody is so sentimental.

(overly emotional or romantic)
H e r lyrics a re way too serious.

.,.. (not fun or happy)
.,.. Their music is so commercial.

(of little a rtistic value; focused on popular success)
H i s sou nd is rea l ly dated.

(not up-to-date; not modern)
Their songs a re kind of repetitive.

(always repeat the sa me beat, lyrics, or m elodies)
I]) 1:1s LISTEN TO ACTIVATE VOCABULARY Listen to each conversation. Then com plete the descri ption.
1 He finds Sting music way too (repetitive I commercial I sentimental I serious) .

2 She finds Backstreet Boys very (repetitive I commercial I dated I serious).
3 He finds Caetano Veloso a little too (repetitive I sentimental I dated I serious).
4 She thinks country music is really (repetitive I sentimental I dated I commercial).
5 He thinks Anthony Hopkins's music is too (repetitive I sentimental I dated I serious).
ti APPLY THE VOCABULARY With a partner, describe si ngers and ba nds you don't l i ke ,
using the Vocabula ry.
" In my opi n ion, Phi l Coll i ns's music is way too com mercia l . And I
hate to say it, but it's pretty dated, too. Do you a g ree? "
:'g;: l'i'
&:ii GRAMMAR CLEFT SENTE.NCES WITH ��
WHAT
�TMTY
One way to emphasize the action in a sentence is to use a noun clause with What as the subject of the
sentence + the verb be. Make sure the form of the verb be agrees with its complement.
Cleft sentences
(I really don't like traditional m usic.) - What I really don't llke Is traditional music.
(He doesn't understand latin music.) - What he doesn't understand Is latin music. ,__ ....
_ .. __..
....
_...
...., ...._
.. _
G R A M M A R BOOSTE R p. 1 28
(They reaJly loved the lyrics.) - What they really loved were the lyrics.
(The melody made everyone cry.) � What made everyone cry was the melody. ·Noun clauses: review and
expansion
• Noun clauses as adjective
rnm:;
EXEllOStS
I) NOTICE THE GRAMMAR Find an example of a cleft sentence with What i n
and noun complements
Spotlight on page 15.
18 UNIT 2
II G RAM MAR PRACTICE Rewrite each statement as a cleft sentence with What.
1 I can't stand long classical music concerts . . . . "'1h.C!t ,, ��.i:(t�t�.0.� . �-��- .! �0.9. �.1.t?.>.�i.<; _q ! .'!! .� �!� .\: �0.c;gr.t� : .
. . . ....... ...
2 I didn't care for W i l l Young's overly sentimental lyrics. ..... . . ........ . . .. . ..
. . . . . . . .. . .
. . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . .
3 Jessica doesn't particularly like Ed Sheeran's voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 I'd really enjoy seeing a live Yanni performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5 The song "Taking Back My Love " by the E nrique really makes me want to perform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
E!:I PAIR WORK Ta ke turns read ing a statement aloud. Yo u r partner restates it as a
cleft sentence with What.
1 " Pop always puts me to sleep."

2 "I can't stand the loud beat in pop."
3 "A good melody can make even bad lyrics seem acceptable."
4 "Listening to my brother try to sing drives me crazy."
5 "I love downloading songs by unknown new artists."
NOW YOU CAN Express a negative opinion politely
fl1 1:19 CONVERSATION SPOTLIGHT

Read and l isten . Not i ce the spotl ighted
conversation strategies.
A: Are you as much of a Kenny Rogers

fan as I am?
B: Kenny Rogers ? To tell the truth, rm
not crazy about him.
A: How can you not like Kenny Rogers ?
B: To be honest, what I don't like is his
sound. It s so commercial. But you
'
know who I really like?

A: Who?
B: Sting.
A: Sting? I hate to say it, but I find his
music a little dated.
ill;.
m 1:20 RHYTHM AND INTONATION Listen aga i n a n d
repeat. Then practice the conversation w i t h a partner.
l'!JI NOTEPADDING Write a bout some of

Artists or g roups What I l i ke
you r favorite musical a rtists and gro u ps.
Use cleft sentences with What.
� [!J CONVERSATION ACTIVATOR Create a conversation similar

to the one in Exercise A. Sta rt l i ke th is: Are you as much of a D iscuss other a rtists
�'� •
fan as I a m ? Be s u re to cha nge roles and then pa rtners.

soosrEll you l i ke o r don't l i ke.
_
• Say as much as yo u ca n .
19
r.w
fAI
liliill1lll
STRATE6!£S 1�2 VOCABULARY DESC RIBING C REATIVE PERSONALIT I ES
Read and l isten. Th en listen aga i n a n d repeat.
Positive qualities Negative qualities

gifted having a natural ability to do one or more eccentric behaving in an unusual way or appearing
thi ngs extremely well different from most people
energetic very active, physically and mentally difficult never satisfied and hard to please
Imaginative able to think of new and interesting ideas moody becoming quickly and easily annoyed or unhappy
passionate showing a strong liking for something and egotistical believing oneself to be better or more important
being very dedicated to it than other people
l]J READING WARM·UP It i s often said that gifted people have eccentric, moody, or d ifficult
personal iti es. Do you agree? Expl a i n .
r:::I
ii:1
lilii1Im
STRATEG1£S 1:22 READING Read the short biography. What effect did Beethoven 's personal ity have on h is l ife?
stamping his feet. He completely neglected his personal

appearance; he had wild hair, and his clothes would get
so dirty that his friends would come during the night and
replace his old clothes with new ones. What amazed his
friends was that he never noticed the difference.
Beethoven wrote two famous works, Moonlight Sonat,a and

Fiir Elise, for two different women he loved. He was almost
always passionately in love, often with a woman who was already
married or engaged. Although Beethoven asked several women to
Born in 1 770 in Bonn, Germany, Ludwig van Beethoven started

marry him, they all rejected him.
playing the piano before he was four years old. Clearly gifted, The most tragic aspect of Beethoven's life was his gradual loss of hearing,
he bad already composed hls first piece of music by the time beginning in his late twenties until he became completely deaf in his
he was twelve. When Beethoven was just sixteen, he went to forties. However, even as his hearing grew worse, Beethoven continued to
study in Vienna, Austria, then the center of European cultural be energetic and productive; his creative activity remained intense, and
life and home to the most brilliant musicians and composers audiences were deeply touched by his music. In 1826, Beethoven held his
of the period. Beethoven proved to be both a gifted pianist and last public performance of his famous Ninth Symphony. By this time, the
an imaginative composer. He went on to create his own unique composer was completely deaf. When he was turned around so he could
SOWld and melodies loved by millions. see the roaring applause that he could not hear, Beethoven began to cry.
Beethoven is remembered not only for his great genius, but Beethoven died in Vienna at age fifty-seven. One out of ten people
also for his strong and difficult personality. In one infamous who lived in Vienna came to his funeral. And millions of people all over the
incident, Beethoven became so annoyed with a waiter that he world have been er\joying his music ever since.
emptied a plate of food over the man's head. He could also be
quite egotistical, saying once, "There are and will be thousands of
princes. There is only one Beethoven." During concerts, if people
talked while he was performing, he would stop and walk out.
Despite this type of behavior, many in musical and aristocratic

circles admired Beethoven, and music lovers were always
Beethoven's greatest supporters. This fact did not prevent him
from losing his temper with one or another of them. However,
because of his talent, Beethoven's friends always forgave his insults
and moody temperament.
In addition to being difficult, Beethoven was also well-known

for his eccentric behavior. He had the odd habit of putting his
head in cold water before he composed any music. He often
walked through the streets of Vienna muttering to himself and
[!J INFER INFORMATION I nfer the i nformation from the Readi ng. Expla i n you r answers.
1 the year Beethoven moved away from Bonn 3 the reason he cried
2 Beethoven's age when he gave his last public performance 4 the year Beethoven died
20 UNIT 2
I) IDENTIFY SUPPORTING DETAILS On a sepa rate sheet of paper, write exa m ples from
the Read ing of Beethove n 's behavio r that i l l ustrate each person a l ity tra it. Use you r own
words. Expl a i n you r answers.
1 that he was gifted 4 that he was passionate 7 that he was moody

2 that he was energetic 5 that he was eccentric 8 that he was egotistical
3 that he was imaginative 6 that he was difficult
D EXPRESS AND SUPPORT AN OPINION D iscuss the q uestions. Activate the Voca bulary
to support you r opinion.
1 Why do you think every woman that Beethoven asked to marry him rejected him? Do you
think they made the right decision?
l!.IIBmlJ 2 Why do you think Beethoven was able to write some of his most popular pieces of music
� when he could no longer hear?
NOW YOU CAN Describe a creative personality
!
rJ FRAME YOUR IDEAS Do you think you
have a creative persona lity? Rate you rself
for the q u a l ities be low on a sca l e from
O to 3. Compare a n swers with a partner.
0 = not at all . . . . . . gifted . . . . . . difficult

1 a little . . . . . . eccentric . . . . . . energetic
2 somewhat . . . . . . passionate . . . . . . moody
3 extremely . . . . . . imaginative . . . . . . egotistical
ll] DISCUSS ION Provide detai l s to com plete the d escript i ons of these creative
personal ities, o r write complete descriptions of others you fi nd interesti ng.
Be sure to use the Voca bulary and p rovide exa m ples. Say as m uch as you can.
Ernest M i l l e r H e m i ngway
was a nove list, short story
writer, a n d journal ist from
the U.S. But a lot of people
fou nd him eccentric. For
exa m ple, . . .
Christian Bale is a Hollywood

actor who is originally from
the U.K. He is very talented
and is known to be very
passionate about acting.
But it is said that he can be
egotistical and difficult to
work with. For example, . . .
RE CYCLE THIS LA NGUAGE

OPTIONAL WRITI N G Write a biogra phy
a pain i n t he neck a team player
of a creative person. Present it to the class.
• ·
· a people person · a tyrant

• a sweetheart · a workaholic
21
�4
a LISTENING WARM·UP DISC USSION In what ways do you t h i n k the a rts could be used
to h e l p c h i ld re n who a re under emotional stress or the el derly with memory p roblems?
J�'m;; [!) 1:23 LISTEN FOR MAIN IDEAS Listen to the rad io program for descri ptions of h ow the
arts are used as thera py. Write the type of thera py that is described by each therapist.
2 ................... .
(! Iii'. 1:24 LISTEN FOR SU PPORTING I N FORMATION Listen to the rad i o program aga i n and
com plete each statement. Then explain what the thera pist does to ach i eve each goa l .
1 Mark Branch uses the arts to help patients with intellectual disabilities improve . . . . . . .
a their schoolwork b their ability to socialize
2 Bruce Nelson uses the arts to help troubled teens . . . . . . .
a talk about their problems more easily b socialize with others more easily
3 Carla Burgess uses the arts to help the elderly . . . . . . .
a tell others about their problems b socialize with others
I!] 1:2s LISTEN TO TAKE NOTES Listen to the rad i o program aga i n . Work with a partner
to d efi n e these words and ph rases.
1 an intellectual disability: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 a troubled teen: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 a senior: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
I) APPLY IDEAS Read each situation. Wh ich the ra p i es m entioned in the radio program wo u l d
you reco m m end for each situation and why? Com pare a n d discuss you r answers with a partn er.
A numbe r of h u manitarian organizations have Greenwood Hospital specia lizes

been worki n g with child ren who were forced in helping patients who have been
to become soldiers a n d fi ght in local wars. In many in car accidents and sports- or work
cases these children have participated in violent acts. related accidents. Patients struggle
Their experiences make it hard to sleep o r interact with physical pain.
normally with others. limited movement
in arms and legs. and
depression. They
need emotional
support.
22 UNIT
The Walker Institute provides support for
adults who have suddenly found themselves
without a job or a place to live. As a result. these
people feel separated from others socially.
Understandably. they feel bad about their current
circumstances and worry a lot about the future.
1:26 Participial adjectives

mm
STRATEtilS II WORD STUDY USING PARTICI PIAL ADJECTIVES Verb Present partici ple Past participle
(amaze) amazing a mazed
The present and past participial forms of many verbs (annoy) a n noying annoyed
can function as adjectives. (bore) boring bored
(depress) depressi ng dep ressed
The past participle has a passive meaning. It can (d isappoint) disappointing d isappointed
usua l l y be restated with a � phrase. (entertai n) entertaining entertai ned
(excite) exciting excited
The patient is depressed [by his l ife] .
(interest) interesting i nterested
I 'm bored [by th is movie].
(please) pleasing pleased
The present participle does not have a passive (relax) relaxing relaxed
meaning. It can usually be restated with an active verb. (soothe) soothing soothed
(stim u late) sti m u lating stim u l ated
That book is depressing. [It depresses everyone.] (su rp rise) s u rprising surprised
It's so boring. [It bores me.] (touch) touching touched
(trouble) tro u b l i ng troub led
m WORD .STUDY PRACTICE Circle an adjective to comp lete each se ntence.
1 Music can make language students feel (relaxed I relaxing).

2 Drawing pictures about their problems can make patients feel less (depressed I depressing).
3 Some patients find movement therapy to be very (soothed I soothing).
4 For patients in physical pain, the benefits of music therapy can be (surprised I surprising).
5 Researchers are (amazed I amazing) that the results have been so positive.
6 Many doctors report they are (pleased I pleasing) w ith the progress their patients make.
7 Many teen patients feel that drama therapy is (entertained I entertaining).
CJ WORD STUDY PRACTICE With a partner, take turns choosing ' ' I think m usic therapy m i g ht
a present pa rticipial adjective from Exercise F a n d using it in a be disappointing. "
sentence. You r partner then creates a sente nce using the past
pa rticipial form. I t h i n k I m i g ht be disappointed
by music therapy.
NOW YOU CAN Discuss the benefits of the arts
Ia •
a NOTEPADDING What a re some benefits that m usic, a rt , dance, and theater bring to
people's everyday l ives? With a pa rtner, make a l ist and d iscuss. Use participial adjectives.
Benefits Examples
Benefits E xa m l e s
es p
M vsic can be sooth it\9. Play in9 mvs ic at \Alork relax
're mor e prod vcti\le.
pe� ple so tl-iey
;: I]) GROUP WORK Present your ideas to you r

class or group. Com ment o n you r classmates'
ideas and ask q uestions. 23
m WRITIN G SKILL Study the rules.
When l i st i ng two or more words in a series, be s u re to u se pa ra l l e l structu re . A l l the word s , phrases, or

c l a uses s h ou ld be i n the same fo rm . Study the exa m p l e s .
I l i ke photographi ng, painting, a nd singing. (A l l a re ge rund s . )

I l i ke t o photograph, t o paint, a n d t o sing. ( A l l a re i nfi n itive s . )
T h e p icture was painted, framed, a n d sold. (A l l a re pass ives . )
She's a friendly, helpful , a n d i ntelligent h u m a n b e i ng . (Al l a re adjectives . )
I f yo u a re l i st i ng two o r more i nfi n itive s , either use t o with a l l of them o r u se i t o n ly with t h e fi rst o n e .
She wa nts to eat, to drink, a n d to g o t o s l eep. OR S h e wa nts to eat, drink, a n d g o to sleep.
With a pa i r o r series of nouns, e ither u se the a rticle with all of them , or use it o n l y with the first o n e .
I ' m a student, a musician, a n d a mother. OR I ' m a student, musician, a nd mother.
If a n other word refers to a l l of the words in the seri e s , you can use it with a l l of them or o n ly with the fi rst .
I don 't t h i n k I ' m very interesting or very smart. OR I d o n 't t h i n k I ' m very interesting or smart.
I prefer peo ple who make me laugh and who l i ke outdoor activities.
OR I prefer peo p l e who m ake me laugh a n d l i ke outdoor activities.
m ERROR CORRECTION Find and correct the erro rs.
My personal ity
Some people thi n k I am moody, a pessimistic person, a nd cautious, because
I someti mes worry a bout the future. H owever, this i s very surprising to
me. What I t h i n k i s that I h ave always been a passionate, a positive, a n d
o pt i mistic person . The fact t h a t I l ove t rave l i ng, to meet n e w peop le, a n d
learn i ng a bout new places proves t h a t I d on't have a pess i m i stic outlo o k.
Most of my friends fi n d me to be energetic a n d i ma g i native.
m PRACTICE On a sepa rate sheet of pa per, complete each statement with the words i n
pa rentheses, using para l lel structu re. Then write a t least two s i m i l a r sentences about yo u r
o w n personal ity and i nterests.
1 I like (read, l isten to music, go to movies).

2 I've been (teacher, stay-at-home morn, office manager).
3 I ertjoy (hike , ski, swim in the ocean).
4 (see new places, have new experiences, make new friends) are all reasons I like to travel.
5 Last year I (join the volleyball team, play in ten games, win an award).
6 What energizes and relaxes me is (paint portraits, cook great meals, play my gu itar).
•·�i'M:
PROtlSS
I!] APPLY THE WRITING SKILL Write a paragra ph describing yo u r interests
and personality. Try to i nclude at l east one sentence using the present
perfect continuous and one using a cleft se ntence with What. Use the
Vocabula ry from U nits 1 and 2. H3"30#911
0 Does my paragraph have a topic
sentence and supporting sentences?
D Do I have a concluding sentence?
0 Did I use parallel structure?
24 UNIT 2
I
g REVIEW
m 1:27 Listen to the conversations a bout musical p refe rences. Check the person who
doesn't l i ke the music. Then listen aga i n and write what the person doesn't l i ke abo ut it.
The man The woman What he or she d oesn't l i ke
1 B ackstreet B oys D D
2 Vanessa-M ae D D
3 Josh G roban D D
4 Tom Chaplin D D
5 Antonio Carlos Jobim D D
I]) Complete the statements with an a pp rop riate adjective from the box.
eccent ric egotistica l energetic g i fted m oody passionate
1 Sarah is a very . . . . . . . . . . . . . . . . . . . . . . . . . . . . . musician. She started playing the piano when

she was three.
2 My neighbor has th irty cats. You could say he's a bit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 Franco is an extremely . . . . . . . . . . . . . . . . . . . . . . . . . . . . . person. He only thi nks of himsel f.
4 Dalia has been so . . . . . . . . . . . . . . . . . . . . . . . . . . . . . lately. She gets angry at the smallest thing.
5 My brother is really . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . He's always doing something productive.
6 My boss is so . . . . . . . . . . . . . . . . . . . . . . . . . . . . . about the products we sell. She really believes in them.
(!I Check the sentences in which the p resent perfect continuous or present perfect a re used
correctly. Correct and rewrite the i nco rrect sentences o n a sepa rate s heet of pa per.
D 1 I've already been writing two reports for my boss this month.
0 2 Kate hasn't seen the movie Interstellar yet, but all her friends have been telling
her how great it is.
0 3 They've never been hearing about art therapy before.
D 4 Most likely, Lance studied late. His bedroom light is still on.
D 5 We haven't been making reservations for our flight yet.
D 6 I'll bet you've done the laundry. I can hear the washing machine.
[!] Rewrite each statement a s a cleft sentence with What.
1 Life without the arts wouldn't be much fun.
2 I don't like a band whose music is really commercial.
3 The beat made everyone feel like performing.
4 I like to l isten to music that has fun lyrics and a great melody.
5 They should go see anything that's playing on Broadway.
- - " Web Project: Benefits of the Arts

TEST-TAK I N G S K I LLS BOOSTER p. 152 '"llllf www. english .com/summlt3e
25
1 Express buyer's remorse
2 Ta lk a bout financial goa l s a nd p l ans
3
Money, Finance, and You
Discuss good and bad money m a n agement
4 Exp l a i n reasons for charita b l e giving
PREVIEW
rl'J FRAM E YOU R IDEAS Take the test to learn about your personal spending style.
Circle the letter that best describes you .
0 You hear about the latest (expensive!) Yo u are invited to a birthday party E) You discover a hole in
smart phone with the coolest new and know a gift is expected, but your pants. You . • •
features. You . . . you're short on cash right now. A g o out a nd buy new pants.
A run to 1he store and stan d i n line to b e one You . . . B have the pants re paired .
of the first people to have it. A spend more o n the gift than you can c fix the pa nts yourself.
a compare prices online so you con get the afford a nyway. o other
best deal right away. s try to find a nice g ift that's not too
c tell yourself that the p rice always comes expensive.
down after a while and decide to wait. c say you ore busy and don't go, so you
o other ------- don't have to buy o gift.
o other ------
C) You would love to have a fancy high

tech entertainment system in your 9 You always split the restaurant
living room, but you just don't have bill equally with two work
the money right now. You ••. colleagues when you eat lunch.
A buy i t with you r credit card and hope you This time you weren't hungry and
find the money to pay fo r it later. ate very little. You •.•
B cut bock o n other expenses until you've A pay your usual 1/3 o f the b i l l .
saved enough to buy it. a offer t o pay for just t h e small amount
c decide you have more im portant spending you ate.
priorities tha n buying a n enterta inment c ask the others to treat you, since your
system. amount was so sma ll.
o other _________ o other __________
You've got a good head

on your shoulders about
money. How would you
Your motto is: Your motto is:
describe your spending
Easy come, easy go. Your motto is: Waste not, want not.
style?
Everything in
moderation.
� 2:01 VOCABULARY DESCRIBING SPEN DING STYLES (I DISCUSSION Do you know anyone
Listen and repeat. you would ca l l a big spender, thrifty, or a
chea pskate? Give one or more exa m ples of
a big spender a person who reg ula rly spends a lot of money
that person's behavior to su pport you r opinion.
thrifty careful not to spend too much money
a chea pskate a person who hates to spend money
26 UNrT 3
I!] 2:02 SPOTLIGHT Read and liste n to a conversation between Brad = American E n g l i sh (sta ndard )
B ra d 's dad = American E nglish (sta ndard )
a fath e r and s o n a bout spendi ng. N otice the spotl ighted la nguage.
Bra d : Dad! Check out the smart bikes! Are impul it m . They want you to
they cool, or what? And there's a place for buy it without thinking. And the
your smart phone on the handlebars so you handlebars are just a g i m m i k to
can get texts. You don't have to look for your get you to want it .
phone while you're riding! Brad: But for once, I 'd like to be the
Dad : You've got to be kidding. "Smart bike"? first person to have something
Sounds more like a dumb bike. Don't tell me cool, you know?
you text while you're riding your bike! Dad : Well, if you h v you r h art
Bra d : Oops. I shouldn't have said that. t on this smart bike, then you'll
What I meant is that I could just stop and have to save up and pay for it
take a look. yourself. But I'll need your word
Dad: Look. Even if this were a great bike, of h o no r you won't text while
which it isn't, it's w y ov r our budg t. you're riding.
Look at the price-it's a tronom tcal ! And Brad: OK. But Dad, by the time I
what's so special about it except for the have enough money to buy a
ridiculous handlebars?-which should be smart bike myself, all my friends
illegal in my opinion . . . will have already gotten theirs!
Bra d : Well, I could I lp i n part of the cost. Dad : That may be true, but Mom
I've v d u a Ji t l for a r iny ay, like and I won't h l l o that much
you've always told me to. money for this bike, even if
Dad : Hey, I'm really proud of you for not you do chip in. It's a m t t r t
spending all your money. But this isn't a princ tpl . You know, money
rainy day. The bike is a totally unnecessary doesn't grow on trees.
I) U N DERSTAND IDIOMS AND EXPRESSIONS M atch the expressions from Spotl ight
with their m ea n i ng.
. . . . . . . . . 1 way over our budget a promise

. .... . . . . 2 astronomical b very, very high
. . . . . . . . . 3 chip in c more than we can spend
. . . . . . . . . 4 saved up a little for a rainy day d pay
. . . . . .... 5 i mpulse item e contribute some of the cost
. . . . . . . . . 6 gimmick f kept some money in case of an emergency
......... 7 have your heart set on g something you buy without thin king much about it
. . . . . . . . . 8 word of honor h something that's right
......... 9 shell out a valueless feature
. . . . . . . 10 matter of principle really want
II THINK AND EXPLAIN Support yo u r answers to the q uestions with information from Spotl ight.
1 In your opinion, will Brad buy the smart bike for himself?
2 Do you think Brad sees his dad as a big spender, thrifty, or a cheapskate? How does his dad see him?.
S PEAK I N G GROUP WORK Discuss some worthless gi m m icks a n d worthw h i l e features

you've seen promoted for the fol lowing products.
1 an electronic product . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 a personal-care product . . . . . . . . . . . . . . . . . . . . . . . . . . . . . : . . . . . . . . . . . . . . . . . . . .....................................................................
3 a shoe for a specific sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 another product . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
27
!1 -
m 2:03 VOCABULARY EXPRESSI NG BUYER'S REMORSE
Read and liste n . Then l isten aga i n and repeat.
I]) 2:04 LISTEN FOR DETAILS Listen to conversati ons about items people bought. Write
the prod uct they're d iscussing.
1 ................................ . 3 ................................. 5 .................................
2 ................................. 4 ................................ .
(I 2:05 ACTIVATE VOCABULARY Listen aga i n . Pay attention to the people's regrets. From
what they say, i nfer the reason for the regrets, using expressions from the Voca bulary. Use
each Voca bulary expression only one time.
1 . . . )t.t�l<.��. !-! P. fqp, .'Yl !-! �.J:i. rP P.�... . . . . . . . . . . . .

2 ......................................................
3 .......................................................
.
.
4
.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5 ......................................................
;:'mf DJ GRAMMAR EXPRESSING REGRETS ABOUT THE PAST

-
ACTMTY
WI.sh + the past perf�t
I wish I had bought a smart bike. And I wish I hadn't bought this car! G R A M M A R BOOSTER p. 129
Do they wish they had joined a gym instead of buying that treadmill? The past unreal conditional: inverted form
Don't you wish the store had had the u Phone a month ago?
Why does Ann wish she had gotten the more expensive model?
Should have or ought to have + past participle

I should have waited to buy a food processor = I ought to h ave waited to buy a food processor.
Note: American English speakers use should have, not ought to have, in negative statements and i n questions.
He should n't have bought the shoes in size 40. N OT He 0�gt:lt Ratte Rave t:>e�ght the shoes in size 40.
Should you have sold your house? N OT O�ghtye� ta ha\·e said you r house?
If only + the past perfect

Express very strong regret with If only + the past perfect. You can also use if only i n
a past u nreal conditional statement and i nc lu de a result clause.
If only I had bought an u nderwater camera ! (regret: I wish I had.)

If only we hadn't bought that car! (regret: We wish we hadn't.)
If only I had bought an underwater camera , I would have taken pictures of the coral reef.
•.n11,::
lXERCISES
D NOTICE THE GRAMMAR Find one regret a bout the past in Spotl ight on page 27.
28 UNIT 3
[i UNDERSTAND THE GRAM MAR On a sepa rate sheet of paper, rewrite the statements
and q uest ions, cha ngi ng wish or if only + the past perfect to should have or ought to h ave.
1 She wishes she had bought a new car. (ought to)

2 Do you w ish you had read the owner's manual before
I ).he ov 9 htto .have bovgM a ,,ew car.
you tried to use the espresso maker? (should)

3 We wish we had gone to a discount store instead of this fancy department store. (ought to)
4 If only I hadn't been in such a hurry to sell my house! (should)
5 Doesn't he wish he had taken the tutorial for his new computer? (should)
6 I wish I hadn't bought these gimmicky basketball shoes! (should)
c;:J PAIR WORK Read each q uotation. Then ta ke tu rns asking each q uestion. You r partner
a nswers with a statement using wish + the past perfect.
1 Steven said, "I should have exchanged those 3 Michelle's husband said, "You should have
shoes." What does Steven wish? bought a convertible." What does Michelle's
husband wish?
" He wishes he had excha nged those shoes. "
4 Clark said, "My dad should have returned the
defective tires as soon as he read about the
2 Kate said, "I shouldn't have tried to repair
problem in the news." What does Clark wish?
this air-conditioner myself." What does Kate
wish? 5 The teacher told Suzanne, "The kids ought to
have taken the school bus this morning." What
does Suzanne's children's teacher wish?
NOW YOU CAN Express buyer's remorse
f.i.'1 2:06 CONVERSATION SPOTLIGHT Read and l iste n .

Notice the spot l ighted conversation strategies.
A : You .k now, I w ish I hadn't gotten that exercise machi ne.

8: What do you mean?
A: Well, I hate to say it, but it's pretty hard to operate.

B: That's a shame. Can you .��!.I}. !F • Return it.
.
• ·seii ii: . · ·
A: It s too late. I f only I'd thought about that sooner.

'
· 'Give.it away.
B: Well, maybe you can .��H ��- • G ive it to someone.
. • Donate it.
A: I ' l l t h i n k about that. Thanks.
llJ :0 RHYTH M AND INTONATION Listen aga i n

and repeat. Then p ractice the conversation
with a partner. -- -
-
Do _.s>u stil l h ave �?

[!I NOTEPADDING Answer the q uestions on the
-- - - ------·
!.!.?
--
notepad about something you regret buyi ng.

If not, w hat d i d you � with
fil --- 1:
"8': a s i m i l a r ite � g a i n?_-
CONVERSATION ACTIVATOR Create a
Wou ld yo� ever bu
liillDlil1 conversation expressing regret. Use the
� Voca bulary and the G ra m m a r. Start l i ke t h is:
You know, I wish . . . Be sure to change ro les
and partners. DON1 STOP._
1 �--- .......
• M a ke other suggestions a bout
what to do with the item.
• Accept o r d ec l i n e the suggest i o n .
• If y o u d ec l i n e, expla i n why.
• Say as much as you ca n .
29
!2 -
FJ 2:os GRAMMAR SPOTLIGHT Read the interview responses. N otice the spotlighted gra m ma r.
I 've decided to set a long-term goal I fi nd it helpful to try to

for myself-to save enough money picture where I want to
to buy a new car. By thi s time next be i n the next few years. By
year, I'll have put away enough next year, if I play my cards
cash for a down payment. I 'm right, I figure I 'll have gotten a
optimi stic that I ' l l be able to afford good job as a fi nancial consu ltant.
the monthly payments after that. z' That's a short-term plan, I guess.
My short-term goal is to make My long-term goals? They're stil l
a budge.t for my monthly a little u p in t h e air, b u t my
expenses and stick to it. goal is to be financially
i ndepe ndent, able to retire if
I want to, before I 'm fifty.
I 'm not a big spender, but my college expenses

have been astronomical, and now I 'm in debt. My
salary from my part-ti me job h e l ps a bit, but I sti l l had to
borrow money from my fami ly, and paying back those loans
will take some ti me. Here's my plan: By this time next year,
I 'll have graduated My immediate goal is to find a job and
make enough money to be able to put away 1 0% every month,
which I'll use to begin paying off the loans. After I 've advanced
i n my career, say after four or five years, I expect to
have started earning enough so that I 0% of my salary
will amount to more money. I really hope to have
e
paid back all my loans by the time I turn thirty.
m MAKE PERSONAL COMPARISONS Discuss the q uestions.
1 How are you similar to or d ifferent from any of the people in the Grammar Spotlight?
2 Do you cut back on your spending to buy something you want? Are you financially independent?
Give specific examples from your own life.
1:£: [!J GRAM MAR COMPLETED FUTURE ACTIONS AND PLANS: THE FUTURE
At1MTY
PERFECT AND PERFECT INFI NITIVES
Note: These are some
Use the future perfect to indicate an action that will be completed by a specified time in the expressions that commonly
future. It's com mon to state the particular time somewhere in the sentence. Form the future accompany statements i n
perfect with will have or won't have + a past participle. You can contract will. t h e future perfect:
before I after [May 1 5)
By the time Cleo gets her visa, she wlH .have waited fo r two years. on I by [Tuesday]
I 'II have finished paying for my car before the end of the year. by the time [she a rrives]
They won't have eaten lu nch before 2:00. in the next [month]
Wiii she have flnl hed work by 9:00? (Yes, she wi l l . / No, she won't.)
Use a perfect infinitive after hope, expect, intend, or pla n t o indicate that an action will
or might take place before a specified time in the future. Form the perfect infinitive with
to have + past participle.
By this time next year, I plan to have saved enough cash to buy a car. G R A M M A R BOO S T E R p. 130
They Intend to have comp eted their stud ies by June 10th. • The future continuous
The future perfect continuous
Do you expect to have paid back your loans i n the next year? (Yes, I do. / No, I don't.) •
30 UNIT 3
MM::
CXBlCISES
liJ NOTICE THE GRAMMAR F i n d a statement in Spotl ight o n page 27 w ith the futu re perfect.
(! GRAMMAR PRACTICE On a separate sheet of paper, use the cues to write sentences
with the fut u re perfect.
1 By the end of this month I I I put half my paycheck in the bank.

