M ic h a e l M c Ca r t h y Jea n n e M c Ca r t e n EIe l e n Sa n d i f o r d
1
W ITH
SUEALDCORN JANET K. BATTISTE
A n d r e w G it z y LYNN STAFFORDYILMAZ
go g C a m b r i d g e UNIVERSITY PRESS
C A M B R ID G E U N IV E R S I T Y P R E S S
C am bridge, New York, M elbourne, M adiid, Cape Town, Singapore, Sao Paulo C am bridge U niversity Press 40 West 20th Street, New York, NY 10011 4211, USA w w w .cam bridge org Inform ation on th is title: w w w .cam bridge.org/978052 1 6 6 6 0 9 1 © C am bridge U niversity Press 2u05 This book is in copyright Subject to statu to ry exception and to the provisions of relevant collective licensing agieem ents, n o r e p r o d u c t io n o f a n y p a r t m a y t a k e p la c e w it h o u t
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Introduction Introduction Course com ponents S tructure of the u nits in the S tudent’s Book Features of the u n its in the Student s Book Corpus frequency: The top 500 spoken w ords A uthors’ acknow ledgm ents Scope and sequence S tudent’s Book useful language Ideas on how to check answ ers
iv viii x xi xvui xxii xxiv xxviii xxix
Teaching notes Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12
All about you In class Favorite people Touchstone checkpoint Everyday life Free tim e N eighborhoods Touchstone checkpoint Out and about Shopping A wide world Touchstone checkpoint Busy lives Looking back Fabulous food Touchstone checkpoint
Units 1-3
Units 4 -6
Units 7-9
Units 10-12
T-l T-ll T-21 T-31 T-33 T-43 T-53 T-63 T-65 T 75 T-85 T-95 T-97 T 107 T-l 17 T-127
Self-study listening
t - i 29
Homework ideas
T-134
Language summaries
r 140
Testing program C ontents W ritten quizzes W ritten quizzes audio scripts W ritten quizzes answ er key W ritten tests W ritten tests audio scripts W ritten tests answ er key Oral quizzes Oral quizzes sam ple answ ers Oral tests Oral tests sam ple answ ers Score record sheet
T-l 52 T-153 T 178 T-182 T-189 T-202 T 204 T-206 T 220 T 224 T 228 T-230
Student’s Book audio scripts
T-232
Workbook answer key
T-242
Introduction Touchstone is a n innovative new series for adult and young adult learners of English. It is a “corpus-inform ed” course, draw ing on extensive research into the corpus of N orth A m erican English in the Cam bridge International Corpus - a large d atabase of everyday conversations and texts th a t show how people actually use English Corpus research ensures th at learners using Touchstone will encounter the m ost useful and widely used words, phrases, and g ram m ar in everyday situations. The research also m akes possible the introduction of the im p o rtan t syllabus area of ‘ conversation m anagem ent strategies’’ - how to sta rt and end conversations, how to show interest, and how to ask questions th at are not too direct. The result is a groundbreaking course of language and skills developm ent th a t helps learners com m unicate naturally and effectively, even at the very b eginning levels. Easy and enjoyable to teach, Touchstone is full of new and exciting ideas, offering a fresh approach to the teaching and learning of English. Elere are som e answ ers to the questions th at people have asked us about the Touchstone series.
Touchstone is a corpus-informed course. What is a corpus exactly? A corpus is a database of spoken or w ritten English The w ords in a corpus can be collected from a variety of sources. For example, words in a w ritten corpus may com e from new spapers, m agazines, books, or the Internet, while w ords in a spoken corpus m ay come from everyday conversations. Touchstone was w ritten w ith the help of the corpus of N orth A m erican English in the Cam bridge International C orpus (CIC) - a database th at currently holds m ore th a n 700 m illion words.
What kinds of information can you learn from a corpus? W ith com puter softw are to analyze a corpus, we can find out the m ost com m only used English words an d expressions. T he use of a corpus is a m ajor innovation th at m akes it possible to develop an exciting new approach to learning English. We used the CIC to answ er questions like these: What are the most frequent words and phrases in English? By analyzing the Corpus, we can identify th e m ost frequent w ords in everyday conversation. For example, we can find the top 50, 500.1.000. or 5,000 w ords in the spoken C orpus and see how these are different from the m ost frequent words in the w ritten Corpus. This ensures th a t students learn the m ost useful conversational w ords right from the beginning. Which English words are most likely to occur together? We can find typical collocations, or words frequently used together, by looking at all the exam ples of a n individual word an d seeing w hat w ords m ost often precede or follow it. For exam ple, we can identify the adjective th at m ost frequently follows the adverb pretty (as used in It was pretty good. ). We learn th a t the top four adjective collocations w ith pretty are pretty good. pretty nice, pretty bad, and pretty cool. This kind of inform ation helps us present the adverb pretty, as well as other w ords and phrases, in n atu ral an d useful collocations. What are the most common meanings and uses of a particular grammar structure? By studying the Corpus, we can find out, for exam ple, how people typically use th e verb can. Most
iv • Introduction
teachers are fam iliar w ith the m eaning of can for "ability,” as in th e sentence lea n swim. Conversations in th e spoken corpus show th at a m ore frequent m eaning of can is th at of “possibility,” or w hat it is possible to do in different places an d situations, as in the sentence In New York, you can go to the top o f the Empire State Building. So Touchstone gives priority to this use of can. Which tenses do people use most frequently? The spoken C orpus shows w hat tenses people use
m ost frequently in conversation. The sim ple present, for example, is m ore com m on th an th e present continuous. For th at reason, we m ade a decision to introduce the sim ple present before the present continuous in Touchstone. How do people manage conversations effectively? By reading th e m ultitude of conversations in the
Corpus, we can see how people interact in real-life situations. For example, how do people show th at they are interested in a conversation and th at they are listening? Conversations in th e Corpus show th at people do this by repeating inform ation, asking questions, and saying things like “Really?,” “Right/ “I know,” an d “U h-huh W hat do people say when they w ant to end a conversation? There are m any exam ples in the Corpus of people saying “Anyway,” to end a conversation politely. How do people m ake sure their questions do not seem too direct? The Corpus shows people rephrasing questions w ith “I m ean,” an d adding the word or at the end of yes-no questions. For exam ple: Where do you go after work? I mean, do you go somewhere nice?-, Would you like to go out o r . . . ? The answ ers to these and other questions m ake it possible for Touchstone to teach students useful strategies for m anaging conversations successfully in English. What are the most typical contexts for specific vocabulary and grammar structures? Searching the C orpus helps us find typical situations for using specific vocabulary and g ram m ar structures, so th at we can present new language in n atu ral contexts. The conversations interviews, and listeni ng m aterial students encounter in the series are constructed in ways th at reflect the character an d content of the conversations in th e Corpus an d are som etim es draw n directly from these conversations.
How does this corpus-informed approach help me and my students? By identifying w hat language is essential to basic com m unication and w hat language allows us to speak clearly and precisely, corpus-inform ed m aterials can take learners to their goals m ore quickly an d efficiently. In addition, a study of a spoken corpus teaches us im p o rtan t things about social com m unication. As a result, activities based on corpus-inform ed m aterials can focus on the m ost im p o rtan t features of listening an d speaking skills, m aking students m ore effective listeners and com m unicators. Finally, successful learning is all about m otivation. C orpus-inform ed m aterials m otivate learners because they can feel confident th at the language they are learning is up-to-date useful in everyday conversations, and targeted to situations in w hich they are likely to find them selves Students can also be sure th a t the language corresponds to w hat they will encounter in real conversations, on radio and TV shows, in movies, on th e Internet, and in books, new spapers, an d m agazines.
Do I need to know a lot about the Corpus to be able to teach with Touchstone? Not at all. You don't need any special knowledge of th e C orpus to use the course successfully. But you can feel reassured th a t we, as authors, have checked the Corpus carefully to ensure th at the language we teach is frequent, natural, and useful, and th at the statem ents we m ake about language are accurate.
Introduction •
As you teach from Touchstone, you and your students will learn m any interesting facts about language com ing from our corpus research. T hroughout the S tudent’s Books you will see In conversation boxes, w hich give useful inform ation about spoken g ram m ar and vocabulary. On m any of the Vocabulary notebook pages you will find fun facts about vocabulary, such as how people refer to fam ily m em bers and w hat color and food words are used m ost frequently in conversation. In the Teacher's Editions we provide additional inform ation about gram m ar and vocabulary th at we feel will be of p a rticu la r interest to you as a teacher. See pages xviii-xxi in this Teacher’s Edition for a list of the 500 m ost frequently used words in conversation.
What methodology will I be using in Touchstone? Touchstone m erges the best features of proven and fam iliar com m unicative m ethodologies while, at the sam e tim e, offering stim ulating activities carefully crafted to focus on the learning process. The Touchstone philosophy m ain tain s th at a successful course m eets all of the following goals: 1. It is interaction-based. An im p o rtan t learning aim in every lesson is to get students
talking to each other This strong em phasis on spoken interaction enables students to put new language to use im m ediately to com m unicate w ith their classm ates. In addition, Touchstone devotes a full lesson in every u n it to the teaching of conversation strategies so th at students can learn the skills needed for effective spoken com m unication. 2. It personalizes the learning experience. Touchstone o ffe rs engaging activities that encourage
students to talk about their own lives and ideas as they discuss topics relevant to their interests and experiences. Students will enjoy talking about topics such as TV, music, th e Internet, sports, an d celebrities. The About you icon points out som e of these opportunities. 3. It promotes active and inductive learning. T hroughout the series students com plete tasks th at
actively involve them in the learning process. Students are also challenged to figure out (inductive learning) g ram m ar stru ctu res or English usage. Solving a problem or figuring som ething out for oneself is a pow erful aid to understanding, and reseaich shows th at activities th a t have students notice and figure things out result in successful learning. Figure it out tasks challenge students to th in k about how target g ram m ar stru ctu res are form ed and used before they are form ally introduced. Notice tasks in the Conversation strategy lessons encourage students to th in k about how people m anage conversations effectively. Word sort tasks and Vocabulary notebook pages get students to actively learn new vocabulary. 4 It encourages students to be independent learners. The Audio CD/CD-ROM in each Student s
Book offers students a Self-study listening com ponent based on an extension of the dialogue from the Conversation strategy lesson and provides additional oral practice. Students can thus take the initiative to im prove th eir speaking and listening skills, working at th eir own pace. The CD-ROM includes a d atabase called My vocabulary notebook, which allows students to sort vocabulary in different ways, to p rint out word lists for a variety of purposes, and to add th eir own words, expressions, and exam ple sentences. Clear learning aim s at the sta rt of each unit, Self check and Study plan ch arts in each Touchstone Checkpoint lesson, and Progress checks at the end of each Workbook u n it enable students to m onitor th eir own learning. Each Teacher s Edition provides a testing package which gives you and vour students an o th er valuable tool for assessing progress. 5. It recognizes the importance of review and recycling. Language students need constant review,
and Touchstone system atically recycles and reviews target language in several sections
vi • Introduction
of th e Student’s Book - in Before you begin, Conversation strategy, Reading and Listening, Vocabulary notebook, Touchstone checkpoint, as well as in the Workbook. G ram m ar, vocabulary, and conversation strategies taught in earlier u n its are recycled in later units. Item s learned in lower levels are recycled in subsequent levels. Recycle icons throughout the Teacher’s Editions point out these and other op p o rtu n ities for review and recycling 6. It offers flexibility to meet the needs of specific classes. Touchstone can be used w ith large
and sm all classes. Activities can be done in pairs, groups, or as a whole class, depending on your p articu lar needs. Touchstone can also be adapted to varying course lengths. For shorter courses, the Vocabulary notebook pages an d Reading and Writing tasks can be assigned for hom ework. For longer courses, the W orkbook provides additional learning tasks. For w hen tim e allows, the Teacher’s Edition offers a variety of extra classroom activities to reinforce learning.
Can I teach the lessons in a unit out of order? No. It is very im p o rtan t th at lessons A. B, C, and D are taught in order. This is because the new stru ctu res and vocabulary taught in the earlier lessons are generally recycled and reused in the later lessons. Each lesson in a u nit assum es th a t students have learned th e language of the previous lesson(s). So. for example, sim ple present statem ents are taught before sim ple present questions; students are taught the strategy of asking questions in two ways only after they have learned how to ask yes-no and inform ation questions.
A special thank-you from the authors. . . We w ould like to extend a very personal thank-you to all th e teachers and students who have provided so m any constructive com m ents during the developm ent of Touchstone. We sincerely hope th a t you will enjoy using Touchstone, and th at it will contribute to the success of your English classes. We welcome your feedback and look forw ard to hearing from you. W ith our very best wishes, Mike M cCarthy Jeanne M cCarten Helen Sandiford
Introduction • vii
Course components Each level of Touchstone consists of a Student’s Book w ith a Self-study Audio CD/CD-ROM, a Class Audio Program , a Workbook, and a Teacher’s Edition w ith a CD for the listening portion of the included quizzes and tests.
Student’s Book with Self-study Audio CD/CD-ROM There are twelve units in each Student s Book. Each unit consists of: ■ a unit opener page w hich presents the unit them e, u n it aims, and a Before you begin w arm -up activity ■ four tw o-page lessons (Lessons A, B, C, and D) which present gram m ar; vocabulary; conversation strategies; and listening, reading, and w riting practice ■ a Vocabulary notebook page w ith fun tasks where students catalog new vocabulary, reinforce collocations, and fu rth er develop th eir vocabulary-building skills ■ a Free talk task at the back of the book th at encourages students to interact openly in a n atu ral conversational setting ■ a Self study listening task at the back of the book for independent reinforcem ent of the unique conversation strategies using the Self-study Audio CD/CD-ROM Four Touchstone checkpoint lessons review the language taught in the previous th ree units. Unique features of the Student s Book include: • the Conversation strategy lesson, which covers the im p o rtan t new syllabus area of conversation m anagem ent techniques • a Vocabulary notebook, which offers practical learning tips and personalized activities while system atically covering vocabulary-building strategies • Figure it out tasks, w hich involve students in figuring out how target stru ctu res are form ed and used • Word sort tasks, which encourage students to take an active role in learning new vocabulary
Self-study Audio CD/CD-ROM This disk contains listening and speaking practice based on th e conversations from Lesson C of the Student 's Book. Using the disk as an audio CD, students can: ■ listen to and practice the Lesson C conversation ■ listen to a continuation of that conversation in order to com plete a Self-study listening activity Using the disk as a CD-ROM, students can: ■ do these sam e listening activities on a com puter ■ do additional activities, such as playm g the role of one of the speakers and recording their own voices The CD-ROM also includes My vocabulary notebook, a database containing a com plete list of the w ords and expressions in the S tudent’s Books, divided into ‘ target vocabulary and “bonus” vocabulary, la rg e t vocabulary are words and expressions th a t students should know and be able to use by the tim e they finish each unit. Bonus vocabulary are words and expressions th at students m ay encounter but are not required to learn.
viii • Introduction
Using My vocabulary notebook, students can: ■ add their ow n words, expressions, an d exam ple sentences to th e database ■ print out the new word lists they have created
Workbook The Workbook is a n atu ral extension of the S tudent’s Book, w ith two pages of follow-up activities for each two- page Student s Book lesson. 1 he Workbook provides: ■ thorough consolidation and practice of the vocabulary, gram m ar, an d conversation strategies taught in the Student s Book ■ extra reading and w riting activities to reinforce these im portant skills ■ a wide variety of activity types, w ith photos and illustrations to provide context and keep students m otivated ■ a Progress check at the end of each u nit to help students plan fu rth er independent study
Teacher’s Edition with Audio CD The interleaved Teacher ’s Edition contains practical, step-by-step teaching notes for each page of the S tudent’s Book. It also offers: ■ a wide variety of optional interactive classroom tasks geared to b oth sm all and large classes ■ extra hom ew ork ideas for each lesson ■ Language notes th a t not only provide a n overview of the language presented in each unit, but also give useful inform ation, draw n from the Corpus, on th e frequency of gram m atical forms, words, an d expressions ■ a photocopiable testing package containing twelve w ritten and twelve optional oral quizzes (one for each unit), as well as two w ritten and two optional oral tests ■ an audio CD w hich provides the recordings for the listening tasks in the testing package ■ audio scripts for all recorded m aterial ■ unit by-unit language sum m aries w hich include the unit vocabulary and expressions ■ the W orkbook answ er key
Class Audio Program The Class Audio CDs and C assettes provide students w ith n atural m odels for speaking and pronunciation as well as th e o p p o rtu n ity to listen to a variety of voices and accents. The recordings are in natural, conversational Am erican English.
Web site The student support Web site provides engaging, interactive vocabulary, gram m ar, and listening activities. The teacher support Web site offers teaching tips, classroom activities, dow nloadable m aterials, an d more.
Introduction • ix
Structure of the units in the Student’s Book All u nits contain the following basic structure. It is im p o rtan t to note th at lessons m ust be taught in A, B, C, D order. There m ay be som e variety in the exact position of pronunciation, listening, and speaking activities from unit to unit. Unit opener - Unit overview
Lesson A - Grammar, pronunciation
and warm-up activity
and speaking
Lesson B - Vocabulary, grammar,
Lesson C - Conversation strategies,
and speaking
listening, and speaking
Lesson D - Reading, writing, listening,
Vocabulary notebook - Strategies
and speaking
for learning vocabulary
"* 1CT5RWTKD0BJT7
&
In
At the back of the Student 's Book Self-study listening - Independent listening
pract ice
& x • Introduction
After units 3 6, 9, and 12 Touchstone checkpoint - Review and
self check —
to
If
At the back of the Student’s Book Free talk - Open-ended
conversation or discussion
Features of the units in the Student’s Book Unit opener The unit opener page sets the scene for the unit topic, and introduces new vocabulary.
E r e e J im e In Unil 5, you lezrn how to .
• Unit aims ■ show key grammar, vocabulary topics, functions, and strategies
• a t ttnvl*
tntjniulr« yum ttm • a y h w -nwi » u 4a urn'ss ■ lift aboil IrM-bnw adMllm an* IV ikrwt
• a t yuwlrwi into-' way*
—Before you begin. . . ■ provides photos of contemporary life, al.cwmg easy introduction of the unit theme ■ recycles structures from previous units in a short warm-up activity ■ teaches new vocabulary related to tie unit theme
Introduction •
Lesson A Lesson A presents the m ain gram m ar point of the u n it w ith som e relevant new vocabulary It m ay include a Sp eaking na tu ra lly pronunciation task, a Talk about it group discussion, or a Listen in g task.
Getting started ■ presents new grammar in natural contexts such as conversations, interviews, surveys, and phone messages ■ focuses on the most frequent and useful language for everyday communication
Figure it out ■ helps studerts nctice the forms and uses of the new structure ■ challenges students to use their inductive skills before a grammar chart is presented
About you ■ signals a personalized practice task
2 Grammar
Grammar charts ■ Drovide a clear presentation of new structures
What Who Where How often When
do you do you doe# s’h e doe# he do they
Unil F F m Urns
ons «* do in your free time? go out with? go' eat out? go ou t'
Meet my friends A friend Twice a month On the weekends
A Unscramble the words to make questions. Compare with a partner.
Time expressions How often'* ©very night on Friday nights onceaw ee* three times a weei twice a month
1. do / you / do / what / on Friday nights ?
Grammar exercises ■ give students both controlled and freer practice with the new structure ■ offer opportunities to exchange personal information
M yen / o e*
ajghfel?
2. after class where / go / you' friends t dc ? 3. you / who / do I on the weekends go out with 5 A. do / your parents / how often l go on the Internet ? 5. your family I does I have dinner together / when ? 6. on weeknights / go out / do / you I how often '
B Pair W0fk Ask and answe the questions with a partner. A What do you do on Friday nights'* b tg o to a c tu b .
Speaking naturally ■ helps students understand and use natural pronunciation and intonation ■ provides communicative and personalized practice to fully integrate pronunciation into the lesson ■ covers the key areas of linking and reduction, stress and intonation, basic grammatical forms, and common problems in listening comprehension
3 Speaking naturally Do you. Do "ou go out a 10°
A
Where tie you go ?
What Oo you do?
i Listen and repeat the questions shove. Tsimice (he pronunciation of doy
B *** Listen to the conversations Write the questions you hear. 0
. Do yen * e W »»v your W e B Well, ves. on the weekends B li sleep late read, watch TV .
B Yes, i do. I like movies a lor A ________________________ B Two or three times a week.
■ C Pair work Practice the conversations Then ask and answ er the questions. Give your own answers.
xii • Introduction
LessonB Lesson B teaches the m ain vocabulary of the unit and builds on the g ram m ar taught in Lesson A . It may include a Speaking n a tu ra lly pronunciation task, a Talk abou t it group discussion, or a Listen in g task.
^ - B TVshows
•Building language
1 Building language A
■ builds on the grammai of Lesson A presenting new language in a aifferent style from the previous lesson
Listen. When does Marisa watch TV? Practice the conversation
Slew Marisa Steve Marisa Sieve Marisa
This soup is delicious. What’s in It7. . . Marisa? Marisa? I’m sorry, what? You know, sometimes I think you watch too much TV. Oh, I hardly ever watch TV. Are you serious? Well, sometimes 1watch the morning shows. And I usually watch the late movie. Steiv And you always have dinner in front of the TVl I mean, you never talk to m e Marisa Yes. I do! 1 talk (o you during the commercials. j j
■ provides additional Figure it out tasks
Can you find words to complete the sentences? Use the conversation to help you. . Marisa watches the morning show's. 2. M arisa. _______watches the late movie. 3. M arisa. _______has dinner in front of the TV.
2 Grammar Frequency adverbs *’ always usually often sometimes hardly eve never
r
In conversation
B8t in front of the TV
Sometimes eat n front of the TV
People say Sometimes L . 7 tmes more otter than I sometimes
t m
m
■ presents interesting facts from the corpus about the frequency of grammatical forms and vocabulary in spoken English
Sometimes
t
Add frequency adverbs to make true sentences. Then compare with a partner. *iever 1. I watch TV in the morning. 2. I watch TV shows in English. 3. My family has dinner in front of the TV. 4. I rent movies on the weekends 5. My family watches TV late at night 6. We watch videos in our English class-
A I never welch 7V in the morning. B Really? I always welch TV in the morning
IM I5 Free time
3 Building vocabulary
Building vocabulary ■ visually presents new woros and expressions, oFering students a mini picture dict'onary for their reference
A
Listen What kinds off TV shows do you hear? Write thr number nex! to the type of show.
■ offers a vocabulary syllabus that draws on corpus frequency information while provicmg motivating topics
oonjmantiry
Word sort ■ helps students orgarize new vocabulary in meaningful ways to help the learning process ■ gives opportunities for students to use the new vocabulary immediately in meaningful, personalized interactions wth classmates
B What kinds of shows do you like anc dislike? Complete tb s chart. Add other kinds of shows you know.
Likei
9 9 9
Dislikes
. liove - ■lakylire - llike
C Pair work Find out what kinds of TV shows your partner likes. "Do you like cartoons?'
Talk about it ■ are group oiscussions where students can use new language to talk about contemporary topics - in this unit, tree time, the Internet, and TV
I hate I can t stand I dor', like
''Yes, I do I love cartoons. My favorite i s .
. 4 Talk about it Doyou watch toe much TV" Group work Discuss the questions. Do you have the same TV-watching habits? ► How many TVs do vou have at home" ► How often do you watch TV? ► Do you have breakfast In front of the TV?
►Do vou ever watch TV in bed? in restaurants? ►Do you watch the commercials on TV? ►Do you think you watch too much TV?
5 Vocabulary notebook Dcwhal?.Gc where". See page 52 for a new way to log and learn vocabulary.
Introduction • xiii
Lesson C Lesson C teaches a C onversation strategy and som e com m on expressions useful in conversation, followed by a
listening activity reinforcing this conversational language. (In Units 1 through 3 th e conversation strategy is in Lesson D.) The g ram m ar in this lesson is always recycled an d th u s g ram m ar th at students already know. 1.
)n C .
n
a
Conversation strategy
■ fl.i
■ teaches students techniques tor managing conversations more effectively in English ■ offers an exciting syllabus of strategies drawn frcm conversations in the Corpus, covering techniques such as starting and ending conversations, reacting to news and information, taking time to think repeating ideas, keeping conversations going, being polite and not “too direct,” and much more
A Can you complete the second question? A What do you do after work? Do yo u ______ B Welf. I usually go shopping and then go home.
Now listen. What does Lori do after class?
A f or 4 etfer y jagu
This section provides a four-step presentation and practice where students: First, think about the conceot. Then listen and understand a conversation. Next, notice the strategy and find more examples. Finally, use the strategy in interactive and personalized practice. N o ti c e how Adem asks questions in two wayc His questions ere clear and not too direct Find examples in the conversation
H Pf m
A Self-study Audio CD/CD-ROM allows students to:
B Match the first question to a good second qupvion
• listen to and practice the Lesson C conversation
1. 2. 3. 4. 5. 6.
• listen to a continuation of the conversation, whicn provides the basis for the Self-study listening tasks at the back of each Student’s Book
What do you do after class? C How do you get home?____ Do you ever feel tired after class? Do you work in the evening?____ How often do you go shopping? What do you do for lunch?____
a. b c. d e. f.
I mean, do you eat out? Do you go shopping a lot? Do you go out for coffee? I mean, do you usually need a break? Do you take the subway or the bus? I mean, do you have a part-time job?
C Pair work Ask and answer the pairs of quest ions. Give your own answers. 'What do you do after class? Do you go out tor coffee?'
"Well, f usually
.”
2 Strategy plus I mean
Strategy plus ■ teaches conversation management expressions such as I mean, Well, and Anyway, all chosen for their relevance and frequency
You cer. use I m e a n to repeal youi ideas or to tay more about something
Wter- to you go? Im mi, to you go somewturt Hot?
t is oneof th« top *5expressions
■ extends and reinforces the Conversation strategy A Compleie the questions or answers with Compare with a partner. Do you have any of the 1. A Do you ever go out after class? B Well, not very often. I mean. I usually gc 2.
A How do you Dike the restaurants in your neighborhood? B They're not bad. I mean, they're ___ . . . _______
3. A Are you busy In the evening? I mean, do you _ B Well, I take a lot of classes. 4. A What do you do m youir free lime? B Well. I don't have a lot of free time. J mean _ B Pair work Ask and answer the questions. Give your own answers
Listening and speaking
3 Listening and speaking What do (hei say next?
■ covers these important, complementary skills in the same section
A ■ # Listen to the beginning of three conversations How do you think each conversation continues? Circle a or t. Conversation t a . wha* are your hobbies9 t where do you work?
■ presents conversations and extracts all based on real-life language ■ includes a new type of task that mirrors real communication by teaching students to read with interest and respond in ways that keep a conversation going tasks include “listen and choose a good response,” “listen and predict,” and “listen and decde if you agree”
J
B
Conversation 2 a Jake French, too b She food ts good
C Add a second question to each question below. Then choose o a conversation with a partner. I. How often do you play sports? I mean, do you play
__
2 W hrre do you usually have dinner? I mear., do you eali_____ 3.
What do you do on the weekends? 1mean, do you
4 Free talk Play a boardgame.
3
do you watch 7Y> do you live around here?
Nov listen to the compl* te conversations. Check your an>
See Free talk 5 for more speaking practice.
xiv • Introduction
Cm vm ation
l h
Lesson C Lesson D, after th e first th ree units, focuses on reading and w riting skills while providing additional listening
and speaking activities.
Reading
1 Reading *
■ provides comprehensive readmg-skills development, including prereading, “as you read." and post'eading tasks in every lesson
A Check [■/) the statements you agree with, Compare with a partner. Can you add more ideas? The Internet Is a 91ea t •dace xt
.
I G make new friends and "chat." O find information. * IC spend your tree time. C practice your Engltsfv 1 j listen to musk
■ offers high-interest texts, adapted fron newspapers, magazines, books, and the Internet which recycle and consolidate lanai age and provide interesting content for discussion
B Read the article. Do you know any Internet “addicts"?
MEWMAM I M T C I I 9 1 m: R
E T
A D D IC T ?
So, you love the Internet It's a great place to find information or go shopping. Hit's fun, bull do you spend a tot of time online? Experts say 6% of Internet users are Internet addicts they are always online, "internet adaicts are often young people," says one expert 'and they usually have prootems with family, friends, work and school." Taxe this ouiz. If you answer yes tc all tnese questions, maybe you are an Internet add ici 1. Do you spend a lot o f time ort th* Internet? »es f l No 2. Do you think or talk about th* totem** alt f1* time? Yes No J . Are oil your friends Internet friends"2 t Yes No 4. Is th* Internet your only hobby'' T Yes No 5. Do you ever miss appointments because you are ontme? Yes P No So, what do you do 11 you think you are an addict? Go to a counse Ing service Where are they? On the internet, of course! C Answer the questions about the article Compare your answer* with a partner. 1. 2. 3. 4.
How many Internet users are "addicts’? What problems do Internet addicts have’ Where do Internet addicts go for help? What are some things Internet addicts do?
» D Pair work Take the quiz in the article. Ask and answer the questions Is your partner an Internet addict? Are you? 50
Unit 5 free time
2 Listening and speaking Using computers A Why do people use computers’ How many different ideas can you think of? “They watch DVDs They B Listen. What do Andrea and Yoshi use their computers for? Check ( / ) the boxes.
She i b C V DVDs. She plays CDs She checks her e-mai, She has I Website.
C Croup work n s n i u h
Writing ■ includes real-world writing tasks such as e-mail messages, letters, short articles, and material for Web pages ■ moves from simple sentences to paragraphs, supporting the presentation with models both in the reading text and sample studen1 writing ■ provides a systematic syllabus, including Help note panels that give practical advice on areas such as punctuation, linking ideas, and organizing information
t
He pirstices Enplkh He looks 11 digital photos Ho buy, books OJ.ine He pays b its online.
nm n
What do ynu use it for► Do you go on the Internet? What do you do online?
Do you u*e com puter, for th«> w m e th in g s How often do you send e-mail? ► Do vou ever shop online" Whes do you buy?
Tl 3 Writing A message to a Web site A Write a message to the Web site about yourselt- Complete the sentences
,0.00 _
&1»HIrene*
Are you an English student? Dr you wamt a per pal or an e-pal? Write about yourself below We’ll find yoi an e-pal in another country. Hello. My name is to an English class
Unking Ideas wltt and am11ut Mynamt sSomhat §nd I Urnin Rangtnk f taf» fngUsh and Chines* I lom mrdm. bat l don't Mkacartoons
, and I live in t go a week, in my free time. . i like
but I don't like
J B Class activity Read your classmates’ r essages Choose an e-pal and tell the class about him or her.
Introduction • x v
Vocabulary notebook Vocabulary notebook provides a page of enjoyable tasks at the end of every unit to help students organize and w rite dow n new vocabulary. It allows students to custom ize th eir ow n vocabulary learning, working in class or at hom e.
Learning tip
Do what? Go where?
■ introduces a useful technique in eveiy unit for acquiring new vocabulary
Leamng tip Verbs Write down verbs and the words you car?
■ covers writing whole expressions or collocations grouping vocabulary in different ways, using charts, mind maps, and pictures, and other techniques 1 Which words and expressions in Che box go wiih che verbs below? Complete the chart. breakfast a class
the laundry dinner
homework computer games
lessons meals
/ music on a team
snacks soccer
Task 1 practices the technique in the Learning tip with a set of vocabulary taken from the unit. 2 Now think of words and expressions that go with these verbs. go
k-o« d«\sf
On your own
watch
■Task 2 allows students to use the same technique to log vocabulary they want to learn.
On your own offers fun, cmat've ways to practice vocabulary outside of class.
'
Mak- a vocabula/y "flip pad' On each page, write a verb with words you can use after It Look through ct wher you have time.
xvi • Introduction
read
' mI
Free talk and Self-study Audio CD/CD-ROM Free talk an d Self-study Audio CD/CD-ROM provide optional activities for future practice and expansion of new
language and conversation strategies.
Free talk 5
Free talk
Play a board game.
■ encourages students to use the new language in meaningful interaction with their classmates
A you go tint. OK? w l
w
Take sums
i
tossing a
A I C(MH.
| [B A W r
Heeda =
Tails -
space
spaces
Move one
Move iwo
®Move around the board A nsw thequtaflons and followthe IwtnicMons Who gets d Hiw#- <»aP
B Think*
. Hoods. /m an one space
■ presents a creative and varied range of task types, including inform,ation-gap activities, discussions, and games
A OK. Sped the teacher "s full name A It'S J-O-HN e-V-A-M-S B He It’s J-O-H Co beck to clots! A Oh, net
OK Now its your turn
S<illstuCy listening
Self-study Audio CD/CD-ROM ■ contains listening and speaking practice based on the Lesson C conversation and strategy ■ provides an extension to the conversation for further listening practice ■ allows students to role-play a speaker and record their own voices (CD -ROM only) ■ is accompanied by extra activities, scripts, and answer keys in tl le back of the Student s Book
script* ,'ik* unswtr key* Unit 4
So, how do you like U g u n i Beech Oh, it'•great. 1 live right near the beach. Nay Nice!. . By the way. my name l i Ray. I'm Tina. Nke to meet yov Yeah. So, do you go to the beach a lot? Yeah, on the weekends. Well. 1go every Sunday. I olay aoftb li
Htr Tina
Units A Tndt 9 Listen to the convarsDion on page 48. Adam and Lon a/e talking alttf class B Tnck 10 ListenTDltwrestnltfmrconversation Phoosettonghtanswer Ttrcto#ort
Tu*n Bmj Tinti
Ray Really? I p liy softball. too.
I. Wtut dots Lob siy abot/Fttttoy^ a. Its always m y busy b Pie foods m lybad.
3. m y .s Vam s t busy7 a. He goes ou: witb his tmnds a lot b Helm a job ami goes IDschool.
Tmti O l Do you play on a team? fi») Well, not right now. Tin45 So come and loin our team. We play at a park near hem,
2 Wnenr.Adam usually tree? a On Mondays and Thursdays, b OnTuesdeys and Wednesdays.
4 Wlw Hots Antov say ~0b. no’’ to Lori? a. He doeso\ gooutori Thursday*, b He doesn't want dinner at fabto's.
line
Ray Uh. do guys play on vourteam? Sure they <K We have, uh. ten women and five guys. Net,- lim n Interesting Wei ere have pracrlee every Saturday m orning lust come on Saturday. and see how you like It
Tint
Unit 6 You work at FsNo’s?Oh* Well. I mean, the sendee isn't res!'b id n 't lust always, urn, very busy. That’s OK. We a n really busy. la It a part-tim e job? I mean, how often do you work elhereT Weill. I work every night on the weekend::,. And sometomes on Tuesdays and Wednesdays. Huh So you don’t have a lot o f free tim e No, I don't. 1 usually Just study, go t r -classes, gc ta work. what do you do for fun? Do you f t out with friends? Yeah. Sometimes, but not very o f ter Oh thet's not good . lister,, come and have dtnne< w ith m and my friend to nigh t I mean. 1t's Thursday n ig h t so you’re
A Trocar listen to lt» conversation on page 58. Jessica and Ben are hungry B nock 12 Listen to the rest ollhe*'Miversa6on.Circtei* correct worts. t There are some restaurant al the malt near the park 2 Ben h a s! doesn’t have a tot of money today 3. Ben doesn want French food fast food today. a Beni Jessica's neighborhood k tturty mtnutes away 5 The french resiauran* is fifteen I fitly minutes away $. Jessica wants a snack before / after lunch. 7. Jessica usually eats lunch al noon / 2 30
.J
. Yeah.lam. Good I know a great restaurant It has really good food, i the service la. uh .
t
Unit 7 A Track
1 Terrible? Yov mean Fabto's? Ol.. no!
Listen to the conversation on page 70. Kater flay, and Tina are at a barbecue.
B Track 14 Listen to the rest ot the conversation Check { /) true nr fatse fcr each sentence
BfiRk
1. Flay haies the beach 7. Rity r a good swimmer 3. Ray is giving Tina swimming lessons. 4. Ray orachces swimming every day. 5. People from the sottbaHteam meat the barbecue
Units
A Track m lister to *he conversation on page 80 Sarah is talking to a dertc. B Track i t Listen to the rest of the conversation:. Circle the correct words. 1 Sarah wants to pay for the bracelet with cash a credit cant 2 The necklaces cost t7t) f t l l 3 The dertt says the necklaces / earringr am beautiful on Sarah. 4 Sarah thinks the earrings are cheap / are eipenshe A. Sarah needs doesnHneed new earrings. 6 Sarah uses!doesn't ate her credit card to pay for the teweky.
Unit 6
y « iik <7 Wall, sher- ane some restaurants ar the mal near hers Btn An? they cheap? Uh, 1 don’s have a lot o l money w ith me, sc Jaulai You know, they're, like, fas food places Ben Hmm I don's really want fast food today. Uh, what about my neighborhood? There are some cheap restaurenQs there J ta k * Bui uh. your neighborhood Is 30 minutes from here by bus And I'm resilly hungry. It's 2-30, you know. Brn Righs. So, how about, urn . Oh, I know' There’s a little French resiauranr near here It's goodand It's not expensive /ran'r# OK So le is go there. It It far? Bm It’s about BS minutes from herr fnsku Fifteen minutes. Weill. 0» But lei’s get a snack flrse Look There's a supermarket Tight over there Bttn OK. Boy. you a rt hungry / w i n Wall. I usually hav v lunch at noon.