2 By next summer I Stan I save enough to make a down payment on an apartment.
3 Do you think you I lower I your credit card debt by December?
4 When I they I start I spending less than they earn?
II G RAMMAR PRACTICE Com p l ete the paragraph, using perfect i nfin itives.
Ed Compton has been drowning in debt, so he has some emergency short-term goals.
By the end of the month, he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a realistic budget that he can stick to.
1 Int nd / create
As a matter of fact, he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . the last payment on his car loan by October 30th.
2 hope / made
In addition, he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . saving 1 0% of his paycheck even before that. If he can stick to his
3 plan I be&Jn
budget and savings plan, Mr. Compton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . all the money he owes withi n the year.
4 expect / pay back
[!I ERROR CORRECTION These sentences a l l have erro rs. On a separate sheet of paper,
rewrite them correctly.
1 I expect to will earn enough money to buy a car by the end of the year.
2 Before they come back home, they will to have spent all the money they
took with them. PRO NUNC I ATION
BOOSTER p. 143
3 We hope having completed our driver training by the end of the week.
Sentence rhythm: thought groups
4 By the time I 'm thirty I will to be married for five years.
NOW YOU CAN Talk about financial goals and plans
fi.l NOTEPADDING Write you r short-term a n d long-term fina ncial goals.
com pletion dates

long-term goals
bv =-'��
by t'1� tim• l'm 1''1 irly
completion dates long-term goals ----

completion dates
� I!) DISCUSSION ACTIVATOR Discuss your fi n a ncial goals with a partner, using Ideas
i nformation from you r notepad. M a ke statements in the future perfect a n d • be financially independent
statements w i t h hope, expect, pla n , a nd • be out of debt
intend with perfect I nfin itives. Say a s much ' ' A yea r from now I'll have • cut back on spending
paid back my loans. ' ' • create a rea listic budget
as you can . Be s u re to cha nge roles and
• stick to a budget
then partners.
' By the time I g ra d u ate, I hope to have • start saving money
saved enough to buy a new car. ' '
31
1!1Iffi1.:.'!] n
STRATEG1ES IAJI 2:09 LISTENING WARM-UP VOCABULARY GOOD AND BAD MONEY MANAGEM ENT
Read and l i ste n . Then l i ste n aga i n and repeat.
I]) VOCABULARY PRACTICE Com p lete each statement about money management, using the Voca bula ry.
Use each expression only once.
1 Some people say Mr. and Mrs. Strong are thrifty. They don't spend too much, and they always have money
in the bank for a rainy day.
Mr. and Mrs. Strong . . . . rnY.'?.r�9."1 J�dy... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 Andrew earns a small salary, but he's a big spender, so he's always out of cash .
Andrew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 The Wilsons spend everything they earn and have almost no savings in the bank.
The Wilsons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...........................................
4 When Katheri ne's credit card statement comes each month, she writes a check for the full balance.
Katherine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5 Sam acts as if he thinks money grows on trees. He can't remember where he spent this week's al lowance.
Sam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6 Every month, Melanie pays a lot of interest and a late fee on her credit card bill. She can't sleep at night
because of all that debt.
Melanie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7 Martha and Bill have everything they need and never spend more than they earn.
Martha and Bill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8 Sally always knows where her money goes. Every day she writes down everything she has bought.
Sally . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
32 UNIT 3
s:AlW£�; B 2:10 LISTEN TO CONFIRM CONTENT Listen to th ree calls to a radio fi nancial adviser.
Check one or more suggestions the host gives each ca ller.
Cal ler 1 Cal l e r 2 Cal l e r 3
D 1 Save all your loose change. D 1 Avoid impulse items. D 1 Use only one or two cards.
D 2 Take money out of the ATM. D 2 Talk to your parents. D 2 Pay each month's bill in full.
D 3 Put money in the bank. D 3 Save some money. D 3 Stop using credit cards.
D 4 Stick to a budget. D 4 Don't complain. D 4 Stick to a budget.
[!J 2: 1 1 LISTEN TO SUMMARIZE Listen aga i n . On a separate sheet of paper, write a

su m ma ry in two sentences of the reason each ca l le r ca l led the radio progra m .
2:12 LISTEN T O EVALUATE Choose o n e o f the ca l l ers. Expl a i n t o a partner w h y y o u t h i n k

Mack's advice i s good o r not. If s o , a d d another suggesti on . If not, offer you r own advice.
NOW YOU CAN Discuss good and bad money management
fJ FRAME YOUR IDEAS Ana lyze your own money management style.
Choose the statements o n the su rvey that best a pply to you .
DD '-------� 00
O I l i ve within my means. O I l i ve beyond my means.
O I keep track of my ex penses. O I do n't know where the

money goes.
--_,,
I save regularly.
·---------------·-----------
O O I l i ve fro m paycheck to paycheck

and spend it a l l .
O I a lways pay my c redit c a rd b i l l s O I'm d rown i n g i n debt.

i n fu l l .
l!J PAIR WORK Co m pa re yo u r answers o n t h e s u rvey.

Do you have the sa me money management style?
Explain the reasons for your choices and give
real-life exa m ples. Use the Voca bula ry.
RECYCLE T H I S LANGUAGE
• a big spender
· a cheapskate
· an i mpulse item
· stick to a budget
· save for a rainy day
· chip in
33
!iJ READI N G WARM·U P What a re some reasons people donate money to or vol u nteer for cha rities?
liliillm
STllATEGlS 2 : 13 READ I NG R ead about some charities. How would you descri be what a cha rity is?
DOCTORS WITHOUT BOR DERS CORAL R EEF ALLIANCE

This well-known , Pollution, overfishing , a n d rapid
charitable organization
dates from 1 97 1 , when
�CI
DOCTORSNS SA.NS 'llONT/EftES
_...,...,.... WITHOUr IWRDERS
development are threatening coral reefs
around the world. The guiding belief of
300 doctors, nurses, the Coral Reef Alliance is that since these
and other staff, including journalists, officially formed it. problems are caused by humans,
Originally named (in French) Medecins Sans Frontieres they can be solved by humans.
(MSF), it became known internationally in English as Corals are resilient to change,
Doctors Without Borders. MSF's founding belief is that but if subjected to current levels
medical care should be available to everyone, regardless of stress, they are in danger
of location. Every year MSF provides of extinction within a few
emergency care to millions of decades. Coral Reef Alliance
people caught in crises in volunteers work in partnership
some 70 countries around the with the people and groups
world. It offers assistance who depend on reefs for their
when catastrophic events survival. They employ a three
such as armed conflicts, pronged approach: reducing threats
epidemics, malnutrition, or such as overfishing and poor water
natural disasters overwhelm quality; helping com munities benefit
health resources. MSF also socially, cultural ly, and econom ically I\ healt hy cora l reef teeming with fish
assists people who are neg lected from conservation; and working directly
.
by their local health systems with the tourism industry to decrease its environmental footprint.
MSF medical personnel wear
protective gear to avoid getting Ebola
or who are otherwise If the Coral Reef Alliance is successful, we will be able to enjoy
excluded from medical care. beautiful coral reefs for a long time to come.
s:�� m WORD STUDY PARTS OF SPEEC H Write the noun, adjective, or verb form of each of
these words used in the Readi ng. Use a d i ctionary if necessa ry.
noun: charity adjective: . . . . . . .. . . . . . . . . . . . . . . verb: assist noun: .....................

noun: contribution verb: · · · · · · · · · · · · · · · · · · · · · noun: pollution verb: .....................
verb: volunteer noun: .. . . . . . . . . . . . . . . . . . . . . noun: threat verb: ....... .... ..........

verb: donate noun: ..................... noun: extinction adjective: . . . . . . . . . . . . . . . . . . . . .
[!] UNDERSTAND M EANING FROM CONTEXT Comp lete the statements a bout i nformation i n the Read i n g
with a word from Exercise C .
1 Poor water quality is a . . . . . . . . . . . . . . . . . . . . . to healthy coral reefs.

2 . . . . . . . . . . . . . . . . . . . . . from the Coral Reef Alliance help communities conserve the health of their coral reefs.
3 If we don't improve the environment, coral reefs may face . . . . . . . . . . . . . . . . . . . . . within a few years.
4 MSF provides emergency medical . . . . . . . . . . . . . . . . . . . . . when there aren't enough local resources.
5 Tourism has contributed to the . . . . . . . . . . . . . . . . . . . . . of the water around coral reefs.
6 The . . . . . . . . . . . . . . . . . . . . . of philanthropists and others are welcomed by MSF and the Coral Re f Alliance.
34 UNIT 3
I) DRAW CONCLUSIONS Com pl ete each statement with the most l i kely conclusion, based
o n the Readi ng.
1 The purpose of the Charities of the Week column is . ..... ... .
a to tell readers which charities they should volunteer for

b to educate the public each week about some good charities
2 The medical personnel of MSF usually . . . . . . . . . .
a travel to places where they are needed
b assist the people mostly in the countries where the medical personnel live
3 The people helped by the Coral Reef alliance are probably . . . . . . . . . .
a people who fish for a living near coral reefs
b tourists who visit areas with coral reefs
lllmm Ii EXPRESS AND SUPPORT AN OPI N ION Which of the two charities does more i m portant
oi.J.X� work? Explain yo u r opinion.
NOW YOU CAN Explain reasons for charitable giving

I
m FRAME YOUR IDEAS Write a checkmark next to people or orga nizations you wou l d contribute to.
Write an X next to the ones you wo u l d n 't. Then tell you r partner your reasons.
a homeless p erson a school in a poor neighborhood

'' I ' d contribute
to an a n i m a l
an organization that helps the homeless a museum protection
agency. I
a disaster relief agency a religious institution thi n k it's o u r
responsib i l ity
to protect
an animal protection agency a n i ma ls.
DJ PAIR WORK F irst rate the reasons you t h i n k

peo ple donate money to charities from 1 to 8 ,
w i t h 1 b e i ng the best reaso n . Com pa re a n d
discuss you r ratings wi.t h a partner.
. . . . . to change society
. . . . . so people will admire them
. . . . . to be a good example
. . . . . so people will thank them
. . . . . for religious reasons
. . . . . to feel good
. . . . . to help others
. . . . . other
�=
BOOS TER
[I DISCUSSION Put together the '4 My motivati on for
information from Exercises A and B. contributi ng to cha rity
i s mostly to help other
Discuss you r general and specific reasons
people. That's the reason
for contributing to the charities you I g ive money to homeless
checked, saying as much as you can . Use people and organ izations
words from Word Study when possible. that help the homeless. "
OPTI O N A L WRITI N G Choose a charity. Write a paragraph

expl a i ning why people should donate o r volu nteer for this cause.
Present you r ideas to you r c l ass o r group.
35
Organizing i nformation by degrees of importance
m WRITING SKILL Study the ru les. '*WM¥M.J#i

1 am pro ud to say tha
t I am
fin anc iall y in dep en
den t. M y frie nd s
.
When writi ng a paragra p h , orga n ize you r ideas and sentences l ogica l ly. occ asion a lly ask me h ow I
did it a nd
a dvice. I like
ask me to give them
U se word s a n d phrases to i n d icate to the reader the re lative i m po rta nce
� �
o s a , "You have to
be fin anc ially
of the idea s . W rite the i dea s i n ord e r of i m porta nce , sta rt i ng with the most
�
nte/ 11ge nt." H ow?
Firs t and most
i m portant. N otice the commas. im portantly, sp end less
than you
e arn. One way to .
do that is to crea te
Fi rst, i n o rd e r of i m portance,
�
a b d get an d s tick
to it. Secondly,
Most i m porta ntly, don t cha rge thin g s
on credit c ards
To begin with, that you ca n 't p ay
for at the end of
�
th mon th . last
but not least, put
Secondly, / Th i rd ly, etc . a little m oney in
to savin gs wh enev
er
Fo l l owing that, you can .
Afte r that,
Fina l ly,
Last but not least ,
Least importa ntly,
As a fi n a l poi nt,
I]) PRACTICE Com plete the paragraph with words and ph rases i nd icati ng
o rder of i m porta nce.
I try to be gen ero u s to those i n need a nd a lways contribute a

portion of my i ncome to cha rities that I t h i n k a re wo rthw h i l e . Si nce
I don't h ave a l ot of mon ey, I have to conside r wh e re my money can
do the most g ood. There are several issues I need to thin k a bout
befo re se n d i n g money. . . . . . . . . . . . . . . . . . . . . . , I want to know if the cha rity is
1
fi na n c i a l l y sou nd; that is, d oes most of the money it receives actu a l ly
go to the people i n need? O r d oes it spend too much money on
sa l aries fo r e m pl oyees of the organ izati on? I g et this information fro m
Charity N avi gato r on the I nternet . . . . . . . . . . . . . . . . . . . . . . , a lthough nea rly as
2
im portant to me, is does the cha rity a d d ress a crisis of some so rt, such
as a n epidem ic? There a re so m a ny worthy cha rities, but to me, the
ones that provide i m m e diate help that ca n p reve nt death a re the most
.. .........
i m porta nt . . . . . .
3
..... , I a lways ask if the cha rity provides h e l p to
a l l people, reg a rd l ess of who they a re. I don't care if the people I help
a re i n my country o r some oth e r cou ntry, a n d I don't eare a bout their
rel igion, race, o r natio n a l ity.
MM"M99
lillfil.J]
1'1111 1
PROCESS
[I APPLY THE WRITING SKILL Write a one-paragraph D Did I present my ideas in order of
personal statement for a job o r u n iversity a p p l i cation. importance?
Descri be th ree ways yo u manage you r fi nancial D Did I use the words and
phrases to indicate their relative
responsi b i l ities. Use voca b u l a ry from this u n it a n d
importance?
o rga nize yo u r ideas i n order o f i m po rtance. Provide
D Did I u se correct punctuation?
exa m ples to support your clai ms.
36 UNIT 3
Iii REVIEW ___
m 2: 1 Listen to the conversations. Then write the letter of the statement t hat best
s u m marizes each conversation. Listen aga i n if necessa ry.
a He should be more thrifty.

b He's not really a big spender. He's just feeling generous today.
c If he'd known it would be so hard to put together, he never would have bought it.
Conversation 1 . ..... Conversation 2 . ..... Conversation 3 . . . . . .
EJ Complete the state ments about bad m oney m a nage m ent, using four d ifferent ph rases
from the Voca b u la ry in Lesson 3.
1 Marian Bates receives her salary on the last Friday of every month. By the end of the next month,
she has no money left. She . .. .. . . . . . .... . . . . . . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . .
2 Paul and Clare Oliver never pay their credit cards in full, and every month the balance on their
card is bigger. They're . . . . . . . . . . . . . . . . . . . .. . . . . .
. . . . . . . . . . . . . . . . . ... . ..
. . . . . . . . . . . . . . .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 Cheryl spends more than she earns. She . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 Eleanor's mother gives her money every week for transportation to and from school, but by
Thursday the money's gone. Eleanor . . . . . . ... . . . . ... .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .
B Complete each statement with true i nformatio n , using the future perfect or a
perfect i n fi n i tive.
1 By this weekend, . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .
2 At the end of this school year, I intend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . .
3 By the time I retire . . . . . .. .

. . . . . . . . . . . . . . ....... ...... ...... ... ... ..... . ..... .. ... .. ... ... . ....... . .. ...... .. . ....... ... .... .. . ... .
4 By the year 2020, I hope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 Before I leave this English program, I expect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
l!J On a sepa rate sh eet of paper, a n swer each q uestion u s i ng wish a n d the past pe rfect o r
should h ave and a past parti ciple to exp ress a true regret from the past.
1 What do you wish you had done differently in your life? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 What decision should you have made that you didn't? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
IJ Explain in you r own words the m ea n i n g of the fol l owing words and p h rases.
1 financially independent: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 a budget: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 a short-term goal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 a long-term goal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5 astronomical . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .
6 a loan . . . . . . . . . . . . . . . . . . ..
. . . . . . . . .
. . . . . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . �...................................................
. .
� Web Project: Cha rities

TE ST- TAKIN G S KILLS BOOS T E R
p. 153 �.,. www.engl lsh.com/summlt3e
37
1 Describe c l othing detai ls and formal ity
2
C l oth i ng a n d 3
Talk about changes in clothing customs
Exam ine questionable cosmetic procedures
4
Appea ra n c e
Discuss a ppearance and self-esteem
PREVIEW
a FRAME YOU R IDEAS M atch each q u otation with the person or people you think most likely said it.
I like to be fastitonable, so I usually

like the clothes of he best fashion
designers. But I don't like loud colors. I just
don't Ilka to attract attention to myself. rm a lot
more comfortable in subdued colors and classic
designs that wt never go out of style.
m 2:15 VOCABULARY ADJECTIVES TO DESC R I B E FASHION Listen and repea t . Don't forget
wild
fashionable I stylish representing a style being worn by many people who dress wel l
conservative
funky modern and attractive but in an unconventional way modest
a p propriate
trendy a temporarily popular style that probably won't last
i na p p ropriate
classic an unchanging tyle that is always fashionable casua l
elegant beautiful and of high quality formal
i nformal
subdued (of colors) not too bright or too colorful
loud (of colors) very bright and too attention-getting
m DISCUSSION Describe the outfit of each person in the photos a bove, using one or more
of the adjectives from the Vocab u la r y. Expl a i n , using exa m ples.
38 UNIT 4
Karen = American English (standard)
(D 2:16 SPOTLIGHT Read a conversation between two travelers
Roya = Arabic
in a n a ir port duty-free shop. N otice the spotligh ted language.
Kare n : Roya, could I get your opinion on something? R oya: But they draw attention to a part of the
R oya: Sure. Whafs up? body you don't want people staring at, right?
Ka ren: What do you think of these pants? For a teenager, Ka ren: Well, come to thi n k of it, you have a
I mean. ot for me. point. But personally, I think the jeans a re
R oya: The ones with the sequins on the bottom? A bit pretty cute. I guess customs are different
flashy, don't you think? I think they'd attract too everywhere.
much attention, know what I'm saying? Roya: It's not that I think girls and women should
K a re n : Funny. To me they're kind of cute, maybe a little always wear frumpy,· baggy clothes. But people
funky-but not over the top. At east not where I can be modern and fashionable and still show
come from.
Roya: Well, it m ay just be a cultural thing, but in my
country, no girl from a nice family would be caught
dead wearing something a im modest as that. In fact,
her parents would never even let her buy them.
Ka ren: Interesting . . . But you must be right. This has
got t be cultural. In the U.S., no one would even give
them a second thought. If they had a bunch of holes
in them, I'd agree that they were in bad taste.
*frumpy = old-fashioned, loose (on ly used for women's clothes)
I) UNDERSTAND IDIOMS AND EXPRESSIONS Pa ra ph rase these q uotations from Spotl ight.
1 "I think they'd attract too much attention." ' � 1 th i n k the.y

m i g ht make too many peopl e
2 " . . . but not over the top." look at the person wearing them . ' '
3 "No girl . . . would b e caught dead wearing something as immodest as that."

4 . . . no one would even give them a second thought."
"
5 " . . . you have a point."
[I THINK AND EXPLAIN Discuss t hese q uestions.
1 In what way do Karen and Roya's perspectives on good and bad taste differ?
2 Whose opinion represents the opinion of a majority of people in your country?
SPEA K I N G
m PAIR WORK Read t h e q uotations a n d sayings about the sign ificance o f clothes. Then wo rk with a
partner to para ph rase them. Think of sayings In you r own la nguage that express similar ideas.
DJ DISCUSSION What, I n you r opinion, d o our clothes tel l others about us?
39
rnii1IlZ!J F,W
STRATEGIES � 2:17 VOCABULARY DESCRIBING CLOTHES ..,. 2:19 Formal clothes
Read and l i sten . a cocktail d ress

a d ress shirt
a n evening gown
Adjectives
a tuxedo
l ong-sleeved I 've got on a �ong-sleeved
l ow- cut
cocktail d ress. A bit Don't forget
p rint
low-cut, but appropriate . . . . I nformal clothes
striped
What color? Actually, it's a V-neck
p l aid
short-sl eeved black-and-white p rint. crewneck
so lid t u rtlen eck
sweater
polo shirt
jeans
T-shirt
You should see my costume for the
b l a ze r
play! I'm wearing a nice d ress s hirt
cardig a n
like for the office. But I'm also
wearing striped shorts and carrying
a plaid jacket! R id iculous and i n
terrible taste, b u t great!
H i , Mom • . . Dan and I are on

our way to the charity event.
It's formal, so I've got on a
short-s leeved evening gown in a
great solid dark purple color. Dan's
got on a tuxedo. I ' l l send you a selfie!
I]] 2:20 LISTEN FOR DETAILS Listen to the conversations.

C i rcle the letter of the i l l ustration that a n swers ea ch questio n .
1 Which man are they talking about? 2 Which girl are they d iscussing?
a b c a b c
M
..-.J,I.
"' �
-l
.......
3 Which dress are they describing? 4 Which shirt will he buy?

a b c ., a b c
�
'")
[!1 PAIR WORK Ta ke t u rns describi ng the clothes in Exercise 8. Yo u r partner says
which clothes you a re descri bi ng. Use the Voca bula ry.
Linking sounds
40 UNIT 4
l!J APPLY TME VOCABULARY With a partner, d i scuss you r ' ' I l ove the long-sl eeved sol i d black
opi ni ons a bout th ese fash ions. Use the Voca bulary and d ress . I thi n k it's classic and e l egant
and wou l d l ook g reat a nywhere. ' '
oth er adjectives you know to describe the clothing deta i ls. _
Describe cloth i ng d etails and formality
a 2:21 CONVERSATION SPOTLIGHT Read a n d liste n . Notice the spotl ighted

conversation strategies.
A : Can I ask you a question about the reception this weekend?

B: Sure. What would you like to know?
A: How formal will it be? I mean, what kind of clothes are we expected to wear?
B: Actually, it'l l be pretty formal , I think.
A: So would a nice long-sleeved blouse and a pair of black dress pants be OK? Formality
B : I think that m ight be a l ittle .l! P.��!:<.lX�.��g�. Most women will probably wear .� r.9.�r?.��.��
cocktail dresses. overd ressed
A: Great! I've got a beautiful cocktail dress I can wear.
m 2:22 RHYTMM AND INTONATION Listen aga i n a n d repeat. Then practice the conversation with a partner.
"u':� [i CONVERSATION ACTIVATOR Create a si m i l a r conversation a bout fo rma l ity at a different kind of
event. Ask about specific clothes, using clothing a n d adjectives from the Voca bula ry. Start l i ke this:
�:'�
BOOS TER
Can I ask you a question about. . . ? Be su re to cha nge ro les a n d then partners.
DO STOP!
• Ask more questions about the event.
• Provide deta i l s a bout the c lothes.
• Make a decision a bout what to wear.
• Say as much as you can.
RECYCLE THIS LANGUAGE
· trendy • subdued
· funky · loud
· frumpy • flashy
· classic · in good taste
· elegant · in bad taste
OPTIO NAL WRIT I N G Write about

a rea l or invented event when someone
was und erd ressed (or overdressed).
Use the Voca b u l a ry.
a :23 GRAM MAR SPOTLIGHT Read the a rticle. Notice the spotl ighted gra m m a r.
re ss 1n g u p
•
D re ss in d ow n
Wa l k a ro un d any u rban business d istrict The trend spread to the state of
in the U . S . , a n d you ' l l see a majority Cal ifornia, which has a lways had less
of office workers in " b usiness casua l " office forma l ity tha n the rest of the
atti re. O n ly a few wi l l b e wea ri ng thecou ntry. There, people ca l l ed the trend
more forma l suits, skirts, and d resses " casual Friday. " Later, in the 1 990s, the
seen in more conservative locations concept got more of a boost, again by
a round the world . B usiness casua l the cloth i n g in d ustry. It was d u ring that
style deve l oped in severa l steps, most time that a number of co mpanies began
people say, in the U . S . state of H awai i . p romotin g casu a l khaki pants. Lots of ads
H e re's a little history: showed both men and women wearing
them with dress shirts and blazers or
I n 1 966, the Hawa i i a n cloth ing industry was
sweaters. This look q uickly became th e
tryi n g to sel l more H awai i a n , or " a l oha,"
shirts. The industry encouraged H awa iian new office sta ndard .
businesses to l et their em pl oyees wear Some wish t h e pend u l u m wou l d swi ng back towards
these colorful print shirts to a more tradition a l , elegant l ook, but plenty of
the offi ce one d ay a oth er peop l e say this is u n l i kely. I n fact, more and
week, on Fridays. B ut more compan ies, particu larly in the c reative a nd
the styl e beca me so tech nol ogy sectors, now permit jeans a n d even
popular that by 1 970 it T-shirts in the office. Many you nger people a re used
had become standard d ress to this look and wou l d resist going back to more
all days of the week there. conservative offi ce d ress.
m EXAMINE CULTURAL EXPECTATIONS Discuss the q uesti ons.
1 Can cloth ing affect people's work quality and productivity in offices? How?
2 What should the limits of formality be in office dress? Be specific.
=
ACTM1Y
m GRAMMAR QUANTIFI ERS: REVIEW AND EXPANSION
Some quantifiers can only be used with singular count nouns.

one shoe each man every friend
Some quantifiers can only be used with plural count nouns.
a few sports both stores a pair of shoes Note: The quantifier a majority of
many workers several men a number of trends can a lso be used with smgular
count nouns that i nclude more
a couple of skirts at least three a majority of tuxedos than one person. Use a third
person singular verb.
Some quantifiers can only be used with non-count nouns.
A majority of the dass thinks
a little formal ity much choice a great deal of conflict shorts are Inappropriate for
less fun not as much fo rma lity a great amount of interest school.
A majority of the population
prefers casual clothes in the
office.
42 UNIT 4
Some quantifiers can be used with both count and non-count nouns.
Count nouns Non-count nouns
no people no choice
some / any cockta i l dresses some / any fash ion
a lot of / lots of windbreakers a lot of / lots of style
a third of the offices a third of the money GRAMMAR BOOSTER p. 1 3 1
plenty of young men plenty of interest • Quantifiers: a few and few; a little
and little
most clothes most criticism
-- - --
• Quantifiers: using of
all you ng people all fashion • Quantifiers used without referents
more evening gowns more music • Subject-verb agreement of
quantifiers followed by �
more and more women more and more cloth ing
"'"1m:
EXfRINS
m UNDERSTAND THE GRAMMAR C i rcle the correct q u a ntifier. Expl a i n yo u r a nswer.
' ' M uch can't be
1 (Most I Much) men and women today l ike having a wide choice of clothes to wear. used with count
n ou ns. ' '
2 (A number of I A great deal of) stores in this mall sell trendy clothes.
3 (Al l I Every) guest at the d inner wore formal clothing.
4 A more liberal dress code has resulted in (less I fewer) choices in formal clothing.
5 Seventy-five years ago, there were (a little I a few) stores that sold women's pants.
I] GRAMMAR PRACTICE C i rcle the letters of all the q u a ntifiers that can com plete each
sentence correctly. Exp l a i n you r a nswer, based on the gra m m a r chart.
1 I f people go to . . . . . . formal events, they need appropriate clothes.

" A great deal of can
a a lot of b several c a number of d a great deal of only be used with
2 . . . children don't think much about what clothes to wear.
. . . n on-co u nt n o u n s . J '
a most b a great deal of c every d a majority of
3 Since the invitation doesn't specify the level of formality, it's clear
that . . . . . . person needs to decide on his or her own what to wear.
a some b each c every d most
4 There are . . . . . . tailors who can make anything you buy look great on you.
a a number of b a few c plenty of d a little
5 I was surprised to read that . . . . . . women didn't wear pants 50 years ago.
a a lot of b some c every d less
NOW YOU CAN Talk about changes i n clothing customs
fl1 NOTEPADDING Contrast what you i magi ne you ng people wore 100 yea rs ago with what they wea r today.
- �
Event 1 00 years ago Today
a wa l k in the park
r
a formal reception or wed d i n g
d i n ner at a n ice resta u ra nt
d i nner at a friend's home
a party at schoo l or i n the office
DJ SUM MARIZE In a group, compa re you r classmates' ideas. ' ' A m ajority of the c lass
Use q ua ntifiers to summari ze your classmates' i deas. said they thought . . . "
' 4 A few stude nts sa id . . . "

DJ DISCUSSION ACTIVATOR H ow m uch wou l d you say clothing
trends have cha nged in you r cou ntry? Describe how they have
cha nged. Use the i nformation from your
n otepa d . Say as much as you ca n. '' I n the o l d days, eve ryone wore pretty formal clothes to a
d i n ne r in a n i ce restaura nt, but tod ay fewer people do. "
43
r.J READING WAR M-UP Are there any cosmetic procedu res you t h i n k should be i l lega l ? Exp l a i n .
[iJriDm
STRATflilS 2:24 READING Read a bout fish ped icures. In what ways is t h is treatment risky?
Questionable Chinchin, a species often m islabeled as Garra rufa and
COSMETIC
used i n pedicures, g rows teeth and can break the skin,
fu rther i ncreasi n g the risk. Garra rufa, on the other hand,
are tooth l ess.
Accord ing to the U.S. Fish and W i l d l ife Service, Garra
TREATMENTS rufa cou l d pose a th reat to native p l ant a n d a n i m a l life

if released i nto the wild i n places where it isn't n ative .
N o n - n ative species ca n reproduce without l i mit because
I n this wide wo rld, there's a l ways someone there may be few natu ra l predators to k i l l them and
ready to shell out m o n ey for a t reatm ent control their n u m be rs.
that promises resu lts.
And i n add ition to the h a rm these pedicures can d o to
the environ ment a nd human hea lth , the fish at a sa lon
Is it safe to l et Garra rufa fi sh, o r " doctor fish , " or spa m ust be conta ined i n a n aquarium with no natural
exfol i ate yo u r feet i n a fish spa pedicure, eating away food source and depend on h u man skin to survive . In
q u a ntities of dead skin and l eavi n g you r feet looking order to g et the fish to eat the skin o n a c l i ent's feet,
sandal-ready? Although fish pedicu res a re popu l a r they m ust be starved, and this cou ld be consid ered
i n many pa rts of the w o r l d , the g overnments of a a n i m al cruelty, which is i l l egal i n many places.
n u mber of U . S . states a n d at least two Canadian
provinces have banned the practice, making it i l legal The p reponderance of evidence leads one to bel ieve
to provi de this servi ce. Alth oug h some experts say that fish pedicures a re dou btful at best and d a n gerous at
there is n ot much of a serious risk to health, a n d worst. And p u b l i c opinion seem s to be b u i l d i n g against
a ltho ugh no actu a l i l l nesses h a v e b e e n caused b y t h i s them, with city after city making them i l l eg a l .
proced u re, m ost bans a re based on one o r more of
the fo l l owing reasons:
Since the fish rem a i n i n the pedicure tubs, it's

i m possible to clean them between c l ients. Bacteria
and oth e r pathogens ca n b u i l d u p i n the water,
a n d if a client has a cut or b reak in the skin, th ese
o rganisms can enter and cause infecti o n . In fact, New
Yo rk derm ato log ist Dr. R iya P rasad says, " Today there
a re so m any a ntibiotic-resistant bacteria that I advise
my patients to wa l k the other way when they see a
salon or spa offeri n g these ped i c u res. Better safe
than sorry! "
The fish themse lves cannot be disi nfected or

san itized to prevent them from sprea d i n g bacteria.
Due to the cost of the fish, salon owners a re l ikely to
use the sa me fish m u ltiple times with different cli ents,
which increases the risk of sprea d i n g i nfection.
[!I U N DERSTAND M EANING FROM CONTEXT Com plete t h e statements with words from t h e box.
1 When someone uses something to . . . . . . . . . . . . . . . . . . . . . your feet, he or she removes dead skin. bacteria
bans
2 Another way to say that a government doesn't permit something is to say it . . . . . . . . . . . . . . . . . . . . . it.
d i sinfect
3 . . . . . . . . . . . . . . . . . . . . . are pathogenic organisms that can grow in water. exfoliate
mis l a be l
4 When you . . . . . . . . . . . . . . . . . . . . . something, you clean it to remove harmful organisms.
predator
5 When you . . . . . . . . . . . . . . . . . . . . . something, it means that you give it the wrong name.
6 A . . . . . . . . . . . . . . . . . . . . . is an animal that kills and eats other animals.
44 UNIT 4
[i] IDENTIFY SUPPORTI NG DETAILS Choose the correct answer and support it with i nformation from the article.
1 Where can you get a fish pedicure?

a In many countries around the world. b In all the U. S. states and Canadian provinces.
2 What is one reason that fish pedicures aren't permitted in some places?
a They have caused serious illnesses. b They can cause infection.
3 Where can bacteria enter a client's skin?
a In the fish's mouth. b In a cut in the client's skin.
4 What makes chinchin more dangerous than garrra rufa?
a They can reproduce in the wild.
b They have teeth that can break the client's skin, which can cause infection.
5 What would salon owners have to do to keep the water free of pathogens?
a They would have to wash the tank and change the fish after each pedicure.
b They would have to clean each client's feet.
6 Why do some people consider the treatment of pedicure fish cruel?
a Because in order to get them to eat skin, they have to be starved.
b Because keeping them in aquariums is unsanitary and can cause infection.
1'11WH
CHAI.LENG£
I) EXPRESS AND SUPPORT AN OPIN ION Discuss with a pa rtner. Wo u ld yo u consider getting
a fish ped icu re? Expla i n yo u r reasons.
NOW YOU CAN Examine questionable cosmetic procedures
Rati ngs.
m FRAME YOUR IDEAS Read the ads and rate them.
./ = Looks good to me.
Discuss yo u r ratings and reasons with a pa rtner.
? = I 'd have to know more.
X = I wou ldn't try it even if you pa id me!
Don't knock it if
you haven't tried it! Under a doctor's
supervision, you simply swallow
a small pill . Within days, one or
more tapeworms wi l l absorb all the
food you eat, resulting in extra-fast
weight loss. Once you have reached
your ideal weight, the doctor will
administer an anti-parasite pill, killing
the tapeworm, which will pass out of
your body harmlessly.
"I tried this diet

and reached my
ideal weight fast!"
* Only for healthy individuals. The tapeworm
express diet can cause abdominal
complications, meningitis, and dementia.
My rating
(]) DISCUSSION What specific dangerous o r ha rmfu l p rocedures have you RECYC LE THIS LANG UAGE
seen o r h ea rd a bout? What ca n or should be done about them? · It's just a matter of time until . . .
· I mean, what are you going t o de?
• It i s what it is.
· Better safe than sorry.
Can I ask you a question?
45
·
l!liililiII
STRATEW m �.25 LISTENING WARM·UP WORD STUDY: COMPOUND WORDS WITH S ELF- Study the words.
Then use a d ictionary to fi nd two more nouns and two more adjectives with the prefix self-.
sel f-confidence the belief that one has the ability to sel f-centered interested only in oneself
do things well Children are naturally self-centered, but they
Parents can build their children's self-corifidence usually learn to be more interested in others as
by helping them develop their talents and abilities. they grow up.
sel f-esteem the attitude of acceptance and approval self-confident believing that one has the ability to
of oneself do things well; not shy or nervous in social situations
High self-esteem can help a person succeed, and Janet is a very self-confident young woman.
low self-esteem can be damaging. She'll do well at the university.
self-i mage the opinion one has about one's own �:: sel f-conscious worried about what one looks like
abilities, appearance, and character • •: or what other people think of one's appearance
A person's self-image is often formed very early ; Everyone at the meeting was dressed casually,
·
in life. so Ifelt self-conscious in my suit.
self-pity the feeling of being sorry for oneself self-critical tending to find fault with oneself
When you feel that life is urifair and that others have Paul is too self-critical. He always focuses on
treated you poorly, it's not unusual to feel self-pity. his mistakes rather than his accomplishments.
llJ WORD STUDY PRACTICE Com plete each statem ent, using o n e of the
compound words with self-.
1 Eleanor Ricci entered the auditorium with her usual

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . and began her presentation.
2 Even though my brother Martin always wears great clothes, he feels

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . and usually asks me to tell him if he looks OK.
3 They say that children's . . . . . . . . . . . . . . . . . . . . . . . . . . . . . is built by receiving
parental praise for their accomplishments.
4 A positive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . can help people through the difficulties of

life without feeling like failures when things go wrong.
5 People who spend a lot of time talking about themselves are
6 I don't know why Paul is so . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . He's great at everything

and more successful than almost everyone else.
7 We tried to encourage Sylvie to look on the bright side, but after she lost
her job, she just couldn't stop wallowing in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8 . . . . . . . . . . . . . . . . , . . . . . . . . . . . . people don't just sit around worrying about not

being able to do things. They try their best and assume their best is good
enough.
[t
. .
s re LISTEN FOR MAIN IDEAS Listen to a university lectu re. Then read the
statements and choose the one that expresses the main Idea of the lecture.
D 1 Female self-image is heavily influenced by messages in the media.

D 2 Many fashion models today are super-thin.
D 3 Eighty per cent of ten-year-olds are on diets.
04 Anorexia is a common eating disorder.
46 UNIT 4
l!J 2!27 LISTEN FOR DETAILS Read the fol lowing questions. Answer them,
liste n i ng aga i n If necessa ry.
1 What kind of body is currently in style?
2 What change has taken place in the look of fashion models over the
last fifty years?
3 What is one serious consequence of feeling like you're fat all the time?
4 How can women help themselves overcome the negative messages in

the media?
5 How can people help their daughters avoid a negative sel f-image?
IJ · 2:28 LISTEN TO SUM MARIZE With a partner, Photos are often altered to
make models and actresses
write a summary statement about the lecture .
appear thinner than they are.
NOW YOU CAN D iscuss appearance and self-esteem
m FRAME YOUR IDEAS Ta ke the survey. The n com pare ratings with a partner.
HOW MUCH DO YOU AGREE WITH EACH STATEMENT

ABOUT MEN AND WOMEN I N YOUR COUNTRY?
STRONGLY /
1 M ost women a re self-conscious about. their bodies. 1 2 3 4 5
2 Most men are self-conscious a bout their bodies. 1 2 3 4 5
3 Most women are self-conscious about their faces. 1 2 3 4 5
4 M ost men are self-conscious a bout their faces. 2 3 4 5
5 Most women want to look more like women in the media. 1 2 3 4 5

6 Most men want to look more like men in the media. 2 3 4 5
7 Most women t hink women need to be beautifu l . 1 2 3 4 5
8 M ost men think women need to be beautiful. 1 2 3 4 5
9 Most women think men need to be handsome. 1 2 3 4 5

1 0 M ost men think men need to be handsome. 1 2 3 4 5
[5J NOTEPADDING M a ke a list of positive a nd negative factors that affect self-esteem.
-
Build self-esteem Harm self-esteem ,:
Build self-esteem Harm self-esteem
Po re,..tol love "Me sso9 es" i" tJ,e m edio
'
mam11
=
[i DISCUSSION
1 How can the positive factors you listed on your notepad be promoted?
2 Which of the negative factors on your notepad can be changed or corrected?

3 Do you think life is easier for people who are attractive? Explain your opinion.
4 In an ideal world, what should one's self-esteem be based on? Explain your opinion.
47
a WRITING SKILL Study the ru les.
- --
Com p a re Contrast
Connecting words that show si m ilarities Connecting word s that show differences
l i ke u n l i ke
Like Sylvia, I wear jeans all the time. OR Unlikeher sister, Wendy wears great clothes. OR
I wear jeans all the time, like Sylvia. Wendy wears great clothes, unlike her sister.
s i m i l a rl y i n c o n t ra st
I grew up paying little attention to fashion. I've always liked to wear black to evening events.
I Similarly, my brother was not very

interested in clothes. OR
I grew up paying little attention to fashion;
In contrast, my sister prefers white. OR
I've always liked to wear black to evening events;
in contrast, my sister prefers white.
similarly, my brother was not very interested
I in clothes.
l l i kewise however
My mother always liked elegant clothes. Lily had to wear a uniform when she was in
Likewise, her two sisters did, too. OR school. However, I was allowed to wear
My mother always liked elegant clothes; anything I wanted. OR
likewise, her two sisters did, too. Lily had to wear a uniform when she was in
school; however, I was allowed to wear
anything I wanted.
a s well I n ot either I w h i l e I whereas
t
Many people spend too much money on clothes. Sam spends a lot of money on clothes while
Some spend too much on shoes as well. (or whereas) Jeff rarely does. 0 R
parents' generation didn't worry so much While (or whereas) Sam spends a lot of money
about fashion. Their own parents didn't on clothes, Jeff rarely does.
either.
DJ PRACTICE Read the paragra p h , i nserting logica l

mI!IlI.11
WlllWIG
PROllSS
r.il APPLY THE WRITI NG SKILL
connect i ng words for co mparing a n d contrast ing. Ch oose a topic bel ow. Write two
paragraphs comparing and contrasting
My h u sband, Jack, generally a pp re ciates fash ion, i deas. I n your first paragra p h , write
but we don't always a g re e on c l othes and what about the differences. I n your second
to wear. I l ike to shop i n small boutiques; pa ragraph, write a bout the similarities.
Use co n necting words and i nclude a topic
. . . . . . . . . . . . . . . . . . . . . , my husband a lso a p preciates
�
the atte tion a shopper g ets i n a s m a l l store .
sentence for each paragra p h .
. . . . . . . . . . . . . . . . . . . . . , I a lways buy fu nky, trendy

2 Topics
c l othes. . . . . . . . . . . . . . . . . . . . . . , Jack is m o re
• Com p a re and contrast you r fashion style and
conservative. An c:fit won't be su rprisi ng for a nyon e tastes with those of someone you know.
to l earn that . . . . . . . . . . . . . . . . . . . . . my husba n d , I tend to • Com pa re a nd contrast fashion today with
1
l i ke l oud col ors and bo d pri nts, . . . . . . . . . . . . . . . . . . . . . h e
5
fashion five, ten, or twenty yea rs ago.
prefers a m ore subdued look. . . . . . . . . . . . . . . . . . . . . . I feel

self-confident that whatever I wear wi l l �e O K
.....................
7
J a c k can be a l ittle se lf- conscious H3"9M9N
and a l ways tries to wear non-controversial c l othes. 0 Did I use connecting words for comparing?
B ut, a s they say, "opposites attract," a n d we both 0 Did I use connecting words for contrasting?
l i ke the way the oth e r person d resses, even if our 0 Does each paragraph have a topic
tastes for ours elves a ren't the same. sentence?
48 UNIT 4
Iii REVIEW
m 2:29 listen to the conversations a bo ut fash ion and style. C h oose the adjective that best
s u m m a rizes each speake r's point of vi ew.
1 They think the purses in the magazine are . . . . . . .
a frumpy b trendy c flashy

2 He thinks the jacket Carl is wearing is . . . . . . .
a fun ky b subdued c loud
3 They think the girl's hair is . . . . . . .
a elegant b in bad taste c classic

4 The salesperson is suggesting that the dress is . . . . . . .
a elegant b funky c trendy
5 She thin ks the blouse her friend is holding isn't . . . . . . .
a in bad taste b stylish c frumpy
liJ C o m p l ete each statement with an a p p ropriate word or p h rase.
1 A piece of clothing that's all one color is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. .. . .
2 A shirt with different color l ines making square patterns is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . .
3 A piece of clothing with vertical or horizontal lines in different colors is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 A very formal suit a man might wear to a wedding or a reception is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .
5 A short, elegant dress for a party i n the evening is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6 A long, very formal dress for a wedding or a reception is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7 When a person is wearing something much too informal for an occasion, he or
she is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.
8 If a man comes to the office i n a tuxedo, people will say that he's . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9 Many people think that a dress or blouse that's . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . is too

revealing and in bad taste.
10 When it's cold outside, it's better to wear a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . shirt.
[!I Cross out the one q u a ntifier that c a nnot be used in each sentence.
1 (Every I A few I Most) older people find flashy clothes in bad taste.
2 The company where I work says that it will permit us to come to the office in jeans
(one I a couple of I a few) days a month.
3 (Most I Many I Every) young girls aren't worried about the way they look.
4 (Much I A majority of I A number of) parents are concerned about the effect the media has
on young boys as well.
5 When my great-grandparents were young, (many I most I much) women wore only dresses.
6 I'd say your friends could use (some I a little I a few) fashion advice.
7 There are (several I most I many) reasons so many young women have eating disorders.
8 A new study says that (most I many I every) children who watch TV for more than six hours
a day may have problems with self-esteem as teenagers.
[!J On a separate sheet of paper, write five sentences, each o n e using o n e of the q u antifiers
from the box.
seve ral a majority few l i ttle more a n d more
TEST-TAK I N G SK I LLS BOOSTER

p . 154
49
1 Politely ask someone not to do something
2 Complain a bout public conduct
3
C o m m u n ities
Suggest ways to avoid being a victi m of
urban crime
4 Discuss the mean i ng of commun ity
PREVIEW
fl FRAME YOUR IDEAS Com plete the q uestio n n a i re a bout your ideal com m u n ity. H ow
closely do you r answers d escribe where you l ive now? In what ways are they d ifferent?
1 . What kind of enviro n ment wou l d you

prefer to l ive in?
O a densely-populated urban area with skyscrapers
0 a medium-sized u rban area
O a suburb, just outside a city, with convenient
transportation
O a small town in a rural area with a slower pace of life
2. Which of the fol lowin g d escribe you r

3. Which neigh borhood
ideal ne i g h b orhoo d?
a m e n ities wou l d you
0 is near my school or job want easy access to?
0 is peaceful and quiet O reliable public transportation
O is lively and bustling with activity O a large modern mall
O is friendly, with people who say hello to each other O a variety of small businesses, such as hair salons, d ry
O has a mix of apartment buildings and private homes cleaners, florists, etc.
O has mainly private homes 0 a large supermarket
O has mainly m odern high-rise apartment buildings O a market where you can buy fresh farm produce
O has lots of well-maintained historical buildings O theaters and stadiums
0 is safe, with very little crime 0 a hospital and clinics
O is very secure, with security cameras and guards 0 parks and fitness centers
other: --��
O other: (
__..;..;..:__:
.._ _ :. ________.J
m
I
VOCABULARY TYPES OF LOCATIONS Listen a n d repeat. an urban a rea
Then, with a partner, write a d efi n ition for each of these location types. a rural a rea
the subu rbs
[I PAIR WORK Compare your answers in the questionna i re to determ ine

if you have the same preferences. Discuss and explain the reasons for your choices.
50 UNIT 5
I!] Read and l isten to a conversation between two former Luiz = Portuguese
Bill = British Engl ish
3:02 SPOTLIGHT
colleagues. Notice the spotl ighted la nguage.
Bill: Hi, Luiz!

Luiz: Bi ll? What a surprise!
B i l l : I just wanted to see how you're doing. How's your new
place? You and Lourdes must be all settled in by now.
Lu iz: Pretty much. But city life sure takes some getting
used to.
Bill: In what way?
Luiz: Well, for one thing, not only do we have to deal with
bumper-to-bumper traffic every day, but it's almost impossible
to find on-the-street parking.
B i l l : Yeah, that is a pain. Hey, what about your building? How's that worked out?
Lu iz: Pretty well. It's safe and well-maintained. But, to be honest, it's been
a mixed blessing.
Bill: What's the problem?
Luiz: Well, it's the neighbors on our floor. Whenever they hear someone get off
the elevator, they look out their door to check who it is. I don't mean to sound
unfriendly, but I wish they'd mind their own business.
B i l l : Well, I'm sure they mean well. You should look on the bright side.
It's good to be in a building where people look out for each other.
Luiz: That's true. We're very lucky. And I have to say, I've fallen in love with
the neighborhood.
B i l l : That's great!
Luiz: It's really got a lot to offer; we're never bored. Sometimes we go out
for coffee and just people watch.
B i l l : Well , all in all, it sounds like things are going well.
L u i z : They are. Hey, give my regards to Judy. And let me know if you're
ever in town.
B i l l : Will do!
IJ U N DERSTAND IDIOMS AND EXPRESSIONS Write an expression from Spotl ight for each defi nition.
1 choose to have an optimistic viewpoint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 take care of other people . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3 something that has both a good and bad side . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 not intrude in other people's lives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 requires time to get comfortable w ith something . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6. have good intentions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7 has many advantages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
IJ THI N K AND EXPLAIN Answer the q u estions, supporting your answers with i nformation from Spotlight.
1 What does Luiz like about the neighborhood he l ives in, and what doesn't he like?
2 What does Luiz l i ke about h is building, and what doesn't he like?
SPEAK I NG PAIR WORK On a separate sheet of paper, list the pros and cons of l iving in a small town,
a big city, and a suburb. Then com pa re opinions with a pa rtne r. Use expressions from Spotl ight.
' ' Wh at I don't l ike about living in the Life i n a smal l town is a mixed bless i n g . It's
city is the bumper-to-bumpe r traffic. " clean and q u i et. B ut there 's not m uch to d o !
51
sM�W�; rJ 3:0 WOR D STUDY USING NEGATIVE PREFIXES TO FOR M ANTONYMS
Negative prefixes
Listen a n d repeat.
d is- ir-
1 acceptable --+ unacceptable 4 proper --+ improper im- un-
in-
2 considerate --+ inconsiderate 5 respectful --+ disrespectful
3 polite --+ impolite 6 responsible --+ irresponsible
Ii) WORD STUDY PRACTICE Use a d ictionary to find a ntonyms for these words. Then make
a l ist of other adjectives with negative prefixes.
1 appropriate 5 honest
2 courteous 6 pleasant
3 excusable 7 rational
4 imaginable 8 mature
II ACTIVATE WORD STUDY Write sentences that descri be i n a ppropriate pu b l i c behavior.

Use adjectives from Exercises A and B.
Exa mp l e : . . . )f>. iri�.'?.'lfi �f.r:�.tf. :f:C? .PJ.q y. .1 � �.�. !"!1Y.� i.�. i �. :t:h.�. !i.�.t:l?.t:y... . . . . . . . . . . . . . . . . . . . . .
1 · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·
2 · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·
3 · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·
4 ..........................................................................................................
m PAIR WORK Com pare the exa mples you wrote in �xercise C. Exp l a i n why
you consider the behavio r ina pprop riate.
=::
ACTMTY
I) GRAMMAR USING POSSESSIVE G ERUNDS
You can use a possessive gerund when you want to indicate the performer of the action.
I object to their playing loud music late at night.
Jack's talking during the movie was annoying.
Does my daughter's playing video games bother you?
What bothers me is his not a pologizing for texting during class.
In informal spoken English, it is acceptable to use a name, a noun, or a n object pronoun instead of a
possessive, but only if the gerund phrase is the d i rect object in the sentence.
I object to them playing loud music late at n ight.
BUT Never use a name, noun , or an object pronoun if the gerund is the subject of the sentence. Use a possessive.
Their playing music late at night is a problem. NOT Tl=lem 13layiRg music late at night is a problem.
"@,t:
txl:R�
D UNDERSTAND THE GRAMMAR Write a check mark next to the sente nces that are
i n correct in spea ki ng or writing. Correct them.
D 1 "Do you mind me eating lunch at my desk?''
0 2 "Your brother not saying hello to her was disrespectful."
D 3 "Kevin not agreeing to remove his shoes in my house was kind of impolite."
0 4 "Isn't Paula honking her car horn early in the morning inexcusable?"
0 5 "I don't like you answering your phone while we're eating dinner."
52 UNIT 5
[!I GRAMMAR PRACTICE Co m b i n e the two statements, using a possessive ger und.
1 They allow smoking. I'm not i n favor of it.

. . . .� � �. n�.t .i.'l fo Y t?r �f. th�i r. �.1.1.<? �! n9. �rn 9.�.in 9 ..
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 He texted his friends during the concert. I didn't appreciate that.
3 They eat fast food in. the car. Does your mother object to it?
4 She's talking on her cell phone. We don't mind it.
5 My brother didn't apologize. I'm really annoyed by it. Unstressed syl lables: vowel
reduction to /'J/
NOW YOU CAN Politely ask someone not to do something
m 3:04 CONVERSATION SPOTLIGHT Read a n d l isten .

Notice the spotl i ghted conversation strategies.
A : Do you mind my smokJng here?
B: Actually, smoking kind of bothers me.
J. hP.P.�.tJmi:�.!W.� .�.P.rn��m.
A: Not at all. I can step outside.
B: That's very considerate of you.
Thanks for asking.
CJ 3:05 RHYTHM AND I NTONATION

Listen aga i n and repeat. Then p ractice
the conversation with a partner.
ll NOTEPADDING M a ke a l ist of situations

3:06 Ways to soften an objection
i n which you would probably ask for
permission to do somet h i ng.
1 .�m��.!h�r�. n<?�. �- R!9.I?!�.%
I hope you d o n 't m i n d .
I h o p e it's O K I a l l rig ht .
Your list I d o n 't mean t o l nconve n ience you .
tvrn in9 oo tlie 1V in a doctor's-

1.Naiti n 9 room
n9 d i nner witli 50,,.,e one

mok in9 a pho'l e call wliil e liavi
uu= (!] CONVERSATION ACTIVATOR Create a conversation similar • E x p l a i n why the behavior both ers you .
rt�U�
eoos rlR
to the one i n Exercise A, using a situation from your notepad. • E x p ress u n d e rsta n d i n g of your
partner's p o i nt of view.
Sta rt l i ke this: Do you mind my ... ? Be s u re to cha nge roles and
• Say as m u c h as yo u c a n .
then partners.
53
3:01 GRAMMAR SPOTLIGHT Read the i nterview responses. N otice the spotlighted gra m mar.
What are some or your pet peeves?

" Well. it really bugs m e '' I ' II tel l you what really gets to
w h e n people c u t i n line a t me. I can neither tolerate n o r
t h e theater! They should understand people's littering i n p u b l i c
either arrive early places. Do they real ly expect others
enough for a good seat to clean up after them ? That's just so
or wait in line patiently i ncons iderate. Either they should
l ike everyone else does. throw their garbage i n a trash can
cutting i n l i n e
Who do they think or they should hold on to it till they
they are?" "ln!llmmmll
iii find one. '
Jean Seyedl Ken Secker

Son Francisco, USA Philadelphia, USA
" I t rea l ly gets on my " Here's a pet peeve of mine: I hate it

ne rve s when people when people fo rget to turn off their
spit o n the street. phones d u ring a lecture or workshop.
Not only do I find N ot only is it distracting to the
it disgu sti ng, b u t it's speaker. but it's also annoying to the
also unhygien i c . It's audience. They should either have
i mportant to think about the courtesy to tu m their phones off
forgetting to t u rn off
public health and other or simply leave them at home. It really
one's phone
people's fee l i ngs." ticks me off."
Nancy Shen Paulo Acosto

Shanghai, Chino Salvador, Brazil
EXPRESS YOUR IDEAS Which of the exa m pl es of public behavior d escri bed in the i nterviews
bug you the most? With a p a r t ne r compare your opin ions and explain your reasons.
,
=
ACIMJY
[I GRAMMAR PAIR.ED CONJUNCTIONS
Be careful !
You can con nect related ideas with paired conjunctions. When joining two su bjects with either or
neither, make sure tbe verb agrees with the
either ... or
-- - sub1 ect nearer to the verb.
Either people should smoke outside or they should n't smoke at all. Either the mayor or local b usine1Speople
need to decide.
Phones sh o u l d either be turned off or left at home.
Either local busi esspeople or the mayor
neither nor
••. needs to decide.
-- -
I would allow neither spitting nor littering.

Neither eating nor drinking is allowed in the lab.
not only . . . but G RAMMAR B O O S T E R p. 133
I nvert the subject and verb after Not on ly. Use a comma after the first clause. • Conjunctions w i t h s o , too,
Not only Is It dangerous to text whife d ri v i ng but it may be illega L

neither, or not either -
So, too, neither. or not either:
,
•
Not only did they forget to turn off their phones, but they also talked d u ring the concert. short responses
•ma�
E.XEllOStS
m NOTICE TH E GRAMMAR Find an exa m p l e of pa i red conj unctions i n Spotlight on
page 51.
54 UNIT 5
I) GRAM MAR PRACTICE On a sepa rate sheet of paper, com b i ne the sentences, using the
paired conj u nction with or, nor, o r but (a l so).
1 People should speak up about what bothers them. They should just learn to live with
other people's habits. (either)
2 It's rude when people talk on their phones in theaters. It's also rude when they talk
on them on buses. (not only)
3 I hate the smell of cigarette smoke. I worry about the danger to my health. (not only)
4 My uncle isn't willing to give up smoking. My grandparents aren't willing to give up
smoking. (neither)
NOW YOU CAN Complain about public conduct
fJ NOTEPADDING Make a list of some of yo u r pet peeves in public places. Then write sentences with
paired conj u nctions to express you r opinion. Use some of the adjectives with negative prefixes.
the mea l
In restaurants: read ing
e - m a i l a"d texti "9 d v ri"9 Ideas
it's- alro very i m pol ite. • cutting in l i ne

Not o n ly i5 it aMo yi "91 bvt
• ta l king in theaters
• playing l ou d m u s i c
In resta u ra nts:
• h o n k i n g a car h o r n
• n o t sayi ng " Excuse m e "
In stores:
Adjectives with
negative prefixes
On buses and trai ns:
d is respect f u l
i m m at u re
On the street: i m po l ite
i nconsiderate
i n exc u s a b l e
In offices: i rrespo n s i b l e
u naccepta b l e
u n p l easant
Jn movie theaters:
Other:
I]) APPLY THE GRAMMAR I n a group, rol e play on-the-street i nterviews, with one student a s
the interviewer. U s e y o u r n otepads and the G ra m m a r S potlight o n page 54 as a guide.
Here's what rea l ly gets on my nerves . . .
U I ll
' te l l you what rea lly gets t o m e . . . '!) ' ' Do you want to know
what bugs me? ' '
•mt:� (!1 DISCUSSION ACTIVATOR D iscuss the R E C YC LE nu s LANGUAGE
questions. Say as m uch as you ca n. • It takes getting used to.

1 In your opinion, how should people • It's a m ixed blessing.
[They] should m i nd [their] own business.
behave in public places? Do you think •
· [They] mean wel l .

it's important to speak up when people
· Look on t h e bright s ide.
behave inconsiderately in public?
2 Do you ever do things that annoy other
people? Explain.
rJ READI NG WARM-U P W hy do you t h i n k tou rists m ight make ideal victims for crimi na ls?
li1I1llm
STRAJIGIES
r.1
.
1.:,1 3; 08 READIN G Read the i nterview. Do y o u agree w i t h M i l l er's advice?
DO N 'T LET U R BAN C R I M E S PO I L YO U R VI SIT

Since the beginning of the century, there has been a
And what ex tra precautions should touris ts
steady increase in the number of foreign visitors to the
take in urban areas ?
great cities of the world. In this interview, travel writer
Hanna Miller suggests ways for visitors to avoid Miller: It goes without saying : Avoid streets that are not
becoming victims of urban crime. well-lit at night . And avoid going out alone, if you can.
While there's usually safety in numbers , remember that
You claim that tourists are particularly vulnerable tourist attractions also attract th ieves. Stay aware of what's
to criminal activities . Why is that? happening around you - as if you had eyes in the back of
your head . On the street, avoid using a smart phone or
Miiier: Well, for one thing , tourists are more likely tablet - or fumbli ng with a map or guidebook- if you don't
than local people to be carryin g large sums of money need to. Be wary if a stranger asks for directions or starts
or valuables such as jewelry and electronics. They are up a conversation . He or she may be sizing you up as a
also out of their comfort zone, being unfamiliar with local potential victim . Be particularly careful in crowds at festivals or
customs or places that should be avoided. Because they're on buses or trains. Be suspicious of any sudden disruption.
enjoying themselves, tourists are more likely than locals to Th ieves are known to intentionally create a distraction so you
let their guard down, thinking they are safe when in fact won 't realize what they're actually doing. And a warning to
they are not. And let's face it: tourists stand out . They look women: Be careful if you wear a cross-body purse. It may be
different and dress differently from the residents of the place harder for a cri minal to grab, but you could be injured if the
they ' re visiting . purse snatcher is on a motorcycle.
What k inds of crime do tourists need to be Do people need to worry about leaving
concerned about? valuables in their hotel room ?
1':.iii
Miller: All kinds, including violent crime, unfortunately. Miller: Good point! Don't leave valuables unprotected in
Tourists, however, are primarily targeted for theft of your room, where a burglar might break in and take them.
the valuables they have on them and the information Ask the front desk to keep them for you . Better safe than
gained from passports, credit cards, and other forms sorry! Finally, I should mention that, all in all, crime rates are
of identification . Because out -of-town visitors tend to going down worldwide, and the chances you will become
congregate at tourist attractions, it's easier for crim i nals to a crime victim are low. So don't let worrying about crime
do their work. Not only does this provide the opportunity i nterfere with your having a g reat time!
for a pickpocket to take someone's wallet unnoticed, but
it also makes it easier for a purse-snatcher to quickly grab
something and run . A mugger can follow a victim until he
or she is alone at an ATM machine, for example, where the
criminal can demand the victim 's money and property.
So what precautions do you recommend?
Miller: Before you leave home, use the Internet to learn

about your destination so you can avoid high-crime
neighborhoods . The more you know, the better you can
protect yourself. Photocopy your passport and make sure
you have a list of all your credit card numbers. When you ' re
packing, choose clothes that don't make you stand out as a
tourist. By the way, the i nside pocket of a jacket may seem
like a good place for a wallet or passport, but it's a favorite
target for pickpockets. You should either bring pants and
jackets with zippered or buttoned pockets or consider buying
a money belt. And leave unnecessary valuables at home!
56 UNIT 5
Iii CLASSIFY Loo k for the words pickpocket, p u rse snatcher, m ugger, and b u rgl a r in the
rea d i ng. Then choose the kind of cri minal who co mmitted each cri me bel ow.
1 " I was looking for souvenirs at the market when this kid grabs my bag!"
D a pickpocket 0 a purse snatcher D a mugger D a burglar
2 "I left my laptop in a dresser drawer under my dirty clothes, but when I got back to the hotel it was gone!"
D a pickpocket D a purse snatcher 0 a mugger 0 a burglar
3 "I was watching the parade when all of a sudden I realized someone had taken my passport! "
0 a pickpocket D a purse snatcher D a mugger 0 a burglar
4 "We were walking on the beach, and three big guys surrounded us and demanded our wallets!"
0 pickpock ts D purse snatchers D muggers 0 burglars
(!] UNDERSTAND MEAN ING FROM CONTEXT Read each statement from the i nterview.
Match each underl i n ed expression with its mea n i ng.
....... 1 They are also out of their comfort zone. a not be careful
. . . . . . . 2 Tourists are more likely than locals to b be more noticeable than others
let their guard down. c checking to see if you might be a good victim
....... 3 Tourists stand out. d less risk by doing things with others
. . . . . . . 4 . . . there's usually safety in numbers. e doing what they're not accustomed to doing
....... 5 He or she may be sizing you up.
I) CRITICAL THINKING Discuss the q u estions. Sup port you r i d eas with exa m pl es.
1 What are some ways that tourists might let their guard down when traveli ng?
l!m1im 2 W hat should a visitor to your country do to not "look like a tourist?" What would you
owlbt, do to not look like one when you travel?
NOW YOU CAN Suggest ways to avoid becoming a victim of urban crime
fl1 NOTEPADDI NG W ith a partner, d iscuss ways

while ri ding i n a ca '-
r --------------
to avoi d beco m i n g a crime vict i m in you r own
town or city for each situation on the n otepad .
S u m m a rize your ideas.
while usin
I]) ROLE PLAY I m agine that you are a tou rist

visiting a new city, and you r pa rtner i s a loca l .
Tel l you r pa rtner a bout what you 've been d o i ng while wa lkina on the street
d u ring you r visit. You r pa rtner ma kes suggestions
for how to avo i d crime. S u m m a rize your ideas on
the notepad .
I while stav ina i n a hotel
OPTIO NAL WRITI N G Write a short g u i d e for