BHchw
1M M 1 True Z True a. M m 4 f u n M iu e Units i i 2a 3b 4b iM ta » NThsmal 2 doesn't have3 last food s. fifteen 6. before ? noon
I 4. Ban's
Introduction • xvii
Fab
Corpus frequency
The top 500 spoken words
This is a list of the top 500 w ords in spoken N orth A m erican English It is based on a sam ple of foui and a half m illion w ords of conversation from the Cam bridge International Corpus. The m ost frequent word, I, at th e top of the list. 1 I
41 w ith
81 th ey ’re
2 and
42 he 43 one 44 are 45 this
82 kind
3 4 5 6
the you uh to
7 a 8 th at
46 there 47 I’m 48 all
here from did som ething
87 too 88 m ore 89 very 90 w ant 91 little 92 been
9 it 10 of 11 yeah 12 know
49 50 51 52
13 in
53 at
93 things
14 like
54 out
94 an
15 they 16 have
55 had 56 then 57 because
95 you’re 96 said 97 there s
19 but
58 go 59 up
98 I’ve 99 m uch
20 is
60 she
100 w here
21 it’s 22 we 23 h uh 24 just
61 w hen 62 them 63 can
101 two 102 th in g 103 her 104 didn t
25 oh
64 would 65 as
26 do
66 me
106 say
17 so 18 was
if
83 84 85 86
no get about
105 other
67 m ean
107 back
29 well 30 for 31 w hat
68 som e 69 good 70 got 71 OK
108 109 110 111
32 on
72 people
112 yes
33
73 now 74 going 75 were 76 lot
113 way 114 has 115 dow n 116 we re
77 your
117 any
78 tim e
118 h e’s
79 see 80 how
119 work
27 don't 28 th a t’s
th in k
34 right 35 not 36 um 37 or 38 my 39 be 40
really
xviii • Introduction
could their our guess
120 take
121 even
167 anything
213 tw enty
122 those
168 kids 169 first
214 after
123 over 124 probably 125 him 126 who 127 put 128 years 129 sure 130 can t 131 pretty 132 gonna
170 does 171 need 172 us 173 should 174 talking 175 176 177 178
last thought doesn’t different
215 216 217 218
ever find care better
219 hard 220 haven't 221 trying 222 give 223 I’d 224 problem
179 m oney
225 else
180 long
226 rem em ber
181 used 182 getting 183 sam e 184 four 185 every
227 m ight 228 again 229 pay 230 try 231 place
140 th a n
186 new
232 p art
141 year
187 everything
142 th ree 143 which 144 hom e 145 Will
188 m any 189 before 190 though 191 m ost
233 let 234 keep 235 children
146 nice
192 tell
238 six
147 never 148 only
193 194 195 196
239 240 241 242
fam ily wasn t talk
197 use
243
hundred
198 through
244
night
153 I’ll 154 m aybe 155 real 156 why 157 big
199 feel 200 course 201 w h a t’s 2.02 old 203 done
245 call 246 saying 247 dollars 248 live 249 away
158 actually
204
159 she s 160 day 161 five
205 great 206 bad 207 w e’ve 208 another
133 stuff 134 come 135 136 137 138 139
these by into went m ake
149 his 150 doing 151 cause 152 off
162 always 163 school 164 look 165 still 166 around
209
being bit house also
sort
car
236 anyway 237 cam e
m ade
250 either 251 read 252 having 253 far 254 w atch 255 week
210 true 211 whole
256
21? w hatever
258
m hm
257 quite enough
259
next
260 couple 261 ow n 262 w ouldn’t 263 ten 264 interesting 265 am 266 som etim es 267 bye 268 seem s 269 heard 270 goes 271 called 272
point
351
stay
305 looking 306 som eone
352 m om
307 com ing 308 eight 309 love 310 everybody
353 sounds 354 change 355 un d erstan d 356 such
311 able 312 w e’ll
357 gone system com es th an k show th o u san d
313 life 314 m ay 315 both 316 type
358 359 360 361 362
317 end
363 left
318 least 319 told 320 saw 321 college
364 friends
322 ones
365 class 366 already 367 eat 368 sm all
277 seen
323 alm ost
369 boy
278 w anted
324 since
370 paper
279 isn't 280 start 281 high 282 som ebody
325 days 326 co uldn’t
371 world
283 let’s 284 tim es
god 330 country
375
285 guy 286 area 287 fun
377 w o n t 378 m ovie 379 cool
288 they ve
331 w ait 332 yet 333 believe 334 th inking
289 you’ve
335 funny
380 news 381 num ber
290 started
336 state
382
m an
337 until 338 husband
383 384 385 386
basically
273 ago 274 while 275 fact 276 once
291 292 293 294 295
job says play usually wow
296 exactly 297 took 298 few 299 child 300 th irty 301 huy 302
person
303 working 304 half
x x • Introduction
327 gets 328 guys 329
339 idea 340 nam e 341 seven 342 together 343 each 344 hear 345 help 346 nothing
372 best 373 w ater 374 m yself ru n
376 they'll
nine enjoy bought 387 w hether
388 especially 389 taking 390 sit 391 book 392 fifty
347 parents
393 m onths
348
394 w om en
room
349 today
395 m onth
350
396 found
m akes
397 side
432 hour
467 percent
398 food
433
deal
468 h and
399 looks 400 sum m er
434 435 436 437
m ine reason credit dog
469 gosh
401 hm m 402 fine
470 top 471 cut 472 com puter
405 agree 406 m other 407 problem s 408 city
439 tu rn 440 m aking 441 A m erican 442 weeks 443 certain
473 tried 474 gotten 475 m ind 476 business 477 anybody 478 takes
409 second
444 less
479 a re n â&#x20AC;&#x2122;t
410 definitely
445 446 447 448 449
403 404
hey student
411 spend 412 happened 413 hours 414 w ar 415 m atter
438 group
m ust
dad during lived forty 450 air governm ent
416 supposed
451
417 worked 418 com pany
452 eighty 453 w onderful 454 seem
419 friend 420 set 421 m inutes 422
m orning
455 w rong 456 young 457 places 458 girl
480 481 482 483 484
question rather twelve phone program
485 w ithout 486 m oved 487 gave 488 yep 489 case 490 looked 491
certainly
492 talked
423 betw een 424 m usic 425 close 426 leave
459 happen 460 sorry 461 living
493 beautiful 494 card 495 walk 496 m arried
427 wife
462 drive
497 anym ore
428 knew
463 outside 464 bring
499 m iddle
465
500 tax
429 pick 430 im portant 431
ask
easy
498 youâ&#x20AC;&#x2122;ll
466 stop
Introduction â&#x20AC;˘ xxi
Authors’ acknowledgments Touchstone has benefited from extensive development research. The authors and publishers would like to extend their particular thanks to the following reviewers, consultants, and piloters for their valuable insights and suggestions. Reviewers und consultants: Thomas Job Lane and Marilia de M. Zanella from Associa^ao Alumni, Sao Paulo Brazil; Simon Banha from Phil Young’s English School Curitiba Brazil; Katy Cox frum CasaThomas Jefferson Brasilia. Brazil; Rodrigo Santana from CCBEU, Goiania, Brazil; Cristina Asperti, Nancy H. Lake, and Airton Pretini Junior from CEL LEP Sao Paulc, Brazil; Sonia Cury from Centro Britanico, Sao Paulo, Brazil Daniela Alves Meyer from IBEU Rio de Janeiro, Brazil; Ayeska Farias from Mai English Belo Horizonte Brazil; Solange Cassiolato rrom ETC, Sao Paulo, Brazil; Fernando Prestes Maia from Polidiomas. Sao Paulo. Brazil; Chris Ritchie and Debora Schisler from Seven Idiomas Sao Paulo, Brazil: Maria Teresa Maiztegui and Joacyr de Oliveira from Uniao Cultural EEUU Sao Paulo. Brazil: SakaeO noda from Chiba University of Commerce Ichikawa Japan. James Boyd and Ann Conlon from ECC Foreign Language Institute Osaka. Japan: Catherine Chamier from ELEC, Tokyo, Japan; Janaka Williams. Japan; David Aline from Kanagawa University. Yokohama, Japan Bi ian Long from Kyoto University of Foreign Studies. Kyoto, Japan Alistair Home and Brian Q uinn fiom Kyushu University, Fukuoka Japan Rafael Dovale from Matsushita Electric Industrial Co., Ltd.. Osaka, Japan Bill Acton, M ichael Iierrim an, Bruce Monk, and Alan Thomson from Nagoya University o f Commerce, Nisshin Japan Alan Bessette from Poole Gakuin University Osaka, Japan Brian Collins from Sundai Foreign Language Institute, Tokyo College of Music, Tokyo, Japan: Todd Odgers from The Tokyo Center for Language and Culture, Tokyo, Japan; Jion Hanagata from Tokyo Foreign Language College, Tokyo. Japan; Peter Collins and Charlene Mills from Tokai University. Hiratsuka. Japan; David Stewart from Tokyo Institute of Technology, Tokyo, Japan; Alberto Peto Villalobos from Cenlex Santo Tomds, Mexico City, Mexico; Diana Jones and Carlos Lizai raga from Instituto Angloamericano Mexico City, Mexico Raul Mar and Maria Teresa Monroy from Universidad de Cuautitl£n (zcalli. Mexico City. Mexico JoAnn Miller from Universidad del Valle de Mexico. Mexico City. Mexico: Orlando C arranza from 1CPNA, Peru; Sister Melanie Bair and Jihyeon Jeon from The Catholic University of Korea, Seoul South Korea; Peter E. Nelson from Chung-Ang University. Seoul. South Korea; Joseph Schouweiler from Dongguk University. Seoul, South Korea: Michael Brazil and Sean Witty from Gwangwoon University, Seoul. South Korea; Kelly M artin and L any Michienzi from Hankook FLS University, Seoul, South Korea; Scott Duerstock and Jane Miller from Konkuk University Seoul, South Korea; Athena Pichay from Korea University Seoul South Korea; Lane Darnell Bahl, Susan Caesar, and Aaron Hughes from Korea University Seoul. South Korea; Fai zana Hyland and Stephen van Vlark from Sookmyung Women’s University, Seoul, South Korea Hae Young Kim, Terry Nelson, and Ron Schafnck from Sungkvunkwan University, Seoul, South Korea; Mary Chen and Michelle S. M. Fan from Chinese Cultural University, Taipei, Taiwan; Joseph Sorell from Christ’s College Taipei, Taiwan; Dan Aldridge and Btian Kleinsmith from ELSI, Taipei, Taiwan; Ching-Shyang Anna Chien and Duen-Yeh Charles Chang from Hsin Wu Institute of Technology Taipei, Taiwan Timothy Hogan. Andrew Rooney and Dawn Young from Language Training and Testing Center Taipei, Taiwan: len Mei Hsu and Yu-hwei Eunice Shih from National Taiwan Normal University, Taipei, Taiwan- Roma Stai czewska and Su-Wei Wang from PQ3R Taipei Language and Computer Center, Taipei, Taiwan; Elaine Parris from Shih Chien University Taipei. Taiwan; Jennifer Castello from Canada College, Redwood City California. USA: Dennis Johnson, Gregory Keech, and Penny Larson from City <iollege of San Francisco - Institute for International Students San Francisco, California, USA, Uitra Henry from College of Lake County, Gray s Lake. Illinois, USA. Madeleine Murphy from College of San Mateo. San Mateo. California. USA; Ben Yoder from Harper College. Palatine. Illinois, USA; Christine Aguila. John Lanier. Armando Mata, and Ellen ^ellergren from Lakeview Learning Center Chicago, Illinois, USA; Ellen Gomez from Laney College Oakland. California USA; Brian White from Northeastern Illinois University. Chicago. Illinois, USA; Randi Reppenfrom Northern Arizona University, Flagstaff, Arizona, USA. Janine Gluud from
xxii • Introduction
San Francisco State University- College of Extended Learning San Francisco, California, USA Peg Sarosy from San Francisco State University-American Language Institute. San Francisco. California, USA; David Mitchell from UC Berkley Extension, El P - English Language Program, San Francisco, California, USA; Eileen Censotti, Kim Knutson, Dave Onufrock, M arnie Ramker and Jerry Stanfield from University of Illinois at Chicago -Tutorium in Intensive English Chicago. Illinois, USA; Johnnie Johnson Hafernik from University of San Francisco, ESL Program, San Francisco, California, USA; Judy Friedman from New York Institute of Technology, New York, New York, USA; Sheila Hacknerfrom St. John's University New York New York, USA; Joan Les.kin from William Paterson University, Wavne New Jersey, USA Linda Pelc from LaGuardia Community College Long Island City. New York. USA; Tamara Plotnick from Pace University. New York. USA- Lenore Rosenbluth from Montclair State University M ontclan, New Jersey, USA: Suzanne Seidel from Nassau Community College Garden City, New York, USA Debbie Un from New York University New School, and LaGuardia Community College New York, New York, USA; Cynthia Wiseman from Hunter College New York. New York, USA; Aaron Lawson from Cornell University, Ithaca, New York, USA, for his help in corpus research; Belkis Yanes from CTC Belo Monte Caracas, Venezuela;Victoria Garcia from English World Caracas, Venezuela, Kevin Bandy from LT Language Teaching Services Caracas, Venezuela; Ivonne Quintero from PDVSA Caracas Venezuela Piloters: D aniela Jorge from ELFE Idiomas Sac Paulo, Brazil; Eloisa M archesi Oliveira from ETE Professor Camargo Aranha, Sao Paulo, Brazil; M arilena W anderley Pessoa from IBEU. Rio do Janeiro, Brazil; M arcia Lotaif from LTC Sao Paulc, Brazil; Mirlei Valer.zi from USP English on Campus, Sao Paulo, B razil; Jelena Johanovic from YEP International. Sao Paulo Brazil; James Steinm an from Osaka International College for Women Moriguchi, Japan; Brad Visgatis from Osaka International University foi Women Moriguchi, Japan W illiam Figoni from Osaka Institute of Technology Osaka, Japan Terry O’Brien from Otani Women's University, Tondabavashi, Japan; Gregory Kennerly from YMCA Language Center piloted at Hankyu SHS. Osaka. Japan Daniel Alejandro Ramos and Salvador Enriquez C astaneda from Instituto Cultural Mexicano Norteamericano de Jalisco G uadalajara, Mexico; Patricia Robinson and Me.ida Valdes from Universidad de Guadalajara G uadalajara. Mexico. We would also like to th an k th e people who arranged recordings; Debbie Berktold, Bobbie Gore Bill Kohler, Aaron Lawson, Terri Mass! n, Traci Suiter, Bryan Swan, and the many people who agreed to be recorded The authors would like tc thank the editorial an c production team Sue Aldcorn. Eleanor K Barnes Janet Battiste, Sylvia P. Bloch, David Bohlke, Karen Brock, Carol-June Cassidy, Jeff Chen Sylvia Dare, Karen Davy, D eborah Goldblatt, Paul Heacock, Louisa Hellegers, Cindee Howard, Lisa Hutchins, Eliza Jensen Lesley Koustaff, H eather McCarron, Lise R. Mmovitz, D .ana Nam Kathy Niemczyk, Bill Paulk Sandra Pike. Bill Preston Janet Raskin Mary Sandre, Tamar Savii. Shelagh Speers. KayoTaguchi. Mary Vaughn. Jennifer Wilkin, and all the design and production team at Adventure House. And these Cambridge University Press staff and advisors Yumiko Akeba, Jim Anderson. Kanako Aoki. Maty Louise Baez, Carlos Barbisan. Alexandre Canizares, Cruz Castro. Kathleen Corley, Kate Cory-Wright Riitta da Costa, Peter Dav ison, Flizabeth Fuzikava, Steven Golden, Yuri Hara, Catherine Higham Gareth Knight. Joao Madureira, Andy M artin. Alejandro M artinez. Nigel McQuittv, C arine Mitchell. Made G’Neil, Rebecca Ou. Antonio Puente, Colin Reublinger. Andrew Rob: nson. Dan Schulte Kum ko Sekmka, C atherine Shih, Howard Siegelman, Ivan Sorrentino, Ian Sutherland, Alcione Tavares, Koen Van Landeghem, Sergio Varela, and Ellen Zlotnick. In addition, the authors would like to thank Cohn H a y e s and l e r e m v Mvnott for making the project possible in ihe first place. Most of all. very special thanks are due to Mary Vaughn tor her dedication, support, and professionalism Helen Sandiford would like to thank her family and especially her husband, Bryan Swan, for his support and love.
Touchstone Level 1 Scope and sequence Unit 1 All about you paces 1 10
" J 1
Unit 2 In class paces 11 20
Unit 3 Favorite neoole n-, ™ pages 21-30
Functions / Topics
Grammar
Vocabulary
■ Say hel'o and
■ The verb be with 1 you, and we in statements. yes-no questions, and short answers ■ Questions with What’s . . . ? and answers with It's
■ Expressions to say hello and good-bye ■ Numbers 0—10 ■ Personal information ■ Everyday exDressions
■ Ask and say where people are ■ Name persona1items an^ classr°om objects ■ Ask and say where things are in a room ■ Make requests ■ Give classroom instructions ■ Apologize
. The verb be with he, she, and they in statements, yes-no questions, and short answers ■ Alicles a. an, and the ■ This and these ■ Noun plurals ■ Questions with Where . . ? ■ Possessives’s and s'
■ Personal items ■ Classroom objects ■ Prepositions and expressions of location
■ Ask for help in class ■ Respond to Thank you and i’m sorry
■ Noun plural endings
■ Talk about favorite celebrities ■ Describe people s personalit.es ' Ta,k about friends and tami|y
■ Possessive adject'ves ■ The verb be in statements, yes-no questions, and short answers (summary) ■ Information questions with be
■ Types of celebrities ■ Basic adjectives ■ Adjectives to describe personality ■ Family members ■ Numbers 10-101
■ Show interest by repeating information and asking questions ■ Use Ready? to show interest or surprse
■ Isne Is she
good-bye ■ Introduce yourself " Exchange personal information (names, phone numbers, and e-mail addresses) ■ Spell names ■ Thank people
Touchstone
Unit 4 Everyday life pages 33 42
Unit 5 Free time pages 43 52
checkpoint Units 1-3
Conversation strategies
Pronunciation
■ Ask How about you?
■ Letters
• Use everyday expressions like Yeah and Thanks
and numbers
■ E-mail add'esses
?or .?
pages 31-32
■ Describe a typical morning in your home ■ Discuss weekly routines ' Get to know someone ■ Talk about lifestyles
■ Simple present statements, yes-no questions, and short answers
■ Verbs for everyday activities ■ Days of the week ■ Time expressions foi routines
■ Say more than yes or no wnen you answe' a question ■ Start aoswe's with Well if you need time to tnmk, o- if the answe' isn’t a simple yes or no
■ -s endmgs of verbs
■ Discuss free-time activities ■ Talk about TV shows you like and don’t like ■ Talk about! V viewing habits
■ Simple present information questions ■ Frequency adverbs
■ Types of TV shows ■ Free-time activities ■ Time expressions for frequency ■ Expressions for likes and dislikes
■ Ask questions in two ways to be clear and not too direct ■ Use / mean to repeat your ideas or to say more
■ Do you
■ There's and There are ■ Quantifiers ■ Adjectives before nouns ■ Telling time ■ Suggestions with Let’s
■ Neighborhood places ■ Basic adjectives ■ Expressions for telling the time
■ Use Me too or Me neither to snow you have something in common with someone ■ Respond with Right or 1know to agree with someone, or to show you are listening
■ Word stress
Unit 6
■ Describe a neighborhood Neighborhoods ■ Ask for and tell the time pages 53 62 m ffake suggestions ■ Discuss advertising
Touchstone checkpoint Units 4-6
x x iv • Introduction
pages 63-64
?
Scope and sequence
Listening
Reading
Writing
Vocabulary notebook
Free talk
- Recognize responses to hello and good-bye Memberships - Listen for personal ■nformation, and complete application forms
- Different types of identification cards and documents
■ Complete an application
Meetings and greetings - Write new expressions with their responses
Meet a celebrity. - Class activity Introduce you-self and complete name cards for three “celebrities’
Who’s absent? - Listen to a classroom conversation and say w here students are Following instructions - Recognize classroom instructions
- Classroom conversations
- Write questions about locations
My things - Link things with places
What do you remember? - Pair work: How much can you each remember about a picture0
Fr-ends - Listen to three people’s descnDtions of their friends, and fill in the missing words
- A family tree
- Write questions about people
All in the family - Make a family tree
Talk about your favorite people • Pair work: Score points foeach thing you say abcut your favorite people
Touchstone checkpoint Units 1-3
pages 31-32
What’s the question? - Listen to answers and >nfer the questions Teen habits - Listen for information in a conversation and complete a chart about a teenager s habits
In the lifetime of an average American. . . - A magazine article describing how much time people spend on daily activities over a lifetime
- Write an e-mail message about a classmate - Use capital letters and periods
Verbs. verbs, verbs - Draw and label simple pictures ol new vocabulary
Interesting facts - Class survey Ask questions to compare you c assmates with the average New Yorker
What do they say next? - L'sten to conversations and predict what people say next Using computers - Listen for the ways two people use their computers
Are you an Internet addict? ■ A magazine article and questionnaire about Internet use
- Write a message to a Web site about yourself - Link ideas with and and but
Do what? Go where? - Write verbs with the words you use after them
Play a board game - Pair work: Do the activities and see who gets from class io Hawaii first
What’s on this weekend? - Listen to a radio broadcast for the times and places of events City living - Listen for topics in a conversation, and then react to statements
Classifieds - A variety of classified ads from a local newspaper
- Write an ad for a bulletin board - Use prepositions for time and place: between, through, at on, for, and from. . . t o . . .
A time and a place.. . - L ink times of the day with activities
Find the differences. - Pai'work: Lst all the deferences you find between two neighborhoods
Touchstone checkpoint Units 4-6
pages 63-64
Introduction • x x v
Grammar
Vocabulary
Conversation strategies
Pronunciation
- Present continuous statements, yes-no questions, short answers, and information questions ■ Imperatives
■ Seasons - Weather ■ Sports and exercise with play, do, and go ■ Common responses to good arid bad news
■ AskfoHow-up questions to keep a conversation going ■ React with expressions I'ke That’s great! and That's too bad.
■ Stress and intonation in questions
■ Talk about clothes ■ Ask for and give prices ■ Shop for gifts - Discuss shopping habits
■ Like to, want to, need to, and have to ■ Questions with Wow much . . ? ■ This, these; that, those
- Clothing and accessories ■ Jewelry - Colors ■ Shopping expressions ■ Prices ■ “Time to think” expressions ■ “Conversation sounds”
■ Take time to think using Uh, Um, Well, Let’s see, and Let me think ■ Use “sounds’ like Uh-huh to show you are listening, and Oh to show your feelings
* Want to and have to
■ Give sightseeing information ■ Talk about countries you want to travel to ■ Discuss international foods, places, and people
■ Can and can't
■ Sightseeing activities - Countries ■ Regions ■ Languages ■ Nationalities
■ Explain words using a kind of, kind of like, and like ■ Use tike to give examples
■ Can and can't
Functions / Topics Unit 7
■ Describe the weather - Leave phone messages Out and about ■ Talk about sports and exercise pages 65-74 ■ Say how your week is going ■ Give exercise advice
Unit 8 Shopping pages 75-84
Unit 9 A wide world pages 85-94
Touchstone checkpoint Units 7- 9 Unit 10 Busy lives pages 97 106
■ Ask for and give information about the recent past - Describe the past week ■ Talk about how you remember things
Unit 11
- Describe expei iences such as your first day of school or work Looking back pages 107-116 ■ TalK about a vacation - Tell a funny story
Unit 12
■ Talk about food hkes and dislikes and eating habits Fabulous food ■ Make requests and offers pages 117-126 ■ Invite someone to a meal ■ Make recommendations
- Simple past statements, yes-no questions, and short answers
■ Simple past irregular verbs ■ Time expressions for the past ■ Fixed expressions
■ Respond with ■ -ed endings expressions like Good luck; You poor thing, etc. ■ Use You did? to show that you are interested or surprised, or thal you are listening
■ Simple past of be in statements, yes-no questions, and short answers ■ Simple past information questions
■ Adjectives to describe feelings ■ Express ons with go and get
- Show interest by answering a question ana then asking a similar one ■ Use Anyway to change the topic or end a conve-sation
■ Stress and intonation in questions and answers
■ Countable and uncountable nouns ■ How much. . ? and How many. . . ? ■ Would you'ike (to) 9 and I d like (to) . . . ■ Some and any ■ A lot of, much, and many
■ Foods and food groups ■ Expressions for eating habits ■ Adjectives to describe restaurants
■ Use or something and or anything to make a general statement ■ End yes-no questions w;th or. .? to be less direct
■ Would you . . 9
Touchstone checkpoint Units 10-12
xxvi • Introduction
pages 95-96
pages 127-128
Scope and sequence
Listening
Reading
Writing
Vocabulary notebook
Free talk
How s your week going? ■ Listen to people talk about their week, and react appropriately Do you enjoy it? ■ Listen to conversations and identify what type of exercise each person does and why he or she enjoys it
Don't wait-just walk! ■ An article about the benefits of walking for exercise
■ Write a shorl article giv.ng advice about exercise ■ Use imperatives to give advice
Who’s doing what? ■ Write new words in true sentences
What's hot? Wnat’s not? ■ Group wo-k: Discuss questions about current “hot” topics
I ’ll take it. ■ Listen to conversations in a store, and write the prices of items and which items people buy Favorite places to shop ■ Listen to someone talk about shopping, and identify shopping preferences and habits
Shopping around the world ■ An article about famous shopping spots around the world
- Write a recommendation for a shopper’s guide ■ Link ideas with because to give reasons
Nice outfit! ■ Label pictures with new vocabulary
How do you like to dress ? ■ Class activity: Survey classmates about the things they like to wear
National dishes ■ Listen to a person talking about international foods, and identify the foods she likes What language ,s it from? ■ Listen to a conversation, and identify the orgin and meaning of words
The travel guide ■ A page from a travel Web site with information, pictures, and travel advice
■ Write a paragraph for a Web page for tourists ■ Use commas in lists
People and nations ■ Group new vocabulary in two ways
Where in the world . ? ■ Pair work: Name aifferent countries or cities where you can do interesting things
Touchstone checkpoint Units 7-9
pages 95-96
What a week! ■ Listen to people describe their week, and choose a response Don’t forget! ■ Listen for how people remember things, and identify the methods they use
Ashley 's journal ■ A week in Ashley’s life from her personal journal
■ Write a personal journal ■ Order events with before, after when. and then
Ways with verbs ■ Write down information about new verbs
Yesterday , ■ Pair work. Use the clues in a picture to “remember” what you aid yesterday
Weekend fun ■Listen to a conversation about last weekend, and identify main topics and details Funny stories ■Listen to two stories, identify the details, and then predict the endings
Letters from our readers ■ A letter telling a funny story about a reader’s true experience
■ Complete a funny story ■ Use punctuation to show direct quotations or speech
Past experiences ■ Use a time chart tc log new vocabulary
Guess where 1 went on vacation. ■ Group work: Ask and answer questions to guess where each person went on vacation
Lunchtime ■ Listen to people talking about lunch, and identify what they want; then react to statements Do you recommend it? ■ Listen to someone tell a friend about a restaurant, and identify important details about it
Restaurant guide ■ Restaurant descriptions and recommendations
■ Write a restaurant review ■ Use adjectives tc describe restaurants
1love tc ea:' ■ Group vocabulary by things you like and don’t like
Do you live to eat or eat to live? ■ Class activity: Survey classmates to tind out about their eating habits
Touchstone checkpoint Units 10-12
pages 127-128 Introduction • xxvii
Useful language for... Working with a partner
Getting help._________ What’s the word for
____________ ”
V
_
J
No. Just a minute.
tl
You go first.
i
How do you spell
I’m ready. Are you ready?
in English? fh?
OK. I ’ll go first. What do you have for number 1?
What does “
”
mean?
I have. . .
j
Do you want to be A or B? I ’l l be A. You can be B.
I ’m sorry. Can you repeat that, please? ^-
Let’s do the activity again.
Can you say that again, please?
OK. Let’s change roles s -
That’s it. We’re finished. Can you explain the activity again, please? 1 ------------------------------------------------------------------------------------------------------
i
What do we do next? -
Can I read your paragraph? Sure. Here you go
xxvi ii • Introduction
Ideas on how to check answers It is im p o rtan t to give students an o p p o rtu n ity to check th eir work after they com plete an exercise. Checking their work gives students the opportunity to learn from their mistakes, which helps them becom e independent learners and at the sam e tim e gives them a sense of their own progress. There are m any ways to check answ ers. A variety of ideas are presented below.
General suggestions ■ To keep classes interesting, vary the way answ ers are checked. It is best to prevent the sam e students from always responding, and to avoid p u ttm g on th e spot students who c an n o t com e up w ith th e answ er im m ediately. To do this, have students raise th eir h ands if they know th e answer, encouraging as m any as possible to raise th eir hands. W hen a reasonable num ber of students have th eir h an d s raised, call on one. ■ If there is m ore th a n one possible answer, ask if other students have different answ ers. If th ere are students who always know th e answ ers, keep them challenged by having them lead th e answ er-checking activities. If students give incorrect answ ers, give h in ts or clues to help them . Alternatively, ask other students in th e class to provide the correct answer. Avoid sim ply giving the students th e answer. Instead, gradually give them increasingly specific h ints until they figure it out by them selves. This will leave them w ith a sense of accom plishm ent.
Checking answers in pairs ■ Students in each p air take tu rn s reading th eir answ ers aloud and checking one a n o th e r’s answers. A student then reads his or her answ ers aloud, an d th e class checks their answers. ■ Students in each pair exchange books an d check one another's answ ers. W hen done, the students retu rn th e books and look over th e suggested corrections. A student then w rites his or her answ ers on th e board, you check them , and th en th e students check their answers.
Checking answers in groups - for large classes ■ A student in each group reads his or her answ ers aloud while other group m em bers check th eir answ ers. If there are any discrepancies, the group collectively decides on the correct answer. A student from one group th en reads his or her group's answ ers aloud, and the other groups check their answ ers.
Checking answers as a whole class ■ Read th e answ ers aloud or w rite them on th e board. Have students check th eir ow n work ■ A few students go to the board and w rite th eir answers. O ther students go to th e board and correct any m istakes. ■ Students double-check th eir own work. D irect th eir attention to any relevant m aterial in th e S tudent’s Book to help them , for exam ple, the g ram m ar charts. W hen students finish, go over the answ ers using any of the ideas presented above. Ask students to w rite dow n the m istakes they m ade on a piece of paper. Collect th e papers, note th e com m on m istakes, and review the appropriate language item s in an o th er class. No m atter w hat technique is used to check answ ers, it is always useful to note com m on problem s or recurring m istakes. Reteach or review these w ith th e whole class. This way students will rem ain interested in the class, will not move to a new language item before un d erstan d in g th e previous ones, and will feel successful in their language learning.
Introduction
x x ix
Unit
Language notes Lesson A Hello and good-bye Vocabulary
Hello and Good-bye
Standard greeting
Saying hello
H o w a re yo u ? is becom ing a fixed greeting (like Hello) th at doesn t require a real answ er. Typical inform al replies are Good or N ot bad Fine is a m ore n eu tral rep!y.
■ Hello is suitable for all situations, including form al situations. People often say Hello to answ er the phone.
Introductions
(See S tu d en t’s Book pp 1-3.)
■ Hi is m ore suitable for inform al situations. ■ Good m orning / Good afternoon / Good evening m ean Hello (not Good-bye). T hese expressions a re com m on in form al situations such as stores, workplaces, and classroom s. ■ M orning is som etim es used alone, w ithout good, in inform al situations Saying good-bye ■ Bye is for general use. and Bye-bye is for friends and family.
Nice to m eet you is often said w hen people are m eeting for th e first tim e. T he response is usually Nice to meet you (w ithout too). Nice m eetingyou is said only at th e end of a conversation.
Corpus information
Hello and Good-bye
■ Hi is said about four tim es m ore often th an Hello ■ Bye and Bye-bye are sixteen tim es m ore frequent th a n th e m ore form al Good-bye.
■ Have a good / nice d a y / weekend are often said w hen saying good-bye. Typical replies are Thanks or Thank you You too. ■ Good night m ean s Good-bye It is typically said at the end of the w orkday to co-workers or before som eone goes to bed.
Lesson B Names Grammar
The verb be I you. and we
fSee Student ’s Book p. 5.) The ch art in the lesson introduces th e subject pronouns I, you, an d we an d th e form s of the verb be th a t go w ith them
Form ■ Statem ents p ro n o u n + be I m Jenny. ■ Negative statem en ts pronoun + be + not We re not in the sam e class ■ Yes No q uestions be -i pionoun? Are you Amy? Note th e inverted form in questions: th e verb be com es first. ■ Short answ ers Yes + p ronoun + be / No 4 pron o u n + be + not Tes, I am . / No, 1 m not ■ Short answ ers w ith yes do not use co n tractio ns (e.g., Yes. you are.). Short answ ers w ith no use contractions (e.g.. No, y o u ’re not.).
Use ■ In statem ents, the contracted form s I'm , you re and we re are m ore com m on th a n th e full forms, so they are presented to Ss first ■ Native speakers often do not use short answ ers, but just answ er yes or no. However, short answ ers aie useful for b eginning learners of English because the use of short answ ers m akes th eir responses sound less ah rupt
Corpus information
Pronouns and contractions
■ In spoken English, th e contraction I'm is about fourteen tim es m ore com m on th a n th e full form I am You re and we re are about eight tim es m ore frequent th a n you arc and wc are ■ The top five w ords overall in th e corpus - I, and. the. you, and to - include two pronouns.
Lesson C BersonaLM orm atiom Grammar what’s . . . ? ; it’s . . .
Corpus information
(See S tu d en t’s Book p. 7.)
What’s . . . ? . It’s . . .
The c h a rt in th e lesson intro d u ces th e p ro n o u n if and th e possessive adjectives m y an d your.
Form ■ Inform ation question w ith W hat
■ W hat is the m ost frequent question word, followed, in order of frequency, by when how where, and who. ■ In questions, W h a t’s is approxim ately th re e tim es m ore frequent th a n W hat is.
W hat + be + n o u n phrase? ■ The verb is can be co n tracted after n o u n s uncluding nam es). p ronouns, an d q uestion words. For exam ple: M y name's Victor. I ’m Victor. W h a t’s your name?
■ It is the th ird m ost com m on pronoun after I and you. Telephone and phone People say phone six tim es m ore often th a n telephone an d they say phone num ber four tim es m ore often th a n telephone number.
_Lesson
concert?
Conversation strategy How about you?
Strategy plus
(See Student's Book p. 8.)
(See Student s Book p. 9.)
Pronunciation T he you in th e question How about you? is stressed
Use ■ H ow about you? is used after answ ering a question to ask th e sam e q uestion of th e o th er person. For exam ple: A Are you a student here? B Yes, I am. How about you? [= Are you a student here7] A I'm a student here, too.
■ H ow about you? can also be u sed after a statem ent to ask for sim ilar inform ation. For exam ple: A I'm new here How about you7 [= Are you new here?] B This is my first day here.
tveryoay expressions
The ch art brings together th e everyday expressions found in th is unit. iSee Language Notes for Lesson A for m ore inform ation on som e of th ese expressions
Use The expressions are grouped into tw o categories: m ore form al (e.g., Thank y o u ) and less form al (e.g.. Thanks.). More form al expressions can be used in all situations. The less form al are suitable w ith people th e speaker know s well or w hen som eone w ants to create a friendly atm osphere.
Corpus information How about you? and What about you? W hat about you? is an alternative to How about '>ou? b u t How about you? is tw ice as frequent.
■ Asking H ow about you? is one of several strategies people use to keep a conversation going. It is a sim ple way for learn ers of English to do th is b ecause they only have to ask th e one question.
Language notes •
U n it 1
All about you Teach th's unit opening page together with Lesson A in one class period. Introduce the theme of the unit Tell Ss, “In th is lesson, you learn how to give inform ation about yourself in English, like your
nam e an d phone num ber. You also learn how to say hello, good-bye, an d th a n k you. Ask Ss to give basic expressions for saying hello, goodbye, an d th a n k you in their first language or o ther languages they know. W rite the expressions in colum ns on th e board. Ask Ss if they know th e sam e expressions in Eng] ish. Add any correct answ ers u n d er the appropriate colum n.
In Unit 1, you learn how to ... ■ Unit aims Read th e u n it aim s aloud. Tell Ss to listen an d
read along.
Extra activity - class Read the th ird aim aloud again. Ask Ss to find exam ples in the un it of a telephone num ber and an e-m ail address (e.g., 216-555-7708. jgarrett@cup.org on p. 6).
Before you begin... ■ Introduce the expressions Tell Ss to look at the p ictures
on p. 1. Say. “The p ictu res show people saying hello, good -bye. an d th a n k y o u .” Ask Ss to look at th e expressions. Read th em aloud, and have Ss repeat. ■ W rite on th e board. Hello Bye. Thanks. Good night Good morning. Thank you. Hi. Good-bye. Ask, “W hich do you th in k m ean th e sam e thing? 1As Ss answ er, w rite the pairs of related expressions next to each o th er on th e board: Hello Hi.
Good-bye. Bye.
Thank you. Thanks.