I
visitors to you r c ity. S uggest h ow to stay safe and
avoid beco m i ng a crime victi m . while gettina cash at a n AT M m ach i ne
I
other
57
� 3:09 LISTENING WARM-UP VOCABULARY: COMMUN ITY SERVICE ACTIVITI ES
Read a n d l iste n . T h e n l i sten a ga i n a n d repeat.
B EAUTI FY
YOU R TOWN
C LEAN U P
LITTER
RAISE
Plant flowers o r trees
where there a ren't a ny.
II
____,,,,_
Pick u p trash from pa rks.
playg ro u n ds. or the street.
MON EY
VOLU NTEER D N ATE 0J

YOU R TI ME
Work without pay i n
B LOOD Cl
G ive the g i ft of life to someone
-
Mail letters. make phone
ca lls. k n ock o n doors. or set
the fire depa rtment. a who's very sick or has been in u p a ta ble to ra ise m oney fo r
hosp ita l. or a school. a serious acci dent. a cha rity or ca use.
I]) VOCABULARY PRACTICE Wou l d you eve r consider " I wou l d never consider vol u nteering
doing a ny co m m u n ity service activities? With a my time to clean up l itter. I think
partner, ex p l a i n what you wou l d , or wo u l d never, d o . they should pay people to do that. ' '
� 3:10 LISTEN TO SUM MARIZE Listen to t h e report a bout t h e

.
Ice Bucket C h a l l enge What was i t ? Describe the idea i n yo u r
own wo rds. Pete Frates is credited
with starti ng the Ice
[!] 3: 1 1 LISTEN FOR DETAILS Read the q uesti ons. Then l iste n
B ucket Challenge .
aga i n a n d a n swe r them.
1 How much money did the Ice Bucket Challenge suggest

donating if someone didn't take the challenge?
2 How much money was donated in j ust one month?
3 What percentage of the videos posted on
Facebook actually led to donations?
I) 3:12 LISTEN TO CONFIRM CONTENT The re port mentions that some people criticized
the I ce Bucket C h a l l enge. Read the l ist of criticisms. Then l isten aga i n a n d check the
o nes t h at a re act u a l ly menti oned i n the repo rt.
D 1 It made people feel bad if they chose not to participate in the challenge.
D 2 There are more serious problems for which people could have donated money.
D 3 People shou ld have paid more attention to the cause rather than on having fun.
D 4 The challenge didn't raise a lot of money for research.
D 5 Dumping ice water on your head could be dangerous.
D 6 Some celebrities took the challenge just to call attention to themselves.
D EXPRESS AND SU PPORT AN OPINION Discuss the q uest i ons, using information from
the report a n d yo u r own i d eas.
1 Do you think the Ice Bucket Challenge was a good idea? Do you agree with the critics or
the supporters? Why?
2 Why do you think people on social media responded so strongly to the Ice Bucket Challenge?
NOW YOU CAN Discuss the meaning of community
a FRAM E YOUR IDEAS With a partn er, consider each situat i o n a n d d iscuss what you m ight d o .
Based o n you r a n swers, h ow w o u l d you d efi ne the m ea n i ng o f "com m u n ity"?
��-
r ' ' M y fi rst respo n s i b i l ity is to my
fa m i ly. I c a n ' t i m a g i ne d o i n g
t h i s fo r a tot a l stra n g e r. "
There has been a natural

storm, and many homes have d i saster w ith casualties, ' ' Of cou rse I'd h e l p a
stra n g e r ! It's the r i g ht
been d estroyed. You 're asked a n d someone needs a blood
th i n g to d o. ' '
to let a fa mily live with you tra nsfusi on to survive. You
until their home is fixed. have the same blood type
and can donate your blood
to save that person's life.
Developers plan to destroy a
What would you do if the
historic to urist attraction so
pe�son were
_
• • •
they can build a new office

a . a family member?
c. your colleague's family? building. You're asked to donate
b. your neighbor? your time to write letters
d. complete strangers?
c. your classmate? and talk to your friends a n d
col leagues to help save it.
d. a complete stranger?
in your neighborhood?
in another part of the city?
in another city in your country?
=m
BOOSTER
I]) PAIR WORK M a ke a l ist of ideas fo r com m u n ity projects in which you and you r classmates could possibly
partici pate. S h a re yo u r list with t h e class a n d exp l a i n why you t h i n k you r i d eas would be worthwh ile.
59
a WRITI NG SKILL Study the r u l es. ifoHl@Ht.l·M•
When writi ng to a fri e nd or re lative , it is accepta ble to u se a n your address --{ 471 9 M cPhe rson Avenue
Philade lphia, PA 1 9 1 02
}-
i nform a l tone, casual la nguage , and abbreviati o n s . However,
date ---{ J u n e 30, 201 8
when writi ng to the head of a company, a boss, or someone
you don't know, sta n d a rd form a l l a nguage shou l d be u sed , and Red M aple Cafe
7 08 West Pine Street recipient's
address
regu l a r spel l i ng and pu nctuation rules a pply. Fo rma l l etters a re
Philade lphia, PA 1 9 1 02
u s u a l ly type d , not h a n dwritten . Th e fo l l ow i ng sal utations a n d
c l o s i ngs a re a p propriate f o r fo rma l l ette rs :
Dear Sir o r M adam: ]- salutation
Formal sal utations Formal closings I live a few b locks from you r restaur ant. For
the past several months , I have noticed that i n
th e
If you know the n a m e : Dear M s . Kru m : S i ncerely, even ings there is a lot of trash o n the side of
your
Dear M r. Pa z : Res pectfu l ly, bu ilding. Cats i n the n eigh borhood turn over
the
garbage ca ns, a nd the trash goes everywh ere.
Dea r Professor Lee : Best rega rd s ,
This is not only u n pleasan t to look at, but it
is also
Dear Dr. Sm ith : Cord i a l ly, a health h azard .
Could you please make sure that when the

If yo u don't know the Dear Sir o r Mada m : trash is put out, the garbag e can s a re closed?
name: To w h o m it m ay You r helping keep ou r neighborhood clean and
conce rn : beautif ul wo uld be greatly apprec iated.
Respectfu lly, ]- closing

Letters of Complaint
When writi ng a fo rm a l l etter of com pl a i nt , first state the

�� ]- signature
reason you a re writing a nd descri be the pro b le m . Then i nform Olivia Krum
whomeve r you a re writi ng what you wo u l d l i ke h i m o r her to

d o about it, or what you p l a n to do. The la ngu age and tone i n
yo u r message s h o u l d b e for m a l a n d pol ite.
� PRACTICE Write a sal utat i o n a p p rop riate for a fo r m a l l ette r to each of th ese people.
1 a teacher at a university whose fam i ly name is Sm ith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 a company manager whose name you don't know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3 a female company manager whose family name is Costa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 a male ban k manager whose family name is Takata . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5 a physician who manages a clinic and whose family name i s Grimond
[i APPLY THE WRITING SKILL O n a sep a rate sheet of paper,

write a lette r of com pl a i nt a bout a problem in your city or tow n .
H3'19M91'
Did I use the proper sal utation and closing?
State w h a t y o u wo u ld l i ke to s e e d o n e to f i x the problem.
D
Remem ber to be pol ite and a pp ro p riately forma l .
D Are the tone and language in my letter
appropriate for the intended reader?
O PTIONAL WRITING Exc h a n ge letters w i t h a partner� D Did I use regular spel l i ng and punctuation
Write an appro p ri ate response to yo u r partner's letter, as if y and avoid abbreviations?
were the person to whom it was a d d ressed .
60 U N IT 5
1ii1 REVIEW
rJ 3:13 Listen ca ref u l ly to each story. I nfer the type of c ri m i n a l being described a n d
com plete t h e statements with t h e d eta ils o f the crime.
1 A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . took his . . . . . . . . . . . . . . . . . . . . . . . . . . . . . while he was riding on a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2 A . . . . . . . . . . . . . . . . . . . . . . . . . . stole . . . . . . . . . . . . . . . . . . . . . . . . . . . from her while she was walking with a . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .
3 H aw a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . running down the street with a girl's . . . ............... . ....... ... .

4 A . . . . . . . . . . . . . . . . . . . . . . . . . . broke into her . . . . . . . . . . . . . . . . . . . . . . . . . . . . . and took her husband's . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . .
I]] Respond to each state ment or q u estion in yo u r own way.
1 "Your texting during the movi.e kind of bothers me."

You:
2 "Would you mind not smoking in here?"

You:
3 " What bugs you about l iving in your town?"

You:
4 "Who does things that really get to you?"

You:
[!I M a ke each sentence logic a l by atta c h i n g a negative p refix to the a djective. Use a d i ctionary
if necessa ry. 5 When a salesperson is rude, I find it not only
1 Smoking on public buses and trains is really respee�l but also annoyi ng.
CJrc1:1sablc. i l"l excvra b l e

6 I should warn you that the air pollution
2 I believe littering and spitting on the street downtown is really pleasant.
are both responsible.
7 I think it's hene5t to sell souven irs to tourists
3 People who play loud music without at higher prices than people usually pay.
consideration for the people around them
8 It doesn't help when people are coHFteoHs to
are xhibiting really � behavior.
each other.
4 I thin k it's Rf>propriate for people to text
their friends during movies.
I!] Combine the sentences, using p a i red conj u nctions.
1 Restaurants shouldn't allow smoking. Theaters shouldn't allow smoking. (neither . . . nor)
2 Smoking should be banned. It should be restricted. (either . . . or)
3 Littering doesn't offend me. Spitting doesn't offend me. (neither ... nor)
4 I think loud music is rude. I think loud people are rude. (Not only . . . but)
TEST-TAK I NG S KI LLS BOOSTER p. 155

0 Web Project: Urban Com m u n ities
www.engllsh.com/ ummlt3e
61
eference Cha rts
P RO N U N C I ATIO N TABLE
These a re the pronu n c ia ti o n symbols u sed i n Summit 1 .
Vowel s Consona nts
Symbol Key Word Symbol Key Word Symbol Key Word Symbol Key Word
beat , feed ;) banana , a mong p pack, happy z zip , please, goes

b it , d id (}'- sh i rt, m urde r b back, ru bber f sh ip , mach ine,
e1 d ate, pa id a1 bite, cry, buy, eye t tie station , s pecial ,
c bet, bed au about , h ow d d ie d iscu ssion
re bat, bad �l vo ice, boy k came, key, qu i c k 3 measure, vi sio n
a box , odd , father If beer g game, guest h hot, who
� bought, dog er ba re tr c hu rch , nature, m men, some
OU boat, road or ba r watc h n sun , know,
u book, good '.)f d oor d:3 ju dge, general , pneumon i a
u boot, food, student ur to u r major I) su ng , ri nging
/\ but, mud , mother f fan , photog raph w wet, white
v van lig ht, long
e thi n g , breath right, wro ng
0 then , breathe y yes, use, m usic
s sip, city, butter, bottle
psychology f1 butto n
base form s i m ple past pa st parti c i p l e base form simple past pa st partici p l e
be w a s I were been forget forgot forgotten

beat beat beaten forgive forgave forgiven
become became become freeze froze frozen
beg in began beg u n get got gotten
bend bent bent g ive gave given
bet bet bet go went gone
bite bit bitten grow grew grown
bleed bled bled hang h u ng h un g
blow blew blown have had had
break broke broken hear heard heard
breed bred bred hide hid h idden
bring brought brought hit hit hit
build built built hold held held
burn burned I burnt burned I bu rnt h u rt h u rt hurt
burst burst burst keep kept kept
buy bought bought know knew known
catch caught caught lay laid laid
choose chose chosen lead led led
come came come leap leaped I leapt leaped I leapt
cost cost cost learn learned I learnt learned I learnt
creep crept crept leave left left
cut cut cut lend lent lent
deal dealt dealt let let let
dig dug dug lie lay la i n
do did done l ight lit lit
draw d rew drawn lose lost lost
dream dreamed I dreamt dreamed I dreamt make made made
drink drank drunk mean meant meant
d rive drove d riven meet met met
eat ate eaten mistake mistook mistaken
fal l fell fal len pay paid paid
feed fed fed put put put
feel felt felt q u it q u it quit
fight fought fought read /rid/ read Irr.di read Irr.di
fin d fou n d found ride rode ridden
fit fit fit ring rang rung
fly flew flown rise rose risen
forbid forbade forbidden run ran run
122 REFERENCE CHARTS

base fo r m s i m p le past past partici ple ba se form simple pa s t p a s t participle
say said said spring sprang I sprung sprung

see saw seen stand stood stood
sel l sold sold steal stole stolen
send sent sent stick stuck stuck
set set set sting stung stung
shake shook shaken stin k stank I stunk stu n k
shed shed shed strike struck struck I stricken
shine shone shone string strung strung
shoot shot shot swear swore sworn
show showed shown sweep swept swept
shrink shrank shrunk swim swam swum
shut shut shut swing swu ng swung
sing sang sung take took taken
sink sank sunk teach taught taught
sit sat sat tear tore torn
sleep slept slept tell told told
slide slid slid think thought thought
smell smelled I smelt smelled I smelt throw threw thrown
speak spoke spoken understand understood understood
speed sped I speeded sped I speeded upset upset upset
spell spelled I spelt spel led I spelt wake woke I waked woken I waked
spend spent spent wear wore worn
spi l l spil led I spi lt spilled I spilt weave wove woven
spin spun spun weep wept wept
spit spit I spat spit I spat win won won
spoil spoiled I spoilt spoiled I spoilt wind wound wound
spread spread spread write wrote written
STATIVE V E R BS
amaze desire hear need seem

appear* dislike imagine owe smell*
appreciate doubt i nclude* own sound
astonish envy know please su ppose
be* equal like possess su rprise
believe exist look l i ke p refer taste*
belong fear look* realize think*
care feel* love recognize understand
consist of forget matter remember* want*
contain hate mean resemble weigh*
cost have* mind see*
*These ver bs also have action meanings. Example: I see a tree. (non-action) I ' m seeing her tom orrow. (action)
VE R BS FO L LOWED BY A G E R U N D
acknowledge consider end ure i mag ine prevent resent

ad mit delay enjoy justify proh ibit resist
advise deny escape keep propose risk
appreciate detest explain mention q u it suggest
avoid discontinue feel like m i nd recall support
can't help discuss fi nish m iss recommend tolerate
celebrate dislike forgive postpone report u nderstand
complete don't mind g ive up practice
E X P R ESSIONS THAT CAN BE FO LLOW ED BY A GERU N D
b e excited about be opposed to believe in blame [someone or something] for

be worried about be used to participate in forgive [someone or something] for
be responsible for complain about succeed in thank [someone o r something] for
be i nterested i n dream about I of take advantage of keep [someone or something] from
b e accused o f talk about I of take care of prevent [someone or somethi ng] from
b e capable of think about I of i n sist o n stop [someone or somethin g] from
be tired of apolog ize for l o o k forward to
be accustomed to make an excuse for
be comm itted to have a reason for
REFERENCE CHARTS 123

V E R BS FOLLOWED D I RECTLY BY AN I N F I N ITIVE
afford choose grow mean pretend threaten

agree claim hesitate need promise volunteer
appear consent hope neglect refuse wait
arrange decide hurry offer request want
ask demand i ntend pay seem wish
attempt deserve learn p lan struggle wou ld l i ke
can 't wait expect manage prepare swear yearn
care fai l
V E R BS F OL LOWED BY AN OBJ E CT BEFORE AN I N F I N ITIVE*
advise choose* force need* remind urge

allow convince get* order request want*
ask* enable help* pay require warn
beg encourage h i re permit teach wish*
cause expect* instruct persuade tell would like*
challenge forbid i nvite promise*
*In the active voice, these verbs can be followed by the infinitive without an object (example: want to speak or
want someone to speak).
ADJ E CTIVES FOLLOWED BY AN I N F I N ITIVE*
afraid content distu rbed g lad proud sorry

alarmed curious eager happy ready surprised
amazed delig hted easy hesitant relieved touched
angry depressed em barrassed l i kely reluctant u pset
anxious determi ned encouraged lucky sad willing
ashamed disappointed excited pleased shocked
certain distressed fortunate prepared
*Example: I'm willing to accept that.
V E R BS THAT CAN BE FOLLOWED BY A G E R U N D O R AN I N F I N ITIVE
with a change I n mea n i ng without a cha nge In m aning

forget (+ geru nd) forget something that happened beg i n love
(+ infin itive) forget something that needs to be done can't stand prefer
conti n ue start
regret (+ geru nd) regret a past action
hate try
(+ i nfin itive) regret having to inform someone about an action
l i ke
remember (+ gerund) remember something that happened
(+ i nfin itive) remember something that needs to be done
stop (+ gerund) stop a continuous action

(+ i nfinitive) stop in order to do something
PARTICI PIAL A DJ ECTIVES

alarming -
alarmed disturbing d isturbed paralyzing paralyzed
amazing -
amazed embarrassing embarrassed pleasing pleased
amusing amused entertaining entertained relax i n g relaxed
annoying annoyed exciting excited satisfying satisfied
astonishing -
aston ished exhausting exh austed shocking shocked
boring bored fasci nating -
fascinated sooth ing soothed
comforting -
comforted frighten ing frightened startling startled
confusi ng -
confused horrifying horrified stimulating sti mulated
depressing depressed i nspiring inspired surprising surprised
d isappointing -
disappointed interesting i nterested terrifying -
terrified
d isgust i ng -
d i sgusted irritating i rritated tiring -
tired
distressing d istressed moving moved touching touched
124 REFERENCE CHARTS

G ramma r oo ter
Gra m ma r Booster
The Grammar Booster is optiona l . It offers more i nformation and extra practice, as wel l as G rammar for Writi ng.
Someti mes it further exp lains or expands the unit grammar and poi nts out common errors. I n other cases, it reviews and
practices previously lea rned grammar that would be helpful when learning new gramma r concepts. If you use the Grammar
Booster, you will find extra exercises in the Workbook i n a separate section labeled G rammar Booster. The G rammar Booster
content is not tested on any Summit tests.
llHllll
I n fi n i t i ve s : rev i ew, e x pa n s i o n , a n d c o m m o n errors
Statements
Using an i nfin itive as the subject of a sentence sounds extremely formal in speaking. There are two ways to
express the same idea: (1) Make the i nfi nitive a subject complement, or (2) use an imperso nal il.
1 My greatest wish is to be a mother.
To be a mother is my greatest wish . -7
2 It's my greatest wish to be a mother.
W hen making a statement with an im personal ll and an infin itive about a specific person
or people, use a phrase with for + a noun or a pronoun to name that person or people. Be careful! You can't use an adjective of feeling
It isn't hard fo r me to lea rn new languages.
It usually takes time fo r new students to get to know each other.
or emotion in statements with Jf.s + adjective and
i nfi nitive. You have to use a n actual subject.
My sister is happy to grad uate.
l
IiI I
It's too late for Ella and Paul to go out for d i n ner now. NOT � happy to grad uate.
With causative �
Use an infinitive, not a base form, with causative @!. Some adjectives of feeling or emotion:
We got everyone to flll out the survey. afraid ashamed excited sad
The teacher got me to compare my personality with my mother's personality. amazed depressed glad shocked
a ngry disappoi nted happy sorry
In indirect speech a nxious embarrassed pleased upset
Use an infinitive to replace an imperative i n indirect speech.
The manager said , "Be at the meeting at 2 : 1 5 sharp." -7 The manager said to be at the meeting at 2 : 1 5 sharp.
She told us, "Don't call before di n ne r
." -7 She told us not to call before d i nner. '!
m On a separate sheet of paper, rewrite each sentence, cha ngi ng the subject i nfi n itive to a subject com plement.
1 To be successful is every new graduate's wish. 4 To rescue hikers lost in the woods is the
2 To cook dinner is my chore for the evening. responsibility of the park police.
3 To win the game is every player's dream. 5 To win the election is every candidate's task.
[!) Rewrite each sentence, begi n n i ng with an i m personal it.
1 To be disciplined about an exercise program is 6 To pass the examination is not the easiest thing in
difficult for an easygoing person. the world.
2 To get to work on time is a good idea. 7 To live in an English-speaking country might be an
3 To be outgoing in new situations is helpful. exciting experience.
4 To act friendly is always worthwhile. 8 To know when to use an infinitive and when to use a
gerund is pretty confusing.
5 To be too talkative can sometimes be a problem.
m I nsert a phrase with for in each of the following sente nces.

fo r l'\elN d rive rS'
1 It's harct.Ato drive in a lot of traffic. 4 It's too late to make the early show.
2 It's important to remember that some difficult 5 It's essential to use insect repellent when you camp
things are just a part of life. in the woods.
3 It's smart to realize that it's better to be safe 6 It's good to avoid being too outgoing when you're -
than sorry. starting a new job.
GRAMMAR BOOSTER 125

l!J On a separate sheet of paper, rewrite each statement in I n d i rect speech .
1 Celine said, "Don't be late for the meeting." 3 My sister said, "Don't call me before 7:00 A.M."
2 Last night they told me, "Always take care when you 4 The tour guide told them, "Just roll with the
go out in the evening. 0 punches."
_/• G ra m m a r for Wri t i ng : pa ra l l e l i sm w i t h ge r u n d s a n d i n f i n i t i ves
A common error in formal written English is m ixing gerunds and infinitives when listing items in a series.
A list of items should be either all gerunds or all infinitives.
When I take time off from work, I prefer rel axing at home, spending time with my family, and getting
things done around the house.
NOT I prefer relaxing at home, spending time with my fa mily, and flrget things done around the house.
I can't stand getting up tate and missing the bus. NOT I can 't stand getting up late and � the bus.
I n a series, either use 1Q with all the infinitives or use it only with the first one.
When I take time off from work, I prefer to relax at home, spend time with my family, and get things done
around the house. NOT When I take tim e off from work, I prefer to relax at home, spend time with my
family, and te get things done a round the house.
(I On a sepa rate sheet of paper, correct t h e e r ro rs i n parallel ism i n the fo l l owing sentences.
1 After she arrived in London, she began to write long letters home and calling her parents
at all hours of the night.
2 There are two things I really can't stand doing: speaking in front of large audiences and
chat with people I don't know at parties.
3 Right before midnight, everyone began to sing, dance, and to welcome in the new year.
4 There's no question I prefer using all my vacation time and take a long vacation.
Ii Complete the fol l owing sentences, using a pp ropriate ger u nd or i nfin itive forms. Refer to pages 122-124 in the
Reference Cha rts if necessa r y.
1 Iwould suggest . . . . . . . . . . . . . . . . . . . . . . . . . out the form immediately and . . . . . . . . . . . . . . . . . . . . . . . . . a copy for your records.
fi ll make
2 Did you remember . . . . . . . . . . . . . . . . . . . . . .. . . off the stove, . . . . . . . . . . . . . . . . . . . . . . . . . the windows, and . . . . . . . . . . . . . . . . . . . . . . . . . the
t u rn c l ose lock
door before you left?
3 It's obvious from her e-mails that she really loves . . . . . . . . . . . . . . . . . . . . . . . . . the culture, . . . . . . . . . . . . . . . . . . . . . . . . . new people,
experience meet
and just . . . . . . . . . . . . . . . . . . . . . . . . . there.
be
4 They prohibit . . . . . . . . . . . . . . . . . . . . . . . . . photographs or . . . . . . . . . . . . . . . . . . . . . . . . . a recorder.

�� u�
5 I really wouldn't mind . . . . . . . . . . . . . . . . . . . . . . . . . them out to dinner or . . . . . . . . . . . . . . . . . . . . . . . . . them around if you'd like
take show
me to.
6 He promised . . . . . . . . . . . . . . . . . . . . . . . . . the report home, . . . . . . . . . . . . . . . . . . . . . . . . . it carefully, and . . . . . . . . . . . . . . . . . . . . . . . . . to any

take read respond
questions by the next day.
1u:u11
F i n i s h e d ..i n d u n f i n i s h e d <l c l i o rv:. : su m rn .i ry
Finished actions
U se the simple past tense or the past of be for an action fi n ished at a specified time in the past.
They watched some movies yesterday.
Use the present perfect for an action fi nished at an u nspecified time in the past.
They' ve watched that movie three times.
126 GRAMMAR BOOSTER

Use the past perfect for an action that was fin ished before a nother action in the past.
When I arrived, they had already watched the movie.
N ote: Although the continuous aspect is used for actions in progress, the present perfect continuous is sometimes
used for very recently completed actions, especially to emphasize duration.
T hey've been watching movies all afternoon, but they're done now.
U nfinished actio n s
Use the past continuous for unfinished actions that conti nued for a period of time or during a specific time in the past.
I was relaxing at home all morning.
At n oo n , I was watching a movie.
Use the present perfect OR the present perfect continuous for unfi n ished actions that bega n i n the past and may
conti nue into the future. Use the present perfect conti nuous to further emphasize that the action i s conti nuous.
She's listened to R&B for years. [And she may continue.]
OR She's been listening to R&B for years. [And she may continue.]
rJ Complete the a rticle, using the simple past tense, the past of be, or the present perfect.
World Music is not really a true genre of music - it is a combination of musical genres from around the
world. More recently recording companies . . . . . . . . . . . . . . . . . . . . . . . . . the term to describe the music of artists who
1 use
they felt could appeal to new audiences across cultures. The concept of World M usic . . . . . . . . . . . . . . . . . . . . . . . . . first
2 be
created after U .S. singer I songwriter Paul Simon . . . . . . . . . . . . . . . . . . . . . . . . . his hugely successful Graceland album
3 record
in 1 986. At that time, he . . . . . . . . . . . . . . . . . . . . . . . . . South Africa's male choir Ladysmith B lack Mambazo and rock
4 i nvite
group Savuka to accompany him on the record i n g . Both groups later . . . . . . . . . . . . . . . . . . . . . . . . . with him around
S tour
the worl d . This exciting col laboration immediately . . . . . . . . . . . . . . . . . . . . . . . . . to European and North American
6 appeal
aud iences, who were attracted to this d ifferent soun d .
Since that time, a s more artists . . . . . . . . . . . . . . . . . . . . . . . . . to reach n e w audiences, there . . . . . . . . . . . . . . . . . . . . . . . . . an

7 try 8 be
increased amount of "crossover" - that is, musicians influencing each other across cultures. Enthusiasm for
music from other cultures . . . . . . . . . . . . . . . . . . . . . . . . . steadily. Artists such as Angelique Kidjo and Carlos Vives, who
9 rise
were well-known within specific regions such as Africa or Latin America, . . . . . . . . . . . . . . . . . . . . . . . . . international
1 0 become
stars, and mainstream music . . . . . . . . . . . . . . . . . . . . . . . . . many of the features of these artists.
1 1 i n corporate
l]J Read each statement. Then d ecide which d escription i s closer in mea n i ng.
1 By the time I heard about it, the concert had sold out.
a First I heard about the concert. Then it sold out.
b First the concert sold out. Then I heard about it.

2 After he'd won the award, he got a big recording contract.
a First he got the recording contract. Then he won the award.
b First he won the award. Then he got the recording contract.
3 We wanted to go to his performance because we'd heard his new album.
a First we heard his album. Then we wanted to go to his performance.
b First we wanted to go to his perforroance. Then we heard his album.
4 He'd played at a lot of different halls before he performed at Carnegie Hall.
a First he performed at Carnegie Hall. Then he played at a lot of different halls.
b First he played at a lot of different halls. Then he performed at Carnegie Hall.
GRAMMAR BOOSTER 127

N o u n c l a u ses : re v i e w a n d t x p a n s i o n
Remember: A noun clause functions as a noun a n d is often i ntroduced with that.

When a noun cla u se is a direct object, use of that is optional. B e careful ! Don't use question word order i n noun
clauses that are embedded q uestions.
I did n't realize ( that) a rt therapy could be so helpful.
I don't know where the band is performing.
I ntroduce a noun clause with if or whether when it is an e mbedded ru / no question. NOT I don't know ..he, e ;�the bti. ,d performi ng.
Use a question word when it i s a n embedded information question. Does he understand what the lyr i c s m e a n ?
(Does she come from the U.S.?) Do you know if she comes from the U.S.? NOT Does he understand ••hat do the lyr;e"' mean?
( When does the concert begin?) I'm not sure when the concert begin s. Use a period with an em bedded question wit h i n a
statement. Use a q uestion mark with an embedded
A noun clause can also function as the subject of a sentence. A noun cla use q uestion within a question.
i ntroduced with a q uestion word can also function as a subject complement.
I don't know who is singi ng.
What he said was very interesting. (subject) Do you know who is singing?
That she's a therapist surprises me. (subject)
Teaching children is what I love. (subject complement)
[I Com plete each noun cla use with that, .if (or wheth er), or a q uestion word. (Some have more than
one possible answer.)
1 She thinks . . . . . . . . . . . . . . . . . . . . . . . . . classical music is boring.

2 Catching up with friends on social media is . . . . . . . . . . . . . . . . . . . . . . . . . I spend Saturday mornings.
3 I don't remember . . . . . . . . . . , , , , . . . . . . . . bands we saw in concert last year.
4 . . . . . . . . . . . . . . . . . . . . . . . . . I like most is electronic pop.
5 Did anyone tell you . . . . . . . . . . . . . . . . . . . . . . . . . I'm showing my paintings at the Henderson gallery?
6 Robert asked me . . . . . . . . . . . . . . . . . . . . . . . . . I had bought tickets for the concert yet.
7 I can't imagine . . . . . . . . . . . . . . . . . . . . . . . . . life would be like without the arts.
8 I don't really know . . . . . . . . . . . . . . . . . . . . . . . . . to cook very well.
9 New York is . . . . . . . . . . . . . . . . . . . . . . . . . the Empire State Building is located.
10 I wonder . . . . . . . . . . . . . . . . . . . . . . . . . the concert begins.
l!J Com p l ete each statement, using a noun cla use based on the q u estion in pa rentheses.
1 (Where did Mozart live?) I don't know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2 (What type of music does our teacher like?) I have no idea . . . . . .. .

. . . . . . . . . . . . .... ........ ..... .. ........ ... .. .......... .......... . .
3 (When did the Backstreet Boys recently perform in Chicago?) She asked me .... , . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4 (Are concert tickets really expensive?) I don't know . . . . . . . . . . . . . . . .................................................................. . .
5 (How long is the musical Annie?) I'm not sure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6 (Will the movie end before 6:00?) He's asking . . . . . . . . . . ................. ........ ........ . .... .. ....... .. .. ................ .. ............. .
To more formally make a point, use lt + be or another linking verb + an adjective with
Some adjectives used in expressions with 11 + he. or
a noun clause beginning with that. That is optional .
another linking verb:
It is clear (that) Hensley h a s done a l o t of research.
obvious
It seems obvious (that) the band needs a new lead singer. is
important
was
It was surprisi ng (that) they never performed together again. essential
It will be (that)
unacceptable
As noun complements cou l d be
surprising
seems
To more formally focus on a n issue or topic, complete the meaning of a noun phrase interesting
with a noun clause. That is necessary.
Some noun phrases used to introduce noun clauses:
The fact that her songs were extremely popular made her very wealthy.
The a nnoun cement that The idea that
The belief that vaccines might be harmful led some people to refuse them.
The a rgument that The news that
The bel ief that The p o ssi bi lity that
The chance that The proposal that
The claim that The recommendation that
The demand that The report that
The fact that The suggestion that
128 GRAMMAR BOOSTER

I) On a separate sheet of paper, rewrite each sentence, using tl + be (or a l inking verb) + an adjective and a n o u n
cla use as a n adjective com plement.
1 That developing countries address the problems caused by global wanning is extremely important.
2 That the president plans on resigning appears obvious to everyone.
3 That not providing disaster relief will only worsen the situation seems quite clear.
4 That a cure for cancer will be discovered in the next twenty years is certainly possible.
5 That the governments of Argentina and Chile will reach an agreement looks very likely.
6 That Max Bianchi �on't be participating in the Olympics next year is not important.
11 Read each quote from a rad io news progra m . Then, on a sepa rate sheet of paper, complete
each statement, using the n o u n cla use as a n o u n com plement.
Example: "Volkswagen announced that they would unveil a new car design early next
year. This is causing a lot of excitement in the auto industry." [The announcement . . ] .
I
TJ..e al'lllOVllCement that Volkn..., a9en Wov ld vnveil a new car de 5i9n
early n ext year is- cav5in9 a lot of excitement in the auto indvS"try.
1 "The Health Ministry announced that they will begin vaccinating all infants for measles.
This was greeted with criticism from the opposition party." [The announcement . ] . .
2 "The president said it was possible that he would resign by the end of this year. This has
taken everyone by surprise, including the news media." [The possibility . ] . .
3 "The London Sun reports that Dr. Regina Blair of the Glasgow Medical Center has discovered
a new protein. This is attracting much interest in the world of science." [The report . . ] .
4 "The Auckland 'limes claimed that a ninety-five-year-old New Zealand man had broken the
world record for growing the longest beard. This has triggered similar claims across three
continents." [The claim . . ] .
1;u1111
Be careful! Don't contract Q.Q1 with
The conditional clause of past unreal conditional sentences can be stated without jf by simply .b..ad. i n inverted negative clauses.
inverting hfilt and the subj e ct of the clause. Clauses using inverted word order a re more formal than H ad they not been there, they
those using usual (non-inverted) word order. wou l d n 't have known the trut h .
Usual word order Inverted word order N OT � they been there, they
wouldn't have known the truth.
If I had known it would take up so much room, I -> Had I known it would take u p so much
wouldn't have bought it. room , I wouldn't have bought it
I might have gotten another brand if I had realized -> I might have gotten another brand had I realized
it would be so hard to operate. it would be so h a rd to operate.
If we hadn't been so busy, we could have shopped Had we not been so busy, we could have shopped
around. around.
If she had told me this th i ng wouldn't operate -> Had she told me th is thing wou ldn't operate without
without batteries, I would never have considered batteries, I would never have considered getting it.
getting it
f.it On a separate sheet of paper, rewrite the following past u n real condition a l sentences, using the i nverted form.
1 They would have lent her their car if she had asked.
2 If I hadn't spent so much money on my vacation, I would have considered buying a stationary bicycle.
3 If the Car'Sons hadn't moved into such a small apartment, they would have bought a treadmill.
4 Could you have gotten the car if they hadn't raised the price?
GRAMMAR BOOSTER 129

l!J On a separate sheet of pa per, complete the statements of buyer's remorse, using the
i nverted form and the Voca bu lary from page 28.
1 ... I would never have gotten that espresso ma�er.