■ Point to Hi, Bye, an d Thanks. Say, “We use th ese w ith our fam ily an d our friends Point to Hello. Good-bye, and Thank you. Say, We use th ese in all situations. We can use th em in class or at work
Culture note The eveiyday expressions in tro d u ced are for both form al an d inform al language. Form al situations include the classroom an d th e workplace. N orth A m ericans ten d to use inform al language in m ost situations. (For m ore inform ation, see Language Notes at the b eg in n in g of th is unit.) Note: I esson D focuses on the use of m ore form al and less form al language.
T-1 • Unit 1 • All about you
■ Point to p icture 1, and ask “W hat expression does this picture show" ’ |hello] Repeat w ith pictures 2 | th a n k you] an d 3 good-bye]. ■ Have Ss work in pairs to m atch th e expressions w ith the pictures. Tell Ss to w rite num bers in th e boxes.
Answers 1 Hello 3 Bye.
2]lhanKS. J T Good night.
[T Good mormnc [2 Thank you
11 H' 3, Good-bye.
■ Explain th a t Good m orning is an o th e r way to say hello an d is used at th e sta rt of the day an d th a t Good night is a way to say good-bye a n d is used at th e end of the day
Extra activity - individuals Write on the b oard the sta rt and finish tim es of the class period. Ss copy th e tim es and w rite an expression for each tim e - one to use w hen they com e into class and one to use w hen they leave class.
r jA lljm u L y n —
j .
«•»
In Unit 1, you learn how to... use the verb be with I, you, we, and it. say hello and good-bye.
—'
■ say your name, telephone number, and e-mail address.
^
■ ask How about you ?
-
■ use everyday expressions like Thanks.
Before you
Match each express
begin. . ion with a picture. anks. od night.
| Good morning. H
Thank you.
| Hi. |
Gnori-hye.
Lesson A
Hello and good-bye
Matt Hello. I'm Matt Lenski. Emily Hi, I'm Emily Kim Nice to meet you. Matt Nice to meet you.
Matt Good morning, Sarah. How are you? Sarah Good. How are you, Matt? Matt I ’m tine, thanks.
1
Getting started a
A '
Listen. M att a n d S arah a re friends. Are M att a n d E m ily friends? P ractice th e co nversations.
Figure it out
-*■ B C an you co m p lete th e s e conversations? T h en p rac tic e w ith a p a rtn e r. U se y o u r ow n n am es. Q
A Hello. I Va _ C hris. B Hi. Nice to m ee t you. _ A Nice to m ee t
2
© Sam .
you? . H ow are
A H i. Pat. H o w ___ B I 'm ___ A G ood, th a n k s.
Lesson
Unit 1 All about you
A Hello and good-bye
1 Getting started ■ Set the scene Ask Ss to look at th e pictures. W rite on the
board Hello
Good-bye.
Thank you.
Point to th e first picture. Say, ‘T his is M att. This is S arah.” Then p oint to th e w ords on th e board, and say, “Are they saying hello, good bye, or th a n k you?” [hello] Repeat for the second picture, w ith M att a nd Emily.
A
(CD 1, Track 2)
■ Preview the task Read th e in stru ctio n s aloud.
■ Play the recording Ss listen an d read along. Pause the recording after the lirst conversation Ask, Are M att an d Sarah friends?’ [yes] ■ Play th e rest of th e recording. Ask, “Are M att a nd Emily friends?" [No They are m eeting for th e first time.] ■ Play the recording again T his tim e tell Ss to say the w ords to them selves as they listen.
Culture note As th e photo of M att an d Emily shows, in N orth Am erica, people often shake h an d s w hen they m eet for th e first tim e People usually shake h a n d s firm ly for ju st a few seconds
B Figure Preview the task Tell Ss to look at M att and it out S arah ’s conversation. Ask, “W hat com es after how?” fare you] Say, “How are you?” and have Ss repeat. Say, “Now look at M att’s answ er. W hat com es after / ’m ?” [fine] Say, “I’m fine,” and have Ss repeat. ■ Now tell Ss to look at M att and Emily's conversation. Ask, “W hat goes before th e nam es? [I m] W hat com es after m eet?” [you] Say, “Nice to m eet you,” and have Ss repeat. ■ Do the task Have Ss look at th e conversations in P art B. Have a S read aloud th e exam ple in conversation 1. Now tell Ss to try and com plete the conversations. Suggest th a t Ss use th e conversations u nder the pictures for help. ■ Have Ss check answ ers in pairs. Check answ ers w ith the class: read th e conversations, an d pause for Ss to say th e m issing words.
Answers 1 A B A 2 A B A
Hello. I’m Chris. Hi. Nice to meet you. I’m Sam. Nice to meet you. Hi, Pat How are you? I’m fine. How are you? Good thanks.
■ Focus on the expressions Ask Ss to look at conversation J. Say, “Find the people’s n a m e s/’ [Chris Sam] “W hat goes before the nam es?” [I’m] W rite on th e board: I m Say. “In introductions, use I'm before your nam e and say Alice to m eet you.” W rite on the board: Nice to m eet you. Tell Ss to repeat Then cover each of the w ords one at a tim e, an d have Ss say th e expression Say, “I say Nice to m eet you W hat do you answ er1 [Nice to m eet you ] ■ Ask Ss to look at conversation 2. Say, “Find the questions in th e conversation.” :How are you?] Tell Ss to take tu rn s saying How are you? aloud, w ithout looking at their books. Say, “I say How are you7 W hat do you answ er?’’ [I’m fine.] ■ Try it out Introduce yourself to different Ss using
conversation 1 as a model, an d have th em respond. ■ Tell Ss to practice the conversations in pairs, using th eir ow n nam es. Then tell Ss to change roles and practice the conversations again ■ Follow-up Ss call out responses to everyday expressions
(e.g., T: How are you? Ss: I ’m fine. T Good m orning Ss: Good morning. / H ello).
Extra activity - pairs Ss find a new p a rtn e r and practice the conversations again, using th eir own nam es A tew pairs present one of th eir conversations to th e class
Extra activity - class Ss stan d in two lines, facing one another. Each S introduces him self or herself to the S opposite. W hen th e conversations are com plete, tell one line of Ss to move so they are standing opposite new partn ers. Ss th e n introduce them selves to their new partn ers. The activity continues w ith the line of Ss m oving w hen you d irect
Unit 1 • All about you • T-2
2
Buildma vocabulary ■ Set the scene Write on th e board: Hello.
Good-bye.
■ Follow-up Ss practice th e conversations in pairs. SI says
th e first line. S2 chooses either response. Explain th a t b o th responses are correct Ss th en change roles and practice th e conversal ion again.
Thank you.
Tell Ss to look at th e pictures an d th en at th e w ords on th e board. Say, “Are th ey say] ng hello, good-bye, or th a n k you?” [good-bye| A + * (CD 1, Track 3) ■ Preview the task Read th e in stru ctio n s aloud. ■ Play the recording Ss listen and read along. ■ Play the recording again Ss say th e w ords to them selves as they listen to the recording again. ■ Practice Divide th e class into tw o groups, one group play ing Emily an d Sarah an d th e oth er group playing Matt. ■ Have Ss read th e conversations aloud once. Then ask them to rep eat th e conversations again, but th is tim e to look up as they respond. (T his look-up-and-say tech n iq u e helps Ss learn the expressions an d how to say th em naturally.)
Extra activity - individuals In Part B, Ss circle expressions th at m ean hello, underline expressions for good-bye, an d check ( / i expressions for thank you. Ss share answ ers in pairs.
c '"word]
Preview the task Tell Ss to look at th e two webs. Read th e in stru ctio n s aloud. Model th e activity. Ask, “W hat is a way to say hello?” Have a S give an answ er, and w rite it on the board ye.g., Good m orrin$ ). Say, This expression can go .n t he Hello web.”
■ Do the task Have Ss com plete th e webs on their own.
Ask Ss to com pare th e ir com pleted w ebs w ith a partner. Check answ ers w ith th e class: Ss call out t he answ ers. W rite all th e answ ers on the boa d. (For m ore inform ation, see Language Notes at th e b eg inning of this unit.)
■ Have th e groups change roles an d read the conversations aloud again.
Culture note As in the pictu re w ith Emily and M att, people som etim es wave or raise th eir h a n d w ith th e p alm facing forw ard ■ Follow-up Ss practice the conversations in pairs, taking tu rn s playing each role. If appropriate, Ss can stand several feet a p a rt and m ake a gesture for good-bye, im itatin g the people in th e pictures. B ^
(CD 1. Track 41
■ Preview the task I lave a few Ss take tu rn s reading the
expressions aloud. Then read th e in stru ctio n s aloud ■ Play the recording A u d io sc rip t p. T-232 M odel th e task by playing th e first conversation on th e recording and then pausing. Say, ‘ W hat response do you h ear?” IYou too. Good night.] Point out th e check ( / ) in the box next to th a t answ er in th e exam ple. Say “Now listen to th e rest of th e conversations. Check th e responses you hear ’ Play th e rest of th e recording. ■ Play the recording again A u d io sc rip t p. T-232 Pause after each conversation. Check answ ers w ith th e class: call on a few Ss to read th e responses they checked {S).
Possible answers Hello: Hi. Good morning. Good-bye: Bye See you (tomorrow 1 later / next week). Good night. Have a good evening.
D ■ Preview and do the task Read th e in stru ctio n s aioud.
Have Ss w alk a round class, saying hello and then good bye to five classm ates. As Ss do th is activity, go aro u n d th e class and listen to th eir conversations, Make a note of anv recurring errors or difficulties, and reteach as necessary
Extra activity - groups Books closed. Groups th in k of as m any expressions as they can from th e lesson in tw o m inutes. Each group chooses a secretary to w rite th e list. At th e end of two mi nutes, gioups take tu rn s calling out their exprecsions. M em bers of the other groups m ust raise th eir han d s if rhey have th e sam e expression on their list. If no o th er group has th e expression, th e group scores a point. The group w ith the m ost points w ins.
Answers 1. You too. Good night. 2 Good, thanks. 3. Bye. See you next week
3
4. Hi How are you? 5. Thanks. You too
Vocabulary notebook Tell Ss to tu rn to V ocabulary N otebook on p. 10 of th eir S tu d en t’s Books. Have Ss do th e task in class, or assign it for hom ew ork. 'See th e teaching notes on p. T 10.)
T-3 • Unit 1 • All about you
“ Assign W orkbook pp. 2 and 3 (The answ er key begins on p. T-242.)
Unit 1 All about you
2 Building vocabulary A
Listen. P ractice th e co nversations.
Emily Good night. Matt Good night. Have a good evening Emily Thank you You too
B
1 L isten to th e co n v ersatio n s. C heck ( / ) th e resp o n se s you hear.
1. Bye. Have a good evening. You too. G ood-bye. CZf You too. G ood n ig h t 2. Hi. H ow a re you?
Word -â&#x2013;ş C sort
Sarah Bye. See you tomorrow. Matt Bye. See you,
3. Bye. See you later.
5. G ood-bye. Have a nice day.
OK See you later.
T hank you.
Bye. See you n ex t week.
T h a n k s. You too
4. Hey, Oscar!
G ood, th a n k s.
Hi. How a re you?
I m fine.
Hello
W rite th re e ex pressions for saying hello a n d good-bye. C o m p are w ith a p a rtn e r.
How txye you?
\
/ Hello.
Good-bye.
D ClaSS activity Say hello a n d good-bye to five classm ates.
3
Vocabulary notebook
Meetings and greetings
See page 10 for a n ew w ay to log a n d le a rn vocabulary.
Lesson B
Hi. My name is David. My last name is Hanson.
Name:
Name: B lL -z -g y e ty .
V a v t d A lle n H a n so n riRST
MIDDLE
S single
i ’m Mary Gomez. My middle name is Ann. Frank is my husband
Hi, I ’m Liz Park. My first name is Elizabeth. Liz is short for Elizabeth.
FIRST
LAST
— P a rk MIDDLE
2fsingle
married
I
Name:
Mary Ann Gomez
LAST
f ir s t "
i married
m iddle
sngle
la st
^married
1 Saying names in English M iss, M rs^ M s^ M r.?
A ^
L isten to th e p eo p le above give th e ir n a m e s.
David Hanson is single. Liz Park is single. Mary Gomez is married. Frank Gomez is married.
B C om plete th e sen ten ces. T h en c o m p a re w ith a p a rtn e r.
-» Mr. Hanson -> Ms. Park Miss Park -> Ms. Gomez!Mrs Gomez -> Mr. Gomez
1. My first n a m e i s ______________________ 2. My last n a m e i s _______________________ 3. My m id d le n a m e is 4. My n ic k n a m e i s ___ 5. My te a c h e r’s n a m e is 6. My favorite n a m e is _
C Aa Nn
Listen a n d say th e a lp h a b e t. C ircle th e lette rs in y o u r first n a m e .
Bb Oo
Cc Pp
Dd
Ee Rr
Ff Ss
Gg Tt
Hh Uu
li
Jj
Kk
LI
Mm
Vv
Ww
Xx
Yy
Zz
D ^ r Listen. T hen p rac tic e th e co n v ersatio n w ith a p a rtn e r. U se y o u r ow n n a m e s.
A W h a t’s y o u r nam e? B C a th e rin e Ravclli. A H ow do you spell Catherine ? B C-A-T H-E R-I N-E. A T h an k s. A nd y o u r last nam e? B R-A-V-E-L-L-I.
About \ you
E Class activity Ask y o u r classm ates th e ir n a m e s. M ake a list.
Ko +b e r i n e ?
Kathryn? Catherine?
\
1
Unit ] All about you
Names
Lesson B
Saying names in English ■ Set the scene Tell Ss to look at the pictu res and nam es.
Read th e nam es aloud. Explain first, m iddle, and last nam es. Model by w riting your full n am e on th e board. Ask a few Ss th e ir n am es. “W h at’s your first nam e? W hat's your last n am e2 Do you have a m iddle nam e? W hat is it?”
A
(CD 1, Track 5)
■ Preview the task Read th e in stru ctio n s aloud. ■ Play the recording Ss listen an d read along.
■ Have Ss take tu rn s telling the class th e ir full nam es. Find out if any Ss have th e sam e first, last, or m iddle nam e. ■ Present Miss, Mrs., Ms., Mr ? Read th e in form ation aloud. Explain th at single m ean s “not m arried .’’
Culture note In Miss, Mrs., Ms., Mr. ?, th e t itles of address are used only w ith last nam es, but they can also be used w ith full n am es (e.g., Mr David H anson). However, th e titles are not used w ith first nam es (e.g., not Mr. David). In N orth America and Europe, last nam es are fam ily nam es, usually th e n am e of o n e ’s father In som e cultures, people do not use m iddle nam es, and not all A m ericans have them .
■ Play the recording again Ss listen and repeat th e letters. ■ Ss say th e letters silently or softly. Play th e recording several tim es. ■ Have th e class say th e alphabet in order. Go quickly aro u n d th e class, having each S say a letter ■ Do the task Say, “Look at th e box w ith th e alphabet. Circle the letters of your first nam e.” To help w ith the task, tell Ss to w rite dow n th e ir first nam e and th en circle th e corresponding letters in th e ch a rt one b \ one. Have Ss work w ith a p a rtn e r to check each o th er s answ ers. ■ Follow-up Books closed Say a letter from th e alphabet or a set of letters from the alphabet (e.g , A, B C D, F), and tell Ss to call out the next letter as quickly as they can. Extra activity - class Ss line up in order according to the first letter of th e ir first nam e - an d th en according to th e first letter of th eir last nam e. For large classes, do th e activity w ith groups.
D &
(CD 1, Track 7)
■ Preview the task Read the instru ctio n s aloud. ■ Play the recording Ss listen and read along. ■ Practice
B
Divide th e class into two groups, one group playing A and th e other group playing B. Have th e groups read th e conversation aloud. Then ask them to read it again, but th is tim e they should look up as they respond Have groups change roles G ro u p s :
■ Preview the task Read th e in stru ctio n s aloud. Tell Ss to read th e incom plete sentences. ■ Model th e activity by having a few Ss com plete the sentences
Culture note A n icknam e is often th e sh o rt form of a nam e, such as Rob for Robert. It som etim es com es from the first letters of o n e ’s nam es (e.g., M /fo r M ary Jane). N icknam es often describe som eth in g ab o u t th e person (e.g., Stretch for a tall person).
Have Ss take tu rn s practicing the conversation in pairs, using their ow n nam es Then have a few pairs share th eir conversations w ith the class P a ir s :
E Preview and do the task Read th e in stru ctio n s aloud. Have Ss walk aro u n d th e class ask their classm ates th eir first and last nam es, and w rite them in a list. Remind Ss to ask How do you sp e ll. . . ?
r Aboui)
■ Do the task Have Ss com plete th e sentences and th en share answ ers w n h a partner. Have a few Ss sh aie answ ers w ith th e class.
Extra activity - individuals
C ^2* (CD1
Ss rew rite th eir list of nam es from P art E in alphabetical order
Trank 6)
■ Preview the task Read th e in stru c tio n s aloud Say, First listen an d repeat th e letters in th e alphabet." ■ Play the recording Ss listen an d read along.
Unit 1 • All about you • T-4
2
Building language ■ Set the scene Tell Ss to look at th e picture. Say, ‘C arm en
and Jenny are friends. Are they at school or at work?" Iat school] "How do you know ?” [the word class]
A 4 * (CD 1, Track 8)
■ Check answ ers w ith th e class: read th e conversations and pause for Ss to say th e m issing words.
Answers 1. Yes, lam
2. No, I’m not.
■ Preview the task Read th e in stru ctio n s aloud. W rite
on th e b oard: Which classroom is Carmen in? Which classroom is Jenny in Say. “Listen for th e answ ers.” ■ Play the recording Ss listen w ith books closed. Ask a few
Ss for th e ir answ ers to th e two questions. W rite all responses on th e board. ■ Play the recording again Books open. Ss listen and read
along. Ask, “W hich answ ers on th e board are correct?” [Carmen, Room B; Jenny, Room G] ■ Practice Tell Ss to work in groups of th re e a n d practice
■ W rite 1he answ ers on th e b oard Explain th a t these are the answ ers to Are you? questions. ■ Try it out Ask a S, “Are you . .V using th e S’s nam e. E ncourage th e S to answ er. Yes. Ia m . Then ask a S. "Are you . . . ?’ using an incorrect nam e. Encourage th e S to answ er, No, I ’m not. Repeat w ith several Ss, using correct or incorrect nam es. ■ Preview and do the task Say, "Now go around th e class.
Check th e nam es of five Ss." Have two Ss m odel the activity.
th e conversation, taking tu rn s playing each role.
■ Follow-up Ask Ss m ore Are you? questions (e.g., Are you
B Figure Preview and do the task Tell Ss to look at the two it out conversations. Ask ‘W hat’s th e q u estio n 2" [Are you Amy? | W rite it on th e board. Say, “Now look at Jenny an d C arm en ’s conversation. Find two Are you ? q uestions.” ;Are you here for an English class? Are you Jenny Loo?] Then say. “Find th e answ ers to th e questions. ’ Yes, I am . No, I’m not.| Tell Ss to try to com plete th e answ ers to th e Are you? questions. Rem ind Ss to use th e conversation in Part A to help find th e answ ers.
here fo r an English c la ss/fo ra m usic class? Are you single / married?). ■ Focus on the torm W rite on th e b eard:
am = ’m
are = re
Tell Ss to u nderline those words in th e conversation. Ask, “W hich w ord goes v\ ith m and am?" I] “W hich w ords go w ith re an d are?” [you, we] Say, ‘A m and are are form s of th e verb be.”
3 Grammar * - * (CD t. Track 9)
A
■ Present the grammar chart Play th e recording. Ss listen
■ Preview and do the task Read th e instru ctio n s aloud Tell
Ss to look at th e exam ple. Say “Are goes w ith you ’ Have Ss com plete th e conversations Check answ ers w ith th e class.
and repeat. ■ Understand the grammar Tell Ss to look at the ch art. Write
on th e board: I ’m , You’r e , We’re — Explain th a t I, you, an d we are p ronouns an d t h a t 'm goes w ith / and re goes w ith you an d we. Then w rite on the board: I ’m n o t , You're n o t , We’re not _ Explain th a t not is u sed in negative statem ents and it com es after be. Ask six Ss to com e to th e board and com plete th e sentences w ith tru e inform ation. ■ Read th e co n tractio n s at th e b ottom of th e chart, and have Ss repeat. Say. “I ’m, You’re, an d We’re are con tractio n s.1’
Answers 1. A Are you Emiko? B Yes, am IVn here for an English class. Are you here for English, too’ A No, I’m not I’m here for a French c>ass. 2. A Are you Chris? B Yes, I am Are we in the same class? A Yes, we are Lm Dino
■ W rite on th e board A m i , Are you ?,A rew e Fxplain th at th e verb be com es first in questions. Ask th re e Ss to com e to th e b o ard an d each com plete a question.
■ Ask Ss to practice th e conversations in pairs, taking tu rn s playing each role.
■ Under each question, w rite: Yes, No Ask Ss to look at th e ch art an d call out th e w ords th at com plete each answ er Write th em on th e board.
■ Preview and do the task Read th e in stru ctio n s aloud
■ Present In Conversation W rite on th e board: I a m and I'm. Ask “W hich do people sav - I a m or Im ? C an you guess? ’ Ask Ss to vote by raiding th e ir h an d s an d then to read In C onversation for th e answ er. [I'm
T-5 • Unit 1 • All about you
B Have p airs choose a conveisation in Part A and com plete it w ith their own inform ation. ** - Assign W orkbook pp. 4 and 5. (7 he answ er key begins on p. T-242.)
Unit 1 All about you
2 Building language A
Listen. W hich classroom is C a rm e n in th is term ? W hat a b o u t Jenny? P ractice th e conversation.
Class Registration -Music -English
M r. M a r tin G ood m o rn in g . Are you h ere
for an E nglish class? C a rm e n Yes, I am . I’m C a rm e n Rivera.
-French
M r. M a r tin OK. You're in Room B. Je n n y A nd I’m Jenny. M r. M a r tin Are you Jenny Loo? Je n n y No, I’m not. I’m Jenny Lim.
Am I in Room B, too? M r. M a r tin Yes
W ait - no, y o u ’re n o t
You’re in Room G. Je n n y Oh, no! C arm en, w e’re n o t
in th e sa m e class!
B C om plete th e answ ers. T h en check th e n a m e s of five classm ates. Q
© A Are you Amy?
A Are you Amy? B Yes, I
3 Grammar
B N o ,_______ not.
.
fheverb be: /, you. and we
Are you Jenny? Yes, I am / No I’m not Am I in Room B? Yes, you are .; No you're not Are we >n the same class9 Yes, we are. / No, we’re not
I'm Jenny. I’m not Carmen. You’re in Room G You’re not in Room B. We’re in different classes. We’re not in the same class.
I'm = la m
you're = you are
we're
=
In conversation.
I is the most common word. I ’m is more common than I am Vm
we are
A C om plete th e conversations. Then p rac tic e w ith a p a rtn e r. O
A
A ye you Em iko?
B Yes, I
.J
h e re for a n E nglish class.
you h e re for English, too? A No. I ____________ ._I ____ h ere for a F ren ch class. Q
a
B Yes. I
you Chris? .
A Yes, w e _______ . J
we in th e sa m e class? Dino.
B Hi. D ino. Nice to m ee t you.
B Pair work C hoose a co n v ersatio n a n d practice. U se y o u r ow n in fo rm atio n . T h en act o u t y our co n v ersatio n for th e class,
5
Lessonc Personalinformation 1 Numbers 0-10 A
Listen a n d say th e n u m b ers.
0
1
2
3
4
5
6
7
8
9
10
zero
one
tw o
th re e
four
five
six
seven
eight
n in e
ten
B
Listen. T h en practice.
© My phone number is
© My ID number
216-555- 7708. My e-mail address is dsmith6@cup org.
is 259-62-1883
My passport number is 649-321-508.
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Numbers and e-mail addresses 216-555-7708 = “two-one-six, five-five-five, seven-seven-oh (zero)-eight” dsmith6@cup.org = “d-smith-six-at-c-u-p-dot-org”
2 Building
Welcome to Fitness Gyro
A
Listen. W hat is V ictor’s telephone num ber? Practice th e conversation.
Receptionist Hi! Are you a m em ber? Victor Receptionist Victor Receptionist Victor Receptionist Victor
No, I'm ju st h ere for th e day. OK. So, w h a t’s y o u r n a m e , please? V ictor Lopez. A nd w h a t’s y o u r p h o n e num ber? It s 646-555-3048. A nd y o u r e -m a il address? Um . . . it’s vlopez6@ cup.org.
Receptionist OK. So it’s $10 for today. H e re ’s yo u r pass. Victor T h an k s.
Figure
it out *"
® C an you co m p lete th e se q u e stio n s a n d answ ers? T h en p rac tic e w ith a p a rtn e r. yo u r n am e? B Joe G arrett.
6
©
A W h a t’s B It’s jgarrett@ cup.org.
646-555-4628.
Lesson
Unit j All about you
c Personal information
Numbers 0-1C ■ Set the scene Tell Ss to look at th e title of th e lesson.
Say, “My telephone n u m b er is personal inform ation.” Tell Ss to n am e o th er perso n al inform ation (e.g., e-m ail address, passport number, credit card num ber). Ss m ay do th is in th e ir first language Make a list on th e b oard.
Extra activity - class W rite sim ple nu m b er problem s on th e board w ith answ ers of 10 or un d er 'e.g., 3 + 2; 3 x 3). Ss call out th e answ ers. [5, 9]
B
A 4 * (CD 1, Track 10) ■ Preview the task Read th e in stru ctio n s aloud
46
(CD 1, Track 11)
■ Preview the task Write on th e board
passport
■ Play the recording Ss listen. ■ Play the recording again Ss listen and rep eat th e
num bers.
Extra activity - class Say a n u m b er from 1 to 10. Ss call out th e next num ber
student ID
business card
Have Ss repeat. Ask Ss to identity th e pictured docum enls in th e ir S tudent’s Books, calling out th e nam e of each, [passport, stu d en t ID. business card] T hen ask questions such as W h a t’s Jam es’s m iddle nam e? David] W h a t’s D aniel’s last name? [Smith] ■ Present Numbers and E-Mail Addresses Read the
inform ation aloud ■ Play the recording Ss listen an d read along.
■ Have Ss practice saying th e num bers on th e pictured d o cum ents in pairs. "S
Building, language ■ Set the scene Tell Ss to look at th e picture. Say. “Victor is
at a gym .” Now tell Ss to read th e conversation quickly. Ask, “W hat kind of p ersonal inform ation is in th e conversation?” sVictor’s nam e, phone num ber, e-m ail address
A
(CD 1. Track 12)
■ Preview the task Read th e in stru ctio n s aloud. Say,
“ W hat's Victor's telephone num ber? Listen and w rite th e answ er. ‘ ■ Play the recording Books closed. Ss listen an d w rite th e
a n sw e i. Have Ss call out th e answ ers, and w rite them on th e board. ■ Books open. Tell Ss to find th e telephone n um ber in th e conversation and check th eir answ ers. [646-5853048] ■ Follow-up Ask questions such as W h a t’s Victors last nam e? [Lopez; W h a t’s his e-m ail address? |vlopez6<2>cup.orgj ■ Practice Tell Ss to p ractice th e conversation in pairs,
tak in g tu rn s playing each role.
B figure Preview and do the task Have Ss look at th e it out conversations an d find th e questions th a t a»k for nam e and phone num ber. Ask, “W hat's th e word at th e sta rt of each question? 1W hat's1 ■ Tell Ss to look at th e conversation in P art A again and find th e answ er to th e question ab o u t th e phone num ber. Ask, ‘ W h at’s th e word at th e sta rt of the an sw ei7 ’ It s]
■ Tell Ss to try and complete the three conversations. Remind Ss to use the conversation in Part A to find the answ ers. Have Ss check th eir answ ers w ith a partner. T hen check answ ers w ith the class.
Answers 1. Whal s your name? 2. What’s your e-mail address? 3. What’s your (tele)phone number? / IPs 646-555-4628.
■ Try it out Ask individual Ss W h a t’s questions (e.g.,
W h a t’s your name? W hat's your last name? W hat s the room number? W hat s your e m ail address?) Encourage Ss to answ er w ith I t ’s. ■ Ask Ss to work in pairs and practice th e conversations, taking tu rn s playing each role ■ Have p airs practice th e conversations again, this tim e using th e ir ow n inform ation for th e answ ers. (Note: If Ss do not w ant to give out personal inform ation such as phone num bers, tell th em to m ake up inform ation.) ■ Focus on the form and the use Te 1Ss to look at the
conversation in P art A and underli ne th e w h a t’s in Victor s lines. Explain th a t w hat is a question word and is used in questions th a t ask for in f o r m a tio n . Explain t h a t 's is a form of th e verh be, ■ Tell Ss to th en u nderline i t ’s in Victor s lines Ask, ‘W hat form of th e verb be goes w ith it?” \’s ] Exp,ain th a t i t ’s can som etim es sta rt an answ er to a question w ith what's?
Unit 1 • All about you • T-6
3
Grammar (CD 1, Tracx 13) ■ Present the grammar chart Play th e recording. Ss listen an d re p e a t, ■ Understand the grammar Ask Ss th e p a tte rn for W hat's q uestions and answ ers, an d w rite them on th e boardW h a t’s 4 ____ ? I t’s + ____ Explain th at it is a p ronoun like I, you, and we and that s is th e form of th e verb b e t hat goes w ith it. ■ Read th e contractions, and have Ss repeat. W rite ’s on th e board. Ask, “W hat d o e s 's m ea n ? ” [is] ■ Follow-up Write on th e board: W hat 's your nam e? A few Ss w rite on th e board o th er W h a t’s questions (e.g., W hat syo u r e-m ail address? W h a t’s your passport n u m b er? W h a t’s your m ath teacher's name?). A few Ss answ er the quest ions, us mg It s. ■ Present In Conversation Read th e inform ation aloud.
A ■ Preview the task Read the in stru ctio n s aloud. Tell Ss to read all the q uestions an d answ ers. ■ Have Ss look at th e exam ple. Explain. “For q uestion 1, th e best answ er is b. It s Ms Gardino. You usually use a title like Ms. w ith a teachei s nam e. Use each answ er choice only o n c e .' ■ Do the task Have Ss com plete th e task. Check answ ers w ith th e class.
4
Answers 1 .b
2 a
3. C
4 e
5. c
■ Have Ss work in pairs an d practice asking and answ ering th e questions.
B About Preview the task Read th e in stru ctio n s aio u d . ( L0A. Have a pair of Ss read th e exam ple conversation Say, W rite th re e W hat s questions to ask a p a rtn er You can look in Part A for ideas.” ■ Do the task Have pairs take tu rn s asking their
questions. Tell Ss to answ er w ith th eir own inform ation
Extra activity - pairs Ss look back at P art A and covet th e questions. Pairs w rite a W h a t’s question for each answ er
Extra activity - groups Ss guess a classm ate’s W h a t’s question. Each group m em ber w rites a W hat s question and an answ er A S reads his or h er answ er aloud Ss in the group take tu rn s guessing the question until som eone guesses correctly The activity continues w ith an o th e r S reading out his or her answer.
Listening and speaking ■ Set the scene Ask Ss to look at th e two application
foim s. Ask, 'W h at’s each application form for?” [1. a library card 2. a video ren tal m em bership] Show m em bership cards you have th a t you are w illing to share Ask, “W hat inform ation is on the card ?” Ss answ er fe g ..first name, last name. ID num bert.
A 4?
(CD l, Track 14)
■ Preview the task Read th e in stru ctio n s aloud Say, “Look
at w hat inform ation is m issing from th e forms. Then listen and w rite th e inform ation on th e form s.” ■ Play the recording A u d io scrip t p. T-232 Ss listen and w rite the m issing inform ation. Check answ ers w ith th e class have two Ss read th eir answ ers, and then w rite them on th e board
Answers 1. Greene; 607-555-3904: jlg8724@cup.org 2. Jon; 319-555-2864; 7243807
B , About] Preview the task Read the in stru ctio n s aloud. I wy.! Ask a pair of Ss to m odel th e activity by reading th e exam ple conversation. Ask Ss to continue by asking W hat's questions for the rest of th e application
Culture note Some people in E nglish-speaking countries use just the initial Ithe first letter) of their m iddle nam e w hen they sign th eir n am e or till out forms ■ Do the task Have Ss m ake up inform ation if they prefer
to keep th en personal inform ation private. Check answ ers have Ss read th e inform ation back to th en p artn ers and spell out thefr nam es.
Extra activity - class Ss m ake two copies of the application form. They do th e sam e activity as in Part B, com pleting application form s for two other classm ates * Assign Workbook pp 6 and 7. (The answ er key begins on p T-242.)
T-7 • Unit 1 • All about you
3 Grammar What s . . . What’s What’s What’s
your name9 your e-mail address? your phone number?
What’s
=
?; It’s . . . My name’s Victor Lopez. It’s vlopez6@cup.org. It’S 646-555-3048.
name s
What is
Unit 1 All about you
=
It's
name is
=
In conversation
Phone is 6 times more common than telephone.
It is
phone
A M atch th e q u e stio n s a n d answ ers. T h en p ractice. 1. 2. 3. 4.
W h a t’s y o u r W h a t’s y o u r W h a t’s y o u r W h a t’s y o u r
a. b. c. d.
te a c h e r s nam e? _b_ first n a m e ? ____ e -m a il a d d re s s ? ___ p h o n e n u m b e r? ___
“It’s Mr. Williams. ”
Lsteningand speaking A ^
Memberships
Listen to th e conversations. C om plete th e application form s.
j Park Lake
Q Card Application
L I B R A R Y
First nam e M iddle initial
Jackie
P hon e n u m b e r
SMASH HITS VIDEO Middle initial Last name
607-555@cup.org
E-mail address Library card n u m b e r
o o
CD ampe pml b, ec a
First name
L
Last n am e
PL34008 ________________
About | you
telephone
B Pair work Ask a n d a n sw e r th re e q u e stio n s w ith W h a t’s. Give y o u r o w n answ ers. “ What’s your teacher’s name?”
4
*
e. 646-555-3907.
5. W h a t’s y o u r last n a m e ? ____ About j yo u :
Rachel. It's Ms. G ardino. My last nam e? Yoshida. It’s yoyo3@ cup.org.
^
T
Nicols
Phone number
-555-2864
E-mail address
JTH O M ASN @ cup.org
Member ID |
■** B Pair work Now com plete th is form for a partn er. Ask questions. E n g l is h
C l u b A p p l ic a t io n
First name
A What’s your first name? B Silvia. A How do you spell i t ? . . .
Middle initial Last name Phone number E-mail address
1
Lesson D
Are you here for the concert?
v *i n i 2 £ t n u i J i W S T F l ( m A i i fM ^ w 7 K l i w J } m i h
A Can you complete the conversation with the questions in the box? ? ?
B Yes, I am. .! Yes, me too.
Now listen. Are Alicia and Adam friends?
How about you? Are you a new student?
Alicia
It’s a beautiful day.
Adam Yeah, it is. Alicia Are you here for the concert? Adam Yeah, I am. How about you? Alicia Yeah, me too. So, are you a student here? Adam Yeah. How about you?
r
Ahaa No, I ’m here on vacation. Adam Nice. By the way, I ’m Adam. Alicia Hi, Adam. I ’m Alicia.
i
.
Notice how Adam uses How about you? to ask the same questions as Alicia.
tAre you here for the concert? ” “ Yeah, I am. How about you? ”
B C om plete th e co n v e rsa tio n s below . T h e n p ra c tic e w ith a p artn er, O
©
Lora Are you new here? Y in g Yes. I a m .________ Lora Yes, m e too. M a r ie Hello. Are you here on vacation? K o ji Yes, I a m . _____________________ M a r ie No. I’m h ere on b u sin ess.
SELF STUDY f t AUDIO CD CD-ROM
Lesson
D Are you here for the concert?
Unit “I All about you
d p Lesson D recycles be verb statements, questions, and short answers.
Conversation strategy Why ask How about you?
B
Asking How about you? after answei ing a question shows that a speaker is interested in getting similar information from the other speaker. It is an important - and simple - way to keep a conversation going, especially for beginning English learners They need only remember the one question. They do not have to repeat new vocabulary or form a new question.
■ Preview and do the task Read th e instru ctio n s aloud
■ Set the scene Ask Ss to look at th e p ictu re an d the conversation. Ask, ‘ W here are th e people? ’ J n a park, at a universityl
Both conversations can be completed wtn How about you'?
A
^ (CD 1, Track 15)
■ Preview and do the task Read th e in stru ctio n s aloud. Ask Ss to look at th e top box in P art A. Point out and read th e two q uestions at th e right aloud. Say. ‘‘Now look at th e A/B conversation. Use th e two q uestions to com plete it. ’ Have Ss com pare th e ir answ ers in pairs. T hen check answ ers w ith th e class.
Answers A Are you a new student? B Yes. I am. How about you?
■ Practice Divide th e class into two groups, one taking th e role of A a n d th e oth er th e role of B. Have Ss read th e conversation aloud. T hen have Ss sw itch roles and read th e conversation again. Tell Ss to try to look up as they respond. ■ Say, “Alicia an d A dam are th e people in th e picture. Are Adam an d Alicia friends? Listen to th e conversation an d find th e answ er.” ■ Play the recording Ss listen. Ask a S for th e answ er. [No. th e y ’re not friends.1 ■ Play the recording again Ss listen an d read along. ■ Practice Ask Ss to practice th e conversation in pairs, tak in g tu rn s playing each role. ■ Present Notice Read th e in form ation aloud, including th e exam ple. Ask Ss to find th e o th er place w here Adam uses How about you? in th e conversation. Check th e answ er w ith th e class.