2 . . . we never would have bought such a large sofa.
3 .. . I could have gotten an entertainment center with fewer pieces.
4 ... we probably would have bought a more economical car.
5 . . . I would have gotten a DVR with simpler directions.
T h e f u t u re c o n t i n u o u s
Use the future contin uous for actions that will b e in progress a t a specific time or over a period o f time i n the future.
At thi s time next week, I

{ 'II
.
be lying
. .
}
To form the future conti nuous, use will + be + a present participle OR be goi ng to + be + a present participle.
on a beach in Hawaii. [specific time]
{' I }
m gomg to be lymg
be studying
I . . . English in the United States for about two years. [ period of time]
m gomg to be studying
Someti mes sentences in the simple future and the future conti nuous have al most the same meani ng. Choose the
future continuous to emphasize a continuous or u n i nterrupted activity.
I
Next year, 1 ·11 study English in the U nited States.
Next year, ll ' be studying English in the United States.
Remember: Don't use a conti nuous
Questions and short answers
form with a stative verb. Stative verbs are
I I' m "non-action" verbs such as .b.e., b.aY.e., .lill.Q.w,

Will you be working at home? Yes, I will. / No, I won't
Are you going to be working at home? Yes, a m. / No, not. remember, like, �. apprecjate , etc.
Do not use t h e conti n uous with stative
Use the future continuous and a time clause with while or when to describe a conti nuous activity verbs.
that wi ll occur at the same time as another activity. Do not use a future form in the time clause. DON'T SAY By next m o nth , 1'11 ee l=lav'iAg
I 'l l be looking for a job while my wife continues her studies. a new car.
NOT I'll be looking for a job while my wife will l:>e eeAtiAl:liAg her studies.
For a com plete list of stative verbs, see
When the teacher is s peaking, we 'll be l istening carefully. page 123 in the Reference Charts.
NOT When the teacher 'ftill ee s13eakiAg, we'll be listening carefully.
[I On a separate sheet of paper, correct the errors in the fol lowi ng sentences.
1 She'll be staying at the Newton Hotel when she's going to be attending the meeting.
2 We won't be spending much time sightseeing while we'll be visiting London.
3 When he's going to stay in town, he's going to be meeting with some friends.
4 She'll be correcting homework while the students will take the test.
5 While Michelle will be serving dessert, Randy will already be washing the dishes.
6 Won't they be going to sleep in New York when you'll be getting up in Taipei?
liJ Complete the fol lowing sentences, using the futu re contin uous with wi l l when possible.
If the future contin u o us is not possi ble, use the s i m ple future with will.
1 After I've completed my studies, I . . . . . . . . . . . . . . . . . . . . . . . . . for a job.

look
2 She . . . . . . . . . . . . . . . . . . . . . . . . . historic sites while she's in Turkey.
photogra ph
3 In a few years, they . . . . . . . . . . . . . . . . . . . . . . . . . all the problems they had.
not I remember
4 . . . . . . . . . . . . . . . . . . . . . . . . . he . . . . . . . . . . . . . . . . . . . . . . . . . vecy long between flights?
wa it
5 I'm sure she . . . . . . . . . . . . . . . . . . . . . . . . . when you call tonight.
not I sl eep
130 GRAMMAR BOOSTER

T h e fu t u re pe r fect c o n t i n u o u s
U s e t h e future perfect continuous t o emphasize t h e continuous quality o f an action that began before a specific
time i n the future. To form the future perfect continuous, use will (or won't} + have been and a present participle.
By next year, I ' l l have been studying English for five years. [ Describes an action that began before "next year" and
may still continue. ]
Combine a statement u sing the future perfect continuous with a time cla use to show the relationship between
two future actions. Use the simple present tense in the time clau se.
By the time I arrive in New Yori<, I 'll have been sitting in a plane for over ten hours.
NOT By the time � in New Yori<, I' l l have been sitting in a plane for over ten hours.
II Com plete the postcard, using the future cont i n uous o r the fut u re pe rfect continuous.
Dea r Ida,
Ven i c e Was- 9 reat, b ut fin a l ly on to Pa ris-! B y tom o rro w afternoo n, I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . d o wn

1 stro l l
tJ... e CJ... a m pS" Ely s-ees- a n d . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i n tJ... e bea utifv l s- i 9 hts- of tJ... at 9 reat city.
2 take
In the eve n i n 91 I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a n o pera b y B izet i n the c i ty Where J... e wa s- b o r n .
3 enjoy
J vs-t tJ... i n k1 by Satv rd ay, I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . d e l i c i o u s- Fren c h foo d fo r a wh o l e Week!
4 eat
Plus-1 I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . m y Frend., with real native s-pea kerS". Then1 after Pa r i s-1 it1S" off to
5 p r a ct i ce
the Riviera1 Where I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a ro u nd on th e beacJ... eS" of Nice and Sa i nt-Tropez
6 1ou nge
fo r a week. B y that ti m e1 I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . fo r tJ... ree Wee ks-, and it wi l l a l m oS"t be ti m e
7 travel
to c o m e J.i o m e - a l o n 9 tri p fo r a J... o mebody l i ke m e !
See y ov S"oo n !
Pavel
11w111
Use a few with pl u ral count nouns and a little with non-count nouns to mean "some."
Use few with plura l count nouns and l ittle with non-cou nt nouns to mean "not many" or "not much."
,--��-'-��----..
A few / few Quantifiers used w ithout referents
A few companies a re allowing their employees to dress casual ly on Fridays. [ = some companies! Quantifiers can be used without the noun they
Few companies are allowing their employees to dress casually on Fridays. [ = not many companies] describe, as long as the context has been
made clear earlier.
A little / little Most people don't think we ' l l find l ife on
Employees a re showing a little interest in this new dress code. [- some interest] other planets in our lifeti me, but a few do.
Several workers i n our office think people
Employees are showing l ittle interest in this new dress code. [= not much interest]
should dress down every day, but most
don't.
fJ Change the underli ned q ua ntifiers to a few, � a l ittle, or l ittle.

a little
1 Would you like to listen to some music?
2 We actually eat almost no meat.
3 There were several new students in my class today.
4 I've seen hardly any movies in the last month.
5 I ertjoy visiting Ames, but there's not much to do there.
6 If you look in the fridge, there should be some eggs.
GRAMMAR BOOSTER 131

Quanti fi ers : u s i n g 9_f for s pe c i f i c refe re n c e
,
Use 2f when a noun is preceded by a possessive adjective, a possessive noun, a d emonstrative adjective, or the
article the.
More general More specific
possessive adjective s = my, her, their, etc.
any friends any of her friends
possessive nouns = John's, the d octor's
som e students s o m e of his students demonstrative adjectives this, that, these, those
=
one cat one of my cats

all employees all of our employees
most co-workers most of Jack's co-workers
several companies several of these companies
many books many of those books
a few choices a few of the choices
a little cake a l i ttl e of the cake
Using 2f after a l l or both is optional, with no change i n meaning. Be ca reful! In the superlative, do not
use Qf after ffi.Qfil.
,,
all of our employees OR a l l our e m p loyees NOT all ef employees

both of those cho i ces OR both those choices NOT both ef choices DON'T SAY Tokyo is the city with
the most ef people i n Japan.
QM and � are used with singular nouns only. But one of and each of are used with pl ural nouns Qf must be i ncluded when using a n
o nly. However, the meaning of both expressions is still singular. object p ronoun.
One student - One of the stu d ents both of t he m NOT eetA Uieffi
Each class Each of the classes
Some qua ntifiers must include Qf when they modify a noun or noun phrase. '.
a lot of a majority of a couple of a bit of

lots of p lenty of a number of a great dea l of
m On l y one of each pai r of sentences is correct. Check the correct sente n ce and correct the m istake In the other one.
.
1 a IZJ She went with several of her classmates.
b 0 Several W classmates went out for coffee.
2 a D Most of companies in the world are fairly formal.
b D Most of the companies in the United States have dress-down days.
3 a D All of hot appetizers were delicious.
b D Everyone tried all of the cold appetizers.
4 a D A lot of my friends have traveled to exotic places.
b D There are a lot places I'd like to see.
5 aD I read a few of Steinbeck's novels last year.
b 0 A few of novels by Steinbeck take place in Mexico.
6 a D Several managers were interviewed, and rnany them liked the new policy.
b D Many of the employees we spoke with liked the new policy.
/• G ra m m a r for W r i t i n g : s u b j ect - ve rb a g re e m e n t of q ua n t i f i e rs fo l l owed by Qf
In quantifiers with Qf, the verb m ust agree with the noun that comes after 2.f.
Some of the movie Is in E ngl ish . Some of the movies are in English.
A lot of the music was pop. A lot of the m u s i ci a n s were young.
In fo rmal written English, none of is traditionally followed by a singular verb. However, in spoken
E ngl is h it is almost always used with a plural verb. The pl ural verb is acceptable and correct. Be careful! The quantifiers .Q.O.e_Qf,
Formal: None of the students was late for class. .e.a.c.b..,.Qf and every one of are always
Informal: None of the students were late for class.
followed by a p l u ra l noun, but they
always take a singular verb.
One of the students likes rap music.
132 GRAMMAR BOOSTER

[I Choose the verb that agrees with each subject.
1 Every one of these choices (sound I sounds) terrific!

2 One of the teachers (was I were) going to stay after class.
3 A lot of the problem (is I are) that no one wants to work so hard.
4 Each of the employees (want I wants) to work overtime.
5 Half of the city (was I were) flooded in the storm.
6 None of the players (is coming I are coming) to the game.
7 Only 8 percent of their workers prefer shorter work weeks, while at least 90 percent (don't / doesn't)
1;u1111
Notice t h e subject-verb order.
C o n j u n c t i o n s w i t h s o , to_Q, n e i t h e r, or n_qJ e i t h e r . . and so is littering .
.
. . . and littering is, too.

Use � or a n d . . . too t o join affirmative statements that are similar.
Spitting on the street is offensive, and so is littering. OR .. , and l itteri ng is, too.
. . . . and neither d oes l ittering .
Playing loud music bothers me, a n d so d oes smoking. OR . . . , and smo ki ng does, too . . . . and l i ttering doesn't either.
Use and neither or and . . . not either to join negative statements that a re similar.
Playing loud music isn't polite, and neither is s mo ki ng. OR . and smoking isn't either.
..
Be careful !
Spitting on the street doesn't bother me, and neither does l itte ri ng OR . . . and l ittering doesn't either.
.
Use a negative verb, auxiliary verb, o r
modal with fil1bfil a n d an affirmative with
If the first clause uses the verb be, an a uxiliary verb, or a modal, use the same n.e.itb.e.r.
structure in the second clause. . . . and l ittering doesn't either.
Tokyo is a h uge city, and so Is Sao Paulo. NOT . . . and l itteri ng cfoes eiH1er.
New York doesn't have a lot of i ndustry, and neither does London. . . and n e ither does litteri ng.
NOT . . . and AeitAer aeesA't littering.
.
Mexico City has grown a lot, and so has Los An ge l es.

Na n cy can't to l e rate loud music, and neither can Tom. With � and .ofilbfil. the verb (or auxiliary
verb or modal) goes before the subject.
I haven't been to Tokyo, and neither have yo u .
Tokyo is a huge city, and so is Sao
If t h e first clause is a n affirmative statement i n t h e simple present or Paulo.
simple past tense, use do, does, or Qi.d. i n the second clause. N OT . . . a nd s o £ae Paule is.
John thinks graffi ti is a big problem, and so does Helen. Nancy can't stand loud music, a nd
neither can Tom.
My wife enjoyed v i sit in g Paris, a nd so did I .
NOT . . . neither �.
r.iJ Find and underline the n ine e rrors. On a sepa rate sheet of paper, write each sentence correctly.
New York is one of the most famous c ities in the worl d , and so does Lond o n . While these two cities
differ in many ways, they also share a n u m ber of characteristics. Here's a quick comparison:
• If you ' re looki ng for peace and quiet, N ew York is not the place to be, and neither London is. They are
both exciting and noisy places. If you ' re not used to it, New York's traffic can be deafening at ti mes,
and so does London's .
• T h e best way t o get around in both c ities is the subway (or t h e Tube i n London). New York's subway
system is quite old and elaborate, and is London's, too.
• If you ' re looking for first-rate entertainment, New York is filled with theaters, and so London does.
• Hungry? London's restaurants feature exciti ng d ishes from around the world , and New York's are, too .
• Both cities offer a huge c hoice of m useums to visit. The m useu ms in New York can 't possibly be seen
in a day, and either London's can 't.
• New York offers some of the world 's most famous tourist sites - for example, the Statue of Liberty and
the Empire State Build i ng - and so is London, with Bucking ham Palace and the Millennium Wheel.
It's clear that New York shouldn't be missed , and neither London shouldn't!
GRAMMAR BOOSTER 133

I]) On a sepa rate sheet of paper, rewrite each statement, using the word in parenth eses.
Make any necessa ry cha nges in verbs o r possessive adjectives.
Exa mple: Both Quito and Cuenca have large historic sections. (so)
1 Both Bangkok and Sao Paulo face many problems caused by
too much traffic. (so)
2 Both Beijing and London have hosted the Olympic Games in the past. (too)
3 Vancouver and Taipei don't ever get vecy cold. (neither)
4 Seoul and Jakarta won't experience a decrease in their populations any time soon. (not either)
5 Both Hong Kong and Rio de Janeiro are famous for their physical beauty. (so)
6 Prague and Krakow attract people who like old historic architecture. (too)
1 The Prado Museum in Madrid and the Louvre in Paris shouldn't be missed. (neither)
8 Tokyo and Mexico City haven't lost their places among the world's largest cities yet. (not either)
So, too, !J� jJ h_er, or not e i t her: sh ort responses

Use �. too, neither, or not either in short responses to express agreement.
A: I h a te littering. A; I can't stand smoking.
B: So do I . OR I do, too. B: I can't either. OR Neither can I.
NOT So do I fl.are. / I do fl.are, too. NOT I can't 5ffifl6 either. / N ei th e r can I staflEI.
It is common to express agreement with Me. too or Me neither.

A: I hate littering. A: I can't stand smoking.
B: Me, too. B: Me neither.
B Agree with each statement t h ree ways, using short responses with so, too, neither, or (not) either.
1 "I've never been to Ulan Bator." 5 "I'm getting really tired."

You: You:
2 "I can't figure this out." 6 "I used to travel more."

You:
3 "I loved going there!" 7 "I'll call her tomorrow."

You:
4 °1 have to get some cash." 8 "I'm not going to tell her she's late."
You:
134 GRAMMAR BOOSTER

Pronunciation Booster
Pronu nciation Booster
The Pronunciation Booster is optional . It provides a pronunciation lesson and practice to support speaking in each unit,
maki ng students' speech more comprehensi ble.
Content words
1m1111 nouns boss, Ju l ie , happiness

verbs find, meet, call
adjectives talkative, sma l l , green
Content words and function words adverbs qu ietly, aga i n , very
possessive pronouns mine, yours, his
In English, content words a re generally stressed. demonstrative pronouns this, those, that
Function words are generally unstressed. reflexive pronouns ourselves, herself
My BOSS is a PAI N in the N ECK ! i nterrogative pronouns what, who, where
He's REAUY a TER RIFIC BOSS .

MARK is SUCH a SMART GUY. Function words
I'm S U R E she'll be a GREAT MANAGER . prepositions of, from, a t
conjunctions a nd , but, or
Stress In compound nouns determiners a, the, some
Many compound nouns are made up of two nouns, with the first one modifying personal pronouns he, she, they
the second one. In these compounds, stress usually falls on the first noun. possessive adjectives my, her, their
auxiliary verbs have + [past participle]
However when a noun is modified by an adjective, stress is equal on both words.
be + [present participle]
noun + noun adjective + noun
I drink APPLE juice. BUT I l i ke RED APPLES . Be caref u l ! When a n auxiliary verb is negative
She's a PEOPLE person. BUT She's a NICE PERSON . or used in short answers, it is generally stressed .
It's an APARTMENT building.

They're EXERCISE machi nes.
BUT
BUT
It's a TALL BU I LDING .
They're NEW MACHINES .
I CAN'T GO.
No, they DON'T. Yes, I
He WON'T LIKE it.
HAVE.
m 6:01 Listen a nd practice.
1 My BOSS is a PAIN in the NECK.

2 He's REALLY a TERRIFIC BOSS.
3 MARK is SUCH a SMART GUY.
4 rm SURE she'll be a GREAT MANAGER,
m Ci rcle the content words.
1 Learn to live in the present. 3 He asked me to work faster.
2 He reminded me to call my mother. 4 l prefer to stick closer to home.
6:02 Now practice reading each sentence aloud and l isten to compa re . * (Note that your choices may differ from
what you hear on the audio.)
m . 3 Listen and practice.
1 I drink APPLE juice. I like RED APPLES.

2 She's a PEOPLE person. She's a NICE PERSON.
3 It's an APARTMENT building. It's a TALL BUILDING.
4 They're EXERCISE machines. They're NEW MACHINES.
[!] 6:0!4 Practice reading each compound noun aloud and then listen to check.*
1 global warming 4 a telephone directory
(ilifilli!!
2 tennis courts 5 office managers
PAIR
WORK 3 a reliable person 6 the bullet train
*Note: Whenever you see a l istening activity with an asterisk (*) , say each word, phrase, or sentence in the
pause after you hear each n u mber. Then listen for confirmation.
PRONUNCIATION BOOSTER 141

'*"''
I n to n ation patte rns
I n statements, commands, and information questions, lower pitch after the stressed syllable in the last stressed
word . If the last syllable in the sentence is stressed, lower pitch on the vowel by lengthening it.
--"L____ ---,._____
I haven't been going to many concerts lately. Don't forget to watch them on YouTube tonight.
� ---...
How long have you been listening to that song? She's been practicing for several months.
Raise pitch after the stressed syllable i n the last stressed word in ru / no questions and requests. If the last
syllable in the sentence is stressed, raise pitch on the vowel by lengthening it.
___r- __r-
Have you been listening to Christina Perri lately? Could you pick up the tickets for me?
__..JI ____.,.
Do you think she has a n ice voice? Has he been checking online?
m 6:05 Listen and p ractice.
1 I haven't been going to many concerts lately.

2 Don't forget to watch them on YouTube tonight.
3 How long have you been listening to that song?
4 She's been practicing for several months.

5 Have you been listening to Christina Perri lately?
6 Could you pick up the tickets for me?

7 Do you think she has a nice voice?
8 Has he been checking online?
llJ C i rcle the last stressed content word in each of the following sentences. If that word has more than one syl lable,
underl i n e the stressed syl la ble.
1 That song has a great beat you can perform to.

2 Her catchy lyrics make you want to sing along.
3 Didn't you like that song's melody?
4 What time do you think the concert will be finished?

5 How long has she been performing to that song?
6:06 Now practice reading each sentence aloud, using the i ntonation patterns you have lea rned. Listen to check.*
•·i!i!til:
WORK
142 PRONUNCIATION BOOSTER

1n:1111
S e n te n ce rhyt h m : t h o u g h t g ro u ps Examples of thought groups
subject + verb I d o n 't know
Longer sentences are usually divided by rhythm into smaller "thought groups" noun phrases my short-term goal
groups of words that natu ra lly or logically go together. Exactly how statements prepositional phrases by the end of the month
may be divided i nto thought gro ups will vary among speakers. predicates is d rowning in debt
My short-term goal / is to start l iving / within my means. noun clauses where the money goes
NOT My sl'leftterffi / geal is te / staFt liviRg witl'liA ffiY/ ffieaRs.

adjective clauses that I paid off last yea r '�ii
adverbial clauses when I 've fi nished my report
I don't plan / to be financially dependent / for the rest of my life.
By next year / I hope to have gotten / a good job / as a financial consultant.
Pitch in longer s e n t en c e s
In longer sentences, pitch may fall-or rise-after the last stressed syl lable in each tho ught group, with no cha nge in
m ea ning.
Once he tries keeping / a realistic budget / he'll find it easy / to save money. OR
� __r-- --i_ -----'L
Once he tries keeping / a realistic budget / he'll find it easy / to save money.
a 6:07 Listen a n d practice.
1 My hort-term goal is to start living within my means.
2 I don't plan to be financially dependent for the rest of my life.
3 By next year, I hope to have gotten a good job as a financial consultant.
4 a Once he tries keeping a realistic budget, he'll find it easy to save money.
4 b Once he tries keeping a realistic budget, he'll find it easy to save money.
l]I Read the fol lowi ng sentences. Decide how you m ight b reak each sentence i nto thought groups.
1 By the end of this month, I hope to have finished paying off my student loans.
2 In two months, when we've finally paid off our house, we're going to have a big party to celebrate.
3 To be perfectly honest, I couldn't tell you where the money goes.
4 By next year, I will have completed my studies, but I don't think I will have gotten married.
6:08 N ow practice reading each sentence aloud, paying attention to pitch . Listen to compare.* ( N ote that you r
•oJ©til:
woR11 choices m ay d iffer from what you hear on the aud io.)
llUliil
Li n k i n g sou n d s
Linking with vowels

When the fi nal consonant sound of a word is followed by a vowel sound, link the sounds together.
It' s,jn style now.
She bought hi m__,an.._elegant tie.
! '�already bough t..,a new su it.
Linking Identical c o n sonants

When the final consonant sound of a word is followed by the same sound, link the sounds together as one sound.
The blouse i �striped.
They preferre(,dark suits.
What an attracti�vest!
PRONUNCIATION BOOSTER 143

m 6:09 Listen a n d p ractice.
1 It's in style now.

2 She bought him an elegant tie.
3 I've already bought a new suit.
4 The blouse is striped.
5 They preferred dark suits.
6 What an attractive vest!
[5J Un derline a l l the p laces where you think the sounds should be l i n ked.
1 She wants Susan to dress up next time.

2 It's fashionable and elegant.
3 It's out of style.
4 I wish she preferred dressing down.
5 That blouse isn't trendy enough for my taste.
6 I think Kyle has stylish taste.
6:1 0 N ow p ractice read i n g each sentence aloud and l i sten to check.*

a.i:a�;:
WORK
1m1111
U n stressed syl lables: vowel red u ction to fa/
In conversation, the vowels in unstressed syllables are often reduced to the sound /';!>/. The vowel sound /';!>/ occurs
more often i n Engl ish than any other vowel sound and contributes to maintaining the rhythm of English.
- · ' . -
ac cept a ble fak 1 sept abal/ ir re span si ble ---+ I, 1rn'spans�b;)l/

- ·
con sid er ate /kan 's 1d;)r;)t/ po lite � /p�'la1t/

· - ·
d is o be di ent /, d I S;) ' bidiant/ re spect fu l �

/r�· spekt fal/
- ·
in ex cus a ble ---+

/, mak ' s kyuz�b�I/ ri die u lous /n 1d1ky�l�s/
m 6:1 1 Listen and practice.
1 acceptable 4 inexcusable 7 respectful

2 considerate 5 irresponsible 8 ridiculous
3 disobedient 6 polite
m 6:12 Listen to each word and circle the u nstressed syllables that have the sou nd /-;,/.
1 un ac cept a ble 4 un pleas ant 7 un i mag i na ble

2 in con si de rate 5 ir ra tion al 8 dis re spect ful
3 im po lite 6 im ma ture 9 in ap pro pri ate
6:1 3 Now practice reading each word aloud a nd listen aga i n to check.*
"u"t�:
WORK
144 PRON UNCIATION BOOSTER

es -Tak" g Ski s Booster
Test-Taki ng Skill s Booster
The Test..Taking Skills Booster is optional. It provides practice in applying some key logical thi nking and comprehension ski l ls
typically included in reading and listening tasks on standardized proficiency tests. Each u n it contains one Reading Completion
activity and one or more Listening Completion activities.
The reading selections in the Booster are either adaptations of those from the Summit 1 units or new reading selections about a
related topic. Listening Completion exercises are based on the listening passages that can be found on the audio from the Summit
units. None of the Reading Completion or Listening Completion tasks dupl icate what students have already done in the un it.
* Note that the practice activities in the Booster a re not intended to test student achievement after each un it. Complete Achievement Tests for
Summit can be found in the Summit ActiveTeach.
11U1111
READING COMPLETION
Read t h e selection. Choose t h e word or phrase that best com p l etes each statem ent.
The Lost Ring
Last weekend , . . . . . . . . . . . . . . . she was shopping for a new car, Laura M i l l s found a ring on the floor of one of
1
the cars she was test-driving. She picked it u p and put it in her purse, intending to ask the car salesman if a
customer had . . . . . . . . . . . . . . . a lost ring. However, by the time she arrived back at the car dealership, she had
2
forgotten about the ring and headed toward home, t h i n ki n g about . . . . . . . . . . . . . . . she should buy one of the cars
3
she had test-d riven. Once home, she opened her purse to put in her keys and discovered the ring. "I felt sort
of l i ke a thief, b ut I certainly had n 't . . . . . . . . . . . . . . . to steal the ri n g . I wondered what I should d o . "
4
. . . . . . . . . . . . . . . driving back to the car dealership immediately, she took the time to exam ine the ring for any
5
identifying i nformation and found this i nscription engraved inside: To my love on our marriage. BT to LS 2005.
In a burst of creative thinking , M i lls thought one of her friends might . . . . " . . . . . . . . . the ring, so she posted the
6
photo of it on Facebook but was . . . . . . . . . . . . . . . not to show the i nscri ption. She urged her friends to share it, with
7
this message: " Have you lost this ring? I fou n d it at Spotless Car Dealership on the floor of a car. . . . . . . . . . . . . . . . it
8
is yours, identify it with the information on the i nscription i nside." To her surprise, she got a message from the
owner just two hours later.
1 A except B while C during D because

2 A reported B said C wanted D stolen
3 A since B no matter C whether D after
4 A meant B decided C believed D included
5 A Because of B In spite of C Rather than D Due to
6 A relate B recognize C resemble D resurrect
7 A afraid B satisfied C needless D careful
8 A Whether B No matter C Suppose D If
LISTENING COMPLETION
:32 You w i l l hear a conversation. R ead t h e paragra p h below. The n l iste n and com plete each statement
with the word or short p h rase you hear i n the conversation . listen a second time to check yo u r work.
The woman thinks that crime is out of ( 1) . . . . . . . . . . . . . . . . . . . . . . She says that the (2) . . . . . . . . . . . . . . . . . . . . . is full of crime
stories. The man agrees, and he thinks crime represents the whole breakdown in (3) . . . . . . . . . . . . . . . . . . . . . . The woman fee�s
hopeless about the situation, but the man thinks there's something we can (4) . . . . . . . . . . . . . . . . . . . . . about crime. First, he says
the local (5) . . . . . . . . . . . . . . . . . . . . . need more money to fight crime. His second suggestion is not to (6) . . . . . . . . . . . . . . . . . . . . .
a lot of jewelry on the street. TEST-TAKI NG SKILLS BOOSTER 151
1n:1111
READING COMPLETION
Read the selection. C hoose the word or ph rase that best completes each statement.
Ludwig van Beethoven
The g ifted young Ludwig van Beethoven had already composed his first piece of music by the time he was
twelve . . . . . . . . . . . . . . . . , at the age of sixteen, he went to study in Vienna, Austria, the . . . . . . . . . . . . . . . of European
1 2
cultural life at the time and home to the most brilliant musicians and com posers of the period. Beethoven
proved to be an imaginative composer.
. . . . . . . . . . . . . . . Beethoven remem bered for his great genius, but also for his strong and d ifficu lt personal ity.
3
In one infamous incident, Beethoven became so annoyed with a waiter that he behaved rudely, emptying a
plate of food over the man's head . . . . . . . . . . . . . . . . , he could be q uite egotistical, saying once, "There are and w i l l
4
be thousands of princes. There is only one Beethoven ." . . . . . . . . . . . . . . . anyone in the audience talked d uring a
5
concert, he would stop immediately and walk out. Many in musical and aristocratic circles ad mired Beethoven
. . . . . . . . . . . . . . . his d iffic u lt behavior, and they knew he m ig ht l ose his . . . . . . . . . . . . . . . at any t i me. They always forgave
6 7
h i s i nsu lts and moody tem perament. Beethoven was also well-known for h i s . . . . . . . . . . . . . . . and eccentri c
8
behavior. He often wal ked through the streets of Vienna mutteri ng to hi mself, and he com pletely neglected his
personal appearance. Because he would always let h i s clothes get d i rty, his friends would . . . . . . . . . . . . . . . during
9
the night and replace them with new ones.
1 A Likewise B Then C Since D Now that

2 A heart B importance C well-known D beginning
3 A Neither is B Even if C Not only is D However
4 A In contrast B In addition C While D As a result
5 A For instance B While c If D Because
6 A despite B during C even so D even if
7 A music B mind C temper D personality
8 A charming B strange C amusing D likeable
9 A visit B relax C worry D leave
m 6:3 3 You will hear a conversation. Read the paragra ph below. Then listen and com plete ea ch statement
with the word o r short ph rase you hear in the conversation. Listen a second time to check you r work.
The man mentions that the actor Anthony Hopkins also ( 1) . . . . . . . . . . . . . . . . . . . . . . The woman is surprised and wants
to know if the man has actually (2) . . . . . . . . . . . . . . . . . . . . . the actor's music before. He says that he watched a video on
(3) . . . . . . . . . . . . . . . . . . . . . in which an (4) . . . . . . . . . . . . . . . . . . . . . played one of his pieces. However, he found the music a little
(5) . . . . . . . . . . . . . . . . . . . . . for his taste.
DJ 6:34 You w i l l hear a conversation. Read the paragraph below. The n l i sten and complete each statement with the
word o r short phrase you hear i n the conversation. Listen a second t i me to check you r work.
The woman wonders if the man likes (6) . . . . . . . . . . . . . . . . . . . . . music and he says he's (7) ..................... it because
it always makes him (8) . . . . . . . . . . . . . . . . . . . . . . However, she fmds it (9) . . . . . . . . . . . . . . . . listen to because she thinks it
. . . . .
always has the same ( 1 0) . . . . . . . . . . . . . . . . . . . . . and every song ( 1 1 ) . . . . . . . . . . . . . . . . . . . . . . Whenever she hears it, she wants to
( 1 2) . . . . . . . . . . . . . . . . . . . . . and listen to something else.
152 TEST-TAKING SKILLS BOOSTER