Have Ss com plete th e two conversations. Check answ ers w ith th e class: ask two p airs to each read a conversation aloud.
Answer ■ Tell Ss to practice th e conversations in pairs, taking tu rn s playing each role.
Extra activity - pairs Pairs choose one of th e conversations from P art B, an d co n tin u e it w ith at least one m ore exchange. Pairs practice th eir conversation and th e n present it to the class.
Extra activity - groups B rainstorm a list o i Are y o u . ? questions w ith the class 'e.g., Are you in Mr. Benson’s class? Are you in a m ath class? Are you a m em ber o f a gym ?). S: asks S2, Are you a m usic student? S2 responds w ith a short answ er a n d th en says. How about you? SI responds S2 th en asks S3 a different question, such ss Are you in the com puter club? S3 answ ers and th e n asks, How about you? The activity continues u n til no one can th in k of an o th er question.
SELF-STUDY AUDIO CO CD-ROM
Tell Ss to tu rn to Self-Study Listen: ng. Unit 1 at th e back of th eir S tu d en t’s Books. Assign th e tasks for homework, or have Ss do them in class. (See th e tasks on p. T-129 and the audio script on p. T-132.)
Answer Alicia So, are you a student here? Adam Yeah. How aboul you?
Unit 1 • All about you • T-8
2
Strategy plus Why use everyday expressions? These expressions tor formal and informal situations, give Ss the language they need for greetings, thanking and saying good-bye ■ Present Strategy Plus Books closed W rite the
expressions from th e ch a rt on th e board in random order. Tell Ss to w ork in pairs an d w rite th e expressions w ith th e sam e m ean in g next to each other (e.g., Thank you. / Thanks.). ■ Books open Point to th e picture on the left. Ask, “Are they friends?” [noj Have Ss read th e expression How are you? Point to th e picture on th e right Ask, “Are they friends?” fyes] Have Ss read th e expression How are you doing? Ask, “W hich expression is less formal?" [How are you doing?! “W hich is m ore form al?” [How are you?] Say, “It's OK to use form al expiessions m ost of the tim e. Use less form al expressions w ith friends and family. ' ■ Books closed. W ith Ss still in pairs, say, “W hich expressions in your lists do you th in k are form al? Put a check next to th e m .' Books open Have p airs look at th e ch art an d check th e ir answ ers. ■ Say th e expressions, and have Ss repeat. T hen divide th e class into two groups. Have one group read the expressions in the More Formal colum n and th e other read th e related expressions in th e Less Formal colum n.
Extra vocabulary:
informal greetings
Present or have Ss suggest extra vocabulary for inform al greetings, such as H ow s it going? W h a t’s new? W hat s u p ? W hat's happening? ■ Present In Conversation Books clo sed . Write on t he board
Yeah, Yes, 2 times, 4 times, 10 times, 20 times. Tell Ss Yeah is m ore com m on th a n Yes. Ask, “Guess. Is it two times m ore com m on? Four tim es?” Point to each num ber, and have Ss raise th e ir h an d s to answ er. ■ Books open Tell Ss to read In C onversation and check th e ir guesses.
Extra activity - class Call out an expression from th e chart. Call on a few Ss to give a response at th e sam e level of form ality (e.g , T How are you doing? S : Pretty good.).
A ■ Preview the task Say, “Look at the two pictures.” Point
to th e first picture. Ask, “W here are they?" [in a cafe) “Are they friends?” [yes] “Is it a form al or less formal situation?” [less torm al] Point to th e second picture Ask, “W here are they?” [in class] "Are they friends?” INo. They are a stu d en t and a teacher] “Is it a form al or less form al situation?” [formalj ■ Read th e in stru ctio n s aloud. Point to th e list of expressions in Strategy Pius. Say, “Com plete the conversations. Use these expressions.” ■ Do the task Have Ss com plete th e conversations and
th en com pare answ ers in pairs. Rem ind Ss th at they and th eir p artn ers m ay have different answ ers, but b o th answ ers may be correct. Check answ ers w ith th e class: call on a few pairs to read th eir com pleted conversations.
Possible answers 1 Kathy
Hi, sorry I’m late. How are you doing? / How are you9 Kathy Pretty good / Good / OK / I’m fine. Later. . . Mike See you later. / Bye ! See you. 2. Jeff Good morning, Mrs. Swar How are you9 Mrs. Swan I’m fine. How are you? I’m *ine, thank you. / thanks. Jeff Later. . . Mrs. Swan Good-bye. / Bye.
B ■ Preview and do the task Have pairs practice the
Culture note A lthough Yeah is m ore frequent th a n Yes, it can sound rude in som e situations. Som etim es th e use of less form al expressions by learners of English can seem inappropriate. Tell Ss to listen w h eth er other people are using m to im al expressions before they use them them selves.
Extra activity - class Call out one of the expressions from the chart. Ss call out the m ore formal or less formal expression w ith the sam e m ean in g (e.g., T: H ow are you doing? Ss: How arc you?).
3
conversations, taking tu rn s playm g each role. ■ Follow-up A few pairs present one of th e conversations
to th e class
Extra activity - pairs Prepare slips of paper w ith roles, and pass out one to each p air (e.g., two friends, saying good bye/ teacher a n d student, saying hello; two workers in an office introduction). Ask pairs to prepare a conversation using th e ir roles. Have a few pairs act out their conversations, w ith th e class guessing th e situation and saying w hether it is m ore form al or less formal.
Free talk ■ Tell Ss to tu rn to Free Talk 1 at th e back of th eir S tu d en t’s Books Have Ss do th e tasks. (See th e teach in g notes on p T-10A.)
T-9 • Unit 1 • All about you
rx - Assign W orkbook pp 8 and 9. (The answ er key begins on p. T-242.)
Strategy plus
Unit 7 All about you
Everyday expressions
Some everyday expressions are more formal. More formal Yes. Thank you. Hello. How are you? I’m fine. Good-bye.
How are you doing?
Less formal Yeah. Thanks. Hi. How are you doing? OK. / Pretty good / Good. Bye. / See you. / See you later.
In conversation. . . Yeah is 10 times more common than yes.
Yeah *
Yes.
A C om plete th e se c o n v ersatio n s w ith ex pressions from th e box above. C o m p are w ith a p a rtn e r.
o
© Kathy Hi, so rry I’m late.
Jeff G ood m o rn in g . M rs. Sw an. ?
M ike P re tty good. H ow a re you?
Mrs. Swan
Later. . .
Kathy Bye. See you. Mike _________________
Later. . .
Jeff G ood-bye, M rs. Sw an. Mrs. Swan ____________________________
B Pair work P ractice th e co n v ersatio n s.
3 Free talk
. H ow a re you?
Meet a celebrity.
See Free talk 1 at th e back of th e boo k for m o re sp eak in g practice.
Vocabularynotebook If done for homework
Possible answers
Briefly p resent th e L earning Tip and th e directions. Make sure Ss u n d erstan d w hat they s h o t Id do.
1. Hello. ?. Good morning. 3 I’m [name]./ Nice to meet you. 4. I'm tine, thanks.
If done in class ■ Present Learning Tip Read th e inform ation aloud Say, “O ne good way to study vocabulary is to study an expression and its response together.1 Ask two Ss to read the exchange in th e two speech balloons
On your own ■ Present On Your Own Read th e inform ation aloud Rem ind Ss to be sure to do this before th e next class.
■ Present Hi or Hello? Ask, “W hen do you use Hi a nd Bye? ” [with friends, in less form al situations! “W hich do you th in k people use m ore often - Hi or Hello?” Ask for a show of hands. Say, “How about Bye or Good-bye? ” Again ask for a show of hands. Tell Ss to read the infom ation in th e box for th e answ er. [Hi an d Bye are used m ore often.] T his task recycles form al and inform al responses to everyday expressions
5. Thanks. Vou too. 6. See you. 7. Bye./Y oltoo 8 Good night.
■ Follow-up At th e sta rt of th e next class, a few Ss say w ho they said hello and good-bye to and. if possible, w here they were.
Vocabulary notebook
■ Preview and do the task Read th e in stru ctio n s aloud Say, “More th a n one answ er m ay be correct.” Have Ss w rite th e responses. Ask a few Ss to share th eir answ ers w ith th e class.
Learning tip Learning expressions _ W n te ne w e xp ressions w ith their resp onse s like th is:
'S e e y d *
\a \-er.y
S e e y e ,* .
Hi and Bye more Hello and Good bye Hi Hello
People say thar
Write a response for each expression. 1.
H el'o
i*
I
|^ 2.
G o o d m orning .
1
3.
H i. I’m H elen , i
4.
H o w are you?
5.
H a v e a nice day.
6.
S ee y o u to m o rro w
7_
H a v e a g o o d evening.
8.
G o o d night.
Of? your own B efore y o u r next cla ss, g o o d -b y e rin En g lis h ')
10
T-10 • Unit 1 • All about you
|
Good-bye.
Bye
Unit 1 All about you
Free talk 1
Preview and do the task Read th e in stru ctio n s aloud Choose two Ss to read th e exam ple conversation. Then m odel th e activity by asking a S who he or she is, and asking questions to get th e inform ation to com plete th e card (e g , How do you spell your last nam e? W hat s your e-m ail address?).
Preview the task Tell Ss to tu rn to the back of their
S tudent s Books and look at Free Talk 1. Read the in stru ctio n s aloud. Ask a S to read the exam ple. B rainstorm the n am es of som e celebrities w ith th e class Try to get nam es of celeb n n es from a variety of co u n tries an d a variety of fields, such as artists, wt iters, athletes, an d m usicians.
T hen say, “Go aro u n d the class and introduce yourself to o th er students. Remember, you are th e celebrity. W hen you find a celebrity you know and like, ask the person questions Fill out the nam e card ”
Do the task Say, “Choose a celebrity you like, and
im agine you are th a t person. Fill in th e nam e, e-m ail address, an d telephone n u m b er for th e person. Make up inform ation.”
Follow-up A few Ss read the inform ation from one of
th e nam es cards they filled out. The S w ho role-played th a t celebrity says w hether or n ot th e inform ation is correct.
Meet a celebrity. 1 Imagine you are a famous person. Make a name card. Invent an e-mail address and phone number Nam e: E-m a il address
E n a il a ddress:
Telep hone num ber- S t f r - s - s ^ - 7 l 7 l
Telephone nu m ber:
ClaSS activity Now take turns introducing yourselves. Find three famous people you like and complete a name card for each one.
2
Nam e:
I
E -m a il addressTelep hone n u n b e r ________________________________ I
Nam e: E -m a il address Telephone nu m ber-
Nam e-
A Hellc I 'm Salma Hayek. B Oh, nice lo meet you. I ’m Ichiro Suzuki. A I’m sorry. What’s your name again?
E -m a il a d d re ssTelephone nu m b er:
What do you remember? 1
Look at the things in this room . You have tw o minute.* to m em oriae where things are
P a ir work Now close your books. W hat do you remember? Make a list of things and w here they are. Then op en your books, and check your answ ers.
2
1. VCR - on W\e fevble 2. v id eo s - oh t-Ue VCR
A The VCR is on the table. B Yes. And the videos are on the VCR. Free talk 1 and Free talk 2
- J
Unit 1 • All about you • T-10A
Unit
Language notes Lesson A Classmates Vocabulary
Location expressions
(See S tudent's Book pp. 11-12.) Location expressions such as a t home, at work, and in class do not include the. b u t a t the library and in the cafeteria do have the. The expressions w ithout the refer m ore to a situ atio n th a n a place, but Ss should learn these expressions as fixed phrases.
Grammar
The verb be. he, she. and they
Possible problems ■ Students often have difficulty choosing th e correct form of the verb be after nouns (including nam es), even after they have learned the form s th a t go w ith different pronouns. To help w iih th is problem , explain, for example, Laura = she and Kim and Phong = they. ■ Ss often find it hard to pronounce s after nam es w hen is is contracted w ith the nam e. The lesson provides p ractice on this point.
(See Student s Book p 13.) Form
Corpus information
■ The stru c tu re s for th e verb be w ith he / she / they or nam es as subjects are th e sam e as for I /y o u / we or nam es + be, w hich are p resented in Language Notes for Unit 1, Lesson B.
Contractions he’s, she's and they're
■ In Unit 2, th e negative f o r m s 's not and re not are tau g h t because th ese are th e m ost com m on forms. Isn t and aren't are tau g h t in U nit 3. Lesson B.
In conversation, the co n tractions of be w ith he, she, and they are m uch m ore frequent th a n the full form s he is, she is, they are. H e’s and she’s are both about eleven tim es m ore frequent, and they re is about six tim es m ore frequent
Lesson B _W M ’sJn yonrbagl_________ Grammar
Articles
■ Yes No questions Is + this + singular noun? [Is this your book?] Are + these + plural noun? [Are these your books?]
(See S tu d en t’s Book p. 14.) The w ords a and an are called in d efinite articles. These are usually pro n o u n ced /a/ a n d /an/.
■ Inform ation questions W hat + is + this7 W hat + are + these7
Form ■ a + a n o u n b eg in n in g w ith a co n so n an t sound (e.g.. a book)
Use
■ an + a n o u n beginn ing w ith a vowel sound (e.g., an eraser, an hour)
To answ er questions such as What's this? and Are these your keys? people generally use it and they. For exam ple:
Use
A What's this? B It’s my watch. |m ore likely th a n This is my watch.]
■ Articles are a ty p e of determ in er (a w ord like a, the, my. this). ■ Singular c ountable no u n s need a d eterm in er before them (e.g., a dictionary, the wallet, m y pencil, this pen). (See Language Notes for Unit 12 Lesson A, for inform ation on countable and un co u n tab le nouns.)
Grammar
or A What are these? B They're my keys [more likely th a n These are my keys. 1
Grammar
Noun plural endings
(See S tudent's Book p. 15.) m s and these
(See S tu d en t’s Book p. 15.) The g ram m ar ch a rt p resents this an d these as pro nouns in statem en ts and questio n s w ith th e verb be. Form ■ Statem ents This + is + singular n o u n fThis is a book.] These + are + plural n o u n IThese are books.]
Spelling rules Rules for adding -s to form plural nouns: ■ Foi m ost nouns: add s .bag - bags). ■ For n o uns ending in s, ss, sh. ch. x. or z add ~es iclassclasses). ■ For n o u n s ending in o add -s or -es (pianos, but tomatoes). ■ Foi n o uns ending in a co nsonant and y: change y to t and add es (library- libraries). ■ For n o u n s ending in a vowel and y: add -s (k e y - keys). ■ Some nouns have irregular plural forms (e.g., man - men).
■ Some n o u n s have only a plural form : glasses, jeans, scissors M any can be m ade si ngular w ith a pair o f (e g., a pair o f scissors).
Speaking naturally
Noun plurai enaings
(See S tu d en t’s Book p. 15.) Rules for th e pro n u n ciatio n of th e n o u n plural ending -s:
■ W hen a singular n o u n ends in a voiced final co n so n an t [lb/, /d/, Igl, /l/, /ml, Ini', /rj/, lxlt Idi, or /v/) or a vowel sound, th e -s is pronounced as /z/ (e.g , phones, keys). ■ W hen a singular noun ends in Is/, !z/, /J7, /tJ7, ly , or Id y, the syllable /iz/ is added (e.g., watches), hzi is som etim es reduced to /az/.
■ W hen a sin g u lar n o u n ends in an unvoiced final co n so n an t (/f , /k/, ip I, III, or /0/), the -s is p ronounced as Is/ (e.g.. books).
Lesson C
In
Grammar
the^classroom Where + s / is 4 singular n o u n 7 W here’s m y coai ?
Determiners and articles
(See S tu d en t’s Book pp. 16-17.)
Where + are + plural noun? Where are the students papers?
Some The d eterm in er som e is used to refer to an indefinite (usually a small) q u an tity of things. Plural n o u n s can often be used either w ithout an article (e.g.„ We need chairs.) or w ith som e (e.g., We need som e chairs.). For exam ple: A What’s in your classroom ? B A table, [some] chairs, [some] desks
Grammar Possessives’s and s ’ (See Student s Book p. 17.) Form ■ For an item or item s belonging to one person, u s e ’s. the student 's glasses = one stu d en t is th e ow ner of the glasses
Ss first com e across th is use in Exercise 1, P art A.
■ For an item or item s belonging to m ore th a n one person, uses'.
The In th is lesson, th e definite article the is used before people, places, an d thin g s th a t everyone in the class can see. The is used betore n o u n s w hen it is clear w hich item th e speaker is talking about or w hen th e listener knows w h.ch one th e speaker is referring to. For exam ple, The VCR is in the closet. W hat 's on the wall? Ss see th is use in Exercise 1, P art B.
Grammar
Questions with Where
(See Si udent s Book p. 17.)
the students’books = m ore th a n one student is the ow ner of th e books Pronunciation ■ The p ronunciation is exactly th e sam e for both possessive form s: s an d s ’. ■ The sam e rules for th e pronunciation of plural nouns apply to th e possessive s. See Language Notes for Lesson B. ■ These rules also apply t o ’s w ith nam es For exam ple
Form
M ark’s = /s /
M aria’s = Iz.1
Josh s = lizl
■ In form ation question w ith Where
Lesson D What’s the word for this in English? Conversation strategy
Asking tor help in class
(See S tu d en t’s Book p 18.) ■ The expressions taught provide b eg in n in g Ss w ith th e language to m eet th eir n eed s in th e classroom . Ss learn expressions to get help: asking asking asking asking
for a word in English for a spelling to borrow an item for repetition
■ Presented are th e norm al, polite ways of m aking these requests, an d th e question form s presented are also useful outside th e classroom .
Strategy plus
Common expressions and responses
(See Student's Book p. 19.)
to th ese expressions. Form ulaic exchanges like these provide Ss w ith th e basic language and strategies they need to respond and react appropriately in everyday situations.
Corpus information Thanks versus Thank you In th e spoken corpus Thank you is m ore frequent th a n Thanks I don't know I don't know is th e m ost frequent th re e word expression in the corpus. About 40 percent of its uses are as a response to a question. It is also com m only used to introduce statem ents such as I d o n ’t know i f y o u ’ve ever done that.
The c h a rt presents som e com m on expressions used for th a n k in g and apologizing and som e typical responses
Language notes •
U n it 2
In class Teach this unit opening page together with Lesson A in one class period. Introduce the theme of the unit W rite on the board: In class. Say, “We are now in class.” Have Ss b rainstorm the nam es of item s in the classroom th a t they already know. To get Ss started, point to a fam iliar object an d say, “W h at’s th is?” Make a list of item s on th e board
In Unit 2, you learn how to ... ■ Unit aims Read th e u n it aim s aloud. Tell Ss to listen and
read along.
Extra activity - class Ss look at th e second aim . Have Ss look through Unit 2 for a m inute an d find th e n am es of two item s they bring to class every day (e.g., pen cell phone on p. 14). Ask a few Ss to call out th e nam es of th e item s they found.
Before you begin... ■ Introduce the locations in the pictures and sub|ect pronouns Indicate a m ale S in th e class, and say, H e’s
in class.’ W rite th e sentence on th e board a n d sketch a m ale figure. Indicate a fem ale S, a n d say, “She's in class.’’ W rite th e sentence on th e board, and sketch a fem ale figure. Do th e sam e w ith a sm all group of Ss, and say, “T hey’re in class.” Write th e sentence on the board, an d sketch several m ale an d fem ale figures. Say th e th re e sentences again, an d have Ss repeat ■ D irect Ss atten tio n to Before You Begin Read th e question “W here are th ese people? and th e four sentences aloud Have Ss repeat. ■ Read th e in stru c tio n s aloud. Tell Ss to look at p icture 1. Ask. “W here is sh e?” [She s at work.] D irect Ssr attenl ion to th e 1 in th e box for th a t sentence Tell Ss to m atch th e rem ain in g p ictu res an d sentences w riting th e n u m b ers in th e boxes. Then have a few Ss share answ ers w ith th e class.
Recycle grammar This task recycles th e verb be and pronouns. W rite on th e board I, you, we. Ask Ss to say th e w ords an d verb be form s th a t go w ith them W rite th e form s on th e board.
I am
you are
we are
T hen ask Ss to say th e co n tractions for those forms, an d w rite them on th e board: Im
you re
w ere
Ask, Are we in class?’ Yes, we are ] Are we in the library? ” |No, we re not.] ■ Ask individual Ss or p airs of Ss to choose one of the places in the pictures a n d act out being in the place (e.g., typing on a com puter for work, looking through books for library). The o th er Ss guess w here th e S or Ss are (e.g., Ss Are you in class ? SI No, i 'm not. or SI and S2 Yes. we are.). Extra activity - pairs
Answers 14 He sat home. [T] She’s at work.
T-11 • Unit 2 • In class
3 1 hey’re in class. [2~ They're at the library
Pairs look at th e pictures in Unit 1 and m ake a list of w here people are (e.g., p. 2: They re a t work, p. 6. H e’s a t the gym p. 8: They re al the park ). W hen pairs have finished go through each page w ith the class, having different p airs call out w here th e people are.
111111111111111111111
In Unit 2, you learn how to ... ■use the verb be with he, she, they, this, and these ■talk about things and places in a classroom, a ask for help in class. ■respond to Thank you and l ’m sorry.
\
1 1 1 I 1 1 1 1 11111 I t 11 i l l
Before you begin... Where are these people? Match the pictures with the sentences
LessonA Classmates Miss Cass Ana Miss Cass Ana Miss Cass Ana Miss Cass Ana
1
Where's Jun? Is he here today? No, he's not. Maybe he’s at work. OK. How about Laura? I don’t know. I think she's sick. Oh. OK. Are Kim and Phong here? No, they’re in the cafeteria. They’re late again. OK. And Alan? He's over there. I think he's asleep!
Getting started A
Figure i ~it ouf
Listen. W here a re A n a’s classm ates today? P ractice th e conversation.
„ ** ^ a n y ° u co m plete th e q u e stio n s a n d answ ers? Use th e co n v ersatio n above to h elp you. Q
A I s lu n in class today? B No, _______ not.
12
©
A Is L aura h ere today? B No,________sick.
©
*
Kim a n ^ Phong in class? & No,------------late.
Lesson
A
Unit 2 In class
Classmates
1 Getting started ■ Set the scene Take atten d an ce, calling out th e nam es of Ss. For any ab sen t Ss, a s k ,“ W here s . . ?” and have Ss m ake guesses about w here th e absent S is (e g.. H e’s a t home. She's a t work. They 're a t the library.).
A
(CD 1, Track 16)
■ Preview the task Tell Ss to look at the large picture. Ask, ‘ W here are these p eople?” [They’re in class.] Say, "This is Ana's class. Some of the stu d en ts a re n ’t m class today On th e board, w rite th e nam es of the stu d en ts Jun, Laura, Kim a n d Phong, Alan. Say the nam es. Then say, W here are Ana s classm ates today? Listen for the answ ers. ’ ■ Play the recording Ss listen and read along. Then ask,
“W here’s Jun?” [He's at work. “W here’s L aura?” She’s sick.] “W here are Kim and Phong?” [They’re in the cafeteria.] ‘W here’s A lan?” [He's in class. He's asleep.] ■ Play the recording again Ss read along and u nderline any w ords they do not u n d e rsta n d as they listen. ■ E ncourage Ss to use th e p ictu res to figure out the m ean ings of sick, cafeteria, and asleep. Point out How about Laura9 in th e conversation. Explain th a t How about .. ? asks th e sam e question again, in th is case, Is Laura here today? Explain th at I think and m aybe are used to show th a t som eone is not sure.
■ Dc the task Now have Ss try and com plete th e
rem aim ng conversations. Tell Ss to use th e conversation in P art A to help them com plete the task. Have Ss who finish quickly check answ ers w ith a partner. Check answ ers w ith th e class: read aloud each conversation, an d pause for th e class to read aloud the m issing words.
Answers 1 A is Jun in ciass today? B No, he’s not. 2 A Is Laura here today? B No, she’s sick. 3. A Are Kim and Phong in class? B No, they’re late. ■ Try it out Tell Ss to work in pairs and practice the
conversations in P art B Tell Ss playing th e role of B to try to answ er using the pictures w ithout looking at the conversations. ■ Focus on the form Tell Ss to look at B s responses. Tell
them to say th e m issing words Write th em on the board. |h e s, sh e’s, th e y ’re] Ask, “W hat form of th e verb be goes w ith he and she*. ” [’s. is “W hat form of the verb be goes w ith they? ’ [’re, are]
■ Practice G ro u p s :
Extra activity - class
Tell Ss to practice th e conversation in pa irs, taking tu rn s playing Miss Cass and Ana. Then ask p airs to change th e conversation, w ith Miss Cass using the n am es of real classm ates and Ana responding w ith any location.
W rite on the board; a t home, a t work, in class, a t the library. Ss choose one of th e expressions (or one of th eir own) and w rite it in large letters on a piece of paper, w ithout show ing it to th eir classm ates. Ss each have one tu rn to guess w here a classm ate is. Foi exam ple, a S says. I think (S s nam e) s a t hom e today. The S nam ed holds up his or her p aper and responds either Yes, i ’m at hom e oi No. i'm not. I ’m a t ____
Divide th e class into two groups, one playing th e role of th e teacher (Miss Cass) and th e other playing Ana Have them read the conversation aloud and th en change roles. P a ir s :
B Fiqure Preview the task Tell Ss to look at th e conversation itaut in P a rt A ag ain Say, “Find Ana s answ ers w ith no." |No, he s not. No. th e y ’re in the cafeteria ! Then have Ss look at th e th re e conversations in Part B. W rite conversation 1 on th e board. Ask, “W h at’s th e m issing w ord?” [he’s] W rite h e ’s in th e blank.
Unit 2 • In class • T-12
2
Grammar '
A
(CD 1, Track 17)
■ Present the grammar chart Play th e recording Ss listen
■ Preview and do the task Read th e in stru ctio n s aloud.
Have Ss look at the pictures and com plete the sentences
an d repeat. ■ Understand the grammar Tell Ss to look at th e chart. Ask
Ss how to form statem en ts w ith the verb be an d he. she, and they W rite th e p a tte rn on th e board H es
She's
.
■ Tell Ss to com pare answ ers in pairs Then check answ ers w ith the class.
They're____
Answers
Do th e sam e for negative statem en ts w ith be. H e’s n o t
She’s n o t
1. David’s in class / is in class. 2. Connie and Dan are at heme. 3 Sue and Min Ji are at the library.
They're n o t____
Explain th a t he, she, an d they are p ronouns an d that th e verb f o r m s 's or is go w ith he an d she an d re or are go w ith they ■ On th e board, w rite several sentences with n o un subjects and be verbs u n d erlin ed (e.g., Alan is in class. Ana is in class. A na a n d Alan are in class.). Have a few Ss com e to th e board an d change th e u nderlined w ords to contractions w ith p ro n o u n s (e.g., He's, She’s, They re). ■ Show Ss how to form yes-no q uestio n s w ith th e verb be W rite m a colum n on the board: Jun is a t work. Laura is sick. Kim a n d Phong are late Explain th at th e verb (is / are) com es first, before the noun. Draw an arrow to show th at Jun an d is change positions for th e question form Invite a S to com e to the board and w rite the question. [Is Jun at work?! Invite two m ore Ss to w rite th e o th er two questions on th e board.
B ■ Preview and do the task Read th e in stru ctio n s and the
exam ple aloud. Have Ss com plete th e rem aim ng questions on th e ir own. Remind them to use the g ram m ar c h a rt for help. Check answ ers w ith the class
Answers 1 Is
4 Is
5 Is
6 Are
Answers
Yes, + they are. No, + they’re not.
1. No, he’s not. He s in class. 2 No he’s not. He’s al home. 3 Yes, they are 4 No, she s not. She’s in the library. 5 Yes, she is. 6. No, they're not. They're in the library.
Have th re e Ss w rite short answ ers to the q uestions on th e board ■ Present In Conversation Tell Ss to read th e inform ation. Point out th e co n tractio n after each nam e. Have each S say a sentence about a classm ate (e.g., Bill s last nam e is Hara Pam's m y partner.). Rem ind Ss to use contractions.
3
3. Are
■ Point out th e exam ple conversation. Have a pair of Ss read it aloud, Tell Ss to work in p airs and take tu rn s asking and answ ering th e questions. Rem ind Ss to use th e pictures in Part A to answer. Check answ ers w ith th e class: ask individual Ss the questions.
■ Ask Ss th e form s for short answ ers, an d w rite them on th e board: Yes, + he / she is. No, + he's / she's n o t
2. Is
Extra activity - pairs Pairs take tu rn s asking and answ ering yes no questions, like those in Part B, about th e Ss in A na’s class. SI, book open, asks S2 a question. S2, book closed, answ ers the question from memory. Pairs each ask ten questions and keep score. Find w hich S answ ers th e m ost questions correctly,
Listening A *•
(CD 1 Track 18)
Answers
■ Preview the task Tell Ss to look at th e heading W ho’s
absent? an d th e picture. Ask, “Is she a stu d en t?” [No, she's not. She's a teacher.] Explain th a t absent m eans not in class ' Read th e in stru ctio n s aloud. ■ Play the recording A u d io scrip t page T 232 Pause after
th e first conversation. Ask, “W here’s Jun today? ' [in th e cafeteria| Point out th e answ er - letter c. Play the rem ain in g conversations. Ss w rite th e answ ers. ■ Play the recording again Check answ ers w ith th e class:
pause aftei each conversal ion. an d ask a S to answer.
1 c
2. a
3 b
4. d
B About] > Preview and do the task Read th e in stru ctio n s 1 y?R\ aloud Model th e exam ple conversation A^k a S Is Lisa sick today?” Have the S read th e response. [
■ Have pairs try to ask at least five questions about classm ates, Tell Ss they can look back th ro u g h the lessons for ideas * Assign W orkbook pp 10 an d 11 (The answ er key begins on p T 242.)
T-13 • Unit 2 • In class
Unit 2 In class
Grammai
Fheverbbe: he. she, and they
Jun is at work. He’s at work.
Jun is not here. He’s not here.
Is Jun here9 Yes, he is. / No he’s nol
Laura’s sick. She’s sick.
Lauras not in class. She’s not in class
Is she sick? Yes, she is / Nc, she's not. Are they late? Yes, they are / Nc, they’re not
Kim and Phong are They’re late.
Laura’s She’s
= =
late.
Kim and Phong are not They’re not here
here.
He’s = He is They’re = They are
Laura is She is
In conversation People usually shorter is to ’s after names.
A T hese peo p le a re also A n a’s classm ates. W here are
Jun’s at work. Laura’s not in class
th e y today? C om plete th e sentences.
©
Sue a n d M in Ji
C onnie a n d D an
D avid
B C om plete th e q u e stio n s. T h en ask a n d a n sw e r th e q u e stio n s w ith a p a rtn e r. 1. 2.
Is
D avid sick? D an in class?
‘Is David sick?”
3.
C onnie a n d D an a t hom e?
5.
Sue at th e library?
4.
M in Ji at work?
6.
Sue a n d M in Ji in class?
“No, he’s not. He’s in class.
3. Listening Who's absent ?. A
L isten. It’s th e n ex t day. W here are th e se stu d e n ts today? M atch e a ch s tu d e n t w ith a place.
About you
1. J u n ’s c
a. at th e library.
2. Kim s 3. L a u ra 's
b. at work. c. in th e cafeteria.
4. D avid s
d. at hom e.
B Pair WOrk Ask a n d an sw e r q u e stio n s a b o u t y o u r classm ates. “Is Lisa sick today?”
“ Yes. she is. She’s at home. ”
What’s in your bag?
Lesson B 1
Building vocabulary A '
H ere a re som e th in g s s tu d e n ts take to class. W rite a or a n before each item . T hen listen a n d say th e w ords. C heck yo u r answ ers.
Articles a + consonant sound
a bag
pencil
an + vowel sound pen
eraser
umbrella
6
an eraser
notebook
English book
Word sort
B M ake tw o lists of th in g s y o u tak e to class. Use a a n d a n . C om p are w ith a p a rtn e r.
snack
c\
dictionary
^ p e n c il
2 Building language A *
Listen. W hich th in g s a re Bill's? P ractice th e co n v ersatio n s.
'k l A n d y W h at's this?
M ic h i Is th is yo u r w atch. Bill?
B ill It’s a n MP3 player.
B ill Oh, yes, it is. 1 h an k s.
It’s m y new “toy.”
M ic h i A nd a re th e se y o u r glasses? B ill Yes, they are!
Figure it ou t '
*
S c o tt Excuse m e. A re th e se
yo u r keys? B ill Um . . . no, th e y ’re not.
T hese a re my keys right here.
a > ® ^ a n Y ° u cu in plete th e se questions? Use y o u r ow n ideas
Ask a n d a n sw e r y o u r q u e stio n s w ith a p a rtn e r. Q
14
4
Is th is your
?
0
Are th e se yo u r
3
m
Li
J
Lesson
Unit 2 In class
B What’s in your bag?
Building vocabulary ■ Set the scene Tell Ss to look at th e title. Ask several Ss to
call out th e nam e of an item in their bag or backpack. W rite th e w ords on th e board.
A
'
(CD 1, Track 19)
■ Preview the task W rite th e letters a, e, i, o, u on the board, and ask Ss to say them . Say, “These letters are called vowels. All th e other letters are called consonants." Erase th e letters. Write th ese colum n head ings on th e board Vowels, Consonants. Go around th e class, having Ss call out th e letters of th e alphabet in order. Have two Ss at th e board w rite th e letters u n d er th e correct colum n. ■ Tell Ss to look at th e pictures. Say th e n am es of the item s, an d have Ss repeat. ■ Present Articles Read th e inform ation aloud. (For m ore inform ation, see Language N otes at th e beginning of th is unit.) Say th e nam es of th e p ictured item s, and have Ss raise th e ir h an d s if a w ord sta rts w ith a vowel sound. ■ Have Ss look at th e pictu res again an d w rite a or an before each item
B r 'w6fd) Preview and do the task Read the in stru ctio n s • aloud. Have Ss w rite th eir own lists. Encourage Ss to th in k of new items, ■ Tell Ss to com pare th eir lists w ith a partner. Ask, “W ho has new th in g s?” W rite any new vocabulary on the board.
Extra vocabulary:
personal items
Present or have Ss suggest extra vocabulary for personal items, such as a comb a checkbook, a bus pass, a credit card, an ATM card, an ID card
Extra activity - pairs Pairs m ake a list of th e top tive personal item s they th in k m ost people have Pairs call out item s from th eir lists. W rite them on the boaid. For each item, ask p airs th a t w rote it to raise th eir h ands, and count th e num ber.
■ Play the recording Ss listen an d repeat. Check answ ers
w ith th e class: w rite a, an on the board. Ask Ss to call out th eir answ ers. Point to a or an on th e board.
Answers an umbrella, a pencil, an eraser, a pen. a bag. a cell phone, a notebook, an English book an address booK. a snack, a dictionary a wallet
BuiJdwglanguage ■ Set the scene Say. “Bill is a stu d en t He takes m any
th in g s to class.’ Tell Ss to work in p airs and nam e as m any item s as they can in th e th re e pictures, [book, MP3 player, w atch, pen, notebook, glasses, keys, bag, footballl Have p airs share answ ers w ith th e class. Write th e w ords on th e board.
A
'*c '' (CD 1. Track 20)
■ Preview the task Ask, “W hich th in g s are Rill s? Listen
an d circle the answ eis ■ Play the recording Ss listen an d circle th e answ ers to the
question. ■ Play the recording again Ss listen and check their
answ ers. [MP3 plaver. w atch, glasses I ■ Practice Have Ss practice th e conversations in pairs.
B
w ith this.’ Have a S read it. and w rite it on th e board: Is this your watch ? Repeat for th e questions w ith these in th e second and th ird conversations. [Are these your glasses? Are these your keys?] ■ Do the task Have Ss com plete the questions w ith their
ow n ideas. Check answ ers w ith th e class: have a few Ss call out th eir answ ers ■ Focus on the form W rite on th e b oard This is / are m y
pen. These (is! are) m y pens Ask, W hat form of be goes w ith this?” [is] Circle is. Sav. “The noun is pen It is one th ing ” Then direct Ss to th e second sentence. Ask, “W hat form ot be goes w ith these?” [are Circle are Say, “The n o u n here is pens It nam es m ore th a n one thing. It ends w ith -s D ural nouns nam e m ore th a n one thing. They usually end w ith -s.” ■ Tell Ss to ask and answ er th eir questions w ith a p a rtn e r
Figure Preview the task Tell Ss to look at th e two ,i out q uestions and read them aloud. Point to Bill s second conversation in Part A Say, “Find th e question
Unit 2 • In class • T-14
3_ Grammar * » (CD 1, Track 21) ■ Present the grammar chart Play th e recording. Ss listen
a n d repeat. ■ Understand the grammar W rite on th e board: singular
nouns a n d plural nouns. Explain th a t no u n s can be people places, or things. Explain (1) sin g u lar n ouns tell about one thing; (2 ) plural n o u n s tell about m ore th a n one th in g and usually end i n -s. Ask a few Ss to call out th e sin g u lar n o u n s in th e chart. Repeat with th e plural nouns. ■ W rite on th e board This is a watch. These are keys Ask Ss to identify th e p a tte rn for each statem ent, and w rite it on th e board:
■ Ask Ss to work in pairs and w rite th e plural form s of th e item s on p. 14, in Exercise 1, P ari A Have them com pare answ ers w ith a n o th er pair. [All end in just s except dictionaries.] ■ Preview the task Ask Ss to look at conversation 1. Have Ss read th e exam ple as a class. Tell Ss to use the ch art and pictures for help in com pleting the questions and answ ers. ■ Do the task Have Ss com plete th e rem aining conversations and th e n check th e ir answ ers in pairs. Check answ ers w ith th e class: have several pairs read their answ ers aloud.