1;uu11
READING COMPLETION
Read the select i o n . Ch oose the word or ph rase that best co m pletes each statement.
Charitable Giving
Before dec iding to . . . . . . . . . . . . . . . money to a charity, it's i mportant to look i nto the charity to be sure it's not a
1
fraud . . . . . . . . . . . . . . . . we don't l i ke to th i n k that charitable organizations might be d ishonest or take advantage of
2
our generosity, some charities - even ones with ho nest-soun d i ng names - are not on the leve l .
Charities use t h e phone, face-to-face contact, e-mai l , social networking sites, a n d mobile devices both
to sol icit and . . . . . . . . . . . . . . . donations. Scam mers use the same methods to take advantage of your goodwi l l .
3
. . . . . . . . . . . . . . . of how they reach you , you should . . . . . . . . . . . . . . . any charity t hat refuses to . . . . . . . . . . . . . . . deta i l ed
4 5 6
information about its identity or how you r money will be used . Be especially careful of a charity that uses a
name that closely resem bles that of a better-known , . . . . . . . . . . . . . . . organ ization. Another red flag is usi ng h igh-
7
pressure tactics l i ke trying to get you to donate im med iately without giving you t i me to t h i n k about it or do
researc h . Be . . . . . . . . . . . . . . . of charities that spri ng up too suddenly in response to current events and natural
8
d isasters . . . . . . . . . . . . . . . . they are legitimate, they probably d o n 't have the infrastructure to get the donations
9
to the affected area or people . . . . . . . . . . . . . . . . all the potential pitfal ls, don't . . . . . . . . . . . . . . . to donate to legitimate
10 11
charities. Charitable d onations are o n e way o f expressing your care for others and t h e environ ment.
1 A accept B receive C donate D pay

2 A Because B Although C Nevertheless D Since
3 A ask for B return C spend D accept
4 A Because B Regardless C Since D Otherwise
5 A avoid B donate to C select D choose
6 A hide B provide C donate D invest
7 A dishonest B not on the level C reputable D illegal
8 A trusting B wary C shameful D satisfied
9 A Even if B Especially if C Whether D Because
10 A Although B In spite of C In case D Similar to
11 A stop B think C hesitate D remember
a 6:35 Yo u w i l l hea r a conversatio n . Read the paragra ph below. Then l iste n a n d complete each statement
with t h e word or short ph rase you hear i n t h e conversation. Liste n a second time to check yo u r work.
The man is asking the woman if she wants ( 1 ) . . . . . . . . . . . . . . . . . . . . . for dinner. At first, she declines because she's
trying (2) . . . . . . . . . . . . . . . . . . . . . . But he insists, saying that he just got a big raise, and he suggests that they (3) . . . . . . . . . . . . . . . . . . . . . .
Again, she says no because she doesn't (4) . . . . . . . . . . . . . . . . right now, but the man offers to (5) . . . . . . . . . . . . . . . . . . . . . .
. . . . .
llJ 6:36 Yo u w i l l hear a conversation. Read the pa ragra ph below. Then l i sten a n d compl ete each statement
with the word or short p h rase you hea r i n the conversatio n . Listen a second t i m e to check you r wo rk.
A man is visiting a woman and admiring her (6) . . . . . . . . . . . . . . . . . . . . . furniture. He thinks the sofa is
(7) . . . . . . . . . . . . . . . . . . . . . . He imagines that it must have been (8) . . . . . . . . . . . . . . . . . . . . . and asks her how she managed to pay
for it. She says that she (9) . . . . . . . . . . . . . . . . . . . . . , putting away ( 1 0) . . . . . . . . . . . . . . . . . . . . .very month. The man is envious and
wishes he could do the same thing. He feels bad because all hi mon y is gone by ( 1 1 ) . . . . . . . . . . . . . . . . . . . . . . In spite of
the fact that he makes ( 12) . . . . . . . . . . . . . . . . . . . . . , he just doesn't know where all ( 1 3) . . . . . . . . . . . . . . . . . . . . . goes.
TEST-TAKI N G SKI LLS BOOSTER 153
1;uu11
READING COMPLETION
Read the selection. Choose the word or p h rase that best completes each statem ent.
The Media and Women's Self-esteem
It has been reported that 75 percent of women in the United States think they are "too fat . " What is the
cause of this? . . . . . . . . . . . . . . . some people, med ia such as television , movies, and magazi nes actual ly define a
1
woman 's " beauty" for us by providing images that represent the ideal . . . . . . . . . . . . . . . . the ideal today is tal l and
2
th i n , women want to be tall and t h i n , too, . . . . . . . . . . . . . . . for the majority, this goal is unattainable . . . . . . . . . . . . . . . . hair
3 4
color or weig ht, which are somewhat under our control , height and body type are largely determ i ned by
genetics and . . . . . . . . . . . . . . . are not contro l lable . . . . . . . . . . . . . . . . , since the average fash ion model is 5 feet, 1 1
5 6
inch es (1 .83 meters) tall and weighs 1 1 7 pounds (53 kilograms), . . . . . . . . . . . . . . . the average woman is o n ly 5 feet,
7
4 inches (1 .65 meters) tall and weighs approximately 1 40 pounds (63 . 5 kilograms) , very few women could fall
into the "ideal" range . . . . . . . . . . . . . . . . , many women are left feel i ng either fat or unattractive.
8
Perhaps more important is the fact that constantly viewing images of models and actresses causes even
very young girls to grow up with a negative self-image and . . . . . . . . . . . . . . . self-esteem . . . . . . . . . . . . . . . . it would be
9 10
impractical to t ry t o change the images being presented i n the media, we can make a n effort to help young people
understand that they are being targeted as a consumer group so advertisers can convince them to buy products.
1 A Because B As a consequence of C According to D Therefore

2 A Due to the fact that B As a result C Although D Consequently
3 A because B even though C as a consequence D likewise
4 A Unlike B Like C In similar fashion D Whereas
5 A not either B therefore C however D as well
6 A Because B In contrast C Furthermore D Although
7 A whereas B even though C similarly D unlike
8 A However B In contrast C For instance D As a result
9 A excellent B high C happy D low
1 0 A Although B Following that C Before D After that
m 6:37 You wil l hea r a conversatio n . Read the paragraph bel ow. Then listen a nd co m p lete each statement
with the word or short p h rase you hea r in the conversation. Listen a second time to check you r work.
The first woman is looking at a ( 1 ) . . . . . . . . . . . . . . . . . . . . . and would like the other woman's opinion of it. She is
thinking of wearing it for her presentation at the (2) . . . . . . . . . . . . . . . . . . . . . . She asks the other woman if it might be
(3) . . . . . . . . . . . . . . . . . . . . . . The second woman thinks the dress might be better on a younger woman. She thinks clothes
for women their age should be more (4) . . . . . . . . . . . . . . . . . . . . . .
I]) :38 You will hear a conversation. Read the pa ragra ph below. Then l isten and com p l ete each statement
with the word or short phrase you hear i n the conversation. Listen a second time to check yo ur work.
The customer is shopping for a shirt for (5) . . . . . . . . . . . . . . . . . . . . He's thinking he'd like something in a
. .
(6) . . . . . . . . . . . . . . . . . . . . . color, perhaps in a (7) . ....

. . . ....... ... .
. . or green. The salesman asks whether the customer is
looking for a (8) . . . . . . . . . . . . . . . . . . . . . or a (9) . . . . . . . . . . . . . . . . . . . shirt. The customer says that he'd like a long-sleeve one,
. .
and the clerk offers to show him some (1 0) . . . . . . . . . . . . . . . . . . . . . ones for him ( 1 1) . . . . . . . . . . . . . . . . . . . . . from.
154 TEST-TAKING SKI LLS BOOSTER

lmhil
READING COMPLETION
Read the selecti on. Choose the word or ph rase that best com pletes each state ment.
Avoiding Urban Crime
. . . . . . . . . . . . . . . the 2 1 st century, there has been a steady i ncrease i n the n u m ber of foreign visitors to the great
1
cities of the worl d . Unfortunately, . . . . . . . . . . . . . . . tourists to those places are particularly vul nerable to crim i nal
2
activities. Yet, there are precautions you can take to . . . . . . . . . . . . . . . that you don't become a crime vict i m .
3
To begin with, avoid going out alone if . . . . . . . . . . . . . . . . There's usually safety i n numbers, but don't
4
. . . . . . . . . . . . . . . that tourist attractions also attract thieves. Stay aware of what's happen i ng around you - as if you
5
h ad eyes i n the back of your head . On the street, . . . . . . . . . . . . . . . using a smartphone or tablet nor fumbling with a
6
map or g u idebook is a good idea - u nless of course you need to. Be particularly careful in crowds at festivals
or on buses and trains. And a warning to women : be carefu l if you carry a cross-body purse. Although weari ng
one may . . . . . . . . . . . . . . . it harder for a criminal to grab it from you , you coul d be i njured if the purse-snatcher is on
7
a motorcycle.
At the hotel, . . . . . . . . . . . . . . . leaving val uables u n protected i n your room, where a burglar m i g ht break i n and
8
take them . Ask the front desk to keep them for you . Better safe than sorry! Keep in mind that, all in a l l , crime
rates are going down worldwide, and the chances you w i l l become a crime victim are low. So don't let
worrying about cri me . . . . . . . . . . . . . . . you from hav i ng a great time!

9
1 A Since B In C Now that D As a result of

2 A part-time B resident C foreign D friendly
3 A ensure B avoid C know D attract
4 A unfamiliar B expensive C possible D afraid
5 A remember B forget C realize D worry
6 A not only B neither C either D both
7 A make B ensure C take D require
8 A remember B forget C avoid D never
9 A confuse B interfere C encourage D keep
6· You w i l l hear part of a report. Read the paragra p h below. Then l isten a nd com plete each statement
with the word o r short ph rase you hear i n the report. Listen a second time to check you r work.
Pete Frates was diagnosed with a rare disease called ALS that (1) . . . . . . . . . . . . . . . . . . . the nervous system. He. .
came up with a big idea in order to (2) . . . . . . . . . . . . . . . . . . . . . awareness of this terrible disease and to encourage people to
(3) . . . . . . . . . . . . . . . . . . . . to finding a cure. All people had to do was (4) . . . . . . . . . . . . . .
. . .. ...
. in which they dump a bucket of icy
water over their heads and challenge (5) . . . . . . . . . . . . . . . . . . . . . to either do the same or donate a hundred dollars. In social
media, people all over the world posted videos of (6) . . . . . . . . . . . . . . . . . . . . . . On Facebook, these videos were viewed
(7) . . . . . . . . . . . . . . . . . . . . . times. Everyone (8) . . . . . . . . . . . . . . . . . . . . . about the Ice Bucket Challenge. Even famous
(9) . . . . . . . . . . . . . . . . . . . . and ( 1 0) . . . . . . . . . . . . . . . . . . . were taking the challenge and posting videos.
. . .
TEST-TAKING SKILLS BOOSTER 155

WO R KBOO K
JOAN SASLOW
ALLEN ASCHER
O utlook a n d Behavio r
PREVIEW
II For each situation, write a poss i b l e response from an optim ist, a pess i m i st, a n d a rea l i st.
a. optimist: ------
D i d you see the email from

our boss? She wants everyone to b. pess i m i st: ______________
meet in the conference room at 4:00.

I wonder what's going on.
c. rea l ist: _______________
1.
a . opti m ist: ------
Your mother wants you to

b. pessim ist: ______________
call her. She says it's

rea l l y important.
c. rea l i st: -----

2.
a. opti m ist: ------
I just read a n article about

the Zika vi rus. They say it's b. pess i m ist: ------
likely to spread to our

city soon .
c. realist: -------
3.
a. o ptimist: ______________
T h e weather report says there's

a h u rricane moving u p the b. pessi mist: ______________
coast. What do you think we

should do?
c. rea l ist: -------
4.
W1
El Co m p lete the conversati ons with expressions fro m the box .
bette r safe t h a n sorry what a re you going to do

have started getti n g to me you 've got to rol l with the pu nches
it's j u st a matter of time you 're j u st a sitti ng duck
1 . A: Did you hear that the f l u is going a rou nd Soph ie's schoo l ?
B : Yes. I g uess ______ before someone i n o u r fa m i ly co mes down with it.

2. A: Did you get the raise you asked for?
B: N o. But ? I 'l l try aga i n i n six months.
3. A: Al l the news stories about crazy weather events ____________
B: I know. But I think you j ust have to l ive yo u r l ife a nd try not to worry.
4 . A: I didn't get the job I rea l ly wa nted .

B: Wel l, -keep applying, and I know you'll find a good job eventual ly.
5 . A: With all the stories a bout terrorism in the n ews, I don't want to go a nypl ace that has crowds.
I th i n k -----
8: I know it's scary, but try n ot to overreact.

6. A: Did you l oc k the car?
B: Yes. ______ , rig ht?
I
L ESS O N
IJ Match the voca b u l a ry wo rd s with their d efi n itions. Write the lette r on the l i ne .
__ 1 . easygoing a . u nw i l l i n g to ta l k p roudly about you rself
__ 2 . hard working b. a ble to be trusted o r depended on
__ 3. co nsiderate c . not easily worried or a n noyed
______ 4. modest d. saying what you mean, not joking o r prete n d i ng
__ 5 . outgoing e. wanting to meet a nd tal k to new peo p l e
__ 6. trustworthy f. working seriously with a lot of effort
__ 7. serious g . l i ki n g to ta l k a lot
__ 8. tal kative h . t h i n ki ng a n d caring about other people
W2 UNIT 1
IJ Com plete the co nve rsati o n . Write the lette r on the l i ne.
A: H ow wou ld you describe you r sister?

B:
1.
A: I guess that makes sense. You a re pretty talkative . .

.
B:
2. a . Yes, I s u p pose you 're right.
--
A: M e? H mm . Hardwork i n g . . . serious. b� I know. What a bout you- how wou ld

you describe you rself?
B:
3. c . Wel l, she's a lot l i ke me-pretty
A: Wel l, I su ppose it's possible t o be both. outgoi ng, I g u ess.
B: d . R e a l l y? I see you as friendly.

4.
El Read the descri ptions of Type A a n d Type B persona l ities. Then answe r the q uesti ons.
• •
TYPE A TYPE B
An outgoing, i m patient, a n d sometimes rude The opposite of Type A person a l ity. The
persona l ity. People with Type A perso n a l ities Type B personality is easygoing, modest, and
work h a rd to succeed and to g et what they friend ly. People with Type B personal ities a re
want. They a re b usy, often stressed o ut, a n d a b le to rel ax a n d h ave fu n . They l ive a more
don't l i ke t o wait. They eat, ta l k, wa l k, a n d bala nced l ife.
drive fast. T h e y m i g ht s e e m u nfriendly a n d
d ifficult to g et a long with .
1 . Name someone you know who has a Type A personal i ty. ________
2. What is this person li ke? Write th ree exa m ples to su pport you r o p i n i o n .
3. Describe you r o w n personality. Are you more l i ke a Type A or a Type B pe rso nal ity?
O utlook and Behavior W3

lfl What q ua l ities wo u l d you l i ke the people i n you r l ife to h ave? Co m p lete each sente n ce
with two adjectives from the box. Try to use as m a ny adjectives as you ca n .
considerate fu n i ndependent modest pu nctual smart

easygoing f u n ny i n te l l igent outgoing serio u s ta l kative
frie n d ly hardworki ng i n teresti ng pol ite sil ly trustwo rthy
1 . I wou l d l i ke a boss who's
2 . I would l i ke co-workers w h o a re
3. I wou l d l i ke a spouse who's
4 . I wou ld l i ke class mates w h o a re
5 . I wou l d l i ke friends w h o a re
6. I wou l d l i ke neigh bors who are

7. I wou ld l i ke a teacher who's
8 . I wou l d l i ke to be more
IJ Com p l ete each sente n ce with the gerund or i nfin itive fo rm of the verb.
1 . ---..,...___,.
... - ..,.. -- h a rd is i m porta nt i n this compa ny.
(work)
2 . Amy vol u nteered at the she lter after the storm.

(help)
______,
_ ___
3. S hawna's d ream i s a doctor someday.

(be)
------
4 . Roger a polog ized for -----.,.......--

..,.... late.
(arrive)
5 . I s that book short enough ---....-

..,.... --- in one n i g ht?
(read)
6. It's i m portan t you rself some time to relax every day.

(give)
______
7. We considered to Cal ifo rn ia fo r our vacation.

(go)
______
8. We got to the exhi bit early ----�--- the crowds.

(avoid)
9 . It's too hot ------ soccer. Let's just go for a wa l k i nstead.

(play)
lfJ Co m p l ete the sentences a bout you rself. Use gerunds or i nfin itives and you r own ideas.
1 . I remem ber when I was you ng.

2 . I t h i n k it's exciting
3. I can't wait
4 . I 'm opposed to
5 . I wou ld l i ke some day.

6. I wou ld l i ke to read a book about
7 . I am studying English ___________
8 . I 'm not q u ite wealthy enough ____________
9 . ------ is my favorite form of exercise.
1 0 . I avoid ------ if I ca n .
W4 U N IT 1
L ESS O N
EJ Write a d efi n ition for eac h word o r ph rase.

- �
Name Definitions
a pain in the neck
a people person
a sweethea rt
a tea m player
a tyra nt
a workaholic
IIfl Rewrite each sente n ce i n the active vo ice. Use the su bject i n pa rentheses.
1 . The students were rem inded to attend the meet i n g after schoo l .
(the teacher) TJ.1 e teacher reminded tJ.. e rtvdentr to attend tJ.. e meetin9 after rcJ... o ol.
2. We were i nvited to go o n a to ur of the m useu m .
(the d i rector) _______________________________
3 . I was persuaded to donate money to the cha rity.

(the ad) --------�
4 . Jan ice was h i red to su pervise the p roject.
(the CE0) -�------��-��-��-
5 . The tou ri sts were advised not to trave l without the g rou p.
(the g u ide)
m Com plete the senten ces, u s i n g you r own idea s .
1 . I tau g ht mv
,
fon to knit
2 . I encou rage to
3 . I 'd l i ke to
4 . I told to
5 . I asked n ot to
6. I'll teach to
Outlook and Behavior WS

IE C HALLE N G E Create se nten ces, using one word or p h ra se fro m each co l u m n . Yo u can com b i n e
words seve ra l ways . Be s u re to use a correct fo rm of the ve rb i n col u m n 2 a n d the i nfin itive fo rm
of the ve rb i n col u m n 4.
1 2 3 4
Ta h l ia encourage her daughter study hard

J u l ie advise N a risa eat more fru i t
The doctor order us make d i n ner
M a rk teach Terry leave
We pay o u r neig h bor mow the lawn
The g u a rd wou ld l i ke yo u play the v i o l i n
1 . Ta h l i a Wovld l i ke yov to make d iooer.

2.
3.
4.
5.
6.
L ESS O N
IEJ Answe r the q u estions. Use yo u r own i deas.
1 . What ca n you do to p rotect you rself fro m crime?
2 . What can you do to p rotect you rself from v i ru ses and epidemics?
3 . What can you do to protect you rself from terrorism?
eJ What a re the b ig g est p ro b l e m s fa c i n g the wo rld tod ay?

Read the l i st of p roblems on page 7. Add two of yo u r
own i deas t o the f ist.
W6 UNIT 1
Now rate the p robl ems fro m m ost i m po rta nt ( 1 ) to l east i m porta nt ( 1 2).
__ g lobal wa rming __ antibiotic-resistant bacteria

__ pol l ution i n the ocea n s __ crime
__ pol itica l corru ption __ epidemics
__ wa r __ destruction of the rai nforests
__ d rug trafficki ng __ you r idea : ____________
__ terroris m __ you r idea: ____________
m C hoose you r to p t h ree p ro b l ems from Exercise 1 4. Write some ideas fo r solving them .
..
- -.. - �-
'_, �
LESS O N
m READING WARM - U P Some types of p roblems req u i re t h i n king u p n ew so l utions. S u p pose yo u h a d

l ost yo u r keys, a n d the d o o r t o yo u r h o m e w a s locked. Name at least th ree solutions you cou ld try.
Outlook and Behavior W7

m READ I N G Read the a rt i c l e .
Picture this: you're traveling i n a foreign city and need

to exchange some money but can't find a bank. You
ask someone for help, but you don't speak the local
language. You flip through a phrase book, but you
can't find the right word. Maybe you've been in this
hopeless situation yourself. Art Lebedev was, and it
inspired him to come up with an idea. He designed a
useful T-shirt covered with common symbols for
things tourists need, like a restroom, a hotel, or a post
office. This allows him to simply point to the symbol
on his shirt for the thing he is looking for. It's certainly
more painless than carrying a phrase book around! government decided on a meaningful and inventive
Thinking creatively can help you find a lot of helpful way to get people's attention. They commissioned an
solutions to common problems. Here are a few of our artist to create 3-0 drawings on sidewalks near busy
favorite examples of thinking outside the box. roads. The realistic pictures showed frightening
animals, like sharks and snakes, breaking out of the
For Safer Buses, Just Add Water! sidewalk and the words " Don't step into danger." With
The Longxiang Bus Company in China was getting these eye-catching safety reminders, pedestrians
many complaints about careless drivers from became much more careful.
passengers who were sick of being bumped around.
The bad driving had gotten out of control, so the Video Game Chores: Can I Play?
company came up with a creative idea. To encourage Parents know what a pain in the neck it is to get
purposeful driving, they hung up bowls of water next children to help out around the house. But again,
to each driver. If the driver turned or braked too creative thinking can even make boring chores like
quickly, the bowl would tip over and spill the water. doing the laundry almost effortless. How? Take
Drivers were required to have a full bowl of water at ChoreMonster, a mobile app that turns chores into a
the end of their shift-and a dry uniform! Some felt game. As children complete chores that parents have
that the company went a little overboard, but the idea programmed into the app, they earn rewards from both
was successful. Just like that, the complaints, along the game and their parents. For example, by washing
with the buses. slowed down. the dishes, a child might earn the chance to see a clip
from a new movie-before it hits the theaters!
Sidewalk Art? Watch Where You Step
In Auckland, New Zealand, city leaders had another As these examples show, sometimes all you need to
problem. Absent-minded pedestrians on cell phones solve a problem is a little imagination. After all, think
were walking into roads and causing accidents. of how far you can get with a powerful idea-in Art
Unbelievably, between 2008 and 2 1 02, almost 7 5 0 Lebedev's case, it took him all the way around the
people were h i t b y cars a t a single intersection! So the world!
N ow a n swer the q uestions.
1 . What was Art Lebedev's problem?
2 . What was his sol ution?
3 . What was the Lo ngxiang Bus Com pa ny's p robl em?
4 . What d id they d o to so lve it?
W8 U N IT 1
5 . What was the p robl e m i n Auckland?
6. What did the govern ment do to solve the p roblem?
7. What p roblem do many parents have?
8. What sol ution is described in the article?
II] H ave yo u ever experienced a problem that req u i red a creative so l ution? What d i d you do?
IEJ Write sente n ces u s i n g the adjectives i n p a rentheses.
1 . (restf u l )
2 . (restless)
3. ( h e l pf u l )
4 . ( h e l p less)
5 . (pitifu l)
6. (piti l ess)
G RAM MAR BOOSTER
l'J Rewrite each sente n ce . C h a n g e the su bject i nfin itive to a subject com p l e ment or beg i n
with a n i m persona l tt.
1 . To be alone is my biggest fea r.
2. To keep track of expenses i s the most i m porta nt part of Sa ndy's job.
3. To become more outgoing is my goal for this yea r.
4. To p rotect the b u i ld i ng is the secu rity g u a rd 's job.
5. To e n d pol itical corruption i s the pu rpose of this i nvestigatio n .

EJ Write sente n ces. Use a n i m pe rson a l it a n d a n i nfi n itive, a n d a p h rase with fo r
+ a n o u n o r p ro no u n .
1 . I t I i m porta nt I you I know the ru l es

It 'f i mporta "t for yov to kllolN tJ,, e rules.
2. It I t i m e I o u r govern ment I i m p rove p u b l ic sanitation
3. I t I easy I Jana I learn new vocab u l a ry
4 . It I hard I pess i m i sts I have a positive outlook
5. It I not necessary I you I clea n the kitchen
B Rew rite each statement i n i n d i rect speech .
1 . Tom said, "Meet m e at 6:30."
2. Kate sa id, "Ca l l the c l ient this afternoo n ."
3 . Al ice said, " Do n 't forget to file the report on time."
4 . Alex told me, "Don't wea r fa ncy jewel ry out on the street."
m Correct the erro rs i n t h e sentences.
1 . It's d ifficult for me ta l k in front of l a rge crowds.
2 . E l l en 's goal to finish this p roject by the end of the wee k.
3. He got everyone a g ree with h i m .
4. It's too early for t o eat d i n n er.
5 . I t's my cousin's d rea m for become a pilot.
6 . Tony said d on't to be late for the meeti n g .
W10 UNIT 1
II List t h ree ideas u n d e r each of the to pics below.
1 . Activities you enjoy 3 . Good memories
2 . Yo u r goa l s 4. To-do l i st fo r th i s wee k
N ow use you r l i sts to co m p lete the sentences. Use ge ru n d s or i nfi n itives.

M a ke s u re the i tems i n each series a re pa ra l l e l .
Exa m ple: I enjoy 5k i in9. rvnnin9. and paintin9

1 . I enjoy ________________________________
2 . I i ntend __________________________________
3 . I recal l __________________________________
4. l need __________________________________

Paragraph structure: Review
m PREWRITI N G : BRAI NSTO R M I N G I DEAS You will write a paragraph describ i n g either o ptim ists
or pessi m ists. Write words and phra ses related to each perspective.
Optimists Pessimists
J-.iaye a po£itiye outlook
Use you r ideas to write a topic sentence for each perspective. ( Remember: T h e topic sentence
I ntroduces the topic and the focus of the paragraph.)
1 . O ptim ists: -------
2 . Pessim ists: -----
Choose one of you r topic sen tences. Write th ree to five s u p porti ng sentences . ( Remember: The
s u p porting sentences g ive details, exam ples, and other facts related to the topic sentence.)
1.
2.
3.
4.
5.
El WRITING Write you r topic sentence and s u pporti n g sentences from Exercise A as a paragra p h .
End with a con c l u d i n g sentence. ( Remem ber: T h e conclu d i n g sentence restates [g ives t h e same
i nformation i n d ifferent word s] the topic sente n ce or summarizes the paragra p h .)
B S E LF-CHECK
D Does my pa ragra ph have a topic sente nce?

D Do the su pporti ng sentences in my paragra ph a l l relate to the topic?
D Do I have a concl uding sentence?
W12 U N IT 1
M usic a n d Oth e r Arts
PREVIEW
D Com p l ete the c h a rt .
1 . a play you'd l i ke to see
2. a movie you 'd l i ke to see
3. a movie you t h i n k isn't anyt h i n g to write home a bout
4 . yo u r favorite musician or m u sical g ro u p
5 . a m usician or g ro u p whose m usic y o u rea l ly don't l i ke
6. a n artist whose work you l ove
7. an a rtist whose work isn't rea l ly you r th i n g
8 . a m u seu m that you enjoy visiti ng or wou l d l i ke t o visit
El WHAT ABOUT YO U ? An swe r the q u estions.
1 . What was the last m u sic you down loaded? ______________________
2. Which m u sicia n or musical g ro u p do you dow n l oad most often? ______________
3 . Which of that a rtist's songs do you l i ke the most? The l east? _______________
4. Write th ree sentences a bout the m usic you dow n load. Use some of the wo rds from the box.
a beat a performance a voice

a melody a sou nd lyrics
W13
II Read the weekly g u ide to cu ltural events. Then write a rea ction to each eve nt. Which eve nts
wou l d yo u l i ke to attend and which wou l d yo u rather not go to? Expl a i n yo u r rea sons.
1 . Saxon Hall
029 i n concert: This in novative music band from Canada
always gives a memorable performance. Their sound is a
mix of old-time music and new. Bri ng your
earplugs though - their concerts are known to be loud .
2. Brookstone Th eater
Zest for Life, a new p lay by Theodore Watki ns: In this
dark comedy, a group of friends reunites ten years after
grad uating from col lege. A series of mishaps leads to
some hilarious misadventures.
3. Cooper Gall ery

Theresa M artin , Recent Pai n t i n g s : If you are a fan of
modern a rt , this show is rig h t up your alley. Mart i n 's large,
bold canvases feature b right , intense colors against dark ,
moody backgrounds.
-- -
W14 U N IT 2
IJ Read the o n l i ne rev iew of an eve nt.
u reviewthearts.com
1 . Event:
I H a m i lton
2. Type of event: 3. How would you rate 4. You r opinion of the event:
@ a m usica l this event:

5 stars = best Hamilton is the best thing I 've seen i n
0 a ta l k years! N o rm a l ly, musica ls a re n 't my
1 star = worst
0 a co medy show t hing , b ut th is performan ce blew me
0 a n a rt exhibit @ ***** away. The lyrics were so i ntelli gent, and
0 a play o **** the unique sound made history
0 a live performance o *** reall y interesting . In addition, the
** a cto rs' voices were top notch . I highly
0 a m ovie o
recom mend seeing this m usica l . IF you
0 a m usic concert o *
can get tickets, that is.
N ow complete a revi ew of a n event you ' ve attended or one you ca n i ma g i n e attend i n g .
u reviewthea rts.com
1 . Eve nt:
VIEW
ARTS
2. Type of event: 3 . H ow would you rate 4 . Your opinion of the event:
0 a m usica l this event:

5 stars = best
0 a ta l k
1 star = worst
0 a comedy show
0 an a rt exh ibit o *****
0 a play o ****
0 a live performa nce o ***
0 a m ovie o **
0 a m usic concert o *
M usic and Other Arts W15

El Write a se nte n ce a bout a song, a ba nd, a performance, or a person you kn ow, u s i ng each p h rase.
1 . noth i n g to write home about -----
2. isn't my thing -------
3 . ha rd to p l ease -------
4 . right u p my a l l ey _____________________________
5 . a so ng with fa ntastic lyrics ------
LESS O N
II Co m p l ete the q uestio ns, u s i ng the present perfect conti n u o u s or the present pe rfect.
Then a n swer the q uestions and p rovide deta i l s .
1 . What yo u to late ly?

(li sten)
2. yo u a ny good movies recently?

(see)
3. you ever i n a band or m usica l g roup?

(be)
4. What types of events you these days?

(go to)
___ _______
5 . How long you to yo u r favorite m usician?

(li sten)
____ _______
IJI Check the senten ces that a re g ra m matica l ly corre ct. Rewrite the i n correct sentences,
u s i n g a correct form of the verb.
1. D I 've a l ready been seeing that movie.
2 . 0 Have you been playing a ny music lately?
3. D H e's been going to con certs fo r a whi le.
4. D She's been going to th ree plays this month .
5. D I 've seen Va nessa-Mae in concert twice.
6. D How many times have you been liste n i n g to that song?
7. D Have you been going to the a rt museum yet?
W16 U N IT 2
LESS O N
[I Write at least five se nte nces a bout s i n g e rs, bands, or m u si c you don't l i ke.
Use the words from the box.
com mercial dated repetitive senti mental serious
II Co m p l ete the conversation a bout m us ical tastes. Use yo u r own wo rd s. Try to use
at l east one cl eft sentence with What.
A: Are you as m uch of a fan as I am?

B: ? To be h o n est,
A: Rea l ly? Why?
B: Wel l,
A: So who do you l i ke?