Answers
This + is + a / a n + sin g u lar noun These + are + plural noun
1. 2. 3. 4. 5. 6.
Point out th a t this goes w ith is an d singular nouns; these goes w ith are a n d plural nouns. ■ W rite on th e board: Is this your dictionary7Are these your books • Ask a S to com e to th e board and w rite the p a tte rn for th ese questions on th e board: Is + this + your + sin g u lar noun? Are + these + your + plural noun? ■ Ask Ss to look at th e ch art and identify th e two p a tte rn s for th e tw o W hat questions. Add th em to the b o a rd :
A A A A A A
What’s this? B I think it’s a cell phone. Is this your notebook? B No, it’s not. What are these? B They’re dictionaries. Are these your pens? B Yes, they are. Are these your glasses7 B No, they 're not. What’s this? / is this? B It’s an umbrella.
■ Have Ss practice th e conversations w ith a partner, taking tu rn s playing each role
Extra activity - class Go aro u n d th e class w ith a bag. Each S puts in a personal item. Ss try to rem em ber each S ’s item. One S takes out an item and asks yes-no q uestions u n til its ow ner is found (e.g., SI: Ana. is this your pencil? Ana. Yes, it is. or No, it isn ’t.). C ontinue w ith S2 taking out an item and asking questions. In large classes, this activity can be done in groups
W hat + is + this? W hat + are + these? ■ Present the spelling rules Have Ss read th e plurals at the
right side of th e chart. (For m ore inform ation, see Language Notes at th e b eg in n in g of th is unit.)
4 Speaking naturally A
-
(CD 1. Track 22)
Answers
■ Preview the task Point out th e th re e exam ples of nou n
plural endings. Say, "The s at th e end of a plural noun is said in th re e different ways.” (For m oie inform ation, see Language Notes at th e b eg in n in g of th is unit.) ■ Play the recording Ss listen and repeat. Tell Ss to listen
carefully to th e pronun ciatio n of the plural endings and to focus on saying th e e ndings correctly. B
■ Preview the task Read th e in stru ctio n s aloud
■ Play the recording Pause after th e first item - three textbooks - an d poin t out th e check ( / ) in th e /s/ colum n. Play th e rest of th e recording, and tell Ss to check ( / ) th e correct boxes. ■ W rite th ese colum n headings on th e board: 2. Iz/
3 ./iz/
■ Play the recording again Pause after each item, and check answ ers w ith th e class: ask Ss to call out th e colum n n u m b er of th e answ er
2, iz/
3 is/
4. /iz/
5. iz!
■ W rite th e five plural n o uns from th e ch art on the b oard in random order. Have Ss read each one aloud
c [
(CD 1. Track 23)
l./ s /
1 /s/
About 1 > Preview the task Read th e in stru ctio n s a nd the exa mpl e conversation aloud Model th e activity by asking a S th e question and having the S answ er w ith tru e inform ation.
■ Do the task Have Ss take tu rn s asking g roup m em bers,
W h a t’s in youi bag? As Ss answ er, have g: oup m em bers m ake a note of any item s they also have Go around th e class, and help w ith any new vocabulary, ■ After all group m em bers answ er, tell them to say how m any item s they have th a t are th e sam e as others in th e group Tell them also to nam e any item s they have th at no one else has. ■ W hen Ss have finished, ask, “W ho has som ething u nusual in his oi h er bag?” Have gioups report. «» ~ Assign Workbook pp. 12 and 13. iThe answ er key begins on p T 242.)
T-15 • Unit 2 • In class
3 Grammar This is
Unit 2 In class
This and these; noun plurals
an MP3 player.
What’s this? It’s an MP3 player. Is this
your watch?
Yes, it is. No, it’s not
These are
sunglasses.
Regular plurals
bag watch dictionary key
What are these? They’re sunglasses. Are these your keys? Yes, they are No they’re not
Irregular plurals
bags mar men watches woman women dictionaries child children ke ys
Some nouns are only plural:
jeans, scissors glasses, sunglasses
C om plete th e q u e stio n s a n d a n sw ers a b o u t th e p ictu res. T h en p ractice w ith a p a rtn e r.
o
-e
o
A What^s fUis
A
I s _______ yo u r
A W hat
B
B N o ,__________ .
B _____
? I fU'mV if's c\ ceW pUov\e
0
A A re _______ yo u r
your
A A re.
A
B N o ,__________ .
B Yes,
4 Speaking naturally. Noun plural endings s
wallets, books
z
pen*, key
watch >, orang s
A
Listen a n d re p e a t th e w ords above. N otice th e n o u n p lu ra l endings.
B ^
Listen, Do th e n o u n s end in Is/, /z/, or iz /? C heck t*/) th e c o rre c t co lu m n .
What’s in your hag? /s/
/z/
/iz/
1. three textbooks
&
□
2. two cell phones
□
□
n
3. four snacks
□
□
□
4. my sunglasses 5. five credit cards About you
iz
□
c s
□
C Group work Tell th e g roup w h a t’s in y o u r bag. W ho h a s s o m e th in g u n u su al?
“ What’s in your bag, Carlos?”
“A wallet, two keys, . . . ”
Lesson C
In the classroom
C Pair work Ask a n d an sw e r q u e stio n s a b o u t y o u r classroom
“ What's on the wall?” 16
“A clock, a map, and some posters . . . ”
Lesson
Unit 2 In class
o In the classroom
Building vocabulary ■ Set the scene Tell Ss to look at the p ictu re and say the
■ Do the task Have Ss com plete th e rem aining item s. Go
aro u n d th e class, and help Ss w ith new vocabulary as needed
n am es of things they already know in English
A +*
(CD 1. Track 24)
■ Play the recording Ss listen and repeat th e words. ■ Play the recording again Say, “Now listen and p u t check
m arks in the boxes for things in our classroom .” W hen finished, a few Ss call out th e item s they checked (✓).
■ Tell Ss to com pare answ ers w ith a partner. Check answ ers w ith th e class: Ss call out th eir answ ers Add any new words to th e list on th e board from Part A.
c
■ Write on th e board: a, som e Say, “Look at th e picture of th e classroom again W hich things have th e word a before th e ir n am es? Call on a few Ss to answ er Repeat w ith some. Explain th e use of a w ith singular nouns an d of some w ith plural nouns. (For m ore inform ation, see Language Notes at th e b eginning of th is unit.)
■ Preview the task Read th e in stru ctio n s aloud. Then
■ Ask Ss to look for an d call out item s in th e classroom th a t are not in th e picture W rite th e words on the board. Help out w ith new vocabulary.
■ Do the task Have Ss m ake up at least five questions and
read th e exam ple conversation Tell Ss to look at *he words above each p ictu re in Part B. Have a few Ss call out W hat's questions tor each location (e.g W hal s on the wall? W hat's on the floor?). Then ask Ss to th in k of m ore questions about their classroom and call them out (e.g., W hat's under the ta b lei next to the board?). th en ask a p a rtn e r th eir questions. Note you may w ant to teach th e word nothing as an answer. ■ Follow-up A few pairs present one or two of their
Extra vocabulary:
classroom items
questions for th e class to answ er
P resent or have Ss suggest extra v ocabulary for classroom items, such as an overhead projector, an eraser, a m arker pen. a coatrack, thum btacks, pushpins, a bulletin board, a door, a bookcase, a light a light switch
Extra activity - pairs
Extra activity - groups
Extra activity - groups
Groups w rite th e n am es of as m any classroom item s as th ey can on slips of pap er in th ree m inutes. Tell groups to use a or som e in front of each noun. Groups divide up the slips and tap e th em to th e item s. At th e end of th e activity, label any un labeled item s in the classroom .
W rite on th e board: on, under, in, next to, in fro n t of. Ss call out locations in th e classroom for each preposition (e.g., on m y desk, on the door under m y chair, next to the TV, in fro n t o f the w indow L Make a list on the board next to each preposition Then, in groups, Ss take tu rn s asking each other W h a t’s questions w ith th e phrases on the board (e.g W hal's under your desk / coat? W hat's on the board?)
B 'Word j
Preview the task Tell Ss to look at th e six pictures.
Read the w ords above each picture aloud, and have Ss repeat. ■ Point to th e corresp o n d in g places in your classroom . A sk individual Ss to call out th e ir locations (e.g.. next to the window). ■ Say, “Look at pictu re 1.” Ask, “W hat’s on th e w all 2 ” Call on a S to read the exam ple answ er. Then say, “Look in our classroom . W h at’s on th e w all?” Ask Ss to call out th eir answ ers. W rite th em on th e board, and have Ss w rite th em in th eir S tu d en t’s Books. Repeat for p ictu re 2 .
Pairs play a guessing game. SI gives a clue (e.g., It s on the wall They’re on the floor.). S2 tries to guess th e item (e g., Is it a clock? Are they chairs?).
Extra activity - individuals Ss close th e ir books They w rite the local ion of as m any item s as they rem em ber from th e picture in Part A (e.g , A clock is on the w a ll). Ss com pare answ ers in pa irs T hen they open their books and check their answ ers.
Unit 2 • In class • T-16
2
Bunding language ■ Set the scene Tell Ss to look at th e picture. Say, "The
teacher is talk in g to a student. The teacher is looking for th in g s.” Ask Ss to guess w hat things th e teacher is looking for. W rite th e Ss’ guesses on th e b oard.
A
* * (CD 1, Track 25)
■ Preview the task Say, “ W hat’s th e teacher looking for?
Listen for four th in g s.”
B Figure Preview the task Point out th a t th e questions it out are a u questions w ith Where. Tell Ss to find the Where questions in th e conversation in Part A, and read them aloud. Ask. “W hat follows Where in the q uestio n s?” [ s, are] ■ Do the task Have Ss com plete the task. Tell them to see
if th e last word in each question is singular or plural to figure out the answ er Check answ ers w ith th e class, and w rite th em on th e board.
■ Play the recording Ss listen an d take notes. Ask a few
Ss to call out th eir answ ers, [the VCR, th e videos, the stu d e n ts’ hom ew ork papers, her g la sse s Ask Ss if any of th e guesses on th e boa rd were correct. ■ Practice
G roups: Divide th e class into two groups, one group plaving th e teacher an d th e o th er group playing Paula. Have th e groups read the conversation aloud and then change roles. P a irs: Tell Ss to practice th e conversation in pairs, tak in g tu rns playing each role. T hen tell p airs to change th e conversation, w ith th e teacher asking for different item s an d Paula answ ering w ith different locations. E ncourage pairs to use actual item s in th e classroom . Have a few pairs p resent th e ir new conversations to th e class.
3 Grammar
Answers 1. Whereas 1V\ here is the VCR? 2. Whereas I Where is the teacher’s coat? 3. Where are the students’ papers?
■ Focus on the torm Direct Ss’ attention to the questions on
the board. Say, “The first question has a singular noun W hat’s that noun?” [VCR] “W hat verb is in that question?’ | ’s, is] “W hat verb is used w ith plural n o u n s?” arel ■ Try it out Tell Ss to ask a nd answ er th e questions w ith a
partner, using th e p icture to answer.
Answers 1. It’s in the closet.
■ Present the grammar chart Play th e recording. Ss listen
an d repeat.
■ W rite on th e b o a rd : (W h e re ’s / Where are) the bag? (W h e re ’s / Where are) the keys? Ask a S to choose th e correct questions. Ask, ' W hy is is correct in th e first sentence? [Bag is singular J Why is are correct in th e next sentence? [Keys is plural.] Point out th a t is is often p a rt of a c o n tractio n w ith a q u estio n word. Ask Ss to call out th e contraction. [W here’s] ■ Tell Ss to read th e th re e answ ers in th e chart, and poin t out th e d elin ite article the Explain ih a t the is used w hen we all know th e thing we are talking about - o ften th ere is only one in a p a rtic u la r place. (For m ore inform ation, see Language Notes at the b eg in n in g of th is unit.) ■ Have Ss read th e th re e possessive sentences. Explain th a t people use possesMves to say who a n item belongs to. Explain th at to m ake possessives, 's is added to sin g u lar n ouns, an d ju st an ap o stro p h e (’) is added to
f Vocabulary notebook ■ Tell Ss to tu rn to Vocabulary Notebook on p 20 of their Student's Books. Have Ss do th e tasks in class, or assign th em for hom ework, (bee th e teaching notes on p. T-20.)
T-17 • Unit 2 • In class
3. They’re on the floor.
plural no u n s ending in -s. iFor m ore inform ation, see Language Notes at th e beginning of th is unit.)
« £ * (CD 1, Track 26)
■ Understand the grammar Tell Ss to look at th e Where questions in t he ch art. Ask, “W hat's th e first word in the q u estio n s?” | Where] ‘‘W h at’s next?” [ s, are]
2. It’s on the desk.
A ■ Preview and do the task Read th e instru ctio n s and
exam ple aloud. Have pairs take tu rn s asking and answ ering th e questions. ■ Check answ ers w ith th e class: ask th e questions, and have a few Ss give th eir answ ers.
Possible answers 1. It’s in front of the board. 2. It’s in the closet. 3. It’s nexl tc the board 4. They 're undei the VCR / TV.
5. It’s on the table. / It’s next to the boarc! CD player. 6 They’re on the wal
B i About] Preview the task Read th e instru ctio n s aloud. l—¥?-u-\ Ask a few Ss to w n te questions w ith the four i terns (e.g., Where are the teacher’s books?). Ask a few Ss to call out th eir ow n questions (e.g., Where s M arta’s dictionary?}. ■ Do the task Have Ss w rite their q uestions T hen ask pairs to take tu rn s asking each o ther their questions. ■ Follow-up A few Ss lead one of th eir questions for the class to answ er. * Assign W orkbook pp. 14 an d 15 (The answ er key begins on p T 242.)
Unit 2 In class
Building language A m F Listen. W hat is th e tea c h e r looking for? P ractice th e co nversation. Mrs. Evans Paula Mrs. Evans Paula Mrs . Evans
OK, so . . . w here's th e VCR? I t’s in th e closet. Oh, right. A nd th e videos? W here a re they? T h e y ’re on th e desk, u n d e r y o u r coat. OK, u m . . . a n d w here a re th e s tu d e n ts ’ hom ew ork papers?
Paula Mrs. Evans Paula Mrs. Evans
T hey're on the floor. U h-oh. w h a t s th is u n d e r m y foot? It’s M ario ’s hom ew ork.
«cno"*"I
O o p s !. . . Uh, w h ere are m y glasses? T h ey ’re n o t on m y desk.
Paula U h . . . th e y re o n y o u r head! Figure it out
B C an you co m p lete th e questions? T h en ask a n d a n sw er th e q u e stio n s w ith a p a rtn e r. 1. W h e re
th e VCR?
2. W h e re _______ th e te a c h e r’s coat? 3. W h e re _______ th e s tu d e n ts ’ papers?
/
Where’s Mario’s homework? Where’s the teacher’s coat? Where are the students’ papers? Where’s
r'
It's on the floor. It’s on the desk. They’re on the floor
Mario’s hornework the teacher’s glasses three students’ papers
= Where is
A Pair work Ask a n d a n sw e r th e se q u e stio n s a b o u t th e classroom o n page 16. C an you ask fo u r m ore questions? 1. W here's th e tea c h e r's desk? 2. W here's th e TV? 3. W h e re ’s th e te a c h e r’s chair?
“ Where’s the teacher's desk?”
4. W here are th e s tu d e n ts 1 dictionaries? 5. W here's th e com puter? 6. W here a re th e posters?
“It’s in front of the board. ”
About you
ow n. T hen ask a p a rtn e r y o u r q u estio n s.
the teacher’s books
Vocabulary notebook
the teacher’s bag
the students’ bags
the wastebasket
M y things
See page 20 for a new w ay to log a n d le a rn vocabulary.
17
1 Conversation strategy Asking for help In class A Can you match the questions and answers? 1. How do you spell book? 2. Can I borrow your pen? _ 3. What’s the word for this in English?
a. Sure. b. Pencil. c. B-O-O-K.
Now listen. How many questions does Ming-wei ask?
Ming-wei Excuse me, what's the word for this in English? Sonia Highlighter. Ming-wei Thanks. Sonia Sure. Ming-wei Uh. . . how do you spell it? Sonia I don’t know. Sorry. Ming-wei That’s OK. Thanks anyway.. . . Can I borrow a pen, please? Sonia Sure. Here you go. Ming-wei Thank you. Sonia You’re welcome. Ms. Larsen OK. Open your books to page 4. Ming-wei Excuse me, can you repeat that. please? What page? Ms. Larsen Sure. Page 4.
NotiCB how Ming-wei asks for
“ What’s the word for this in English?
help in class. Find his questions.
liHow do you spell it?”
B C om plete th e co n v ersatio n s. T h e n p rac tic e w ith a p a rtn e r.
OA
W h a t’s this?
B It’s a n eraser. A O h ,________
_____ © A Excuse m e, c a n I y o u r dictionary, please? B Sure. H ere you go.
© A W h a t’s y o u r p h o n e num ber? , please? A Yes. W h a t’s your p h o n e num ber?
B E R -A S-E-R. About you
SELF-STUDY AU>y CD
C Pair work P ractice th e co n v ersatio n s again. Use y o u r o w n ideas.
CC-ROM
Lesson 0
Unit
What’s the word for this in English?
2 In class
d p Lesson D recycles vocabulary for talking about things in a classroom.
t
Conversation strategy Why ask for help in class? Being able to ask for help is an important tool in learning Know;rg how 1o ask for help in class allows students to get information when they need it or ask about things that they do not understand.
■ Set the scene Tell Ss to look at th e picture. Say, “These people are in class. T hink of a q uestion a stu d en t asks in class.” C hoose a few Ss to call out th eir ideas, and w rite them on th e board (e.g., How do you sp ell____ ?/ W hat's this in English ?).
A
*
(CD 1 Tack 27)
■ Preview and do the task Read the in stru ctio n s aloud. Model the activity by asking, “How do you spell book7." Call on a few Ss to respond, [b-o-o-k] Say, “Look at th e questions an d answ ers in Part A. Look at n u m b er 1. W hat letter is th e answ er for question 1? ’ [cj[ Tell Ss to w rite the letter of th e answ er in th e blank after q uestion 1 T hen have Ss m atch th e o ther two questions an d answ ers. ■ Have Ss com pare answ ers in pairs. Check answ ers w ith th e class.
Answers 1. c
2. a
3 b
■ Say, “Look at th e pictu re again. The w o m an’s n am e is Sonia. The m an's nam e is M ing wei Listen How m any questions does M ing wei ask?’ ■ Play the recording Ss listen an d count th e n u m b er of questions. Ss call out th eir answ er. [Five] ■ Play the recording again Ss listen, read along, and raise th e ir h an d s each tim e they h ear Ming-wei ask a question. ■ Practice Have Ss p ractice th e conversation in groups of three. ■ Present Notice Have a S read th e inform ation aloud Have Ss find o th er exam ples of Ming-wei's questions in the conversation. Check answ ers w ith the class. [Can I borrow a pen, please? Excuse me, can you repeat that, p lease? W hat page?]
Answers 1 Oh, how do you spelUt? 2. Excuse me, can I borrow your dictionary, please7 3. Excuse me, can you repeat that please?
■ Tell Ss to practice th e conversations in pairs, taking tu rn s playing each role.
c About Preview the task Read the in stru ctio n s aloud i. y?El Model the task For conversation 1, pick up a pen an d ask a S. “W h at’s th is? ” After you get the answ er, ask how the word is spelled. For conversation 2. ask to borrow a pen from a S. For conversation 3, ask a S to ask you a question, and th e n ask the S to repeat the question. ■ Do the task Have pairs m ake up their own
conversations, using th e ones in Part B as a mode) and th e n p ractice them . ■ Follow-up A few pairs present th eir conversations to the class.
Extra activity - pairs / groups Pairs m ake up th eir ow n conversation using Ming-wei and Sonia’s conversation as a model. Pairs practice th eir conversations and th e n act th em out for sm all groups Ask each group to choose one conversation to present to the class
Extra activity - class Ss look back at p. x at th e beginning of the Student s Book to review o th er useful language to ask for help. Ss ask m ore questions like th o se in Part A to get help in class (e g., How do you spell dictionary7 Can I borrow your book7 W hat s the word fo i this in English?) Ss address th e ir questions to o th er Ss, w ho respond
SELF STUDY
svninnn CD-ROM
B ■ Preview and do the task Tell Ss to read and com plete the th re e conversations. Tell Ss to get help from Sonia and Ming-wei s conversation. Check answ ers w ith the class.
Tell Ss to tu rn to Self-Studv Listening. U nit 2, at th e back of th e ir S tu d en t’s Books. Assign th e tasks for homework, or have Ss do them in class (See the tasks on p. T 129 and th e audio script on p. T 132.)
Unit 2 • In class • T-18
ZStrategy plus Why use common expressions and responses? Learning how to thank people and apologize, and how to respond to those expressions, gives students a way to express themselves in many everyday situations - both in and out of class.
Answers 1. B Sure. B You’re welcome. 2. B I’m sorry.
3. A That's OK. A Thanks anyway.
■ Set the scene Say, “I’m M ing-wei.” T hen dem o n strate
accidentally knocking a S’s book onto the floor. Say, "I m sorry." Get th e Ss to say, That's OK. ■ Divide th e class in tw o groups, one group an d you playing Ming-wei, the o th er group playing Sonia. D em onstrate o ther “accidents” [.e.g., walking into a S's chair, knocking a pen o ff a desk). Have the Ming-wei group say, I'm sorry. Have Sonia’s group respond each tim e an d say, That's OK. ■ Present Strategy Plus Read th e expressions from the
W hen People Say colum n aloud, an d have Ss repeat. Do th e sam e for th e You Can Say co lu m n . Then read the expressions in th e W hen People Say colum n in random order, an d have Ss call out th e appropriate response. ■ Preview and do the task Read th e in stru ctio n s aloud.
Read th e first th re e lines in conversation 1 aloud, and have Ss call out th e correct response for th e last line. [You’re welcome. | Tell Ss to com plete conversations 2 an d 3 by circling th e correct responses. ■ Check answ ers w ith th e class: have two Ss each read a conversation aloud.
■ Tell Ss to practice th e conversations in pairs, taking tu rn s playing each role.
Extra activity - individuals Ss listen and w rite possible responses to item s you present: 1. T hanks for th e pen. 2. I’m late. I m sorry 3. I’m sorry. I d o n ’t know the word in English. 4. C an I borrow this CD? 5. T hank you for your help. [Possible answ ers: 1. Sure. 2. T hat s OK. 3 T h a t’s OK T hanks anyway. 4. Sure. 5. You’re welcome. Ss com pare answ ers in pairs. T hen check answ ers w ith the class.
Extra activity - groups Each S p u ts two item s on a table or desk. Ss take tu rn s asking to borrow an item from an o th er group m em ber u ntil they each have two new item s in front of them Ss th en take tu rn s asking questions an d re tu rn in g each item to its ow ner (e.g.. A: Is this your book. M artha? B: Yes, it is. Thank you. A: You 're welcome ).
3 Listening and speaking A
B
' ’ (CD 1 Track 28)
■ Preview the task Tell Ss to look at th e pictures. Point
to pictu re 1, an d ask, ‘W hat's th is? ” [It’s a textbook.] Repeat for p ictures 2 to 4. [2. It’s a notebook. 3. It's a CD player. 4. It’s a workbook.] ■ Ask four different Ss to read sentences a, b, c, an d d aloud. Tell Ss to m atch th e in stru ctio n s on th e right w ith th e p ictures on th e left by w riting letters in the boxes.
■ Preview the task Read the in stru ctio n s aioud. Ask two Ss
to read th e exam ple conversation aloud ■ Do the task Have Ss th ink of four instructions- Tell
pairs to take turn s giving th e r in stru ctio n s to each other. Rem ind the S listening to actually follow the in structions. Go aro u n d the class an d help out as needed. ■ Follow-up A few pairs present th eir insfiuctions.
■ Play the recording A u d io scrip t p. T-233 Ss listen and
check th eir answ ers. Check answ ers w ith th e class: have Ss call out th eir answ ers.
Answers 1. c
4
2. d
3. a
4. b
Extra activity - class Quickly give S^ a variety of in stru ctio n s to follow (e g., Turn to page 6, a n d look a t Exercise 1. Read the passport number.). Keep a fast pace to m ake th e task interesting and challenging.
FreeJalk ■ Tell Ss to tu rn to Free Talk 2 at th e back of th eir Student s Rooks Have Ss do th e tasks. iSec th e teaching notes on p. T-20A.J
T-19 • Unit 2 • In class
n * Assign W orkbook pp. 16 a nd 17. (The answ er key begins on p. T-242.)
2^Strategy plus Common expressions and resp Here are some responses to
Thank you andI’m sorry-.
When people say. . . Thank you Thanks. I m sorry I'm sorry. I don't know
Unit 2 In class
I 'm sorry.
You can say. . . You're welcome Sure That's OK That 's OK. Thanks anyway.
Circle th e c o rre c t resp o n se. T h en p rac tic e w ith a p a rtn e r.
OA
C an I b o rrow yo u r pen, please?
© A W h a t’s th e w ord for this?
B CSurej)/1 d o n ’t know .
B I don t know. Sorry.
A T h an k s.
A S ure. / T h a t’s OK. W hat a b o u t this?
B T h a n k s anyw ay. / You're w elcom e.
© A You re late.
B I d o n ’t know. A OK. T h a n k s anyw ay. / You’re w elcom e.
B I ’m sorry. / T h a n k s. A T h a t’s OK.
3 Listening and speaking Following instructions A
M atch th e p ic tu re s w ith th e in stru c tio n s. T h en listen to th e conversations, a n d check y o u r answ ers.
a. Listen to the conversation. b. Answer the questions on page 9. c Turn to page 7. and look at Exercise 1. d Write the word eraser in your notebook.
B Pair work Give a n d follow foui in stru c tio n s. Ask for help if you n e e d it. A Look at the picture on page 8. B Can you repeat that, please? A Sure. Look at the picture on page 8.
4 Free
talk_Whatdo you remember?
See Free talk 2 at th e back of th e book for m ore sp e ak in g practice.
9
m
Vocabulary notebook If done for homework Briefly presen t th e L earning Tip an d th e task d irections. Make sure Ss u n d e rsta n d w hat they should do.
■ Preview and do the task Read th e in stru ctio n s aloud.
Call on four different Ss to read th e questions Tell Ss to w rite at least four item s for each place. If Ss do not have any item s in a place, tell them to list four things th a t people typically keep in th a t place.
If done in class ■ Present Learning Tip Read th e inform ation aloud. W rite
on th e board: In m y bag Say, "Think. W h at’s in my bag? A pen? A m agazine? My keys?” Have Ss call out ideas. W rite th e w ords on th e board next to th e p hrase in m y bag. Say, "These are th in g s th a t link, or go to g e th e r w ith my bag. You can try to link new w ords w ith places to help rem em ber th e words. ‘
■ Have Ss com pare th e ir ch arts in pairs Have pairs find out w h ether they listed any of th e sam e item s
On your own ■ Present On Your Own Read th e inform ation aloud ■ Follow-up At th e sta rt of th e next class; Ss show their
labeled m agazines to a partner. Preview and do the task Read th e in stru ctio n s aloud.
Tell Ss not to look back at th e u n it as they w rite th eir answ ers.
Answers some books, a clock (a clock radio), some keys, some pens, some glasses
My things
Vocabulary notebook
M ak e lists o f th in gs y o u keep in different pla ces,
in my Yvng - my
uk*'1€*-
my k e y s
1
Label the things on the desk.
2
N ow maki lists o f your th irg s.
What’s in your bag?
What's in your wallet?
What's under your desk7
What's in your pockets?
>& On your own Find a m ag a zin e w ith pictures ol th in g s, la b e l the oictu re s. M ow m a n y w c -d s can y o u label?
20
------
T-20 • Unit 2 • In class
Unit 2 In class
Freelalk 2 1
Possible answers
■ Preview the task Tell Ss to tu rn to th e back of th eir
posters - on the w all; calendar - on the floor; telephone - on the
S tu d en t’s Books and look at Free Talk 2. Read the in stru ctio n s aloud. Make sure th at Ss u n d erstan d the m ean in g of m em orize (= learn som ething so you will rem em ber it exactly). Tell Ss to look carefully at all the item s in th e p ictu re an d try to rem em ber th em and th e ir locations.
chair; chair - next to the table, in front of the window ciock - on the w all; table - next to the chair; bag, glasses, computer - under the table; coats, books, umorella - in the closet; TV - or tnt wall; pencils, VCR, videos - on the table; MP3 player or CD player - on the floor
■ Do the task 1 im e th e activity. Call out “Start! ” for Ss to
■ Follow-up Ss take tu rn s m aking a com plete sentence
begin and “Stop! ’ at th e end of two m inutes.
about som ething in th e picture. Ss try not to repeat any previous sentence.
2 ■ Preview and do the task Read th e in stru ctio n s aloud
Ask two Ss to read th e exam ple conversation aloud Point out th e exam ple answ ers to show Ss how to w rite th e ir answ ers. Have pairs close th eir books and work together to m ake a list of th e thin g s in th e p icture and w here they are, 1ike th e list in th e Student's Book. ■ W hen Ss finish, have pairs open th eir books. Tell p airs to check th eir answ ers by taking tu rn s saying sentences about th e things in th e room and th e ir locations. Have pairs co u n t how m any correct an d incorrect answ ers they have, and th e n com pare lists and results w ith an o th er pair.
Meet a celebrity
1 Imagine you aie a famous person. Make a name card. Invent tm e-mafi address and phone number Nam e: E -m a il address
E -m a i! address:
Telephone n u m b e r g'g s'-<5 T S '- 7 l 7 l
j
Telephone n m b e r:
2 Class activity Now take turns introducing yourselves. Find three famous people you like, and complete a name card for each one
E -m a il a ddress: Telephone nu m ber:
E -m a il address
A Hello I’m Salmi Hayek t Oh race to meet you. I 'm Ichiro Suzuki A I'm sorry What s youi name again?
E -m a il address Telephone nu m ber:
What do you remember?
Free talk 2 1
Look at the things in this room. You have two minutes to memorize where things are.
2 Pair work Now close youi books. What do you remember" Make a list of things and where they are. Then open your books, and check your answers.
L VCR - <sn FUe 2.
cv, FUe VCR
^J
A The VCR is on the table B Yes And the videos are on the VCP Free talk 1 and Free talk 2
Unit 2 • In class • T-20A
Unit ^
Language notes
,
Lesson A Ceieorities Vocabulary
Professions
Corpus information
Adjectives good great, ano amazing
'See S tu d en t’s Book pp. 21-23.)
'See S tudent's Book pp. 22-23.)
The lesson p resents n am es of typical professions of celebrities (e g., singer, soccer player, actor).
Good is one of th e top 100 words; great and am azing are in th e top 900.
Vocabulary
Adjectives
(See S tu d en t’s Book pp. 22-23.) ■ The lesson includes adjectives to describe people and th in g s th a t som eone really likes: good, great, am azing, exciting. ■ M ost adjectives can o ccur before n o u n s or after the verb be. In th e unit, th e above adjectives typically are used after th e verb be in th is pattern: no u n i- be + adjective Her voice is am azing. ■ The adjectives favorite and new are also p resented in th e lesson, w here they typically occu r before nouns (e.g., m y favorite band, their new CD).
Vocabulary
Adverbs very and really
Grammar Be in statements ]See S tu d en t’s Book p. 23.) Form A ffirm ative statem ents w ith th e verb be are reviewed w ith som e statem ents including adjectives after the verb. Use In tli is lesson, som e be statem ents describe a perso n ’s profession ie.g., He s a singer. They're soccer players.). Note the use of the indefinite article w ith th e nam e of a profession in th e singular
Grammar
Possessive adjectives
(See Student s Book p. 23.)
(See S tu d en t’s Book pp. 22-23.)
Pronunciation
■ The adverbs very and really are u sed before adjectives to m ake th e adjectives sound stronger (e.g., good - very goodi.
You’re and your and they re and their have the sam e pronunciation. He's and his also sound the sam e in very fast speech.
■ Note th a t really can be used before th e adjectives am azing and great, but very is not norm ally used before th ese adjectives.
Lesson B
People we know.
Vocabulary
People
(Sec S tu d en t’s Book p. 24.) The lesson p resents no u n s for people le.g., best friend, neighbor), an d adjectives to describe th em le.g., smart, shy. friendly, outgoing, fu n ).
■ This lesson focuses on the use of adjectives after th e verb be. ■ The contractions isn’t and aren’t are presented after nouns in statem ents (e.g.. My boss isn’t strict.). Ss are not yet introduced to them in negative short answ ers (e.g., No. he isn’t.).
Corpus information
Form
Adjectives to describe people’s personality
■ Yes-No questions
Most of th e adjectives to describe people tau g h t in this lesson are in th e top 5.000 w ords. The adjectives nice, interesting, fu n , smart, quiet. busy, tired, an d late are all in th e top 1,500.
Grammar
The verb be
(See Student's Book p. 25.) ■ The lesson reviews th e verb be in yes no questions, short answ ers, an d negative statem ents.
be Jf subject + adjective / noun? ■ Negative statem ents subject + bc+ not f adjective / noun
Speaking naturally
Corpus information Contractions ’snot, ’re not, isn’t, and aren’t
■ In conversation, th e negative co n tractio ns s n o ra n d ’re not are about th re e tim es m ore frequent th a n isn't an d aren t. ■ Isn t an d aren’t are m ore likely to occu r after nouns (including nam es) th a n after pronouns. T heir use in short answ ers is rare.
Reduction of Is he
. ? Is she
?
(See S tu d en t’s Book p. 25.) ■ Ss get practice in recognizing and using reductions of Is he ,'iziy/ and Is she i/iy / in spoken questions ■ In fast speech, th e /h/ in th e question Is h e. ? is not usually pronounced, In Is s h e .. ? th e h i in is is not pronounced, b ut is assim ilated into the /J7 sound of she.
■ Two com m on uses of isn t and aren’t, especially isn’t, are (1) in negative questions: Isn t that great? and (2 ) in tags: It’s nice, isn't it?
la iFm j
Lesson C Numbers
(See S tu d en t’s Book p. 26.) Numbers ending in zero N um bers such as th ir ty (301 an d forty (40) are stressed on th e first syllable.
■ Before nouns, they are often stressed on th e first word (e.g.. Twenty'three students are here.\. ■ They are usually stressed on th e second word in co u n tin g sequences (fifty-eight, fifiv -n in e ) an d at the end of a p hrase (e.g.. M y fa th er is fifty -eight.).
Grammar
Numbers ending in teen N um bers en d in g w ith teen have two stress patterns: th irte e n or th irteen . ■ They are stressed on th e first syllable in counting sequences (e.g.. thirteen, fourteen) or before a noun (e.g., thirteen students). ■ They are stressed on th e second syllable at th e end of a p h rase (e.g., M v brother is thirteen.). Ss often have problem s h earin g th e difference betw een “te e n ” an d n um bers ending in zero (e.g., th irte e n / thirty). Practice on ihN is suggested in th e teaching notes for the lesson.
Information questions with be
iSee S tu d en t’s Book p. 27.) The questions in this iesson focus on getting inform ation about people.
Form question word + be + subject? How are your parents?
Corpus information
Question words
What, how. and where are th e m ost frequent question words. All th ree are in th e top one h u n d red w ords
Compound numbers N um bers like fifty-eight 158) also have two slress p attern s fifty-eight or fifty-eight.
Lesson D
This is a friend of mine.
Conversation strategy
Showing interest
(See S tu d en t’s Book p. 28.) ■ People show in terest by rep eatin g inform ation and adding a q uestion. For exam ple: A She’s a painter. B A painter? What are her paintings like?
In th is exam ple. B’s first q uestion repeats inform ation. B’s second q uestion asks for m ore inform ation. ■ This conversation strategy of show ing interest introduces the idea of "listenership.” th a t is, show ing th a t one is listen in g by acknow ledging or responding appropriately to w hat som eone says.
Strategy plus Really? (See Studenl s Book p. 29.) ■ In this lesson. Really? is used to show su rp rise or in terest in w hat som eone says, l or exam ple:
W ith this m eaning, Really? is typically used w ith a rising intonation ■ Really can also be used - norm ally w ith a falling in tonation - to show you agree or to <how th a t you are listening.
Corpus information Really Really is one of the top fifty w ords in conversation and it has m any uses. ■ A bout 40 percent of its uses are w ith verbs le g / really enjoyed that movie. I d id n ’t really enjoy it.). ■ About 30 percent of its uses are w ith adjectives or adverbs (e.g., That was really good. You d id reall well.). ■ About 15 percent of its uses are in responses like the one taught here
A She’s an artist - a painter B Peadv? What are her paintings like?
Language notes •
U n it 3
Favorite people Teach this unit opening page together with Lesson A in one class period Introduce the theme of the unit Tell Ss to look at th e u n it title, and read it aloud. Explain th a t favorite people are people you
really like. W rite th e n am es of five fam ous actors on the board. T hen put a check ( / ) beside one of the nam es Say, "This is m y favorite actor.” Ask a few Ss to n am e th e ir favorite actor.
In Unit 3, you learn how to ... Unit aims Read the u n it aim s aloud. Tell Ss to listen and read along.
Extra activity - class Read th e th ird aim aloud. Explain th at celebrii les are fam ous people like actors. Ss look th ro u g h the u n it for one m inute and nam e wh ich lessons are about celebrities, w hich are about friends, and w hich are about family. Ss call ou; th e ir a n sw e rs. Lesson A celebrities, Lesson B - friends, Lesson C - family, Lesson D - friends or family]
Before you begin... Introduce the professions in the pictures Tell Ss to look at th e four pictures. T hen d irect Ss’ atten lio n to Before You Begin. Read th e four sentences aloud, a n d have Ss repeat.
Ask Ss to look at p ictu re 1. Ask, ‘W hat sentence does it go w ith ?” H e’s an artist. D irect Ss atten tio n to th e 1 in th e box for th a t sentence. Tell Ss to m atch th e rem aining pictu res an d sentences, w riting the n u m b ers in th e boxes. T hen have a few Ss sh are their answ ers w ith th e class.
■ Ask Ss to suggest additional celebrity professions and w rite th e w ords on th e board. Have Ss nam e ceiebriiies in each of th e professions.
Extra vocabulary:
celebrity professions
Present or have Ss suggest extra vocabulary for celebrity professions, such as a dancer, a m usician a writer, a TV host. an athlete. C P Recycle grammar This task recycles ves no questions
Answers 4 He’s a singer. H She's an actor.
2_ They’re soccer players. JL He's an artist.
Culture note The w ord actnr is generally used th ese days tor b oth m ale a n d fem ale actors. The w ord actress ffor females') is being used less often. ■ On th e board, w rite celebrity, an d say th e n am es of several fam ous people. Say. “1 hese people are celebrities. They’re fam ous." ■ W rite these colum n h eadings on th e board: artist
singer
actor
soccer player
Tell Ss to w rite dow n th e n am e of a celebrity they know for each profession. Ask Ss to call out th e nam es th ev w rote. Write th e nam es u n d e r th e headings on th e board.
T-21 • Unit 3 • Favorite people
and short answ ers w ith be and he she. an d thev. Erase the board. Have Ss form team s stan d in g in lines, w ith one S from each team at th e board Say the nam e of a celebrity (e.g., Alicole K idm am . Ss at the board w rite a sentence using th a t profession (e.g., She’s an actor.). After all Ss have finished, check answ ers Teams get one point for each correct answ er -.celebrity profession) and one point for each correct sentence, Ss at th e b o ard go to th e back ol the line, and th e next Ss com e to th e board C ontinue un til each S has had at least one tu rn . The team w ith th e m ost points w ins.
Extra activity - class / pairs Ask W ho q uestions about the celebrities (e.g., W ho’s Lucy Liu?). Ss call out th e profess-on using a com plete sentence (e.g., She's an actor). Ss continue th e activity in pairs, taking tu rn s asking and answ ering the questions.
Unit
Favorite oeople In Unit 3, you learn how to ... ■use my, your, his, her, our, and their. ■ use the verb be in information questions. ■talk about your favorite celebrities, friends, and famify. ■show interest in a conversation. ■use Really? to show interest or surprise.
Before you begin... Match the pictures with the sentences. | He’s a singer. | She's an arior.
| They’re soccer players. Q
He s an artist
For each sentence, think of someone you know.
Celebrities
Lesson A
Norah Jones Sandra I love these shows about celebrities. Hmm Who’s that guy? Oh, look. It's Sean Penn. He’s so good-looking. His new movie is great.
A ' i Figure
it out
_
. . . Oh, and there’s Norah Jones. She's my favorite singer. Her voice is amazing
. . . And look - the Williams sisters, my favorite tennis players. Their matches are always exciting. You're a tennis fan, right? John?. . . John? Wake up!
Listen. S a n d ra is w a tc h in g TV w ith John. Is th e show in te re stin g for John?
^ a n Y°u co m Ple^e th e sentences? U se th e in fo rm a tio n above to help you.
1. S can P e n n is a n a c to r .________
m ovies are very good.
2. N orah Jones is a fam o u s s in g e r .________ n ew video is great. 3. T he W illiam s sisters a re te n n is p la y e rs .__________ m atc h es a re alw ays great.
22
Lesson
A
Celebrities
Unit 3 Favorite people
Getting started ■ Set the scene Tell Ss to look at th e th re e sm all pictures.
Read th e nam es u n d er th e pictures. Have Ss call out th e professions of any of th e celebrities they know. [Sean P enn - actor, N orah Jones - singer, the W illiam s sisters - te n n is players]
A
* (CD 1, Track 29)
■ Preview the task Say, “Look at th e big picture. Sandra
is w atching a TV show ab o u t celebrities. W hat shows about celebrities do you know or w atch?” Ask Ss to call out th e nam es of shows.
Culture note TV shows about celebrities are p o p u lar in N orth A m erica T hese show s give inform ation ab o ut a celeb rity ’s career, new projects, and private life C elebrities often use these shows to prom ote new m ovies, CDs, books, and so on.
B ^ Preview the task Tell Ss to look at th e pictu re of it out Sean Penn. Say, “Find tw o things S andra says about Sean Penn.” Have Ss call out the sentences, and w rite them on th e board. [He’s so good-looking. His new m ovie is great.] W rite on th e board: Sean Penn. Point to th e first sentence Say, “W hich w ord m eans th e sam e as Sean Penn?” [He] Circle the word He. Write on the board: Sean Penn's. Point to the second sentence. Say, “W hich word m eans th e sam e as Sean Penns'?” [His] Circle th e word His.
Figure
■ Now tell Ss to look at Part B Read the in structions aloud. Tell Ss to look at nu m b er 1 Read aloud, “Sean Penn is an a c to r. m ovies are very good Ask. “W hat s th e m issing w ord?” Point to th e two sentences on the board to help Ss Read the sentences again, pausing for Ss to call out th e m issing word. [His] Tell Ss to wi ite His in the blank. ■ Do the task Have Ss com plete th e m issing words in th e
■ Say, “Listen and figure out th e answ er to th e question, Is th e show interestin g for John? ■ Play the recording Ss listen an d read along Ask, Is the show interestin g for John?” [No] ‘ How do you know ?” [He s asleep.] ■ Play the recording again Ss listen, say th e w ords to
them selves, an d u n d erlin e w ords th at they do not u n d erstan d . Help w ith any new vocabulary as needed ■ Di rect Ss atten tio n to w hat S an d ra says, Say, “Tell me som eth ing ab o u t Sean P e n n . [He’s good-lookmg.] On th e board, w rite good-looking. Repeat w ith ‘Tell m e about his new m ovie.” [It’s great.] “Tell me about N orah Jones’s voice." [It’s am azing.] “Tell me about the W illiam s sisters' m atches.” [They’re exciting.] Explain th a t the w ords on the boa rd describe people and t hings and th a t they are called adjectives.
Extra activity - pairs
Answers 1. His movies are very good. 2 Her new video is great. 3 Their matches are always great.
■ Focus on the form W rite on the board:
Sean Penn movies the, his] Norah Jones - ____ voice [she, her] Williams sisters matches [they, their] Ask Ss to fib in the m issing forms. Point out th at he, she, and they are pronouns. Explain th a t his, her, and their are possessive adjectives, w hich com e before nouns,
Extra activity - individuals / class
■ W rite on th e board is am azing. is exciting.
tw o rem aining sentences Check answ ers w ith the class read the sentences aloud, pausing tor Ss to call out th e m issing words.
is good-looking.
Ss in each p air take tu rn s supplying nam es of fam ous people to fill in th e blanks. P artn ers say w hether they agree or not. Ss say yes and repeat th e statem ent (e g.,Yes, Will Sm ith is good- looking.), or they say no and give a different nam e (e g„ No. Tom Cruise is good looking).
Ss w rite th ree sentences w ith opinions about new movies, CDs, etc., using very good, great, am azing and exciting (e.g., S tings new CD is very good ). Ss th en go aro u n d th e class and say th eir sentences to classm ates. The othei Ss say w hether they agree w ith each sentence or not. Ss sit dow n w hen they find som eone w ho agrees w ith all th ree sentences After five m inutes, end the activity. Ss w ho sat dow n say their sentences and th e nam e of the classm ate who agrees w ith them This activity can be repeated w ith the adjective favorite [e.g., My favorite actor is Brad Pitt.).
Unit 3 • Favorite people • T-22
2
Grammar. f
(CD 1, Track 30)
■ Present the grammar chart Play th e recording. Ss listen
and re p e a l. ■ Understand the grammar Review th e form s of th e verb be
w ith p ronouns in th e first colum n o f th e chart. Call out each of 1he pronouns, an d have Ss quickly call out its co n tractio n w ith be (e.g., T: She. Ss: She’s.). ■ Point to th e second colum n. Say, “Each sentence begins w ith a possessive adjective.” W rite on the b o a rd : Sean Penn's m ovie = his m ovie Norah Jones’s CD = her CD the W illiam s sisters’ m atches = their matches Say. "His. her. and their are possessive adjectives.” Explain th a t they are sim ilar in m ean in g to possessive nouns. ■ To p ractice th e form, call out th e pronouns, and have Ss call out th e related possessive adjective 'e.g., T: I. Ss: My.). T hen w rite sentences on th e board w ith the possessive n o u n s u n d erlin ed (e.g., Norah Jones’s new CD is great. Sandras fa i orite TV show is on celebrities.). Ask different Ss to go to th e board and replace th e u n d erlin ed possessive n o u n s w ith possessive adjectives.
Extra activity - groups Groups play a cha in gam e. G roup m em bers n am e th eir favorite singers (e.g., SI: My favorite singer is Sting. S2: M y favorite singer is Norah Jones. Your favorite singer is Sting. S3: M y favorite singer is Nelly Furtado. Your favorite singer is Norah Jones. His fS l’s] favorite singer is Sting.). ■ Preview the task Tell Ss to look at th e pictures of the
celebrities an d call out th e nam es an d professions of any they can identify. |from top to bottom : Sting singer. Black Eyed Peas - band, th e cast of Friends actors, Nicole K idm an - actor / actress, Johnny D e p p actor]
3
■ Read th e instru ctio n s an d exam ple answ er aloud. ■ Do the task Have Ss circle th e answ ers. Check answ ers
w ith th e class: ask four pairs of Ss to each read a conversation aloud.
Answers 1. A B A 2. A B A 3. A B A 4. A B A
fm a Sting fan. Yeah, his music is amazing. You know, his real name is Gordon Matthew Sumner. My favorite band is Blac k Eyed Peas. Oh, they’re very good. You know their new CD is out now Nicole Kidman’s new movie is really great Yeah? Her movies are always good. I know. She^s my favorite actor. What s your favorite show? My favorite show? Friends. Yeah, it’s our favorite show, too in our family, we're all Friends fans.
■ Tell Ss to practu e the conversations in pairs, taking tu rn s playing each role. Encourage Ss not to look at the book as they speak. Instead, Ss should read a sentence look up, m ake eye contact w ith th e ir p artners, and th e n say th e sentence. Have Ss practice doing this until they can say th eir lines quickly. ■ Follow-up Ss m ake o th er tru e sentences about the celebrities in Exercise 2 (e.g. I ’m a Sling fan. His new CD is really good.). A few Ss share th eir sentences w th the class.
Extra activity - groups Groups b rain sto rm a list of celebrities. Group m em bers take tu rn s saying som eih ing about one of th e celebrities, using possessive adjectives. A S who ca n n o t thi nk of an y th in g to say is out of th e gam e. The gam e continues until there is only one student left The group th en chooses an o th er celebrity and plays again.
Talk about it ■ Preview and do the task Read th e in stru ctio n s aloud.
Have Ss com plete th e c h a rt w ith th e n am es of th eir favorite celebrities. Explain th a t team in th e ch a rt refers to a sports team . Call on a few Ss to n am e th eir favorites. ■ Have Ss work in pairs and take tu rn s talking about th e people on th e ir lists. E ncourage Ss to say as m uch as possible about each celebrity. Fncourage Ss to ask th e ir p a rtn e rs follow-up questions le.g.. Is his new m ovie good? Is her new CD out?). ■ Follow-up A few Ss rep o rt on th eir p a rtn e rs' favorite
celebrities (e.g.. M y partner is Jessica. Her favorite actor is Johnny Depp. His new film is very good ).
T-23 • Unit 3 • Favorite people
Extra activity - class A S th in k s of a celebrity. The o ther Ss ask questions to guess th e celebi ity e.g., Is he an actor? Is he m a movie right now? W hat s the m ovie?). 1 he first S to guess correctly is next to choose a celebrity.
*« - - Assign W orkbook pp. 18 and 19. (The answ er key begins on p. T-242.)
2 Grammar Be in statements; possessive adject' I’m You’re He’s She’s Were They’re
a Sean Penn fan, a tennis fan. an actor. a famous singer. Giants fans. tennis players.
My Your His Her Our Their
favorite actor is Sean Penn. favorite sport is tennis. new movie is great. voice is amazing. favorite team is the Giants. matches are exciting.
Circle th e c o rre c t w ords to co m p lete th e co nversations. T h en p rac tic e w ith a p a rtn e r. 1. A (f m ) / My a Sting fan. B Yeah h e ’s / h is m u sic is am azin g . A You know, h e ’s / h is real n a m e is
G ordon M atth ew Sum ner.
2. A I’m / My favorite b a n d is Black Eyed Peas, B Oh, th e y ’re / th e ir very good. A You know, th e y ’re / th e ir n ew CD is ou t now.
3. A N icole K id m an ’s new m ovie is really great. B Yeah? S h e’s / H er m ovies a re alw ays good.
I know. S he’s / H er m y favorite actor.
4.
W h a t’s y o u 're / y o u r favorite show? B I’m / My favorite show? F rie n d s. A Yeah. I t’s w e’re / o u r favorite show, too.
In o u r fam ily, w e ’re / o u r all F r ie n d s fans.
3
Talk about it
M yM orite celebrities
W rite th e n a m e s of y o u r favorite celebrities below. T h en ta lk a b o u t th e m w ith a p a rtn e r. H ow m an y th in g s c a n you say?
actor
JoU^vvy Depp
band
singer
team
writer
artist
‘My favorite actor is Johnny Depp. He’s so good-looking. His new movie is great.
Unit 3 Favorite people
She’s smart. She’s very interesting.
She’s friendly and outgoing
He’s quiet and shy. I
*
1 BuMngvocabulary A
Word sort
L isten a n d say th e sen ten ces. Do you have frien d s like these? Tell th e class.
C om plete th e c h a rt. T h en tell a p a rtn e r.
my friends
my best friend
my neighbor
V £vy Si*unvL
“My friends are very smart. They’r e . . -
2 Building language
}
A ^
Listen. W hat is T im ’s new bo ss like? P ractice th e co n v ersatio n . D a n a So, h o w ’s y o u r new job? Are you busy? T im Yes. It's h a rd w ork, you know . I’m tired . D a n a Really? W hat a re y o u r co-w orkers like? Are th e y nice? T im Yes, th e y are. T h e y ’re really friendly. D a n a G reat, And is y o u r bo ss OK? T im She is, yeah. S he’s nice. U m . . . s h e ’s n o t very strict. D a n a G ood, b e c au se y ou're late for work.
Figure i
ouf ^
_
D C an y ou co m p lete th e se q u e stio n s a n d answ ers? U se y o u r ow n ideas. T h en c o m p a re w ith a p a rtn e r. Q
A H ow ’s y o u r new teacher?
s h e __________? B Yes, s h e .
24
©
A W h at a b o u t y o u r classm ates?
t h e y __________ ? B Yes, t h e y _______.
©
A A nd w h a t’s class like?
____ i t __________ ? B No, it s not.
Lesson
Unit 3 Favorite people
B People we know
Building vocabulary ■ Set the scene W rite th e following on th e board: People
B
we kn o w : celebrities, friends, co-workers, actors, neighbors, teachers, singers, classmates, fam ily. Ask, "Are celebrities people we know ?” [No] Cross out celebrities. Repeat w ith th e o th er words, crossing out actors and singers. Explain th a t co-workers (people we work with) an d neighbors (people who live next to us) are people we know.
A
4 ^ (CD 1 Track 31)
■ Preview the task D irect Ss’ atten tio n to th e picture of
th e w om an on th e left of th e picture, an d read her description. Say, “Do you know th e w ord sm art or the w ord interesting? ’ Have Ss guess th e m eanings Ss can use thei r first language to do th is Repeat w ith the o th er people in th e pictu re
Word]
Preview and do the task Have a S read aloud the ch art headings. Say, “W hat are your friends like? W h at’s your best friend like? And your neighbor? C om plete th e ch a rt.” Encourage Ss to add new vocabulary, asking for help w ith new vocabulary or using a dictionary as necessary.
Possible answers Adjectives presented in Part A, plus any new vocabulary
■ Say, “Now tell a p a rtn e r about the people you know Read th e exam ple aloud to help Ss get started At th e end of th e ac» ivity, ask Ss to share any new w ords w ith th e class. M ake a list on the board
■ Play the recording Ss listen and repeat.
■ Ask, “Do you have friends like th ese?” Have Ss take tu rn s describing a friend using an adjective on th e page (e.g., M y frie n d Anna's very shy.). Rem ind Ss to use a co n tractio n after th e nam e. Tell th e rest of th e class to listen carefully and p o in t to th e w ords they hear
Extra vocabulary: personality words P resent or have Ss suggest extra vocabulary for personality, such as boring, genewus, kind, considerate bossy, honest, happy hardworking, mean, selfish.
Building language ■ Set the scene Point to th e p ictu re of T im at th e top of
th e page Say, “T his is Tim. H e’s Lazy.' Tell Ss to look at th e pictu re next to th e conversation. Say, “Tim is at a cafe w ith D ana. Tim is lazy. How about Dana? W h at’s she like?” Have a few Ss call out a n adjective
A
(CD 1, Track 32)
■ Preview the task Say. “T im is talk ing ab o u t his boss an d
his co-workers. ’ Ask Ss to guess w ords th a t Tim m ight use to describe them , and w rite them on the board. Then ask, “W hat s Tim ’s new boss like? Listen for the answer." ■ Play the recording Books closed. Ss listen an d w rite the
answ er. Check th e answ er w ith th e class. [His new boss is nice. She's not very strict.) ■ Books open. Have Ss look at th e conversation to find the w ords th a t describe T im ’s boss an d co-workers and look for any of th e sam e w ords on th e board ■ Practice
G roups: Divide th e class into two groups, one group playing th e role of D ana and th e oth er playing th e role of Tim. Have th e groups read th e conversation aloud and th en change roles. P airs: Tell p airs to read th e conversation aloud, taking tu rn s playing each role. C P Recycle a conversation strategy T his task recycles th e
conversation strategy of saying good-bye. Have pairs co n tin u e the conversation w ith Tim leaving th e cafe an d saying good-bve to Dana.
P Figure Preview the task Ask Ss to find th e th ree questions it out j n t h e conversation in Part A that start w ith a form of be. [Are you busy 7 Are they nice? Is vour boss OK7] Ask Ss to read th em aloud W rite th em on th e board. ■ Point to Are they nice? Say, “Find th e answ er in th e conversation Have Ss call out th e answ er lYes, they are.], an d w rite it on th e board u n der th e question Repeat w ith Is your boss OK? [She is yeah.J ■ W rite conversation 1 on the board. Point to the f rst blank, and ask, “W hat’s th e m issing w ord?” [Is) Point to th e second blank Say, “Put a w crd to tell about a person here, Ask a few Ss to suggest adjectives, and w rite one in th e blank Point to th e blank in th e answ er. Ask, “W h at’s th e m issing w ord7” [is] ■ Do the task Have Ss com plete th e rem aining
conversations, using th e conversation in P art A a nd th e sentences or. th e board for help Have Ss com pare answ ers w ith a partner. Check answ ers w ith th e class: ask a few Ss to share th eir answ ers. Possible answers 1 A Is she nice i strict / friendly / interesting? B Yes, she is 2. A Are they fun i friendly / nice i smart? B Yes, they are. 3. A Is it hard / tun / interesting7 B No, it's not
■ Focus on the form Write on th e board: pronoun
adjective, verb be. Say, “Look at your answ ers in Part B. W hat order do th ese go in for yes no q uestions7” iverb be. pronoun, adjective]
Unit 3 • Favorite people • T-24
3
Grammar (CD 1, Track 33)
■ Present the grammar chart Play th e recording. Ss I isten an d repeat. ■ Understand the grammar D irect Ss’ atten tio n to the first colum n in th e ch art. Ask- "What com es first in yes-no q uestio n s?” fare, isl W rite cues for q uestions on th e b o ard (e.g., y o u / a tennis fa n , he i f t iendly, we / in class). Have Ss call out th e questions, usm g th e correct form of th e verb be. T hen repeat th e activity w ith n o u n s as cues (e.g., the teacher / nice, the co-workers I lazy). ■ Books closed. W rite Yes and No on th e board. Read the q uestions from th e c h a rt in random order, p ointing at eith er Yes or No. Have Ss quickly call out th e short answ ers. (For m ore inform ation, see Language Notes at th e b eg in n in g of th is unit.) ■ Books open. D irect Ss' atten tio n to th e last colum n. W rite on th e board: You re not late. Ask, "Where does not go in negative statem en ts?’’ [after th e verb be] W rite th e p a tte rn on th e b o a rd : p ro n o u n + be + not -i Present false statem en ts about th e conversation in P art B. an d have Ss correct th em (e.g., T: T im ’s a t work. Ss: He’s not a t work. H e’s in a cafe. T: T im ’s co-workers are shy. Ss: They’re not shy. They’re friendly.). ■ Ask Ss to find th e tw o con tractio n s for is + not f’s n o i, isn ’tl a n d are + not I’re not. a re n ’t]. W rite th em on the board. ■ Present In Conversation W rite on th e board: M y best fr ie n d shy. Ask Ss to guess w hich co n traction - ’s not or i s n 't - is m ore com m on w ith a noun like friend. Have Ss raise th e ir h an d s to vote. Have a S read the inform ation aloud. Ask a n o th e r S to com e to th e board an d com plete th e statem en t w ith th e form th a t people use m ore often. fMy b est friend isn t shy.j
4
■ W rite on board: She’s not quiet. / She isn’t quiet. Ask, “W hich do people say m ore often?’ [She’s not q uiet “How do you know ?” [People use tn a t contraction after pronouns.} [About] Preview the task Read th e in stru ctio n s and i. ypyj exam ple aloud. Tell Ss to first w rite a yes■no question and th en w rite a short answ er th a t is tru e for them . ■ Do the task Have Ss com plete b o th p arts of the task
Check answ ers w ith th e class: have one S read a q uestion an d a n o th er S read an answer. Answers 1. 2. 3. 4.
Are you shy? Yes, I arr. / No, I’m not. Is this class easy? Yes. it is. / No it s not Is the teacher strict? Yes, he / she is. ) No he's / she’s not. Are the students in this ciass lazy? Yes, they are. / No, they’re not. 5. Are your neighbors nice? Yes. they are. / No, they're not. 6. Are your friends outgoing? Yes, they are. / No they’re net.
■ Tell Ss to take tu rn s asking an d answ ering the questions in pairs, ■ Follow-up Pairs repeat th e task an d add m ore inform ation to th eir short answ ers (e.g.. Are you shy? Yes, la m . I'm quiet. / No, I ’m not. I ’m very outgoing. ). Extra activity - pairs Pairs see how m any yes-no q uestions they can w rite in th ree m inutes. First, tell pairs to take several m inutes to look th ro u g h all th e lessons to review topics an d vocabulary. Then ask th e m to close th e ir books. Give pairs th ree m inutes to m ake a list of as m any questions as they can. W hen finished, each p air gives its list to an o th er pair. Pairs ask an d answ er th e questions.
Speaking, naturally A * ’ (CD I. Track 34)
■ Preview the task Say, ‘ W hen people speak English qn ickly, somel im es tw o w ords are said to gether an d sound like one w ord.” Tell Ss to look at th e two questions in th e box. Ask, “W hich w ords do you th in k are said together?” [Is he, Is she] Read th e in structions aloud. (For m oie inform ation, see Language Notes at th e b eg in n in g of th is unit.) ■ Play the recording Ss listen. Tell th em to listen carefully
to th e b eg in n in g of each question. ■ Play the recording again Ss listen a n d repeat. Tell Ss to be
sure to say th e first two w ords together.
B **
(CD 1 Track 35)
■ Preview the task Read the instructions aloud. ■ Play the recording A u d io scrip t p. T-233 Play th e first
item, an d th en pause th e recording. Ask. ‘Is th e answer he or she?" [she. Play th e rest of th e recording, and tell Ss to circle th e word they h ear in each question.
■ Check answ ers w ith th e class: call on individual Ss to read th e ir answ ers aloud. Answers 1. she
2. she
3. he
4 he
5. he
6. she
c rtiout
Preview and do the task Read th e in stru ctio n s [ y?R\ aloud. Ask tw o Ss to read th e exam ple conversalion aloud. Say, “Ask as m any questions as you can about your p a rtn er's best triend. Look at P art B for ideas." Tell pairs to sta rt by asking W hat s yout best fr ie n d ’s name? ■ Follow-up A few Ss tell the class as m uch as thev can
about th e ir p a rtn e rs’ best fiiend ie.g., A m a n d a ’s best frie n d is Eric Eric isn’t a frie n d fro m school H e’s a neighbor.). After each S finishes, ask questions to check th a t Ss listened (e.g., Is Eric a frie n d fro m school:’). . ~ Assign W orkbook pp 20 an d 21. (T he answ er key begins on p. T-242.)
T-25 • Unit 3 • Favorite people
Grammar
Unit 3 Favorite people
Yes-No questions and answers; negatives
Am 1 ate? Are you busy? Is he tired9 Is she strict? Is it hard work? Are we late? Are they nice? : About \ you
Yes you are. Yes, 1am. Yes, he is. Yes she is. Yes, it is Yes we are Yes they are.
No, you’re not No, I’m not No, he’s not No, she’s not No, it’s not. No, we’re not. No, they’re not
You’re not late i’m not busy. He’s not tired. She’s not strict. (My boss isn’t strict.) It’s not hard work We’re not ate. They’re not nice. (My co-workers aren’t nice.)
/a conversation. . .
W rite ye s-n o q u e stio n s. T h en w rite tru e answ ers. Ask a n d an sw e r th e q u e stio n s w ith a p a rtn e r. 1. you I shy ? Aye, you sUy?
People use ’s not and Ye after pronouns.
not strict. They’re not nice. Isn't and aren’t often follow nouns. My boss isn’t strict. My co-workers aren’t nice.
Y e s , 1 g’vvn.
Sfte’s
2. th is class / easy ? 3. th e te a c h e r / stric t ? 4. th e s tu d e n ts in th is class / lazy ? 5. yo u r n eighbors / nice ? 6. yo u r frien d s / o utgoing ?
4 Speaking naturally Aziy/
Is he a student? A
Is h e ...? or Is she...? Aliyi
Is she a student?
L isten a n d re p e a t th e q u e stio n s above. N otice th e
p ro n u n c ia tio n o f Is h e . . . ? a n d I s s h e . . . ?
B ^
! About : you
Listen. Do you h e a r Is h e . . . ? or Is s h e . . . ? Circle he or she.
1. Is h e /
sh e a frien d from hig h school? 4.Is
2. Is h e /
sh e a college student?
5. Is h e / sh e in teresting?
3.
sh e shy?
6. Is h e / sh e fun?
Is h e /
h e / sh e sm art?
C Pair work Find o u t a b o u t y o u r p a r tn e r ’s b e st friend. Ask a n d a n sw e r q u e stio n s like th e o n es above. A Is he a friend from high school? B No, he 's a neighbor.
not
Lesson C
Family
grandmother
grandfather
(grandma)
(grandpa)
=
grandparents
-
father
parents
(dad)
J
▼
children
son
zj
zj
sister
1
Building vocabulary
-
21
A * L isten a n d say th e w ords above. T h en w ith a p a rtn e r, ask a n d an sw e r q u e stio n s a b o u t th e people. H ow m a n y an sw e rs c a n you th in k o f for e ach person?
“ Who’s Angela?”
“She’s Jack’s wife. She’s Linda’s mother. She’s David’s grandmother.
B ^ ' Listen a n d say th e n u m b ers. Do you have a n y “lucky n u m b e rs ”? Tell th e class.
About you
10 ten 11 eleven
16 six teen 17 sev en teen
22 tw en ty -tw o 23 tw e n ty -th re e
28 tw e n ty -e ig h t 29 tw e n ty -n in e
12 tw elve
18 eig h teen
24 tw en ty -fo u r
30 th irty
13 th irte e n 14 fo u rte en
19 n in e te e n
25 tw enty-five
40 forty
100 o n e h u n d re d
20 tw e n ty
26 tw en ty -six
101 a h u n d re d a n d one
15 fifteen
21 tw e n ty -o n e
27 tw en ty -sev en
50 fifty 60 sixty
70 seventy 80 eighty 90 n in e ty
C P a ir w o r k S tu d en t A: Tell y o u r p a rtn e r th e n a m e s a n d ages of y o u r fam ily m em bers. S tu d en t B: W rite th e in fo rm a tio n you hear. T h en check th e in fo rm a tio n w ith y o u r p a rtn e r.
A My mother’s name is Sandra. She’s fifty-five.
B Eva, is your mother’s name Sandra? A Yes, it is.
ZJi ZJ Z* Zj ZJ ZJ z*
ZJ
Zj
ZJ ZJ ZJ ZJ
ZJ
ZJ z*
26
Lesson c
Unit 3 Favorite people
Family
1 Building vocabulary ■ Set the scene Sketch your fam ily tree on th e board,
including nam es of fam ily m em bers. Point to th eir nam es, an d n am e th e ir relationship to you le.g., Me. M y parents. M y husband / wife. M y sister 7 b r o th e r .Ask, “Do you know any oth er w ords of fam ily m em bers?” As Ss call out fam ily m em ber words, w rite them on the board. A
a (CD 1, Track 36)
Extra vocabulary:
farr„ly
P resent or have Ss suggest extra vocabulary for family, such as grandson, granddaughter, grandchildren, m other-in-law / father-in law ! son-in-law. (In-law relationships are th ro u g h m arriage For exam ple, a m other-in-law is either, for a m an, th e m other of his wife or, for a w om an, th e m other of her husband.)
■ Preview the task Tell Ss to look at the fam ily tree. Make
sure th a t Ss u n d e rsta n d how to read th e tree - Linda is Erica an d D avid’s m other, an d Angela is Linda’s m other. ■ Play the recording Ss listen, read along, an d repeat the
words. They th en com pare th e fam ily w ords in their S tu d en t’s Book to th e vocabulary on th e board. Ask a few Ss to call out any of th e words in th e S tudent’s Book th a t are not on th e board.
Extra activity - individuals / class Give clues (e.g., your grandparents' son). Ss w rite th e fam ily w ord (e.g., m y father). Check answ ers w ith the class, an d see w ho got th e m ost correct.
B * * (CD 1, Track 37) ■ Preview the task Read th e in stru ctio n s aloud.
Culture note
■ Play the recording Ss listen and repeat the num bers
Tell Ss w hen counting to stress, or say louder, th e first syllable of num bers ending in teen" ve.g. thirteen) and th e second w ord of com pound n um bers (e.g., fifty -eight). (For m ore inform ation, see Language Notes at th e b eg in n in g of th is u n i t '
M om an d da d are inform al w ords for m other and fa th er an d are com m on in speech. Grandma and grandpa are inform al words for grandm other and grandfather. They are also com m on in speech. ■ Say, “Now ask an d answ er questio n s about th e people in th e fam ily tree.” Tell Ss to look at th e fam ily tree and find Angela. Ask. “W ho’s Angela?” Call on a S to read th e exam ple answ er. Tell Ss to give a n o th e r answ er for Angela. [She’s Erica s g randm other.l W rite it on th e board. Toint out th e possessive s w ith th e p erso n ’s nam e. ■ Do the task Have Ss work in p airs a n d co n tinue asking an d answ ering q uestions ab o u t each person in th e fam ily tree, saying as m any sentences as they can for each one. Then have Ss choose th re e people in th e fam ily tree a n d w rite as m any sentences as they can for each. ■ Check answ ers w ith th e class: call out th e nam es of the fam ilv m em bers one at a tim e. Ask a S to read all the sentences he or she w rote for th a t person. W rite them on th e board. O ther Ss call out any ad ditional sentences they wrote.
Possible answers Who’s Jack? (He’s Angela’s husband- he’s Erica’s grandfather. He’s Linda’s father.) Who’s Linda? (She’s Carlos s wife. She’s David's mother. She's Angela’s daughter.) Who's Carlos? (He's Erica’s dad. He's Linda’s husband. He’s David’s dad.) Who’s Erica9 (She’s David s sister. She’s Linda and Carlos’s daughter) Who’s David? (He’s Erica’s brother. He’s Cai los and Linda’s son.)
■ Tell Ss to circle any lucky n um ber they have. Explain th a t a lucky n u m b er is a n u m b er th a t m eans good things for a person. Have a few Ss call out th eir lucky num bers. Tell th e rest of th e class to circle th e n u m b ers thev hear a n d to raise th eir hands if they hear th eir lucky num ber. ■ Follow-up Say n um bers from one to one h u n d red one at a tim e. Ss call out th e next num bers.
c f About] Preview the task Read th e in stru ctio n s aloud. Say, ypy.l “Look at th e exam ple conversation about Eva's m other.’’ Read th e role of A (Eva!. and ask a stu d en t to read th e role of B (Eva’s partner). D irect Ss’ atten tio n to th e note th a t B w rote ■ Provide exam ples of how to stress n um b ers in sentences telling about age, such as Shes eighteen The stress for “teen' num bers is on th e “tee n ’ p a rt (e g., thirteen) and for com pound n um bers on th e last word ( e . g fifty-eight). ■ Do the task Have Ss work in pairs. SI tells S2 th e nam es and ages of fam ily m em bers . After S2 checks th e inform ation w ith SI, Ss change roles and repeat th e activity. Ask a few Ss to report about th eir p a rtn e r’s family.
Unit 3 • Favorite people • T-26
2
Building language read a question. W rite them on th e b o ard [Who s this? And how old is your grandm other? W hat's her nam e? W here are your g ran d p aren ts from originally7] Ask Ss to call out th e question words, [who how *old), w hat, where [ Ask, “W hat com es after th e question w ords?” [be]
■ Set the scene Tell Ss to look at th e picture. Say, “Akemi
is asking Erica about h er g ran d p aren ts How old are th e g randparents? W rite your guesses.” (CD 1, Track 38)
■ Preview the task Say, “How old are Erica’s g randparents?
Listen for th e answ ers." ■ Play the recording Books closed. Ss listen an d w rite th e
answ ers. ■ Play the recording again Books open. Ss listen, read
along, an d review th eir answ ers. Check answ ers w ith th e class: have a few Ss call out th e ir answ ers. [Erica’s g ran d fath er is 78. E rica’s g ran d m o th er is 72.]
■ Tell Ss to look at P art B. Say, “Can you put th e w ords in th e correct order to m ake questions?” W rite nu m b er 1 on the board. Say, “These w ords m ake a question. W hat’s th e first w ord7” [Where] W rite on th e board: Where. C ontinue until th e full question is w ritten on th e board. ■ Do the task Have Ss w rite th e questions, using the
conversation for help. Check answ ers w ith th e class
■ Practice
G roups: Divide th e class into two groups, one group playing th e role of Akemi an d th e o th er group th e role of Erica. Have th e groups read th e conversation aloud an d th en change roles.
Answers 1. Where are your parents from original y? 2. Hew old is your father? 3. What are your grandparents’ names?
P a irs: Tell Ss to read th e conversation, taking tu rn s playing th e roles of Akem i an d Erica. ■ Follow-up Pairs practice th e conversation again, this
tim e using th eir ow n fam ily inform ation. Ss should try an d look up from th eir books as they speak.
■ Try it out Say, “Take tu rn s asking your p a rtn e r these
questions. A nswer w ith tru e inform ation.” ■ Focus on the use Tell Ss to look at th e sentences on the
board. Say, “Q uestions th a t begin w ith question w ords like w hat or where are called inform ation q uestions Use inform ation questions w hen you w ant m ore th a n just a yes or no an sw er;’
B Figure it out
3
Preview the task Say, “Find four q uestions in
t h e conversat ion in P art A ’ Ask four Ss to each
Grammar *
(CD 1, Track 39)
■ Follow-up Ask a few Ss quesi ions from th e chart. Ss
answ er w ith their ow n m form ation. Ss, in pairs take tu rn s asking an d answ eiing th e questions.
■ Present the grammar chart Play th e recording, Ss listen
and repeat. ■ Understand the grammar Tell Ss to look at th e q uestions in th e chart- Ask, “W hat com es first in inform ation qu estio n s?” th e q uestion word] “W hat com es after th e q uestion word? " [are, s] W rite th e p attern on th e board: question w ord + verb be Care, is, ’s ) ____? ■ Ask Ss to call out th e question w ords in th e chart. [How, Where, How old, W ho W hatj Point out th a t is is often p a rt of a contraction w ith a q uestion word. Ask Ss to call out th e contractions. 'W ho’s, W here's, W hat s' ■ Books closed. Write on th e board: 1. How your parents?2. Where Linda fro m ? 3. How o ld ____ you? 4 W hat she like Ask Ss to call out th e form of th e verb be for each. Tell Ss to look at th e wo> d or w ords after th e blank to help choose th e answ er. 1. are 2 is I ’s 3. are 4. is I sj Explain th a t are goes w ith plural nouns, is goes w ith sin g u lar nouns, and p ro n o u n s always go w ith the sam e form of th e verb be (e.g., you - are, she - is).
4
A ■ Preview and do the task Books open. Read the
in stru ctio n s and exam ple question aloud. Say, “Work on your own, and w rite two or m ore questions for each colum n. T hen com pare your q uestions w ith a p a rtn e r.” Have a few Ss read their questions aloud.
Possible answers What? V\ hat’s your father like? Where? Where are you from originally? How? How are your parents? How old is your mother7
B About]
Preview and do the task Read th e in stru ctio n s
i ..y?Ri
aloud. Read th e exam ple conversation Say. “Use your questions to interview th re e classm ates. W hen Ss finish, ask a few Ss to report to th e class about w hat they learned.
Vocabulary notebook Tell Ss to tu rn to Vocabulary N otebook on p. 30 of th eir S tu d en t’s Books. Have Ss do th e tasks in class- or assign them for hom ew ork (See th e teaching notes on p. T 30.)
T-27 • Unit 3 • Favorite people
* Assign W orkbook pp. 22 and 23. (The answ er key begins nn p T-242.)
2 Building language
Unit 3 Favorite people
A
Listen. H ow old are E rica’s g ran d p a re n ts? P ractice th e co nversation. A k e m i So, w h o ’s this? E r ic a My g ra n d m a . A nd th is is m y g ran d p a .
H e’s a nice m an . H e’s sev en ty -eig h t now. A k e m i Really? A nd how old is y o u r g ran d m o th er? E r ic a She’s seventy-tw o. A k e m i She’s very pretty. W h a t’s h e r nam e? E r ic a Angela. A k e m i T h a t’s a nice n am e. So, w h ere are yo u r
g ra n d p a re n ts from originally? E r ic a T hey 're from Texas.
Figure it out
, , . o " ** ^ a n Y°u Put t^ie words in the correct order to make questions? T h en ask a n d an sw e r th e q u e stio n s w ith a p a rtn e r. 1. are / from / p a re n ts / o riginally / w here / yo u r ? 2. yo u r / is / old / fa th e r / how ? 3. n a m e s ! y o u r / w h a t / g ra n d p a re n ts ’ / are ?
How are you?
Who’s this?
How are your parents?
Where are you from?
Where’s she from?
Where are they today?
How old are you?
What’s she like?
What are their names?
I’m fine.
I'm from Florida.
Twenty-three.
It's my grandmother.
She’s from Texas. She’s very smart.
They’re fine, thanks. They’re at home.
Linda and Carlos.
A W rite at least six q u e stio n s to ask y o u r classm ates a b o u t th e ir fam ilies. What. . . ?
Where. . . ?
How. . . ?
youv - f l i k e ?
About' you
B ClaSS activity Ask th re e c lassm ates y our q u estio n s. “ What’s your father like?”
“He’s very outgoing. ”
4 Vocabulary notebook All in the family Sec page 30 for a new w ay to log a n d le a rn vocabulary.
27
Lesson This is a friend of mine. 0
1 Conversation strategy
Showing interest
A Can you add a question to show you’re interested in the conversation? A Here 's a picture of my best friend. R R m II u ?
?
B C om plete th e resp o n ses. T hen p rac tic e w ith a p a rtn e r. O
A My frie n d G em m a is a singer. B
Q
a
A siv\f)ev
? Is she in a band?
©
A
My frien d s Joshua a n d Pat a re actors.
B _______________? Are th e y fam ous?
My b e st frie n d ’s n a m e is Vlad.
B ______________ ? W heie's he from ? About you
S tu d en t B: Ask q u e stio n s to show in terest. T h en c h an g e roles.
SELT STUDY A AUDIOCD CDRDM
Lesson
Unit 3 Favorite people
D This is a friend of mine.
Lesson D recycles the verb be in statements, yes-no questions, and information questions.
1 Conversation strategy Why show interest by repeating words and adding a question?
Present Notice Read th e inform ation aloud. Say,
Repeating words and adding a follow-up question shows that the listener is paying attention to what the speaker is sayirg. Asking questions shows that the listene r is interested enough to want more details or information.
“Look at the conversation again. Can you find m ore exam ples of w hen M ark repeats w ords or asks questio n s?” Have Ss underline th e exam ples they find and com pare th e m w ith a p artn er. Check answ ers w ith th e class. |Oh? W here's she from?; A painter? Really? W hat are h er paintings like?; Um, w hat is it?
■ Set the scene Show Ss a picto re of a friend or fam ily m em ber, an d explain w ho is in th e picture. Pause an d see if anyone asks a question. If a S does ask a question, say, “In conversation, w hen you ask q uestions like (S’s question) you show you are in terested in th e conversation and you w ant th e speaker to say more." ■ Tell Ss to look at th e title. Read th e p h rase a frie n d o f mine, and have Ss repeat. Explain th at it m eans ‘one of my friends.”
A **
Preview and do the task Ask two Ss to read conve~sation 1 aloud. Tell Ss to look at conversation 2. Ask, “W h at’s th e m issing word? W hen you know th e answ er, raise your h a n d .” W hen m ost h a n d s are raised, ask for the answ er. Have Ss w rite th e answ er Repeat w ith conversation 3. Check answ ers w ith the class.
Answers 1. A singer?
(CD 1, Track 40)
■ Preview the task Say, “Look at th e picture. M ark an d Eve are looking at p hotos.” Tell Ss to read the A/B conversation. Read th e in stru ctio n s and the A statem en t aloud. Say “T hink of a question B can ask A. "Ask several Ss to call out th eir questions. Write th em on th e b o ard (e.g., Where's she from ? W h a t’s his nam e? Are you in the sam e class? Is she a frie n d fro m work?). ■ Have Ss practice th e conversation w ith a partner. Tell Ss w ho play B to use th eir ow n questio n s an d Ss who play A to answ er th e questions. Have Ss sw itch roles an d practice aga in. ■ Say, “Now listen to th e conversation. M ark is looking at a photo of Eve's friend. M ark is show ing interest. He asks questio n s about Eve’s friend. W hat do you find out abo u t Eve s friend?” To help Ss find the inform ation, w rite th e following cues on the board Male or fem ale? A student?
B
Nam e? W hat s she like?
From?
■ Play the recording Books closed. Ss listen.
■ Play the recording again Ss listen an d w rite the inform ation they learn about Eve s friend. Check answ ers w ith th e class. [Her n am e's N atasha. She's from London. She s here / She’s in M iam i now. She’s not a student. She’s a n art ist I painter. She’s an am azin g w om an ] ■ Play the recording again Books open. Ss listen and read along. ■ Practice Tell Ss to p iactice th e conversation in pairs, taking tu rn s playing each role.
2. Vlad?
3. Actors?
Tell Ss to practice th e conversations in pairs, taking tu rn s playing each role.
Aoout] _ Preview the task Read the in stru ctio n s aloud. ...y?A\ Tell Ss to th in k of a friend and prepare five or six things to tell a p a rtn e r ab o u t him or her. Model the task by talking about a friend of yours. As th ey listen, encourage Ss to take tu rn s asking you questions to show interest as you speak about your friend. ■ Do the task Have Ss do the activity in pairs. Call on a
few Ss to report on th eir p a rtn e r’s friend to th e class.
Extra activity - pairs Each S w rites five sentences w ith interesting inform ation about them self ve.g. M y m iddle n am e is Liam. M y m others fro m Karachi originally.). Ss in each p a ir take tu rn s reading th eir sentences. P artners respond using the strategies taught for asking questions and repeat ng words
SELF-STUDY
AffuB uu CD-ROM
Tell Ss to tu rn to Self- Study Listening. Unit 3, at th e back of th eir Student s Books. Assign th e tasks for hom ew ork or have Ss do them in class. ISee th e tasks on p 1 -129 and the audio script on p. T-132.1
Unit 3 • Favorite people • T-28
2
Strategy plus num ber, co u n t th e n um ber of h an d s and w rite th e nu m b er on th e b oard. Finally, ask a student to read the inform ation aloud to find th e correct answ er
Why use Really7 Respond'ng to information with Really? shows that the listener is paying attention and is interested in what the speaker has said or is surprised by it.
■ Present Strategy Plus Have Ss find the w ord Really? in M ark and Eve's conversation on p 28. Tell Ss th at people say Really? to show both interest an d surprise Culture note In m any cultures, including in N orth A merica, w hen people give interesting or u n u su al inform ation, they expect a reaction from th e listener. Silence m ay be considered at b est strange or at w orst rude. The word Really? is a sim ple way to politely show interest ■ Present In Conversation Books closed. Say, Really? is a very im p o rtan t spoken expression in English.” Write on the board: Really? is in the top 10. 30. 50. 100, 500 words in spoken English Say, “W hich is th e correct num ber? Guess. Raise your h an d w hen I say th e n u m b er you th in k is correct ’ As you call out each
3
About Preview and do the task Ask two Ss to read the ■ yPR'i conversation in the picture Model the pronunciation of Really? (here w ith a rising intonation). (For m ore inform ation, see Language Nores at th e beg in n in g of rhfs unit.) ■ Have Ss practice th e th re e conversations in pairs Alternatively, divide th e class into two groups: one plays th e role of A an d th e other plays th e role of B. ■ Tell pairs to take tu rn s asking th e questions aga n This tim e tell Ss to give th e ir ow n answ ers. Extra activity - individuals Ss look back through th e conversations in Unit 3 for other exam ples of Really? Give Ss several m inutes to look back through the lessons in U nit 3. Ip. 24. Exercise 2, P art A; p. 27, Exercise 2, Part A] Have a few Ss read those p arts of the conversations aloud.
Listening and speaking A
* (CO 1, Track 41)
■ Preview the task Read th e in stru ctio n s aloud. Tell Ss to
look at th e incom plete descriptions. Say “Read each description carefully to get th e m am idea. Try to guess th e m issing words, an d w rite your ideas in pencil in th e book Ask a few Ss to sh are th eir ideas w ith the class. ■ Play the recording A u d io scrip t p. T-233 Ss listen and
w rite th e m issing words. Pause after each conversation to give Ss tim e to w rite answ ers. ■ Play the recording again Ss review their answ ers.
■ Ask, “Do any of your answ ers m atch your guesses?” Check answ ers w ith th e class: read each description, pausing before each blank, an d have Ss call out the m issing word or words. Answers 1. Amy is a friend of mine from the neighborhood. She s about forty-five years old. Olivia is her daughter. She’s the same age as my son. 2 Anton's a friend of mine. He’s my best fiiend He’s around my age He’s a nice guy - a fun guy. 3. Gary is a friend from college. He s very smart His wife's name is G'oiia
Extra activity - pairs Each S w rites a short paragraph w ith blanks like th e ones in the listening exercise about a friend or som eone they know Ss in each pair exchange paragraphs SI reads his or her paragraph to S2. S2 listens and fills in th e m issing words. S2 reads the p aragraph back to SI, w ho checks th e answ ers. T hen Ss change roles and do ih e sam e again.
B About Preview and do the task Read th e in structions — V9E\ aloud. Ask two Ss to read th e exam ple conversation. Encourage Ss to find out as m uch as they can about the people on their p a rtn e rs’ lists. Go around th e class, and give help as needed Extra activity - class Ss w rite th e nam e of som eone they know on a piece of paper and attach it to th eir clothing. Ss w alk a round th e class asking about th e people w hose nam es are on the papei s (e.g., A. So, who s Jasper? B: He 's a frien d o f m ine fro m Australia. A. Australia?).
4 Free talk ■ Tell Ss to tu rn to Free Talk 3 at th e back of their Student's Books Have Ss do th e tasks. (See the teaching notes on p. T 30A.)
T-29 • Unit 3 • Favorite people
m ---- “ Assign Workbook pp. 24 and 25. (The answ er key begins on p T-24.?.)
Strategy plus
Unit 3 Favorite people
Really?
People say Rddlly? to show they are interested or surprised.
In conversation. .
Really?
Realty is one of the top 50 words
About \ you **
Pair work P ractice th e co n v ersatio n s. T h en ask th e q u e stio n s again. Give y o u r o w n answ ers.
o ©
B San Diego. A San Diego? Really? I'm from Los Angeles. A W h a t’s yo u r nam e? B Ryan. A Really? My b e st friend's n a m e is Ryan.
3 Listening and speaking A *
you
A B A B
W h o ’s y o u r b e st friend? H er n a m e ’s B rittany. Really? W h a t’s she like? She’s very nice.
Friends
L isten to th e s e people ta lk a b o u t th e ir friends. W rite th e m issin g w ords.
‘Amy is a -Pvie*\<A of mine from the neighborhood. She’s about years old. Olivia is her__________________ She’s the same age as my : About
©
A W here a re you from ?
© Gary is a friend from___________
® “Anton’s a friend of mine. He’s very___________ He s my________________ His ’s name is Gloria ” He's around my age. He’s a ___________guy - a fun guy.”
B Pair WOrk W rite th e n a m e s of th re e peo p le you know o n a piece of paper. E xchange lists. Ask q u e stio n s a b o u t th e p eo p le o n y o u r p a rtn e r's list
R cbev-K '
FreeJalk
A Who’s Chung Dae? B He’s my best friend. A Really? Where’s he from?
Taik about your favorite people,
See Free talk 3 for m o re sp eak in g practice.
f
Vocabulary notebook If done for homework
g ran d p aren ts at the top - for the m o th e r’s parents and for the father s parents
Briefly present the L earning Tip an d the task directions. Make sure Ss u n d e rsta n d w hat they should do.
■ Have Ss read their p a rtn e r s fam ily tree and ask q uestions to find out one m ore piece of inform ation about each person
If done in class ■ Present Learning Tip Read th e in form ation aloud. Say,
On your own
"A d iagram can help you to le a rn vocabulary. For exam ple, a fam ily tree helps you rem em ber w ords for fam ily m em bers.”
■ Present On Your Own Read the inform ation aloud. Tell
Ss to look at the sam ple page from an album Have a S read th e sentences aloud Make sure Ss u n d erstan d the task.
■ Present Mom or Mother? Ss close th eir books. W rite the
following in a colu m n on th e board: mother, father, grandm other grandfather. W rite in a 1ist alongside: grandpa, m om , grandm a, dad. Point to th e word mother, and ask. “W hat is a less form al w ay to say m other7” [Mom] Draw a line m atching th e two words. Repeat for the o th er w ords in th e list, [father / dad, g ran d m o th er / grandm a, g ran d fath er / grandpa.] ■ Point to th e first p air of w ords on th e list {m other / m om ). Say, “Guess w hich w ord people use m ost. M other or m o m 7." Tell Ss to w rite th eir guess. Repeat for th e o th er pairs of words.
■ Follow-up At th e s ta rt of the next class Ss present their
photo alb u m s to the class, a group, or a p artner.
Vocabulary notebook
AH in the family
Learning tip Making diagrams. W ake dia g ra m s w ith n e w vo c a b u la ry A n
■ Tell Ss to o pen th eir books and look at p. 30 to see if their guesses w ere correct. [mom, dad, grandm a, grandfather. ] Tell Ss to raise th eir h a n d s if all th eir guesses were correct.
exam ple o f a diagram is the fa m ily tree belo w .
I
f'I'J
1 C om plete the fam ily tree using th e words in the box. g r a n d m o th e r
m o th e r
s is te r
g r a n d fa th e r
b ro th e r
/ fa th e r
|f
| f f Mom Mother
if M |jj' Father
1 hese tasks recycle fam ily vocabulary.
■
|
Grandma Grandmother
If Grandpa
1
|
■ Preview and do the task Read
th e in stru ctio n s aloud. Say. “W rite the m issing words. D on’t look back at the lesson Check th e answ ers w ith the class.
2
Now m ake your ow n fam ily tree Write n otes about each person.
Hev v,au*\c's bov^_
SUes sevenVy-U«0.
■Pix'-Uev Answers Line 1 grandmother grandfather Line 2 father mother Line 3: me brother sister
On your own
2
M a k e a p hoto album o f y o u r fam ily and friends
■ Preview and do the task Read
W rite sentences a b o u t th e m in Eng lish
th e in stru c tio n s aloud. Tell Ss to m ake th eir ow n ch art and w rite two or m ore sentences about each person Point out th at this tree h as two sets of 30
T-30 • Unit 3 • Favorite people
f
Grandfather
Unit
Free talk 3 ■ Preview and do the task Tell Ss to tu rn to th e back of
th e ir S tu d en t’s Books and look at Free Talk 3. Read th e in stru ctio n s aloud Give Ss two m inutes to com plete th e chart.
2 ■ Preview and do the task Read th e in stru ctio n s aloud.
3 Favorite people
■ T hen say, "Remember, try to th in k of th re e things about each person. You score one point for each piece of inform ation.” ■ Pairs do th e task and keep score on th e scorecard W hen th ey have finished, ask Ss to add th eir points to see who has the most. Ask a few Ss to sh are th eir scores w ith the class. Tell Ss to report any surprising inform ation they found out ab o u t th e people.
Model th e task using th e exam ple conversation. Read th e role of B. an d ask a S to read th e role of A After answ ering A s question, co n tin u e talking ab o u t your favorite TV sta r (e.g.. My favorite TV star is M att LeBlanc. H es very funny. H e’s friendly. H es good-looking.).
Free talk 3
Talk about your favorite people.
1 Think of your favorite people. Write their names in the chart.
a TV star
an actoi
a band
a family member
a friend
a singer
a writer
a sports star
2 Pair work Can you say three things about each person? Score one point for each piece of information. Take turns.
A Who s your favorite TV star? E It s Jennifer Amston Her show is very funny She's very smart. A OK that's two points for you Now it’s my turn.
Score a TV star ar actor a band a tamily member a friend a singe a writer
Interesting facts
a sports star
TOTAL
Class Survey Read the facts about the average New Yorker. I hen ask three classmates i they have the same habits Write 1 (ves) or tV(no) in each box. Who is like a New Yotkei
70% of New Yorkers drink orange juice evt day.
Do yow ^vivsk
juic e eve^y
53% read their horoscope eveiy day. 90% use an alarm clock. 50% take their own food into the movie theater. 78% eat lunch every day. 66% eat cereal every week.______________ 71% listen to other people's conversations. A Do you drink orange juice every day ? B No l don’t. I don’t like orange mice A OK. Do you read your horoscope every day? Free ta'k 3 and Free talk 4
Unit 3 • Favorite people • T-30A
Touchstone checkpoint Units 1-3 Before you begin th e Touchstone Checkpoint, w rite on the board. Grammar, Vocabulary, Conversation Strategies. Tell Ss to th in k about Uni ts 1-3 and w rite dow n w hich area they are m ost sure about. Say each area, an d ask Ss to raise th e ir h an d s for th e one they w rote.
Can you complete this conversation? T his task recycles th e verb be, subject pronouns, possessive adjectives, and this an d these. ■ Set the scene Tell Ss to look at the picture. Ask, “W hat s in th e p ic tu re ? ” [a m a n an d a w om an, keys, a car] Have Ss th in k of th re e q uestions th e m an an d th e w om an m ight ask each oth er (e g How are you? Is this your car? Where are m y keys?) W rite th e questions on th e board ■ Preview the task Read th e in stru c tio n s a n d th e exam ple aloud. Tell Ss to use each w ord in t he box only once. ■ Do the task Have Ss com plete th e conversation an d th en check th e ir answ ers in pairs: SI reads Angel s lines, and S2 reads C arla’s lines. Check answ ers w ith the class.
Answers Angel Carla Angel Carla Angel
Hi, Carla How are you? fm fine, thanks. Is this your car? No. Its my brother’s car. He’s on vacation. Cool So, where is your brother? He and his wife are in Miami, with her parents Her family is from Miami, you know Carla Oh, right So, are their children in Miami, too?
Angel No, they’re with my pa~ents and me Our house is crazy. We’re all so busy with the kids. Carla I bet you’re tired Angel Yeah, I really am. . . . Uh-oh, I’m late! Carla OK See you later. Angel Wait! Where are my car keys? I mean, where are my brother s car keys? Carla Are these his keys? Under the car? He_e you go. Angei Oh, thanks, Cada You’re wonderful!
■ Have Ss look at th e questions on th e boa~d and say if any are in the conversation. ■ Practice Tell Ss to practice the conversations in pairs,
taking tu rn s playing each role. Extra activity - individuals / groups Ss choose six w ords from th e conversation an d call out th eir words. Choose and w rite six of them on the board (e.g., car, busy, crazy). Ss w rite six tru e sentences about them selves, each using one of th e w ords on the b oard (e.g.. My car is a t home. I am very busy.). Ss th e n form groups and take tu rn s reading their sentences. Encourage Ss to respond wdth Really? and ask one a n o th e r q uestions to get m ore inform ation.
2 Unscramble the questions. C P Th is task recycles th e w ord o rder of inform ation q uestions and yes-no questions w ith be. ■ Preview the task W iife the scram bled question on the board Say, “Pul the w ords in th e correct order. Ask a S to say th e question, and w rite it on th e board. ■ Do the task Have Ss unscram b le th e questions. Check answ ers w ith th e class: call on individual Ss to read th e ir questions.
5. Who’s not in class today? 6 Where are your books?
■ Have Ss work in pairs and take tu rn s asking and answ ering the questions Model th e activity by having a p air of Ss ask and answ er th e first question Rem ind Ss th a t they can answ er / d o n ’t know. ■ Follow-up Ss answ er the u n scram bled questions. Ask a
Answers 1. What is our teacher's full name? 2. What's the school’s phone number? 3 Is our English class hard? 4 Are the students in this class smart?
few Ss each question. For question 1, ask “W hat is my full n am e?” Extra activity - pairs Pairs w rite six scram bled questions sim ilar to those in Exercise 2 an d th e n exchange papers w ith an o th er p a ir Pairs th e n unscram ble th e questions and take tu rn s asking and answ ering them .
3 How many words do you remember? C P This task recycles th e vocabulary of classroom item s, 'ocatio n s prepositions, family m em bers, words for people, and adjectives to desci ibe people. It also recycles asking inform ation and yes-no questions. ■ Preview and do the task Have Ss read th e four exam ples
in the c h a rts and th e n com plete th e ch arts w ith th eir ow n ideas.
T-31 • Units 1-3 Touchstone checkpoint
■ Have several Ss take tu rn s calling out th e ir words for each of th e categories Tell Ss to add new w ords to th eir charts. ■ Read th e four exam ple questions aloud Tel! Ss to wi ite four q uestions using th e w ords and p h rases from th eir charts. ■ Have Ss work in pairs an d take tu rn s asking and answ ering th eir questions Model the activity by asking four Ss the exam ple questions.
~
Touchstone checkpoint Units 1-3 I 1 Can you complete this conversation? C om plete th e co n v ersatio n w ith th e w ords in th e box. Use cap ital lette rs w h en necessary. T h en p rac tic e w ith a p a rtn e r.
IS
/are I’m you’re he’s it’s we’re they’re his her my your our their this these
Aiigel Carla Angel Carla Angel
Hi, Carla. How ________
w €
you?
fine, th a n k s . Is
y our car? on vacation
N o .__ m y b ro th e r’s car. Cool. So, w here i s __________brother? He a n d wife are in M iam i, w ith h e r p a re n ts. _________ fa m ily _________ from M iam i, you know.
Carla Oh, right. So, a r e _________ ch ild re n in M iam i, too? w ith m y p a re n ts a n d m e. Angel No, h o u se is c ra z y .______ all so b u sy w ith th e kids. Carla I b e t _________tired . Angel Yeah, I really a m . . . . U h -o h , I’m late! Carla OK. See you later. Angel Wait! W here a re m y c a r keys? I m ean , w here a r e __________b ro th e r’s c a r keys? Carla A r e _________ h is keys? U n d er th e car? H ere you go Angel Oh, th an k s, Carla. You’re w onderful!
2 Unscramble the questions P ut th e w ords in th e c o rre c t o rd er to m ake q u estio n s. T h en ask a n d answ er th e q u e stio n s w ith a p a rtn e r.
3
1. full / te a c h e r’s / is I o u r / n a m e / W hat ? WIvtiP is ouv -Pul) vuTLwve ?__
4. th is class / s tu d e n ts / Are / s m a r t ! th e / in ? ______________________________________________
2. p h o n e / th e / W h a t’s I n u m b e r / sch o o l’s ?
5. to d ay / n o t / W h o ’s / in class ?
3. class / h a rd / o u r / E nglish / Is ?
6. boo k s / a re / W here / y o u r ?
How many words do you remember? C om plete th e c h a rts. T h en m ake q u e stio n s to ask a n d a n sw e r w ith a p a rtn e r.
classroom items c \ccY
locations in class
family and other people
words to describe people
w eigU bcvs
■PvievusOy
‘ Where’s the clock?” “ What’s on the wall?” “ What are your neighbors like?” “Are your neighbors friendly?’ 31
Touchstone checkpoint Units 1-3
4 Do you know these expressions? C om plete th e co n v ersatio n w ith ex pressions from th e box. T h en p ra c tic e w ith a p a rtn e r.
Thank you. That’s OK.
Thanks anyway. You’re welcome.
Nice to meet you. Have a good day.
Anna Oh, no! W h ere’s m y pen? Excuse m e. I bovvow yo u v pen ? Michel Sure. H ere you go. Anna __________________________ . Michel You’re w elcom e. A nna H m m ._________________________ Michel Neighbor? I'm sorry. I d o n ’t know. A nna O K .___________________ . Michel W ait. H ere’s m y dictionary. A nna Oh. th a n k s. M ic h e l __________________________ .
5
/C a n I borrow your pen? How do you spell neighbor?
A nna Oh. T his is a F rench-E nglish d ictionary. Michel Yes. I’m from France. A nna F ra n c e ? ___________________ ? U h -o h ! My coffee! I’m sorry. M ic h e l __________________________ . A nna By th e way, I’m A nna. Michel I’m M ic h e l.___________________ . A nna Oh, no. I'm late for w ork. Sorry. Bye. M ichel T h an k s. You too. U h -o h . W h ere’s m y pen? A nd m y d ictionary?
Who has the same answer?
Self-check
Class activity C om plete th e q u e stio n s a n d w rite y o u r answ ers. T h en ask y o u r c lassm ates th e q u e stio n s. W ho h a s th e sa m e answ er?
Your answer 1. What’s your mother’s first name? 2. old are your parents ? 3. is your family from originally? 4. your best friend like? 5. What’s your best friend name? 6. your favorite singer? 1. your favorite TV show?
Really9
Classmates with the same answer
How sure are you about these areas Circle the percentages, grammar 20% 40% 60% 80% 100%
vocabulary 20% 40% 60% 80% 100%
conversation strategies 20% 40% 60% 80% 100%
Study plan
What do you want to review? Circle the lessons. grammar 1B 1C 2A 2B 2C 3A 3B 3C
vocabulary 1A 1C 2A 2B 2C 3A 3B 3C
conversation strategies 1D 2D 3D
32
Do you know these expressions? T his task recycles everyday expressions for m eeting, asking for help, showi ng interest, saying th a n k you, and saying good-bye. ■ Set the scene Tell Ss to read th e expressions in the box and th en look at th e pictures. Ask, W here are they? ” [a cafej ' W h at’s in th e p ictu res?” [coffee, a m agazine, a pen, a m an, a w om an, pictu res on th e wall] ■ Preview the task Read the in stru ctio n s and th e exam ple aloud. Tell Ss to use each expression only once. ■ Do the task Have Ss com plete th e conversation. Check answ ers w ith th e class read th e conversation aloud, pausing at th e m issing p arts, and call on Ss to say the expressions.
Michel Anne Michei Anna Michei Anna Michel Anna Michel Anna Michel
Wait. Here’s my dictionary. Oh,thanks You re welcome Oh. This is a French-English dictionary. Yes. I’m from France France? Really? Uh-oh! My coffee! I’m sorry. That’s OK By the way, I’m Anna Fm Michel Nice to meet you. Oh, no. I’m late for work. Sorry. Bye. Have a good day. Thanks. You too Uh-oh Where s my pen9 And my dictionary?
■ Practice Tell Ss to practice the conversation in pairs,
Answers Anna Oh, no! Where’s my pen? Excuse me. Can I borrow your Den? M.chel Sure Here you go Anna Thank you. Michel You’re welcome. Anna Hmm. How do you spell neighbor? Michel Neighbor? I’m sorry. I don’t know. Anna OK Thanks anyway.
taking tu rn s playing each role.
Extra activity - class Books closed. Ask these com prehension auesvions. Ss w rite th e ir answ ers in full sentences Check answ ers w ith th e class. 1. 2. 3. 4
W hat's theg iris nam e? (Her n am e is Anna.] W hat's the boy’s nam e? [His nam e is Michel.] Where's he from ? [He's from France.] W hat s the girl late for? [She s late for work.]
Who has the same answer? O
T his task recycles inform ation questions w ith be, p o sse ssiv e ’s, fam ily m em bers, nam es, and num bers.
■ Preview the task Say, “Tell m e th e question w ords you know.” Write th e ones Ss call out on th e board (e.g., who, what, where). Read th e in stru ctio n s and the exam ple aloud. ■ Do the task Have Ss com plete th e questions. Check answ ers w ith th e class: call on a few Ss to each ask you a question, and answ er them w ith your own inform ation. Answers 1 2 3. 4 5. 6. 7
What’s your mother’s first name? How old are your parents? Where is your family from originally? What's your best fi iend like? What's your best fiiend's name? Who’s your favorite singer? What's your favorite TV show?
■ Say, Now answ er the questions. W rite your answ ers in th e Your Answer colum n ■ W hen Ss finish have them w alk around th e class and ask o ther Ss th e questions. Tell Ss to find classm ates w ith th e sam e answ ers and w rite th eir nam es in the ch art un d er th e Classmate with the Sam e Answer colum n. ■ Follow-up A few Ss report about classm ates w iih the
sam e inform ation (e.g. My m other’s first nam e is H annar and Jack’s m other’s nam e is Hanna, too.).
Extra activity - pairs Pairs look back at U nits 1-3 and w rite one question for a topic from each un it (e.g.. Unit 1: W hat s your favorite girl s name?; Unit 2 W hat s our English class like2, Unit 3 W h a t’s your favorite movie?). Each p air th en joins an o th er p a ir Pairs take tu rn s asking and answ ering the questions.
Self-check, Study plan ■ Tell Ss th a t th ese ch arts help them identify the language th ey need to review. Ask Ss to th in k over th eir work on th e C heckpoint and in th e u n its as they com plete th e questions. ■ Present Sell-Check Read th e in stru ctio n s and th e three la nguage areas aloud Tell Ss th a t they should circle a percentage for each area from 2 0 %, w hich m eans they are not very sure they know th e area, to 100 %. which m ean s they know th e area very well. Have Ss com plete th e Self Check C h ait
■ Ask Ss to look at th e area they w rote at th e beginning of th e lesson and at th eir com pleted chart. Ask, “Is the area you are m ost sure of still the sam e?” ■ Present Study Plan Read the in stru ctio n s aloud Tell Ss
to th in k of two or th re e language points th at they are u n su re of. Have Ss m ake a note of them and find them in U nits 1 3 . Then tell Ss to circle in th e c h a rt the lessons th a t they need to study m ore. ■ Have Ss h and in a piece of paper w ith theii nam e and a list of th e lessons they circled. Review or reteach any of these language item s in a future class
Units 1-3 Touchstone checkpoint • T-32
Language notes Lessen A In the mormon Vocabulary
verbs
(See S tudent's Book pp. 33-35.) This lesson teache-. approxim ately fifteen verbs th at express actions. All are one-w ord verbs, except for the tw o-w ord or p h r a s a l' verb get up (at th is point, Ss only need know th a t th a t th e tw o w ords go together;.
Grammar
Simple present statements
\Sec S tudent's Book p. 35.)
Spelling rules The spelling rules for th e -s endings on verbs in the th ird person singular are th e sam e as for n o u n plurals Here are som e rules: ■ For m ost verbs: add -s (listen - listens). ■ For verbs ending in s, ss, sh, ch, x. 01 z: add -es t watch - watches). ■ For verbs ending in a c o nsonant an d y: change y to i an d add -es (study - studies).
Form
■ For verbs ending in a vowel and y: add -s play - plays,.
Simple presen t statem en ts are form ed w ith a subject and th e base form of th e verb (the verb w ithout any en d in g !. However, w ith th ird p erson sin g u lar subjects, th e verb takes an -5 ending.
Special th ird person singular forms: The th ird person singular form of have is has. an d th e th ird person singular form of do is does, w hich is pronounced as idAzf.
■ A ffirm ative statem ents
Speaking naturally -s endings of verbs
subject + base form of th e verb I exercise every day. ■ S tatem ents w ith th ird person singular subjects th ird person sin g u lar subject + base form of the verb + -5 / -es / -ies She exercises every day. ■ Negative statem ents subject + d o n ’t + base form of the verb I don t exercise every day. ■ Negative statem en ts w ith th ird p erson singular subjects th ird person sin g u lar subject + doesn't + base form of th e verb She doesn't exerc ise every day.
iSee S tudent’s Book p. 35.) The pronunciation rules for the -s endings on verbs are the sam e as for n o u n plural endings. Here are rules for the p ronunciation of th e -s ending: ■ W hen a verb ends in an unvoiced final consonant 1Hi. /k/, p/, t , or 101), the s is pronounced a s 's ' ie.g., checks). ■ W hen a verb ends in a voiced final co nsonant ('b,', /d , g , /l/, /#i/, 'n /r)/, 'r d , or /v/) or a vowel sound, th e s is p ronounced as z le.g., listens). ■ W hen a verb ends in / J | 1 J., / t j , '3 rd 3 /, the sy lable ri 7 ( is added (e g , watches). /iz/ is also pronounced ,az/.
Corpus information Simple Dresent and the present continuous
Use Simple presen t statem en ts are u sed to describe regular activities (e g., I eat breakfast in the car.) or th in g s th a t are tru e “all th e tim e ’ (e.g., I don't like m ornings.). In this lesson, th e use of th e sim ple p resen t focuses on daily routines.
The sim ple present is about six tim es m ore frequent th a n th e present continuous Iintroduced in U nit 7 . an d so it is taught first.
Lesson B Ra tines Grammar
Yes-No questions and short answers with simple present
■ Short answ ers Yes, subject + do. ! No, subject + d o n ’t. Yes. I do. ! No. Id o n t.
(See S tu d en t’s Bonk p. 37.) Form ■ Yes-No questions
■ Short answ ers w ith t h u d person singular subjects Yes, subject + does. 1 No. subject + doesn’t. Yes. she does. / No. she doesn’t.
Do + subject i- base form of the verb? Do you exercise every day? ■ Yes-No questions with third person singular subjects Does + th ird person singular subject + base form of th e verb? Does she exercise every day?
Use ■ In th is lesson, yes-no questions and short answ ers in th e sim ple present are used to ask a nd answ er questions about people s rout nes
■ M any of th e questions in th is le»son have nouns as subjects. Ss often have difficulty using th e correct verb form w hen th e subject is not a pronoun. They may need practice, for exam ple, in eq u atin g she w ith m y mother; or we for m y m other a n d I. Also, they need to recognize th a t co m pounds w ith a n d fe.g., Alex a n d his wife) are considered plural and take plural verbs.
Corpus information
Pronunciation
■ People use b o th singular and plural fo~ms w ith on + days of th e week to describe routines Ie.g., on M onday and on M ondays). b u t th e plural is m ore frequent.
Do a n d does are not norm ally stressed in questions, but they are stressed in short answ ers.
Vocabulary
Days of the week
(See Student's Book pp. 36-37.) The lesson teaches days of th e week, including their use in expressions such as on Mondays. It also presents com m on tim e expressions (e.g., in the morning, after class).
Omission of do in simple present questions
People often drop th e do in sim pie present questions, especially in inform al conversation; e.g., You eat a lot o f snacks? instead of Do you eat a lot o f snacks?). Use of singular and plural in time exDtessiors
■ W ith p arts of th e day ie.g., in the afternoon) the singular is m ore frequent. ■ Every is always followed by a singular noun ;e.g. every w eekI.
Lesson C Do you come here every day? B eginning in U nit 4, conversation strategies are taught in th e C lessons.
Conversation strategy
Saying more than yes or no
fSee S tu d en t’s Book p. 38.) ■ Simple yes or no answ ers can sound ab ru p t in casual, friendly conversations - people often expect m ore th a n ju st yes or no for an answer. A nsw ering w ith m ore th a n yes or no show s th a t th e listener is interested in keeping th e conversation going. This lesson encourages Ss to give fuller answ ers to com m on everyday questions. ■ The lesson also gives Ss practice w ith th e simple present to talk about p e rm a n e n t situ atio ns (e.g., I live here.).
som e cultures m ay rem ain silent too long a nd m iss th eir tu rn in th e conversation, and, as a result, the conversation m oves on w ithout them, ■ Well is also a good way to sta rt a reply w hen the answ er isn't a straightforw ard ves or no - it allows speakers to move th e topic to a question they can answ er. For exam ple A Do you hve here? B Well; near here.
or A Do you have a job' B Well I work part-time in a cafe
■ Well has other uses, too, such as in ending conversations oi correcting inform ation, w hich are taught later in th e course.