B: Me? I rea l ly l i ke
A: You do?
IIiJ Rewrite each state m e nt as a c l eft sentence with What.
1 . Classical m u sic h e l ps me u nw i n d .
What help5 me vnWind i5 claujca l mV5ic.
2. The lyrics i n that m u sical rea l ly i m p ressed me.
3 . We rea lly enjoy the m usic reviews o n t h i s rad io statio n .
4. I m i s s playi ng t h e viol i n .
5 . I find jazz hard to listen to.
6 . Taylor Swift's m usic leaves me cold.
7 . I 'd l i k� more than a nyth i ng to see M a n a i n concert.
8. We'd rea l ly l i ke to hear some l ive m usic ton ig ht.
Music a n d Other Arts Wl 7

m Read a bo u t Jeff Thaye r's taste i n m u sic. U n d e rl i n e the five cleft sentences with What.
I 'm not s u re when I started real ly listening to m usic. I thi n k I was about
1 4. What I remember best is listening to pop m usic while I did my
homework. Now pop music gets on my nerves. What I prefer now is
urban m usic, though I lik� to listen to classica l when I 'm
working or studying. My sister is real ly into m usic, too but we have
d ifferent tastes. What she loves is music from the 1 950s, but that
just sou nds too dated for me! My taste in m usic has chang·ed over the
years, but what hasn't changed is the role of m u sic i n my l ife. I u se it
to hel p me focus and get things done. But what I real ly like is j ust to sit
back when I have nothing else to do a nd listen . I've been listening to
music for a l most ten years now, a nd I can 't imagine what I wou ld do
without it. I believe that l ife wou ld be d u l l a nd empty without music.
J eff Thayer
Detroit, Michigan, U SA
N ow write a short pa ra g ra p h a bout you r m us ic a l tastes. Try to use cleft se nte nces with What.
• What types of m u s i c do yo u l i ste n to?
• What do yo u l i ke a bout that m u s i c?
• I s there a nyth i n g about that m us i c that you don't l i ke? What is it?
• How have yo u r tastes cha nged?
m READING WARM-UP Do you k now someone who's g ifted? What d oes th i s person do wel l ? Describe
his or h e r perso nal ity. W hat a re some of th is person's positive q u a l it ies? Neg ative q ua l ities?
llJ READ I N G H ave you eve r heard of Ray C h a rl es? What do you know a bout h i m?
W18 U N IT 2
N ow read the b i b l iogra p hy.
In 1 95 0 , Charles moved to Los Angeles, where he

found his own unique sound. He combined jazz and
blues with gospel music to create his first big hit
recording, "I Got a . . . " On n l Got a . . .,"
Charles began to sing in a more emotional, intense,
and exciting voice. He later said, "When I started to
sing like myself . . . when I started singing like Ray
Charles, it had this spiritual and churchy, this religious
or gospel sound." This recording made hjm famous and
marked the beginning of a new musical genre, "soul."
Although Charles had discovered his sound and
success, he didn't stop trying new things. Always
energetic, he explored new genres and brought his
"/ was born with music inside me. " unique style to new audiences. In the 1 960s, he had
both country and pop hits, with songs like "Georgia on
hey called him "The Genius"-"the only My Mind" and "Hit the Road, Jack."
genius in the (music] business," according to Throughout his life, Charles continued to write and
nger Frank Sinatra. What made him a genius perform. He also made television and movie appearances.
is the original way in which he combined the diverse His participation in the 1 985 release of "We Are the
genres of jazz, rhythm and blues, ·gospel, and country. World" brought a renewed interest in his work.
He broke down the walls that had always existed To this day, Ray Charles remains one of the most
between musical genres, creating groundbreaking important influences on popular music. His passionate
music that has had a huge influence on the course of singing and intelligent combining of different musical
rock and pop. It has been said that his music can genres is the ideal that many musicians continue to
"break your heart or make you dance." His name was measure their work by.
Ray Charles, and he was known as "the father of soul."
Ray Charles died on June 1 0, 2004, at the age
Ray Charles was born in 1 930, into ·a poor family in of 7 3. He is survived by 1 2 children,
the southeastern United States. At age five, he 18 grandchildren, and one great-grandchild.
gradually began to lose his vision and was totally blind In response to the news of his death, singer Aretha
by age seven. Franklin said, "He was a fabulous man, full of humor
Charles had shown an interest in music since the and wit . . . " Ray Charles possessed all of the positive
age of three. At seven, he left home to attend the qualities of a creative personality-he was gifted,
Florida School for the Deaf and Blind. There he energetic, imaginative, and passionate-without
learned to read, write, and arrange music in Braille displaying the negative qualities that often accompany
and play the piano, organ, saxophone, clarinet, and creative genius. He was not difficult or egotistical. In
trumpet. While he was at the school, his mother died. fact, he was quite humble. In 1 983 he said, "Music's
At fifteen, he left school and began working as a been around a long time, and there's going to be music
traveling jazz musician in Florida, and later in long after Ray Charles is dead. I just want to make my
Washington state. mark, leave something musically good behind."
List at least six adjectives fro m the rea d i n g that d escribe Ray Charles's m u s i c .
N ow l i st five adjectives from the rea d i ng that describe Ray C h a rle s's persona l ity.

Im Match the words a n d p h ra ses fro m the rea d i n g with thei r defi n itions. Write the letter on the l i ne.
1. __ g ro u n dbreaking a . a type of music with jazz, blues, and gospel i nfl uences that
often expresses deep emotion s
2. b l i nd
b . a form o f raised printing that b l i nd people ca n read by
3. B ra i l l e
touching
4. __ gospel
c . o ri g i na l and i m po rta nt; showing a new way of doing or
5. soul thi n king a bout things
6. h u mble d . not considering you rself better than others
e. n ot a ble to see
f. a style of religious m usic associated with the southern U . S.
liJ Write a short description of Ray Cha rles's m u s i c, based on the rea d i n g .
m CHALLE NGE What do Ludwig va n Beet h oven a n d Ray C h a rles h ave i n co m m on?
H ow a re they d ifferent? List s i m i la rities where the c i rcles overlap and d iffe rences
i n the a reas that d o n ot ove rl a p.
e g otistical humble
Beethoven S i m i larities Ray Cha rles
LESSO N
m Co m p lete the sentences w it h t h e correct pa rti c i p i a l adjectives. Use the p resent

o r past part i c i p l e of t h e u n derl i ned verb.
1 . Classical music soothes her i nfa nt son .
a . Classica l m u s ic i s ______ to her i nfa nt s o n .

b. Her i nfa nt son i s ______ by classical music.
2 . Modern art i n terests Robert.
a . Robert thi n ks modern a rt is ------
b. Robert is ------ i n modern a rt.
W20 UNIT 2
3 . H e r piano playing amazes me.
a . I 'm ------ by her piano p layi n g .

b . H e r p i a n o playing is ________
4 . The movie's senti menta l sto ry tou ched Samantha.
a . Samantha was ______ by the movie.

b . Samantha fou nd the movie to be very ________
5 . Concerts excite Alex and Sophie. They're going to one this Satu rday.
a. Alex and Sophie th i n k concerts a re ________
b. Alex and Sophie a re ______ about the con cert on Satu rday.
IE] C i rcle the correct adjective and then com p l ete each sentence with you r own word s .
1 . I 'm (soothed I sooth i ng) by ___________
2. I find to be ve ry (enterta i ned I ente rta i n i ng).

3. I try to avoid becau se it's so (depressed I depressing).
4 . I wa s (disa p poi nted I d isappoi nting) when I fou n d out that ___________
5 . For me, _______ is rea l ly (re laxed I relaxi ng).

6. I 'm (pleased I p leasing) that ___________
U!J Read the advertisement. Then a n swer the q u estions on page 2 2 .
l istening t o classical music promotes babies ' inteJlectual development

and can make them better at reading and m ath. As they l iste n , babies'
abstract thinking ski lls and spatial i ntell igence are i mproved. Creativity
and i magination are also sti m u lated. And you can start preparing your
u uttle Genius" before she's even born ! This program is h ighly recommended
l istening for mothers-to-be.
This music has been successful with babies all around the worl d. S ince there are no lyrics , the music is truly
international . Try it for you rself and witness your own baby's amazing responses. You won ' t be disappointed !
Music and Other Arts W2 1

1 . Accord i n g to the ad, what a re five benefits of Little Genius CDs?
2 . What's you r o p i n ion? Do you t h i n k l istening to m usic is beneficia l for ba bies? Expla i n .
G RA M MAR BOOSTER
m Choose the correct verb fo rm (s) to co m pl ete each sentence. I n some sente n ces, two
or more ve r b forms a re correct.
1 . He __ profession a l ly when h e was a teenager.

D san g D has sung D has been singi n g
2 . They __ pop m usic a l l day, a n d it's sta rti n g t o get o n my nerves.
D played D have played D have been p layi n g
3 . B y the time I g ot t o t h e con cert, my favo rite singer -- ·
D a l ready performed D had a l ready performed D had a l ready been performing
4. H e --· that m ovie last n ig ht.
D saw D has seen D has been seeing
5. She __ on the lyrics for her n ew song for hours, but now she's taking a break for d i n ner.
0 worked D has worked D has been work i n g
6 . T h e actors __ a l l afternoo n .
0 were rehearsing 0 rehearsed 0 have been rehearsing
EJ F i n d the error in each senten ce. Rewrite the senten ce, u s i n g a correct verb form.
1 . What did you l isten to lately?
2 . Sarah Cho has been p l aying that CD for me yesterday.
3 . I 've been watching that video fou r times a l ready.
4 . I was buyi ng that DVD yeste rday.
5 . H ow many concerts have you been going to?
6. The performance a l ready began by the time we arrived.
W22 U N IT 2
7. When we got to the ticket window, the movie a l ready sold out.
8. M a ny people h ave been going to the theater last yea r.
B Com p l ete the sente n ces with you r own word s . Use a p p rop riate verb forms.
1 . �hen I began this clas� I had a l ready ______________________
2 . Before I traveled to ______ , I had n ever -------
3 . I had never seen u ntil -------
4. I bou ght the C D after ------
5 . By the time I got home last n ight ��---
liJ Rewrite each q u estion, u s i n g a p h ra se fro m the box a n d a n o u n clause. Use each p h rase o n ce.
Do you know I don't know I 'd l i ke to find out

I can't i magine I wonder We're not s u re
Exa m p l e : (What time does the movie sta rt?) D o yo v kno w wh at time the movie £fa rt£?
1 . (Do they l i ke m od ern jazz?) -------
2 . (Where is the concert h a l l ?) -------
3. (Who sings that song?) -------
4. ( Does Pete r l i ke bal l et?) ___________________
5 . (When is that a rtist's next show?) ------
6. (What wou ld Jen t h i n k of this m usic?) -------
II Com plete each state m e nt i n you r own way.

t�
Exa m ple: Many people believe that _h_re
e_� is_l�
i f_ _t�h�e�r-r�la
e_o�n_o �o�e�t-
£ ______________
1 . Many people believe that _________________________�
2. My friend a rg ues that -----
3. Experts recom me n d that -------
4. Some peop l e c l a i m that ------
5 . The n ewspapers report that __________________________
N ow g ive you r o p i n i o n of each statement, using a noun clause as a n o u n com pl e ment.
Exa m ple: [The bel ief . . . ] TJie belief t.hat tliere if life on otJier planet£ ma ke£ feMe to me.
1 . [The bel ief . . . ] ___________________________
2. [The a rg ument . . . ] ------
3 . [The recommendation . . . ] __________________________
4. [The c l a i m . . . ] ____________________________
5 . [The report . . . ] -------

Parallel structure: writing words i n a series
m PREWRITI NG: TREE DIAG RAM Ch oose a friend or fa m i ly m e m ber to describe. Use the tree d iagram
below to co l l ect d eta i l s a bout this person 's appeara nce, personal ity, interests, and acco m p l ishments.
N A M E OF PERSO N :
Appeara nce Person a lity I nterests Acco m p l ishments
IJ WRITING Use i nfo rmation from the d iagram to write a deta iled descri ptio n of the person you chose.
Decide which catego ries you want to focus o n and o rga nize you r paragraph(s) thoughtful ly. Be s u re to
use para l lel structu re.
B S E LF-CHECK
D Does my paragraph have a topic sentence a nd su pporti n g sentences?

D Do I have a concl u d i ng sentence?
D Did I use para l lel structure?
W24 U N IT 2
M on ey, Finance, a n d You
PREVIEW
D C h ec k the statements that reflect good spe n d i ng habits.
1. D If somethi n g is way over you r budget, use you r credit ca rd .

2. D Cut b a c k on you r spend i n g .
3. 0 Make s u re you r i ncom e is m ore t h a n you r expenses.
4. D If yo u 're fee l i n g down, go shopping.
5. D Try to save u p a l ittl e fo r a ra i ny day.
6. 0 Occa sional ly, treat you rself to somethi n g you have you r heart set o n .
7. D If you don't have e n o u g h m on ey for someth ing, save u p for it.
8. D If you wa nt it, go a h ead and s he l l out the money for it.
9. D Com pare p rices o n l i n e before you b uy.
1 0. D If somet h i n g breaks, try to have it repa i red .
El Answe r the q u est i o n s .
1 . Have you eve r boug ht somethi n g that tu rned out to be a n i m p u l se item? Do yo u reg ret
buyi ng it? Exp l a i n .
2 . What i s o n e ite m y o u have bou g ht t h a t has turned out t o be very usefu l ? Expla i n .
3 . Are y o u u s u a l ly a th rifty shopper or a n i m p u lse b uyer? Expla i n .
W25
IJ A n swer the q u estion s .
1. What's a m i nor i n d u lgence (something s m a l l a n d u n necessa ry) t h a t you s p e n d money

o n reg u la rly? (For exa m p l e, a daily c u p of coffee or a weekly magazine.) __________
2. H ow m uc h does this i n d u lgence cost? ______________________�
3 . Calcu late how m a ny times per year you spend m on ey on it. (For exam ple, a c u p of
coffee each weekday: 5 days x 52 weeks = 260 times per yea r.) ------
4. M u lti p ly the cost (yo u r a n swer to q u estion 2) by the n u m ber of times (yo u r a n swer to
q uestion 3). H ow m uc h mon ey do you spend i n a yea r o n you r s m a l l i n d u lgence? -------
5 . Were you su rprised by the resu lts? What else wou l d you l i ke to spend that money on?
II Read the a rticle.
Avoiding l1npulse Purchases

Almost all of us h ave been in 2. Make a l i s t o f purchases you regret. Keep
this situation: you see this list with you when you shop. Looking at it mght
so m e th i ng i n a store that you make you think twice about new impulse items.
j ust have to have. You buy i t on 3. Don't be fooled by gimmicks. Ask yourself if
im pulse, but once you get home, the features you l ike so much add value to the
you realize ifs n ot someth ing product or are j ust for show.
you really need. And worse: it's 4. Don't be misled by sales. Don't buy things just
way over your budget. We l l , because they are on sale. It doesn't matter how
here are some t ip t o avoid m uch somethi ng is d iscounted if it's not something
making that i mpulse purchase next time: that you really need .
1. Pay cash. Bring only enough money to buy what 5. Lastly, do allow yourself a fun purchase
you need . I f you can,t charge an extra purchase, you once in a while. You'll be less like ly to buy
will be m uch less likely to spend your cash on i mpulse i tems if you set aside some money to treat
things you don't need . yourself occas ionally.
N ow an swer the q uestions.
1 . According to the a rticle, what is wrong with making i m p u lse p u rchases?
2 . In you r own words, explain h ow making a l ist of p u rchases you reg ret can help you .
3 . Why do you t h i n k a l lowing you rself a f u n p u rchase occasiona l ly hel ps control i m pu lse p u rchasing?
4 . Which tip from the a rticle do you think is the most i m po rta nt? Why?
5. Do you a l ready u se a ny of the tips from the a rticle? Which o nes?
W26 U NIT 3
LESS O N
El Loo k at the pictures. W hy do the people reg ret their p u rcha ses? Com plete each e xp l anat i on
with a reason from the box.
costs so m uch to main ta i n is s o hard t o operate ta kes up so m uch room

just sits arou nd col lectin g dust is so hard to put together
1. "I boug ht a g u ita r last s u m mer. I real ly 2 . " I was so excited to get my new smart watch.
i nten ded to learn how to p lay it, b ut I But it -------��---
haven't picked it u p for months now. Who can u ndersta nd a l l those choices? N ot
It _______ " me! What a pain ! "
3 . "We bought a beautiful crib for o u r 4 . " I o rdered a new com pu te r o n l i ne, b u t I
baby, b u t it's i n pieces a l l over t h e floor. had no idea the monitor wou l d be so b i g .
U nfortu nate ly, the i n structions a re i n It o n my
11
Ita l ia n, a n d it ______
desk. I should have bought a l a pto p."
5 . " I wish I hadn't bought this boat. I don't use it

very often, and it ____________
Between the fuel, the dock ing fees, a nd the costs

to service a nd clean it, I 'm n ot s u re it's worth it."
Money, Finance, and You W27

D For each i te m in Exerc i se 5, write a sentence a bout the buye r's rem o rse. Use wish + the past
pe rfect or s h o u l d h ave + a past partici ple.
1. H e wirJieS' he hadn ' t b ov9Jit th e 9vitar.

2.
3.
4.
5.
II After com p l eti ng the Now You Can on Student's Book page 29, write a s h o rt pa ragra p h a bout the
i te m you d i scu ssed i n Exe rc ise D, Conversation Activator. S u m m a ri ze why you reg ret b uyi ng it.
LESS O N
ll Answer each q u estion about yo u r goals. Then, fo r each a n swer, write a se ntence a bout
you r p l a n for ach i eving you r g oa l . Use the future perfect or h ope, expect, pl a n , or
i nte n d w i t h perfect i nfi n itives.
Exa m p l e : What's someth i n g expensive that you hope to buy? l..; a'.f'.p--'-'
-=a:;...= t� --=o..:...
opF-c=- .:. p'-"v'-'-t_,._
rn.L.f' e_,_
_
r
_______
I wi l l J,, a ve raved enov9h to bvy a laptop by next Marc h .

1 . What's somet h i n g expensive that you hope t o b uy? ------
2. Do you have a debt you 'd l i ke to pay off? What is it? ------
3 . What i s one way yo u ca n c u t back o n you r spend ing and save more each m o nth? _______
4. What is one of you r career goa l s? _________________________
5 . You r education significantly affects you r ability to make money. What is one of you r education goals?
6. Fitness can involve playi ng sports, exercisi ng, or eating healthi ly. What fitness goal do you have?
W28 U NIT 3
IJ What w i l l you have done by the yea r 202 5 ? Write a s h ort pa ra g ra p h . Use the
futu re pe rfect o r hope, expect, i nten d, or pla n a n d a pe rfect i nfin itive.
Exa m p l e : By tJ,e yea r 2 0 25. I wi l l J,aye fioi£1i ed law £Chool. I expect to J,aye bov9Jit a Jiov£e
by tlien. I hope to Jiaye 9otteo married and £ta rted a fam i ly.
LESS O N
Im Read the conve rsation. Try to determine the mea n ing of the u nd erli ned p h rases from their context .
A: What's wrong? You look a little worried.
B: Oh, j ust worried about money.
A : Why? You make a good l iving.
B: You're right, I do. But I sti l l seem to l ive paycheck to paycheck.
A : Wel l , have you made yourself a budget?
B: Sort of . . . B u t I don't stick to it.
A: And what about credit card bil ls? Do yo u pay them on time? And do you pay them i n fu l l ?
B : I pay them o n t i m e, b u t I usually j u s t pay the m i n i m u m . So the next month my bill is even higher, and I never catch up.
A : Well, I bet you know this, but don't cha rge anything you can't pay for at the end of the month. And see i f you can cut
back enough to pay off those bills a little bit each month. I bet i n a few months you' l l have made a dent in your debt.
B: Those a re good suggestions. Thanks. I guess I do need to work on managing my money wel l .
N ow matc h the word s a n d p h ra ses with t h e i r defi n itions. Write the l etter on the l i ne.
1. __ pay the m i n i m u m a . p ractice good spendi n g a nd saving habits
2. __ never catch up b. pay the least a m o u nt req u i red
3. __ stick t o a budget c. pay a pa rtial a mou nt, but enough to be n oticeab l e
4. __ cha rge d. pay with a credit card
5. __ make a dent i n a debt e. earn enough mon ey to be co mforta ble
6. __ manage you r money f. o n ly spend the money you 've p l a n ned to spend
7. __ make a g ood l iving g . can't get out of debt
Money, Fina nce, and You W29

m C hoose the best choice to com p lete each statement.
1 . Big spenders a re more l i kely to ·

--
a . be d row n i n g b. be frugal c. sti ck to a budget The world record for owning

i n debt the most credit cards is
held by Walter Cavanagh of
2. Cheapskates genera l ly -- · Santa Clara, California, US.
b. have a l ot c. keep track of He has 1 ,497 cards, which
a . use c redit
together are worth more
card s often of stuff their expenses
than $1 . 7 million in credit.
3. Big spenders are u s u a l ly --·

a. g en e rous b . sti n gy c . frugal
4 . Thrifty people a re more l i kely to -- ·

a . be wi ped out by b. stick to c . let their b i l l s get
a job loss a budget out of hand
5 . Thrifty people genera l ly -- ·

a . l ive beyo nd b . are d row n i ng c . pay their credit
their mea n s i n debt card s i n ful l
IEJ Read the article.
Financial Planning you're not paying your credit card bills i n full,
you're probably living beyond your means.
Five Benefits ofKeeping a Budget 3. A budget can make you better prepared for
1. A budget allows you to spend money on emergencies. A budget requires you to put some
things you really need or want. A budget money away in savings. So, if you find yourself in
requires you to keep track of your expenses. You see a difficult situation or faced with unexpected
where your money actually goes and plan where to expenses, you'll have some extra money you can
cut back on spending. The money you used to spend fall back on.
daily on little things like coffee or taxis can go 4. A budget can help you reach your savings
toward something more important. goals. Whatever you are saving for, you need a plan
2. A budget can keep you out of debt. With a that tells you how much you have, how much you
budget, you know whether or not you're living need to spend, and how much you can save.
within your means. If you use credit cards, this may 5. A budget gives you peace of mind because it
not be obvious. You might have extra cash at the allows you to stop worrying about how you're going
end of each month and think that you're OK. But, if to make ends meet.
N ow a nswer the q u estions.
1 . Accord i ng to the a rticle, why is it i m portant to keep track of you r expen ses?
2. Accord i ng to the article, why c a n u s i ng c red it card s be a p roblem?
3 . Why can a budget make you better prepa red for eme rgencies?
4 . Which benefit fro m the article do you thi n k is the most i m portan t? Why?
W30 UNIT 3
L ESS O N
DJ READING WARM-UP Co m p lete the chart with i nformation about a cha rity you a re fam i l i a r with .
.. ......
Name of charity Who they help What they do
work to red vce poverty

and s-olve prob l ems- in poor
CARE poor people a l l over the world
commvnities--throv9h
edvcation, healtJ, care, etc.
H ave y o u eve r donated money t o a cha rity? W h a t wa s the name o f the org a n i zation o r cause?
Why d i d yo u m a ke a d onation?
DJ READI N G Read the article on t h ree cha rities.
conservati o n o rgan izat i o n . It l eads

· i nternationa l efforts to protect a n i mals, plants,
and nat u ral a reas. Its g lobal goals a re :
1 . t o save endangered species - espec i a l ly
g iant pandas, tigers... t h reatened w hales
and d o l p h i n s , rhinos, elephants, marine
t u rt les, a n d g reat apes.
2. to protect the habitats w here these
endangered s pecies and other w i l d
a n i mals l ive.
3 . to ad d ress t h reats to the nat u ra l
envi ro n ment - su c h a s pol l ut i o n ,
World W i l d l ife Fu nd over-fi s h i n g , and c l i m ate change.
T h e Worl d W i l d l ife Fu nd (WWF) i s k nown

The International Rescue Comm ittee
worldwide by its panda l og o . WWF h as been
work � ng for al m ost 50 years in more than 1 00 Work i n g i n 40 cou ntries, the I nternational
countries aro u n d the g lobe to conserve Rescue Comm ittee ( I RC) has been
n ature a n d the d i versity of l i fe on Eart h . With respond i n g to crises around the globe for
m o re than 5 m i l l ion members worldwide, over 80 years. Their goal i s to : " h el p to
WWF i s t h e world 's l a rgest privately-fi nanced restore healt h , safety, educatio n , eco n o m i c
(continued on page 32)
M o ney, Fina nce. and You W3 1

(continued)
wel l b ei n g , and power to people d evastated i m p rove the l ives of c h i l d re n worldwide. Its
by confl ict and d i saster." In 2 0 1 5 , the I RC m ission i s to ensure every c h i l d 's right to
a n d its partner org a n i zations hel ped 23 healt h , ed ucation , eq u a l ity, and protecti o n .
m i l l ion peop l e a round t h e worl d . I RC 's U N I C E F 's priorities are:
priorities i n c l ude: 1 . ensuring q u al ity basic education for a l l
1 . emergency rel ief: I RC teams arrive on t h e c h i l d re n , espec i a l l y g i rls .
s c e n e of an emerg ency or d isaster with i n 2 . reach i n g every c h i l d with vacci nes a n d
7 2 h o u rs , w i t h doctors a n d oth er workers other l i fe- savi ng h ealth services.
b ri n g i ng healthcare , food , c l ean water, and 3 . b u i l d i n g protect ive environ ments to keep
other emergency assistance. c h i l d ren safe from violence, abuse, and
2. last i n g sol ut i o n s : One of t h e I RC 's g u i d i n g exp l o itat i o n .
pri n c i p les is t o h e l p people m ake t h e i r 4 . preventi n g t h e s p read of H IV/AI DS among
com m u n ities stronger and more stab l e , so young people a n d from parent to child and
t h at the peo p l e t h ey h e l p w i l l be provid i n g care for t hose already affected .
self-suffici ent after I RC teams leave. To t h i s 5 . g iv i ng each and every c h i l d t h e best start
end , I R C team s remain o n l oc ation as l o n g i n l ife - th ro u g h health services, good
as necessary t o h e l p people recover a n d n utrit i o n , safe water, and early learn i n g
reb u i l d . activities.
3 . refugee assi stance a n d resettl ement:
Another key com ponent of t h e I RC 's work
i s t h e resettlement of refug ees i n the U . S .
W i t h 26 offices across t h e U . S . , a network
of I RC staff a n d volunteers provi des
serv ices such as h ou s i ng , job p l acement ,
E n g l i sh - l an guage c lasses, a n d medical
care to newly-arrived refugees.
The U n ited Nations C h i l d re n 's Fu n d
T h e U n i ted N ations C h il d ren 's Fu nd (U N I C E F)

is act ive in 1 57 count ries a n d territories
a ro u n d the worl d . The o rgan i zation works to
N ow com p lete the ch art with i nformation fro m the rea d i n g .
N a m e o f cha rity Who they h e l p W h a t they d o
W32 UNIT 3
m To which of t h e t h ree c h a rities i n Exerci se 1 4 wo uld yo u co nsider m a k i ng a co ntrib ution? I s there
one you wou l d n 't wa nt to g ive money to? What a re yo u r reasons fo r donating or not donating?
G RAM M A R BOOSTER
rJ Rewrite the past u n rea l co n d itional sente n ces, using the i nverted form.
1 . I would have bought a smal ler exercise mach i n e if I had real ized it wou ld take u p so much roo m .
Had I rea l ized it Would ta ke up fo m uch room, I Wou l d J-. ave bou9"1t a £ma i ler exerci£e m a cl-.ioe.
2 . I wo u l d n 't have bought such an expensive car if I had known it wou ld cos t so much to m a i nta i n .
3 . If I h a d known these bookshelves wou ld be so h a rd t o put together, I wou ld have asked a friend
to help me.
4. If I had rea l ized the m u sic at last nig ht's concert wou l d be so com mercial, I might not have
bought tickets .
5 . I m i g h t have p u rchased a d iffere nt DVR if t h e salesperson h a d told m e it wou l d be s o h a rd

to operate.
6. Wou l d you have s tayed at you r job if you r boss hadn't been such a tyra nt?
7. If I had known this bread-making m ac h i n e wou l d just sit a round co l lecting d u st, I wou l d have g iven
it to my sister.
8. If my apartment b u i ld i ng had a l l owed pets, I wo u ld have stayed there.
EJ What a re yo u r p l a ns? For each item, w r ite a se ntence a bout what you w i l l be d o i n g .
U s e t h e futu re con t i n u o u s .
1 . Next Monday, I
2 . This weekend I
3 . Next year I
4. Five yea rs from now, I
5 . At t h i s t i m e next week,
6 . When , I
7. while
Money, Finance, a nd You W33

B Look at the sched u les of two s i sters. Write sentences com paring the activities of Teresa a n d
Tina Lee fo r e a c h day. U s e a time c l a u se w i t h w h i le a n d the futu re cont i n u o u s .
Teresa Lee Tina Lee
p�c" fo r weelc.encl
trip with frie n d s
Friday l ie o n the 1:7e�Gh
Satu rday dean the hou�e 'o h o rsel:> � c "

ri c:l i n'
S u nday do \aundt"( p l �y te niS
1 . Thu rsday: WJii l e Terern Lee if Vlorkin9. Tina Lee ir 9o in9 to be pockin9 for a trip.
2 . Friday:
3 . Satu rday:
4 . S u nday:
l:J Co m plete the c h a rt with t h ree of you r hobbies o r activities a n d the yea r i n which you sta rted ea c h .
� --
-
H obby I activity When sta rted
I
N ow u se the i nfo rmation i n the c h a rt to co m p l ete the sentences, u s i n g the futu re

pe rfect conti n u ous.
Exa m ple: By the yea r 201 8, l wi l l hoye been co ll ectin9 £tamp£ for ZO yea r}
1. By the year 2020, -------�
2 . By next yea� �-----
3 . By the time I _______ , ' -------
W34 U N IT 3
m PREWRITING: LIST I N G I DEAS Choose a n idea for a lhHi!tHfi!.Mii
new local cha rity. Th i n k of a n a m e a n d goal for you r
cha rity. Write them o n the notepad a n d list several
:��
the k
i n of Peop le for ity Park i
C
im prove t h e green space
s to clean up
, P laygro und,
and co mm unity sta ge
ways you r cha rity w i l l benefit the com m u n ity. �
�
Th ere ar many ways
this
charity will be neftt th
ft will make th e p ark
� �
omm u 1,ty. Most imp
ortant'ly,
a c ean, S are, and fun
.
� '. :�:��7��
fa T
place for
Some ideas outd oors. Right now, pe
do : ople
�
e p rk, be cause it
is dirty, with
• A n o rga n i zation to i m p rove c ity pa rks outd ated p I ayg . round
equip ment. We will ch
t hat . Secondly, once ange
t h e com m unity sta
. ge is fixe d
• A n after-school progra m fo r you ng c h i l dren up, we will once more be able to h
ost concerts a nd
oth er cu 1 tura l events
in our park · A n d I ast
b ut not
• A fund to p rovide h o u si n g for the h o m e less
�
:
le s tl JUst
,
•
h a rn
·
g a place to walk or sit
and look at
th f � will make everyone in
the neighborhood
• An orga n izat i o n to h e l p stray a n i m a ls
��:
feel b t r
• A sou p kitc h e n
• Yo u r own idea: ____________
Goa l ·
El WRITIN G Write a para g ra ph, u s i n g ideas from you r notepad. You r topic sentence should state
you r chari ty's goa l . I nclude at least t h ree potential benefits of you r charity. O rga n ize you r
ideas i n o rder of i m portance.
B SELF-CHECK
0 Did I p resen t my ideas in o rder of i mporta nce?