Strategy plus wen (See S tu d en t’s Book p. 39.)
Corpus information Weil
■ Well is a useful expression for b eg in n in g learners. Start ing an answ er w ith Well can give speakers t ime to th in k of w hat they w ant to say It also helps th em to keep th e ir tu rn in the conversation. Ss from
Well is one of th e top fifty w ords and is one of th e top ten conversational expressions.
Lesson D On average ^. . B eginning in U nit 4, th e D lessons focus on reading and w riting skills an d often include listening skills.
Help note
Vocabulary a week a month
The Help Note focuses on basic p u n ctu atio n th e use of capital letters for nam es the beg in n in g of sentences, and /, as well as th e use of peiiods for th e end or sentences.
etc.
(See S tu d en t’s Book pp. 40 - 41.) I he expression a h tim e w ord (e.g., a day, a week, a m o n th ) is u sed th io u g h o u t th e lesson to show frequency (e.g., I exerc ise three times a week I spend fiv e hours a m onth online.).
Capitals and periods
(See Student's Book p. 41.)
Language notes •
U n it 4
Everyday life Teach this unit opening page together with Lesson A in one class period Introduce the theme of the unit W rite on th e board: every day. Say, “Every day I get up early an d I exercise. T hen I eat breakfast And then I use my com puter.” Act out each activity as you say it. Say, “In this unit, you learn how to talk about thin g s you do every day. ’
In Unit 4, you learn how to... Unit aims Read th e u n it aim s aloud. Tell Ss to listen and read along.
D irect Ss to Lesson D (p. 40). Say, “B eginning here in Unit 4, in each Lesson D, th ere are read in g and w riting exercises.
Extra activity - class Say, “Look through U nit 4.' Ask “W here do you read ab out people s daily routines in the m orning?” [Lesson A | “W here do you talk about routines like playing sports going shopping or cleaning the house?” [Lesson B[ “W here do you answ er m ore th a n yes or no to be friendly?” ILesson C] “W here do you use well?" [Lesson C]
Before you begin... O
Recycle vocabulary and grammar T his task recycles locations, questions w ith Where, an d th e veib he Say, “Look at picture 1 W here are they? ‘ Call on a S to answ er. [They re at th e gym.] Repeat w ith pictu re 2. (He’s at work.] T hen have two Ss ask and answ er a where question for p ictu res 3 and 4 (e.g., picture 3 - SI: W here’s she? S2: She s a t school. /She's in the library.; picture 4 - SI: Where are they? S2: They're a t hom e ). Have Ss repeat th e activity in pairs.
■ Introduce the activities in the pictures Direct Ss’ atten tio n
to Before You Begin. Read th e nam es of th e four activities aloud. Have Ss repeat. Say. T hese are things people do every day." ■ Tell Ss to look at th e pictures. W rite on the board do hom ework
work
exercise
watch TV
Give Ss one m in u te to work in p airs and m atch the pictu res an d expressions. Check answ ers w ith the class: call out each expression, an d have Ss call out the n u m b er of th e m atching picture, [do hom ework, 3; work, 2; exercise, 1; w atch TV, 4]
T-33 • Unit 4 • Everyday life
■ Ask, “W hich activities do you do every day?" Model th e task hy saying “W ho does hom ework every day? Raise your h an d s Tell Ss w dh raised h an d s to check ( / ) th e box next to do homework. T hen say ‘ Now check any of the o th er activities you do every day.” ■ Call on a few Ss to tell the class som ething they do every day (e g., I exercise every day.).
Extra activity - pairs Pairs look at the pictures and take tu rn s telling each other th e activit-es they do every day (e.g., I exercise every day. I watch TV every d a y ).
In Unit 4, you learn how to ... ■ use sim ple present statem ents, yes-no questions, and short answ ers ■ talk about your daily and w eekly routines. ■ answ er m ore than yes or no to be friendly.
^
-------
■ use Well to get time to think.
Before you begin... Find these activities in the pictures. Which activities do you do every day? Check (✓) the boxes. ■ do homework
■ exercise
■ work
■ watch TV
In the morning What’s a typical morning like in your home?
ml V IvM m * S
“ Well, I ’m pretty busy. I get up early. I check my e-mail, arid I listen to the radio. Then I study.” “ Oh, I don’t like mornings. Our house is so noisy. My sister watches TV, and my brother plays games on the computer”
Amanda Sana It’s crazy We get up late, so I eat breakfast in the car. My husband doesn’t have breakfast - he drives.”
Well, I have breakfast, and my wife has coffee. We both read the newspaper. We’re pretty quiet. We don’t tall a lot.”
1 Getting started A Figure Ito u T
I isten a n d read. Are you like a n y of th e se people?
_ B Ca n you co m p lete th e s e se n te n c e s a b o u t th e p eo p le above? 1. G re g _________ h is e-m ail. 2. Jen n ifer’s s is te r TV.
3. A m a n d a ’s h u s b a n d 4. Alex a n d his w ife d o n 't .
About y ou' : *■ C W hat do you do in th e m orning? C heck ( / ) th e boxes a n d tell th e class
1get up early. 1 w atch TV.
34
I do m y hom ew ork, I tal k a lot.
J listen to th e radio. 1 check my e m ail.
b reak fast. a lo t
Lesson
1
Unit 4 Everyday life
A In the morning
Getting started ■ Set the scene Tell Ss to look at th e pi. t u n s Ask “W hat titne of day is it? Ha.fc Ss guess, (m orning; C ontinue by asking, “W here are th e people?’' lat hom e, in a car] “W ho arc th e people?" fam ily m em bers]
■ Tell Ss to look at the informal tor u n d e r *he pictures again an d call out negative statem ents. [I d o n ’t like m ornings My husb an d doesr ‘i have breakfast. We d o n ’t talk a lot.] Point out th a t doesn’i goes w ith sin g u lar nouns.
A *** (CD 1, Track 42)
■ Read th e in stru c tio n s aloud. Write sentence 1 on the board. Ask, “W hat ,-crb goes w itf e-mail?" [check) Say, “Greg is one person, is th e m issing word check or checks?” [checks] W rite checks in the blank, an d read th e sentence aloud.
■ Preview the task Ask, “W hat's Greg s m orning like?" Tell Ss to read th e inform ation u u d ei G reg’s picture quickly an d find th e answ er to th e question, [bu^y] Repeal w ith the o th er th re e pit tdres [Jennifer - noisy; A m anda crazy, Alex quiet) ■ Read th e insi ructions aloud. Ask, “Are you like any of th ese people?" ■ P<ay the recording Ss listen an d lead along T hen point to each picture, an d ask, “Are you like th is person?’ Ask Ss to raise heir hands. ■ Play the recording again Ss u n d erlin e any words they do not know. Ask Ss to call out th e w ords. W rite them on th e board, an d ®ee i f an y Ss can act out any verbs to show then m eanings. Help Ss w ith any rem aining vocabulary. ■ Follow-up A few Ss say w ho th ey are like a n d how (e g., I’m like Greg. 1 get up ea rly'. Extra activity - pairs SI covers th e inform ation below th e pictures. S2 chooses one of th e people an d reads one or two sentences about th e person aloud. SI guesses w hich person S2 is reading about. If necessary, S2 reads m ore sentences. 1 h en Ss change rnles
■ Do the task Have Ss com plete th e i em am ing sentences. W hen Ss finish, have them com pare th eir answ ers w ith a p a rtn tr. Check answ ers w ith th e class Answers 1. Greg checks his e-mail 2 Jennifer’s sister watches TV 3 Amanda’s husband doesn’t have breakfast. 4 Alex and his wife don’1ta'k ? iol
■ Focus on the form and the Lse Ask Ss to look at sehtences 1 an d 2 again. Tell Ss th a t verbs after singular n o u n s end in -s. Have Ss look at sentences 3 an d 4. Ask, “W hat do you notice ab o u t th e form of i he verb after doesn’t and d o n ’t1?” [It d o esn ’t have an -j- en ding .1 ■ Say, “T his lesson is about o u r m orning routines. 7’he verbs are in th e sim ple present. We use th e sim ple pi esent to talk about things we do every day or all the 1ime." Extra activity - individuals
Extra activity - individuals Ss w rite five sentences ab o u t their m orning routines (e.g., I get up. I have breakfast.). Ss th e n read th eir sen ten ces to a p a rtn e r an d see if any are the same.
Ss rewrite each sentence in P art B, gii ing ti ue inform ation about people they know w ho do vhc m o rning activil ies (.e.g.. My brother checks his e-m ail in the morning ) .is read th eir sentences to a p a rtn e r
c
B
VWolT.
Figure^ ^ Preview the task W rite o r th e board Hour , Tell Ss to look at th e inform at ion u n d er th e p ictures in Pai t A a n t find all th e w ords th a t follow I Ask Ss to call th em out. W rite th em on the board. [Tn, get up. check, listen, study, d o n ’t like, eat, have! S ay,11 hese w ords are til verbs Many verbs tel 1 us things people do. They tell ab o u t actions.
Preview and do the task Tell Ss to read th e six
sentence® Have Ss chock J tl ie box next to ‘he a rth itics they do e v e n m orning. W hen Ss finish, call o r a few tc tell the class the things they do
■ W rite on th e board: M y sister / brother / husband. Have Ss call o u t t he verbs th a t follow W rite th em on the board: watches / plays / doesn’t have / drives. Point to watches, plays, an d drives, an d ask, I W h at’s different about th e endings of these verbs?" [They end in -s ] Point out th a t sister, brother an d husband refei to one person. I he\ are called sin g u lar nouns.
Unit 4 • Everyday life • T-34
2 Grammar •v
(CD 1, Hack 43;
■ Present the grammar chart Play ^ i e recording. l i s t e n an d repeat. ■ Understand the grammar F eint to th e first colum n in
th e th a i t. Ask. “W h at’s th e p a tte rn for sim ple p resent statem en ts w ith I, you, we, and they? W h at’s th e pattern for he a n d she?” Write th e p a tte rn s on the liuaid. 1 / You /W e t 1'hey 1- verb
He / She + (verb ♦ -s / -es)
Point to th e pronouns. Say. "1 h ese p ro n o u n s are subjects of th e vi rbs. W hen he or she i , the subject, a sim ple p resen t verb h as an I ending.”
■ Present In Conversation Ask, “W hat two w ords m ake up d o n ’t?” [do -r n o t 1 ‘W hat two words m ake up doesn't?” ■ ;does h not] Read th e inform ation aloud ■ Follow-up W rite sentences from th e c h a rt or. the board, but om it th e verbs (e.g., I breakfast. You___ coffee.) Ss take tu rn s saying the sentences adding th e verbs (. .g., l eat breakfast.). Repeat the task for negative sentences (e.g., I don't eat breakfast.).
A ■ Preview and do the task Read i he in stru ctio n s and the exam ple aloud. Have Ss com plete th e rem aining sentences. ( Iheck answ ers with th e class.
■ W rite on th e board: She to the tadio every nturning. M a rta . to the radio every morning. Ask a S to com plete th e sentences w ith listen in the simple present. (listens] Explain th a t M arta - she. Say, ' W hen a sin g u lar n o u n like a p erson's n am e is th e subject, a sim ple presem verb also has an s.” ■ Point to th e second colum n. Ask, "W hat are the p a tte rn s for negative statem en ts?” W rite th em on the board: I ! You / W e/ They + d o n ’t + verb He / She + doesn't + verb ■ Present Verb Endings Books closed. Write on I he board: watch, play, study Explain th at th e spelling rules for add in g an -s ending to verbs are th e sam e as lor th e plural ending of n ouns. Ask Ss to w rite th e verbs w ith th e -s end in g and look at th e c h a rt to check th eir answ ers. (For m ore inform ation, see I an guage Notes at th e b eg in n in g of th is unit.) ■ Say, “Som e vei bs like have do n o t follow th e reg ular rules a n d nave special form s.”
3
Answers 1 I don I likt mornings.
2 3. 4. 5. 6. 7. 8
In my family, we have breakfast logetner. My mother doesn't watch TV. My fathei has coffee. My parents talk a lot. I don’t read the newspaper I Check my e-mail after breakfast My best friend doern t get up early in the morning.
■ Follow-up Ss take tu rn s readingi he sentences from Pari A aloud. O ther Ss raise theii k ands if a sentence is ti ue for them .
B i About] Prev.ew and do the task Say, “Write foui sentences [—f®". about your m ornings.” Have two Ss read I he exam ple conversation aloud. W hen Ss finish, choose a few Ss to read th eir sentences aioud and ask a n o th er S H ow about you? T her have Ss com pare th e ir sentences in pairs a n d find any they have in com m on.
Speaking naturally A &
1. /sJ
(CD 1, Track 44)
■ Preview the task Point to th e exam ples. Say, “T here are
th re e ways to p ron o u n ce th e s endings of verbs. Look at page 15, S peaking N aturally [pause>N otice th a t the th re e p ro n u n ciatio n s for verb* a ie like th o se for th e -s endings of p lural nouns." For m ore inform ation, see Language Notes at th e beg in n in g ol th is unit.) ■ Play the recording Ss li sten an d repeat.
B
(CD 1. Track 45)
■ Preview the task Bead th e in stru c tio n s aloud. Tell S* to rend th e quest nns. find th e verbs, an d ondi 'dine them . [uses. gets, exercises, sings, eats, drives] ■ Play the recording Pause after th e first question. Point out th a t th e hzi box has a check ( / j because th e verb uses ends w ith th a t sound. Plat 1he rest of the recording, an d tell Ss to c h e c k ( / ) th e correct boxes. ■ Play the recording aga n Write th ese co lu m n h eadings on
th e boaid:
T-35 • Unit 4 • Everyday life
2. ‘i /
3. /hr.
Pause the recording after each item, an d ask S.-, to call out th e colum n n u m b er of th e answ'ei.
Answers 1. hz!
2 Is/
3 hz!
4 >zl
5. 's /
6 . /z/
c \~~Aooui}
Preview and do the task Read th e instruction* and [—YPM.I exam ple conversation aloud. Ti 11 SI in ( icf group to ask. M ho uses an alarm clock? The othei Ss take tu rn s answ ering le.g S2:1 use an alarm clock S3 I do n ’t use an alarm clock.). ■ Follow-up in groups, Ss answ er th e questions in a chain
(e.g., SI: J drive to class. S2: She drives m class an d 1 drive to class. S3 He dr ives to class, an d I dri ve tc class '< A S S '* - Assign Workbook pp. 26 an d 27. (The answ er key begins on p. T 242.)
Unit 4 Everyday life
i You We They hie She
eat have get up read listens watches
1 don’t eat breakfast. You don t have coffee We don’t get up late the papei They dor’t read to tne radio He doesn’t li sten She doesn’t watch IV.
lunch, tea. early. tooke. to CDs videos
Verb endings: he, she, it
gel -4 gels watch p watches play -J plays study i studies have -4 has do 7 does
n n n t - oo not rloesn t - does not
In crnversatitn
A C om plete th e s e sen ten ces. 1. I
2. In m y fam ily, w e
(have)
3. My m< ith e r 4. 5. 6. 7.
together.
b re a k fa s t
(not / w atch] 1 V.
don t
My f a th e r __________ (have) coffee. My p a r e n ts . I talk) a lot. I _________ (not / read I th e n ew spaper. I _________(check) m y e -m a il a fte r b rea k fa st
8. My b e st f rie n d
About you
Don’t and doesn’t are mure i urnmun than do not and does not
lik e (not / like'j m o rn in g s.
B
N ow
\a
|^
do not ^
m ot / get up) early in th e m o rn in g .
|^
doesn't
does not
rite four se n te n c es a b o u t y o u r m o rn in g s. C o m p a re w ith a pai tner.
i
^
3 Speak no naturally s fs / likes
/z/ listens
A I don’t eat breakfast. How about you? B I have breakfast every morning.
endngs of m bs. in
relaxes
A
L isten a n d re p e a t th e w ords above N otice th e verb ending>.
B
L isten to th e q u e stio n s. Do I h e verbs e n d in Is/, 'z , o r /iz/?
In your group 1. Who uses an a,arm clock?
□
3
□
2. Who gets up late? 3. Who exercises in the morning? 4 Who sings in the shower?
□
□
”
-
5. Who eats a big breakfast7 6. Who drives to class? ™ L
About you
C GrOUp WOrk Tak< ■t u r n s a sk in g a n d a n sw e rin g th e i p iestions. “ Who uses an alarm clock7”
“I use an alarm clock ” 35
Lesson B
Ro
1 Building vocabulary A
L isten a n d say th e expressions. T h en ch eck i f ) th e th in g s you do every week. C an yuu ad d m ure activities?
go shopping Word' sort ' * ® ^ or eac^
Sunday
do the laundry
make phone calls
w ee^ ’ th in k of one I h in g you u su ally do. T hen tell th e class.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
plavy Soccer
“On Mondays, I play soccer. ”
2 Building language Look at th e q u e stio n n a ire . C an you co m p lete th e last tw o questions? T h e n listen a n d ch eck ( / ) th e a n sw e rs th a t a re tru e for you.
Do you have a weekly routine?
Yes, I do.
No, I don't.
1 Do you play sports every week? 2 Do you take any lessons or classes? 3. Do you check your e-mail on the weekends? 4. Do you make a lot of phone calls on Saturdays? Figure it out
About
you
5
you
shopping on Sundays?
6.
you
the laundry every week?
B Pair work Ask a n d a n sw e r all th e q u e stio n s. C an you give m ore inform ation? “Do you play sports every week?”
36
“ Yes, I do I play tennis on Saturdays ”
Lesson
B
Unit 4 Everyday life
Ro
Building vocabulary ■ Set the scene Tell Ss to 'ook at th e I itle a n d t hen to look
at th e pictures. Say, "Every w eek I clean th e house, I go shopping, and I do 1he laundry. 1 nis is m y ro u tin e ’ as you point to th e pictu res you nam e.
A ■ *c"
■ Ask 1Vho questions about ro utine activities re g„ Who cleans the house every week?,. Have Ss raise th e ir hands for things they do. Call on Ss w'hose h an d s are nor rai ied to say w hich fam ily m em ber does th e activity (e.g., M y Sister cleans the house.).
(CD 1, Track 46)
■ Preview the task Read th e in stru c tio n s aloud Tell Ss to
look at he p ictu res an d expressions. J lave Ss ra il out any expressions they already know. ■ Play the recording Ss listen and repeat.
Extra activity - individuals Ss m ake a list of activities undei tw'o colum n h e ad in g sRoutine Activities I Like and Routine Activities I D on’t like. Ss th en com pare th eir lists w'iib a pari ner.
■ Play the recording again Pause th e recording to give S*
tim e to check ■ / 1th e th in g s th ey do every week. Ask a few Ss to rep o rt on th e things they do a n d do not do ■ Say, “T hink of m ore ro u tin e acti\ .ties thai people do every w eek.’’ As Ss call out th e ir ideas, w rite them on th e hoard. Extra vocabulary: routine activities P resent or have Ss suggest ex tra vocabulary for routines, such as go to the bank, do the gardening, do the grocery shopping, visit fam ily, pay bills, take out the garbage m ake meals.
B [~mO ^ Preview and do the task Tell Ss tc look at the I. S0J l colum n headings. Say th e nam es of the days of th e week, anti have Ss repeat. Ask Ss questions about th e days of th e w'eek (e ,g., W hat day is it today? W hat d ay is your favorite day?). ■ Read th e insti uctions aloud. Point out the exam ple (M onday - play soccer). TellSs ic com plete to e ch art w ith a r activity they do for each day of the week. ■ W hen Ss finish say, “Look at th e exam ple: On M ondays, I play soccer." Call on several Ss to tell the class th in g s th ey do on different days \s k other- Ss to raise their h a n d s if I hey dc th e sam e thing.
Building language A
•
(CD 1, .rack 4,)
■ Preview the task Sav. “Read q u estio n s 1 to 4 in the
q u estio n n aire ” ; figure ^ Say, “Tell m e the w'ord every question starts /?M. w ith.” [Do] Ask, “W hat w'ord com es next?” [you] ‘A verb follows. W hat do you notice ab o u t th e verb?” ■It h as no -sending.l ■ Do the task Have Ss com plete qu estio n s 3 and 6 in th e
B •. About] a Prevew and do the task Read the in stru ctio n s
1 m\ aloud. Ask tw o Ss tc read th e exam ple conversation. E ncourage p airs tc give more inform ation as they do th e task a n d not ju st give yes or no answ ers. ■ Follow-up Several Ss repori th eir p a rtn e rs 1answ er to
one of th e questions from Pari A.
q u estio n n aire. Check answ t rs w ith the . lass. Extra activity - class Answers 5. Do you go shopping on Sundays’ 6. Do yet do the laundry every week?
Ss go aro u n d th e room and ask o th e r stu dents the questions in P art A and check ( / th e ir i esponses. Ss go b a rk to th e ir seats after they have found th ree yes an d th re e no answt m for e ich question
■ Play the recording Play i he recording, a n d pause after
th e first question. Say, “Do vou play sp o rts every w eek7” Tell Ss to t herk ( / thp box in th e correct colum n. Have Ss thi n listen an d rhi rk (./' the answ er th a t is tru e for the m for th e rem ain in g questions. ■ hocus on the form Say. “ The q u estions in Part A are in th e sim ple present. Som e sim ple p resent yes-no q u estio n s b eg in w*th do. The verb do always goes with th e p ro n o u n yon ”
Unit 4 • Everyday life • T-36
3
Grammar 4 * (CD 1 Tiauk48)
Extra activity
■ Present the gnmmar chart Play th e recording. Ss listen an d repeat.
Call out a tim e expression (e.g., on Mondays). Croups have 30 seconds to find a ro utine they alt have an d th en report to ihe class te.g , We go to the library on Mondays.). Cuuups get une polill if nu o th e r group has the sam e sentence. Repeat with o ther expressions.
■ Understand the grammar Write on th e board d o /d o e s. verb, subject. Say, “Study th e chai t. Whai is th e order of th e w ords in th e yes no questions in th e sim ple presen t?” [Do/ Does + subject + v e r b ?| “W hat does every yes-no questiuil sta rt w ith?" [Do, does) ■ W rite colum n h eadings on th e board: Do
Does
Tell Ss to study th e c h a rt an d say th e subjects th a t go w ith do an d aoes. W rite th em on th e b o ard in the correct colum n. [ Do - you, you an d your friends, your fi iends; Does - your m other) fcxplain ih at does is used w ith sin g u lar n o u n s like mother. ■ W rite on th e boardyour m other - she you a n d your frien d s = U’e Ask, “Is do or does u sed w ith she?” [does] “W hich is used w ith we?" [do] Call out, “He your father, they.” Have Ss say w hich verb they go w ith, an d w rite them in th e co rrect colum ns. ■ Books closed. Ask Ss th e q u estions in the chart, and have th em respond w ith the sh o rt answ ers ■ Present Time Express‘ons Books open. Read the expressions aloud, a n d ask Ss to repeat. Ask Ss to call out th e expressions th a t can be sin g u lar ot plural. (For m ore in lorm atiun, see Language N otes at the b eg in n in g of th is unit.)
Extra activity - pairs Call out a tim e expression. Ss tell th e ir p a rtn e rs about a ro u tin e using th a t expression. Repeat w ith Ss asking a question using th e tim e expression.
groups
A ■ Preview and do the task Head th e in stru ctio n s an d the
exam ple aloud. Have Ss com plete the q u e stio n s. w h e n Ss finish, have th em com pare th e ir answ ers w ith a p a rtn e i. Check an sw eis with th e class, call on Ss to read th e questions aloud
Answers 1. Do you eat a lot of snacks every day? 2. Do you make a lot of phone calls before breakfast? 3 Do you clean the house on the weekends'3 4 Do you do your homaworc late at night’ 5. Do you watch ) V after dinner? 6 Do your friends check their e mail every day? 7 Does your teacher work in tne evening? 8. Does your best friend take a class on Saturdays?
B : About: Preview and du the task Read th e in stru ctio n s L aloud Have two Ss read ihc exam ple conversation. Encourage pairs to add inform ation to th eir answ ers. ■ W hen Ss finish, ask, “How m any of your answ ers are th e sam e as your p a rtn e r s?” Ss report to the class. ■ Follow-up Ss repeat the activity above but use a different tim e expression in each question (e g„ Do you eat a lot o f snacks before lunch /a i night?).
4 Survey Have tw o Ss read the exam ple conversation. M odel i he task by asking a S, “Do you belong to a club?' If th e answ er is Yes, I do, w rite th e S’s n am e in rhe chart.
Preview the task Tell Ss to look at th e picture. Say, “They
belong to a chess club. They m eet every w eek to play chess.” Explain th a t a survey is inform ation collected from people by asking a set of questions Read the in stru c tio n s aloud. Say. “Find classm ates who do the activities in the ch art. Ask yes-no questions. W hen som eone answ ers yes, w rite th a t classm ate’s nam e in th e c h a rt.”
5
Do the task Have Ss go aro u n d the class an d after a yes answ er, ask a n o th e r S the next question
B Preview and do the lask Read the in stru ctio n s and
exam ple aloud Call on Ss to report som ething interesting they found out doing th e survey.
Vocabulary notebook ■ Tell Ss to tu rn to Vocabulary N otebook on p 4? of their S tu d en t’s Books. Have Ss do th e tasks in class, or assign them for hom ework. (See th e teaching notes on p. T 42.)
T-37 • Unit 4 • Everyday life
iiri~Vr- -* Assign W orkbook pp 28 an d 29. (The answ er key begins on p. T-242.)
3 Grammar
/os-No questions and shod answers
Do you go to a class in the Yes I do / No. I don’t
evening?
Does your mother work on the weekends? Yes, sne does. / No. she doesn’t
A 1. 2.
Do you
and your frienas play sports after class? Yes. we do / n o , we don t Do your friends make phone calls at night? Yes, they ao. / No, tney don't Tiwe expressions
C u m p lf te the q u e stio n s. Com ; >are w ith a p a rtn e r.
on Munday(s) on (the) weekends on the weekend in the mcrning(s) in the afternoon(s) in the eveu.r>g(s) at nicht before breakfasl after class every cay
Do you e a t a lot of snacks every day? you m£ k* a lot of p h o n e cal Is b efo re br< akfast? you cleai i the h ou^e on th e w eekends?
i.
flOowf : — you—
Unit 4 Everyday life
4.
you
y o u r hom ew ork late al nighl?
5.
you
TV a fte r d in n er?
6.
y o u r fr ie n d s __________th e ir e m ai I every day?
7. 8.
y o u r te a c h e r w ork in th e evening? y o u r best f rie n d ______ a class or. Saturdays?
n
r> ■
i WOW Ask a n d a n sw e r th e q u estio n s.
How m a n y of y our a n sw e rs a re th e sam e?
A Do you eat a lot of snacks every day? B Yes. I do. I eat two or three snacks in the afternoon.
4
Survey _ A
Find p e o p le w ho do th e se th in g s. W rite th e ir n a m e s in th e c h a rt.
Who has a uusy week? Find someone who. . .
Name
belongs to a club. plays on a team, works on the weekends, has breakfast in the car. studies English before breakfast, gets up early on Sundays.
____
“Do you belong to a club?
B
‘Yes, I do. I belong to a chess club. ”
Tell th e class s o m e th in g in te restin g abnui a classm ate.
“Anton belongs to a chess club ”
5 VocabularyjiotehookJ/erbs.
m bs
See page 42 for a new w ay to log a n d leai n vocabulai t
,■. ft $
37
L^ l c Do you come here every day? 1 Conversation strategy
Saying more than yes or no
A Can you answer this question with more than yes or no? A Do you live around here? B Yes,________________________________. 0
No,____
Now listen What do you find out about Ray?
| j
H * Tina Hi. I see ynu here all the time. Do ycb cetre here every day? hay Nc Well, I have breakfast here betire das?. Tina Oh, arc yen a stedcrt? hry Yes. I'm a law student. Tina Really? I ’m in the hi sir css schorl. hay Oh. S r dc you live areupd here? Tini Well, I live a h i t 2C miles away, in Lacuna Peart. hay Sc, arc yen frrr Califcrnia? Tina Well, I n frrn CM sec originally, hi t r y family lives here new.
Notice how Ray answers Tina’s questions.
“Ch. are you a student?"
He says more than yes or no. He wants to be friendly. Find examples in the conversation
About
"Yes. I'm a law student.
_
D M atch th e q u e stio n s a n d an sw ers. 1 hen ask a n d a n sw e r th e q u e stio n s w ith a pa rtn e r Give y o u r o w n answ ers, saying m o re th a n yes o r no. 1. Do you live a ro u n d here?
-P
a. Yeah. W ell, I play on a so fth all team ,
2. Are you from here originally? 3. Do you have a p a rt-tim e jo b ? ____
h. Yeah I w ork a t a re s ta u ra n t on th e w eekends, c No th e y live in a sm all tow n n e a r th e o re a n .
4. Do you like sports? _
d
5. D o you have b ro th e rs a n d sisters? 6 Do y our p a re n ts live a ro u n d here?
e. No. I’m a n only ch ild f. No, I live n e a r th e b each .
No 1 m from Rio original)v. self-stucy
v0 ? AUDIOCD
Lesson O
Unit 4 Everyday lite
c Do you come here every day?
Lesson C recycles yes-no questions with be and the simp'e present, as we.l as time expressions.
Conversation strategy Why say mure than yes or no7 Answering a question with just y e s or
■ Present Notice Read the m fo-m ation aloud Ask tw o Ss
to read the exam ple conversation aioud Ask Ss to tind an o th er exam ple w here Ray says more th a n yes oi no. [“N o ... . Well, 1 have breakfast here before class.”]
no can sound abrupt because
it can suggest tra t the listener is not interested in continuing the conversation. Giving additional information in answer to a yes-no question helps keep the conversation going and suggests that the listener is interested in the conversation.
■ Set the scene Tell Ss to look a t th e picture. Ask “W here a re T ina a n d Ray?" ‘in a cafe] Say "Tina d o esn ’t know Ray. W hat questions can she ask to sta rt a conversation?” Write Ss' ideas on th e bo ard (e.g., Hello. I 'm ____ , Are you a student?. Do you eat here often ?).
A
■ Preview the task Tell Ss to read A’s q uestion in th e A/B conversation. Say, “C an you answ er th e quest ion w ith m ore th a n yes or no?” W rite Yes on th e board and ask a few Ss to add m ore inform ation to th e answ er. Repeal w ith No.
i About} Prev:ew the task Have Ss read over th e questions WOl t a n d th e answ ers. Help w ith new vocabulary as needed. Say. “Nowtm atch th e quesi ions and answ ers.” To m odel th e task, read question 1 aloud. Say, “Why is / t h e correct answer?" [The question and answ er are ab o u t the sam e topic - w here som eone lives.) ■ Do the task Have Ss m atch th e rem ain in g questio n s and
Possible answers
answ ers.
Yes I do I live near here. / 1 live re a r the school.
[name of a place],
■ Have Ss p ractice asking an d an sw erin g A’s question w ith tw o o th er classm ates, h n courage Ss tc answ er w ith tru e inform ation. ■ Say, “Now listen to th e conversation. W hat do you find out ab o u t Ray?" To help Ss find the inform ation, w rite th e following cues on th e board: Breakfast?
Ss create and p ractice a new conversation Ss im agine tney are at a cafe and fhat they are m eeting tor the first tim e. Ss have a conversation like Tina a n d Ray’s, but use true inform ation ab o u t them selves.
B
' (CD1,Tiauk49)
No, I don't. I live in
Extra activity - pairs
W hat k in d o f student?
■ Play the recording Books closed. Ss listen for the inform ation about Ray. ■ Play the recording agam Ss listen and w rite the answers.
■ Play the recording again Rooks open. Tell Ss to listen, read along, a n d review th eir answ ers. Check answ ers w ith th e class. IHc has breakfast in th e cafe before class. He is a law stu d en t ] ■ Practice Tell Ss to practice th e conversation in pairs, tak in g tu rn s playing each role. ■ Tell Ss to look a t th e board. Point to th e questions they suggested at th e start of class. Ask, “Are any of your quest ions sim ilar or the sam e as the ones in th e conversation7” Have Ss respond, an d circle any. Extra activity - individuals Ss listen again an d wTrite dow n th e inform ation they find out ab o u t Tina. A few Ss sh are the inform ation they w rote. | Tina is in busin ess school. She lives about 20 m iles aw'ay, in L aguna Beach. She’s from Chicago originally.l
■ Check answ ers w ith th e class: read each question aloud, and call or a stu d en t tc read th e answ er.
Answers 1. f
2 d
3 b
4. a
5. e
6 c
■ Follow-up Ss take tu rn s asking and answ ering th e questio n s w ith a p artner. They give tru e answ ers and say m ore th a n yes oi no in th e ir answ ers. Extra activity - pairs Pairs im agine they are m eeting each other for th e first tim e. They choose tw e of th e six questions from Pai t B an d use the tw o questions to m ake th eir ow n longer conversation. Ask Ss to present their conversation to a n o th e r pair.
Extra activity - class Ss ask th re e m ore classm ates th e questions in Part E Ss see w ith w hich classm ates they have so m ething ir com m on, lla v e a few Ss report to th e class.
lEiF-sramr vA tunmcD mm
Tell Ss to tu rn to Self-Study Listening, U nit 4, at th e back o f th e ir S tudent’s Books. Assign th e tasks foi homework, or have Ss do them in class. (See th e tasks o r p T-129 and th e audio script on p. T-132.)
Unit 4 • Everyday life • T-38
Strategy plus Why use Well0 Peupie use Well when they need a little time to think before speaking or when an answer to a yes-no question is not a simple yes or no Well is a very common word in spoken English. (For more information, see Language Notes at the beginning of this unit) ■ Present Strategy Plus Ask Ss to look ar Tina an d
Ray’s conversation again. Say, “Tind Well in the conversation.” [“Well, 1 have break fast h eie befuie class.” “Well, I live ab u u t 20 m iles away, in L aguna Beach.” "Well, I’m from Chicago originally, but my family lives here now.”] ■ Read th e inform ation in Strategy Plus an d th e exam ple conversation aloud. Ask, “W hy does 7 ina say Well in th e answ er?” [The alnswei is n u t a simple yes o r no, or m aybe she need s tim e to th in k ]
■ Present In Conversation Books losed. Ask, “Is V.'el! in th e top 25, 50, 75, or 100 w ords9” Have Ss w rite th e ir guess on a piece uf paper. Say, “Nuw lead In Conversation an d find th e answ er ” T hen say, “Raise your h a n d if your guess w as correct." j About ] Preview the task Tell Ss to look at the picture. [ Ask, “W hat are th e m a n ’s neighbors like?” [They’re noisy.] “Is the m an happy?’ [No, he * not.) Read th e in stru ctio n s aiuud. ■ Do the task Have Ss pi act ice th e conversations w ith a
partner, tak in g turns playing each role ■ Say, “Now praci ii e again, but answ er w ith tru e inform ation.” Tell Ss to change roles sc th a t b o th Ss have a chance to respond tc the questions. ■ Follow-Up Ask a few Ss the questions. Ss respond with
tru e answ ers.
Listening and speaking A
. (CD 1, Track 50)
■ Preview the task Read th e in stru ctio n s aloud. Ask Ss to
look at i he fiv e q u estions before they lister ■ Say, "You w ill h e a r five people answ ering the questions. Listen for Ihe m ain idea or topic in each answer." ■ Play the recording A u d io scrip t p. T-234 Pause after th e first answ er. Ask, “W hat ’s th e correct q u estion?” [Do you read a lot?) Ask, “W hich w ords in th e answ er helped you?” [possible answ ers: books, m agazines, new spaper, e- m ailsl Point o u t the ] in th e box next to th e question. Plav th e i em aining four item s w ithout pausing. ■ Play the recording again Play th e recording again, pau sin g after each an sw er for Ss to review th e ir choices. C heck answ ers w ith th e class.
Answers [2 Dr ycu go out on the weekends? L L Do ycu “ead a lot? [ T Di vou know people from othei countries? [ 3 1 Do you live with your parent'9 [ 5 1 Do you exercise every day?
B rXtoiir ^ Preview and do the task Say, "Work in pairs. Take L ..m \ tu rn s asking a n d answ erin g th e q u estions in P art A.” R em ind Ss to say m ore th a n yes or no and to u se Well in th e ir answ ers w hen appropriate.
c ■ Preview the task Read I he in stru c tio n s aloud. W rite on th e boai d: Do you go out on the weekends f
3 9 • Unit 4 • Everyday life
Say. “C hange the verb go out to m ake a new question." Ask Ss to call out answ ers (e.g., study, play soccer, do the laundry) an d w rite them ir. a colum n undei go out T hen direct Ss’ atten tio n ro the exam ples ir. trie Si u d e n t’s Book. ■ Do the task Tell Ss to th in k ol new verbs foi th e
questions in P art A, Have Ss list th re e different r erbs for each questi _.n. Give Ss a on e-m in u te tim e lim it.
Possible answers Do yoj study / clean the ho j s i e / go shopping or the weekends’ Do you go out / exercise f stud) a lot? Do you m eeltalk to / wok with people frcn other oejntries” Do ycj talk a lot with 1call see you parents? Do you read I have cottee / rneck e-mail every day?
■ Have Ss isk a p artn er th eir questions. Rem ind Ss to an sw er w ith