D Did I u se words and p h rases to ind icate their relative i m po rta nce ?
D D i d I u se correct p u nctuation?
Money, Finance, a n d You W35
Clothi ng a n d Appearance
PREVIEW
D Look at the h a i rstyles. Then a nswe r the q u estions.
1 . Do you find a ny of these hai rstyles attractive? Which o nes? _______________
2 . Do yo u find a ny of these hairstyl es u nattractive? Which ones? ------
3 . Do any of the hai rstyles look modern, l i ke you m i g ht see them i n a fashion magazi ne today? ___
4. Which hai rstyles a re attention-getti ng? _____________________�
5 . Which hairstyles look l i ke they ta ke a lot of time to mai nta i n? _______________
6. Wou ld you consider a ny of these h a i rstyles for you rself? Which one(s)? ___________
W36
El Descri be clot h i n g that you ow n or have seen i n sto res or o n l i n e for each category.
1 . someth i n g t re n dy: ------
2. somet h i n g classic: ------
3. somet h i n g fu n ky= --------��-
4 . som eth i n g fashionable: ------
5 . someth i n g elegant: ------
6. somethi n g l o u d : �------
7. somet h i n g subd ued: ___________________�---------
8 . someth i ng fru m py: -----'-
9. somethi n g that attracts too m uch attention: -------
1 0 . somet h i ng you wou ldn't be caught dead i n : -------
LESS O N
B Write sente n ces to descri be the clot h i n g i n the photos . Use as much voca b u l a ry as yo u ca n .
® ® ®
1. He,£ wea rin9 a pretty £tyli£'1 o vtfit: a d reu di i rt, a pl a i d b lazer, and fol id -color pank
2.
3.
4.
5.
6.
Clothing and Appearance W3 7

II Write sente n ces to describe what you wo u l d wea r to each eve nt.
1 . a n office party
2 . a concert
3 . a formal wedd i n g
4. a n i m porta nt meetin g
5 . a comedy show
11 CHALLENGE Read th e q uote from 1 930s fashion designer Elsa Schiaparelli. Then answer the questions.
"Ninety percent [of women] are afraid of being

conspicuous and of what people will say. So they
buy a gray suit. They should dare to be different. "
1 . Rewrite M s . Sch iapare l l i 's fashion advice i n you r own words.
2. Do you thi n k this i s good fashion advice for people (not just women) today? Why or why not?
ln the summer of ioo5. both the rapanue and Chine5e

9overnmentr, asKed offile worKers to dresf> down to f>tlve
ener9�. A majori� of rapanese lompanies lomp\ied with
the "loo\ Bii' no-tie.. no-jalKet lampai9n to reduce
air- conditioner use. In !apan, about Z.IO mi\\ion Ki\owatt
houl'$ of e\edrici1'1 were f>avea, reducin9 larbon dioY.ide
emisriions � about 1q,ooo tons.
I
LESS O N
B Read the o p i n ions of ca sual busi ness d ress. Check the state ments yo u agree with.
1. D What's i m portant is to act l i ke a p rofessional. If you 're confident and good at you r job,
you can be just as effective in jea n s a n d a n ice shirt as in a s u it a n d tie.
2. D I think casual d ress is a p p ropriate for m ost offices, a s long a s one's a p peara nce is clea n and neat.
3. D I believe that when people d ress l i ke p rofessiona l s, they act m o re professional ly.
4. D I th i n k d ress-down day is a pain in the neck. I never know
what to wea r. What does " business casua l " rea l ly mea n?
5. D People h ave taken casual d ress codes too far! A nu m ber
of com pa nies have actu a l ly had to i ntroduce ubusiness
formal days."
6. D I don't t h i n k casual d ress c reates a good i mage for a
com pany, especia l ly if the com pa ny does business
i nternat io n a l ly.
7. D Casua l ly d ressed employees a re better workers because
people a re more prod uctive when they're comforta ble.
W38 UNIT 4
fl N ow s u m m a rize the o p i n i o n s i n Exercise 6. Com p l ete each statem ent below with
a q ua ntifier from the box.
a co u p le of a n u mber of fou r most some

a few each h a l f of one t h ree
a majority of every many several two
1. ------ person expressed a n o p i n ion about business casual d ress.

2. ______ people thin k business casual i s a good idea .
3. ______ people t h i n k busi ness casual is a bad idea.
4. ______ people t h i n k that d ress and behavior a re related.
5. ______ person thinks business casual is a n noying.
II N ow rewrite state ments 1 -4 fro m Exercise 7, u s i n g d i ffere nt q u a ntifiers with s i m i l a r m ea n i n g s .
1.
2.
3.
4.
CHALLENGE J ud g i ng from the state m e nts i n Exerc i se 6, d o you think casual b u s i ness d ress is
o n t h e way o u t? �hy o r why n ot? _________________________
LESS O N
II READING Read the a rticle.
In some cultures, it is considered good

luc to have a bird's droppings land ,on
you. But \fOuld you pay te have bird
excrement rubbed onto your skin? That's
just what some �ple in cities around the
world have Begun doing.
"Bird-paop facials'' have been around

since the 1 600s, but they have enly
recently became popular; Ute dtopp,ings
are collected from one cy� ef oird, tile
Japanese Bush Warbler. Tuey are then
disinfected, dried, p'Owdered, and· mixed
w:ith rice bran. The facial is often referred (continued on page 40)
Cloth ing and Appearance W39

Bird-poop Facials (continued)
But does science back up the claims made by
to as being made from nightingale droppings, proponents of the facials? Only to a certain point.
but the Japanese Bush Warbler is not really Guanine, an amino acid found in the bird-poop,
a nightingale. does lighten dark skin spots. And urea, also
found in the bird waste, may help skin retain
If you cringe at the thought of having bird waste moisture. But the improvements in skin tone and
on your face, you are not alone. "Most people texture can probably be achieved just as easily
who come to us for the first time are a l ittle with an exfoliating scrub or mask from the
wonied about the smell," says Naomi Rogers, drugstore, says Dr. Anna Fitzgibbon, a
who owns a spa in New York where the facials dermatologist in Los Angeles.
are performed. "But the majority of them say that
it just smells like rice, and they leave looking and The facials do come with a steep price
feeling wonderful." Many people who swear by tag - al most US $200 in some cities. It is also
bird-poop facials, including several celt!brities, possible to purchase the ingredients for at-home�
say that benefits include healing skin problems do-it-yourself treatments, and these are much less
such as acne, exfoliating dead skin cells, expensive. However, if you do decide to try a
brightening and softening the skin, and bird-poop facial at home, be sure to purchase
lightening age spots. After a recent facial, Christa supplies from a reputable seller, as some
Sims reported, "My friends told me I looked fi ve products are not actually from the Japanese Bush
years younger." Warbler or are mixed with other ingredients.
N ow complete the statements with words from the box.
facial pro ponent steep p rice tag

n ig hti ngale reputable swear by
1. A ______ is a type of bird .

2. A ______ is a treatment that i m p roves the skin of the face.
3. A ______ busi ness is one that you can trust.
4 . If you ------ someth ing, you th i n k it's very effective.
5 . If somethi n g has a ______ , it is very expen sive.
6 . A ------ of somet h i n g i s a s u p po rter of it.
IIiJ A n swer the q u estions a bo u t the a rticle.
1 . What a re bird-poop facials? __________________________�
2. What a re som e of the benefits of b i rd-poop facials, accord i n g to some people? _______
_
3 . What does Dr. Fitzgibbon thi n k a bout the facials? -------
4. What does Ch rista Sims t h i n k about them? ------
5 . What a re so me d rawbacks of the facia ls? ___________

_
__________
_
6. Wou ld you try a bird-poop facial? Why or why not? ------
W40 U N IT 4
LESS O N
m Com pl ete the se ntences with you r own i deas.
1 . Peo p l e who a re sel�confident genera l ly _____________________�
2. If yo u have low self-esteem, yo u might have tro u ble -------
3. If you have high sel�esteem, __________________________
4. People who a re sel�cen�red ten d to ______________________�
5 . People who a re sett- c ritical might ________________________
m An swer the q u estions.
1 . Do you think that most people a re ha ppy with thei r appea ra nce, or that a majority wo u ld l i ke to
c hange their a ppea ra nce? -------
2. What would you consider doing to change you r appearance? ______________
3. How fa r is too fa r? Which ways of cha n g i ng one's appea ra nce do you t h i n k a re i na ppro p riate, tacky,
or shocking? ________________________________
m Loo k at the a d . Th en a n swer t h e q u est ions.
1 . How wou l d yo u d escribe the m a n i n this ad?
2 . Do you think that the m a n i n this ad reflects how most men look?
Exp l a i n .
3. D o you thi n k men a re m o re or l e s s self-conscious than wo men a re

a bout their a ppearan ce? Exp l a i n .
BUY N OW! ! !
Limited time offer.
No more sit ups!
� II
Clothing and Appearance W4 1

G RA M M A R BOOSTER
a Read each statement. Check the m ea n i n g of t h e q u a ntifier i n each sentence .
Some Not many I Not m u c h
1 . Few people were d ressed appropriately for the event. D D

2 . There a re a few real ly good books o n fashion here. D D
3 . I 've g ot a l ittle m oney put away for a rai ny day. D D
4. I have l ittle interest i n pop m usic. D D
5 . There a re few hai rstyles that look good on me. D D
6. There's a l ittle cake left, if you'd l ike a piece. D D
II Ad d of to the sente nces that need it.

of
1 . Severa lI\his co-workers wea r su its to work.
2. A few friends a re com i ng over for d i n n er on Friday n ig ht.
3. A few my friends a re going to a movie ton i ght.
4. Both d resses look g reat on you .
5 . A majority people still d ress u p t o go t o t h e theater.
6. This is the most traffi c I 've ever seen o n this road .
7. E a c h t h e e m ployees voted o n w hether o r n ot t o d ress down on Fridays.
8. Some my friends ca re about fashion, but m ost do not.
B Com p lete each sentence with a p h ra se from the box. Cha nge the verb as n ecessa ry
to a g ree with the s u bject.
be q uite good d ress casual ly wear contact lenses

be self-confident have tattoos be self-centered
1 . Most of my friends
2. A l ot of pop m usic
3 . Severa l o f m y class mates
4 . O n e of my fami ly members
5 . None o f the people I k now
6 . A n u m ber of celebrities
W42 U N IT 4
m PREWRITING: Y·C HART Choose one of the topics from the box.
• Com pare a nd contrast what you a n d someone you know wel l do

to m a ke you rselves m o re attractive.
• Compare a nd contrast what people today do to make themselves
m ore attractive with what they did twenty years ago.
• Com pare and contrast what celebrities do to make themselves
more attractive with what average people do.
Com plete the diagra m be low. Fill i n the boxes with the two topics being compared. List differen ces for
each topic fi rst. Then fill i n the s i m i larities.
I Similarities I
EJ WRITI N G Write two paragra phs to com pare a n d contrast the people fo r the topic you chose.
• I n you r fi rst paragraph, write a bout the s i m i larities. Remember to use con necti ng words
such as l i ke, s i m i l arly, l i kewise, a s well, and n ot either.
• I n you r secon d paragraph, write about the d ifferences. Remem ber to use connecti ng words
such as u n l i ke, i n contrast, h owever, a nd while I whereas.
B SELF-CHEC K
D Did I u se con necting words for com pa ri n g ?

D Did I use con necting wo rd s for contrastin g ?
0 Does each parag ra ph have a topic sentence ?
Clothi ng a n d Appearance W43
C o m m un ities
PREVIEW
II Th i n k a bout a p lace you have l ived i n or visited . Then co m p l ete the cha rt with you r opi n ions.
Name of place: ,.
-
Type of location
Things you l i ke about the place
Thi ngs you d i s l i ke a bout the place
Trends (gen era l cha nges ta ki ng place) there
Things that cou ld be done to i m p rove l ife there
EJ Read the e-ma i l message.
• •
From: J essica@sum m it m a i l . com
To: Loretta@su m m itm a i l . co m
Subject: C ity Girl
--- ----
H ey! How's l ife treat i n g you? I ' m busy applying to u niversities. Can you believe I ' m graduat i n g
from secon d a ry school this year? I ' m t h i n k i n g about g o i n g t o a university i n an u rban area. I
know I ' ve always been a country g i r l but I thi n k a faster pace m ig ht be a n ice change. Any
,
advice? Let m e know what you t h i n k .
N ow respond to the e-ma i l message. Do you t h i n k a m ove to the city is a g ood i dea?
Exp l a i n yo ur o p i n i o n . Describe some adva ntages and d isadva ntages of l ife i n the c ity.
If you can, g ive a dvice on l iv i n g in a c i ty.
From: Loretta@su m m it m a i l .com

To: Jessica@sum m itmai l . co m
Subject: C ity Girl
W44
El Write a sente n ce u s i n g ea c h express ion in pa rentheses.
1 . (ta ke some getting used to) L ivin9 in a Ji i9J r r i�e apa rtm ent b v i l d in9 ta ke£ £o m e 9ettin9 V£ed to .
2. (m ind thei r own b u s i n ess)

3 . (a m i xed b lessi ng)
4. (look o n the b right side)
5 . (look o u t fo r each other)
6. (mea n wel l )
7. (has a lot to offe r)
LESS O N
IJ J u dge the a p p rop riateness of each behavior below. Write sentences, using adjectives fro m
Stu de nt's Book page 52 or yo u r own adjectives.
1 . Using a hand-held phone w h i l e d rivi ng: It'£ vMafe to v£e a l-i a n d - Ji e l d pl-i o n e i..v J-i i l e d ri v i n9.
2. � k i n g a ca l l in a movie theater: _________________________
3 . � rn i ng yo u r cel l phone off i n class: ________________________
4. Having a loud, perso nal co nversatio n on the tra i n : _________________

_
5 . � l ki n g on the phone w h i l e s h o p p i n g : ------�
6. Tu rning you r phone to silent mode in a resta u rant: ------
Z Leaving you r phone on d u ri n g a flig ht: _

_ ��--------------------
Cell-phone u se at p u b l i c cu ltu ra l events - such as plays, movies, con ce rts, a n d a rt

exh i bits - is n ow a g a i n st the law i n New Yo rk City. The pena lty fo r viol ati n g the
law is a fifty-do l l a r fi n e and re mova l fro m the theater, m useu m, etc. The law was
passed in 2003 afte r two fa m o u s a cto rs reacted to ce l' l-phone users d u ri n g B roadway
performa nces . I n m id- performa n ce, Kev i n S pacey tu rned to a membe r of the a u d ience
who had a n swe red a cel l phone a n d said, "Te l l them yo u ' re busy. " La u rence flsh bu rne
wasn 't as pol ite. When an a u d ie nce m e m be r a n swered a phone d u ri ng one of his
perfo rma nces, h e yel l ed, "Tu rn you r @#?! phone off! "*
*Symbols such as @#?! are used to politely denote curse words.
El Co m b i n e each pa i r of se ntences, u s i n g a possessive geru n d .
1 . He sleeps i n c l a s s . What do y o u th i n k a bo u t it?
WJi at do yov tli ink a b o vt li if de epin9 in c l au?
2. J u l ie's h usband checks h i s text messages constantly. She can't sta n d it.
(continued on page 46)
Communities W4!
3. Patricia's co-workers cal l her Patty. She resents it.
4 . They com pl a i n a l l the ti me. I'm so tired of it.
5 . We take ca l l s d u ri n g d i n n e r. O u r father o bjects to it.
6 . I h u m while I work. Do you m i nd?
7. You a re late so often . M r. Yu objects to it.
II Write a check m a rk next to the sentences that a re correct. Correct the i ncorrect sentences.
1. D Rachel's texti n g d u ri n g the meal was a n n oyi ng me.
2. D Do you m i n d Pau l p layi n g music at n i ght?
3. D Jane chewing g u m d u ri ng the conce rt was rude.
4. D Sam tal k i ng back to his mother i s d i s respectful.
5. D We d on't m i n d them arrivi ng late.
6. D Them smoking i n the h a l lway i s u naccepta ble.
7. D Sal ly's n ot picking u p after h e r dog is i nexcusable.
8. D Does my friend tal k i n g loudly bother you?
LESS O N
II Offe r accepta ble a lternati ves fo r each i n a p p ro p ri ate behavior. Use e ither . . . o r.
1 . littering: People fhovld either throw their 9arba9e in a trad1 can or hold on to it vntil they find one.
2. � l k i n g d u ri n g a m ovie= -------�
3 . Playing loud m u sic o n a b u s : _________________________�
4. Gossiping: --
---
5 . Eati ng i n class: -----
B Rewrite each sentence, using neither . . . n o r a n d the a ntonym of the adjective.
1 . Liste n i n g to loud m usic and getting in and out of you r seat constantly a re i n considerate o n a f l ig ht.
Neither lirtenin9 to loyd mvfic nor 9ettin9 in and ovt of yovr feat conftantly i£ considerate on a fli9ht.
2 . Leav i n g a cel l phone o n a n d p utting yo u r feet u p on the seat i n fron t of you a re d iscourteous i n a
m ovie theater.
W46 U N IT 5
3. Ta l k i n g o n a cel l phone and s m o k i n g while d riving a re i rresponsible.
4 . Tal ki n g o r laughing while the teacher i s ta l ki ng is disrespectfu l .
5 . Tou c h i n g the art a n d tak i n g flash photog raphy i n a m u seum a re i n a p p ro p riate .
II Read the pet peeves of vis itors to a website.
Pet Peeves • Comment � Share
Name: Sam
I really can't understand why people slow down to scare at traffic accidents. It creates huge. un necessary
traffic jams. and it's dangerous. A d river who's l ooking at an accident is not l ooking at the road i n front of
h i m-and could cause another accident! like • Reply • I h r 58 m i ns
Name: Karen
What gets to me is people who don't cover their mouths when they cough . It really bugs me when a server
i n a restaurant coughs. spreading germs all over my food. Waiters and waitresses around the worl d . please
wait u ntil you leave the table to cough . If you can't, at least cover you r mouth. Like • Reply • I h r 42 mins
N ame: Amy
I can't stand dog owners' taking their dogs for walks and not cleaning u p after them. If you won ' t take
respo nsibil ity for you r dog's messes. then don't have a pet! Like • Reply • I hr 27 mins
N ame: Will
It rea l l y gets on my nerves when sal espeople won ' t interrupt the i r personal conversations to help me. a
paying customer. Igno ring customers is rud e and bad for business. li ke • Reply • I hr 23 mins
N ame: Isabella
I ride my bike a lot-to school, to work, bas ically wherever I need to go. The thing that ticks me off is
drivers who don't use the i r turn signals and who don't look behind them before they open their car doors.
They create a real danger for us cycli sts. Li ke • Reply • I hr 1 2 mins
N ow rate the pet peeves accord i n g to h ow a n noy i n g they a re to you . N u m be r them

fro m 1 (most a n n oying) to 6 ( l ea st a n n oy i n g).
drivers who slow d own to stare at traffic accidents

serve rs who don't cover thei r mouths when they cou g h
d o g owners who don't clean u p afte r t h e i r dogs
salespeople who don't i nterru pt their personal conversations to help yo u
drivers who don't u se thei r tu rn s i g n a l s
d rivers who don't l o o k beh i n d t h e m before they o pen t h e i r car doors
Communities W4 7
ll!J C HALLE N G E Now read the pet peeves i n Exercise 9 a g a i n . Write a sentence s u m m a rizi ng
ea ch person's o p i n i o n . U se t h e pa i red con j u nctions i n parentheses.
1 . Sam's o p i n i o n (not o n ly . . . but also): Not only d o e£ d o w in9 d o wn to £fa re at traffic acc i d ent£
c re ate "1 v9e. vnneceua ry traff i c ja mS'. b vt it'£ a lfo d a n9e ro v£.
2 . Karen's opinion (either . . . o0: ��-
4 . �il l 's o p i n i o n (not o n ly . . . but) : ��
5 . I sabel la's opinion (neither . . . nor) : ��
m WHAT ABOUT YOU? What's yo u r pet peeve? Post a message to the message board .
Use the messages i n Exerc ise 9 a s a g u i de.
LESS O N
IE READING WARM·UP Th i n k a bout a pa rk, g a rden, or p layg ro u n d i n yo u r city or tow n .

W h o spends t i m e there? W h a t d o people d o there? I s it a safe p lace?
W48 U N IT 5
IEJ READING Read the a rticle.
What accounts for these improvements?
lireener Is 5af er Researchers aren't sure, but there are several

factors at work. First, green areas give community
residents a space to gather outside, where they
It used t o be assumed that urban green spaces, not only enjoy their surroundings, but also meet
such as parks and gardens, fostered crime by and get to know each other, forming social ties.
providing space. for criminals to gather. However, Neighbors who have formed these ties are more
evidence now appears to suggest that just the likely to look out for each other. When criminals
opposite is true. With concern mounting over see a neighborhood with well-cared-for public
the environment, more and more cities around areas, they know that residents who live there
the world have been focusing on creating green are more likely to support and protect one
spaces - areas with grass, plants, and trees - another, and, therefore, they tend to stay away.
within city limits. One possibly unexpected
result of these green spaces has been a Second, studies have shown that spending time
reduction in crime in the neighborhoods in nature, or even just being exposed to images
directly adjacent to the green areas. of the natural world, helps people relax and
reduces aggression. Less aggression results in
Studies in several large cities in the U.S. and less crime. It may be that simply having contact
other countries have shown significant with green areas makes would-be criminals less
reductions in crime in neighborhoods where likely to commit crimes.
vacant lots and abandoned industrial sites have
been converted to green areas. A project in Some cities plan their green spaces while other
Philadelphia, Pennsylvania, turned 4,500 vacant cities include a combination of professionally
lots into areas where residents could gather and planned spaces along with areas that residents
enjoy being outside. One result? Gun crimes in are allowed to plant as they choose. Crime has
the neighborhoods around the green areas been shown to be lower in both types of
decreased significantly. Similarly, a study in situations. Though lower crime is not by any
Chicago, Illinois, found that low-income housing means the only benefit of urban green spaces, it
that was surrounded by trees and other plants appears to be yet another reason for cities to
had an approximately 50% lower crime rate include as much greenery as possible as they
than the same type of housing without greenery. continue to evolve.
N ow a n swer the q u estions.
1 . What did people u sed to thi n k a bout g reen spaces i n c ities? -------
2. How have the b e l i efs about urba n g reen spa ces changed i n recent years? __________
3. Why are more cities i n c l u d i n g green spa ces i n their u rba n p l a n n ing? ------
4. What did resea rc hers d iscover i n Phi l adel phia? ------
5 . Accord i n g to the article, what a re two possible reasons fo r red u ced crime near u rban g reen spaces?
6. What is you r opinion of the two reasons you l isted i n item 5? -------
7. Do you ag ree that less agg ression eq u a l s less cri me? Expla i n . _______________
Communities W49
II] I m a g i ne that there is a vaca n t l ot i n you r n e i g h borhood. H ow wou l d yo u d e s i g n the area as
a p u b l i c g reen s pace? Com p lete the c h a rt.
What wou ld you i ncl ude? Why wou ld you i nclude it?
LESS O N
l:EJ READ I N G WARM·tJ P

k n ow has done.
Check the com m u n i ty se rvice activities that yo u or someone yo u
0 plant flowe rs o r trees . D col lect signatu res

D pick u p trash D vol u nteer
D mail letters D make a rrangements to donate you r organs
D make phone calls D donate money
D raise money D other: ____________
N ow write sente n ces.
Exa m p le: Write a bout two activities you or someone you k n ow has done. Use not o n ly . . . but a l so.
Not only J.iave I ra ised money. bvt I ' ve a l£o yolvnteered .
1 . Write a bout two activities you o r someone you know has done. Use not o n ly . . . but a lso.
2. Write a bout two activities you have n 't done. Use neither . . . nor.
3 . Write about two activities you 'd l i ke to do. Use either . . . · or.
WSO U NIT 5
m R EADI N G Read about the service o rg a n ization sta rted by h usband a n d wife B u d P h i l broo k
a n d M ichele G ra n .
Volunteer Vacations
Volunteers are invited by local community
leaders to work on projects that community
members have identified as important. Not
B ud Philbrook and Michele Gran were

married in 1979. Instead of taking a
only do volunteers work side by side with local
people, but they also live in the community. In
honeymoon cruise to the Caribbean, they most cases, no special skills are required.
decided to spend a week in a rural village Anyone who wants to be of service and to
in Guatemala, where they helped raise learn about other cultures can
money for an irrigation system. volunteer. Global Volunteers'
When they returned to their home working vacations are popular
in St. Paul, Minnesota, U.S. , the with people of all ages. There are
local newspaper wrote a story young, single volunteers and
about their unusual retired volunteers.
honeymoon. Soon , people
started contacting them, More recently, Global
asking how they could plan a Volunteers has started offering
similar trip. Philbrook said, programs for families with
"We knew there was a need in children as young as five. Some
rural communities around the Global Volunteers community
world, and now we were learning service opportunities include:
people wanted to do this."
• helping to upgrade community
In 1984, the couple founded Global buildings in Tanzanian villages.
Volunteers, a nonprofit agency for
caring for infants with special needs
people who want to spend their vacation
•
in a Romanian hospital.
helping others. Now the organization sends
about 2 ,000 people each year to community • tutoring orphaned and abandoned children
development programs in seventeen countries in India.
on five continents. These short-term volunteer
service projects focus on helping children and • teaching conversational E nglish in Havana
their families reach their full potential. or rural Cuba.
N ow answe r q uestions about the article.
1 . Where did Bud Philbrook a n d M ichele G ra n go on thei r honeymoon? __________

_
2. What did they do? -------
3. Why do you thi n k they decided to spend their hon eymoon in this way?
4. What effect d i d the i r sto ry have on some people who read it?
S. What did Bud P h i l b rook and M ichele Gran do as a res u l t of people's inte rest in the i r trip?
Communities W51
m WHAT ABOUT YOU ? Wo u l d you consider a vo l u nteer vacation? An swer the q u estions.
1 . In my opi n ion, a vo l u nteer vacation would be -- ·

a . a l ife-cha n g i n g experience c. m o re trGuble tha n it's worth
b. a n adventu re d . kind of scary
Expl a i n you r a n swer= ��-
2. Some G l obal Vol u n teers l ive with local fam ilies. H ow comfo rtable wou ld you be doing the same
thi ng? __
a. very comforta ble c . a little u n comfortable
b . somewhat co mfortable d . very u ncomfo rtab l e
Exp l a i n you r a n swer= ��
3 . At what stage i n you r l ife wou l d you want to go on a vo l unteer vacation? __
a . you n g and s i n g l e c . married with a fam i ly
b. ma rried without kids d . reti red
Expl a i n yo u r a nswer: ��-
4. Which of the com m u n ity services listed i n the a rticle wou ld you wa nt to do? Why?
5 . Wou ld you prefer to vo l u nteer i n a r u ra l a rea o r i n a city? Why?
GRAM MAR BOOSTER
a Rewrite ea c h se ntence, u s i n g the word i n pare ntheses. M a ke ve rb changes a s n ecessary.
1 . john Coltra n e was a g reat m usician, a nd so was M iles Davis. (too)

John Coltrane Waf a great mvs'jcian. and M ilef Davir WaL to o .
2 . The hotel doesn't a l l ow smoking, a n d neither does the resta u ra nt . (not either)
3. Her company has adopted a casua l d ress code on Fridays, a nd h i s has, too. (so)
4. Shorts a ren't a pp ro priate i n the office, a nd neither a re jea ns. (not either)
5. She was a n n oyed by his behavio r, a nd we were, too. (so)
6. We've decided to vol u n teer, a n d so have they. (too)
7. Dave C l a rk doesn 't l i ke the city, a nd we don't either. (neither)
8. We're not going on vacation this s u m m e r, a n d they're not either. (ne ither)
W52 U N IT 5
[I Com p lete the d i a g ra m to co m pa re two cities that yo u know. Co nsider t h i ngs l i ke traffic,
weather, population, natu ra l setti ng, a rc h i tectu re, i nfrastructu re, and tourist attractions.
Write s i m i la rities where the c i rcles overlap a n d d iffe ren ces i n the a reas that do n ot overlap.
City: ________ Si m i larities City: ________
Now use the i nformation fro m you r d i a g ra m to write sentences about ways in which
the two cities a re s i m i l a r. Use co n j u n ctions with so, too, neither, a n d not either.
1.
2.
3.
4.
5.
B Use short responses with m, too, neither, or n ot either to agree with the statements.
1 . A: I don't rea l ly l i ke the fast pace of l ife in the city.
B:
2. A: I 'm rea l ly a n n oyed by smoki ng i n restau ra nts.
B:
3 . A : I try to be cou rteous a bout using my cel l pho ne.
B:
4 . A : I ca n't u nderstand why peo p l e ta l k d u ring movies.
B:
5 . A: I speak up when someth i n g bothers me.
B:
6. A: I don't have time to get i nvo lved with my com m u n ity.
B:
7. A: I wou ld consider donatin g my o rgans.
B:
Communities W53
m PREWR ITI N G : LISTING I DEAS You wi l l write a n e-mai l to a n i nternational tou rism
website. Th i n k a bout how visito rs to you r cou ntry genera l ly behave. Decide whether
you th i n k each behavior has a positive or negative i m pact. List the visitors' behaviors
below. List how you wou l d l i ke some behaviors to change.
ii,iMOMtMM@•
http://global cou rtesy. com/sound off
I am writing to complain about tourists' littering in our

country. Not only is it i nconsiderate, but it also
detracts from the ability of everyone - tourists and
locals ali ke - to enjoy all that our country has to offer.
Tourists come to our country from all over the world

to enjoy our beaches, museu ms, and monuments.
I have noticed many of them throwing candy wrappers,
cigarette butts, and other thi ngs on the ground, rather
than in trash cans. It is rude for them to expect the
people who l i ve here to clean up after them .
I urge all tourists who visit our country to please be

considerate of your hosts and to clean up after
yourselves. That way we can all enjoy your visit.
Sincerely,
Sasha Pilcher
EJ WRITI N G Use you r notes to write a n e-mail l etter to a n i n te rnation a l tou rism website.
Remember to state how you feel a bout the behavior a nd, if a p p ro priate, how you
wou ld l i ke behavior to change.
B SELF-CHECK
D Did I u se the p roper sa l u tation a nd c l osing?

D Are the tone and language i n my lette r a p p ro priate for the intended reader?
D Did I u se reg u l ar spel l i n g a nd p u n ctuation and avoid abbreviations?
W54 U N IT 5

Summit 1A

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Summit 1A

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To access the Summit Classroom Audio Progra m, go to:

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Copyright© 2017 by Pearson Education, Inc.

Pearson, 221 River Street, Hoboken, NJ 07030

Cover credit: Tonis Pan/Shutterstock

Library of Congress Cataloging-in-Publication Data

Names: Saslow, Joan M., author. I Ascher, Allen, author.

Illustration credits: Leanne Franson, p. 3, 21, 27.

Printed in the United States of America

ISB -10: 0-13-449887-9

To the Teacher ............................................... viii

About the Authors .............................................xi

UNIT 1 Outlook and Behavior . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . 2

UNIT 2 Music and Other Arts . . . . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . 14

UNIT 3 Money, Finance, and You ... . . . . . . . . . . . . . . . . . . . . . .. . . . . . 26

UNIT4 Clothing and Appearance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Reference Charts . . . . .... . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

Grammar Booster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . 125

Pronunciation Booster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

Test-Taking Skills Booster . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . 151

UNIT 1 Outlook and Behavior . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . W1

UNIT2 Music and Other Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W13

UNIT 3 Money, Finance, and You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W25

UNIT4 Clothing and Appearance . . . . . . . . . .. . . . . . . . . . . . . . . . . . . W36

UNIT 5 Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . W44

UNIT COMMUNICATION GOALS VOCABULARY GRAMMAR

• Talk about financial goals and plans • Expressing buyer's remorse

• The future perfect continuous

Compound words with � �/ffily;�/�

Quantifiers: using Qf for specific reference

• Politely ask someone not to do • Types of locations • Possessive gerunds

• Discuss the meaning of community

• Use� to soften an assertive opinion • Listen to activate grammar Texts: Task :

• Content words and function word! • Understand idioms and expressions

• Intonation patterns • Infer information

• Understand meaning from context

• Use Do you mind . ? to ask permission to • Listen to summarize Texts: Task:

• • A magazine article about urban • Formal letters: Review

• Exchange opinions about the • Categories of animals • Passive modals

• Discuss your reactions to ads Ways to persuade

• Discuss problem shopping behavior

• Compare generations Word Study: GRAMMAR BOOSTER

• Evaluate the trustworthiness of

Time Grammar for Writing: placement of adverbs of

Reference Charts page 122

Grammar Booster ......................................................................................................... page 125

• Use� to introduce a commonly­ • listen to activate vocabulary Texts: Task:

• Introduce an opinion with LI.ind and behavior article

• Say That's good to know to express PRONUNCIATION BOOSTER

• Use �to introduce something • Listen to activate vocabulary Texts: Task:

• Confirm point of view

• Use I just realized to acknowledge a • Descriptions of how people got article

• Conversation Adivator Videos to build communicative competence

Award-Winning Instructional Design*

• A Methods Handbook for a

e NEW Discussion Activator ·=====-==;=- f • Summit TV teaching notes

0 NEW Extra Grammar

For assessment ...

MyEnglishlab Workbook Full-Course

audio in Active Teach

.......... ....... ... ...

• NEW The opp Summit Go allows access anytime,

anywhere and lets students practice at their own

• Use� to introduce a commonly • listen to activate vocabulary Texts: Task: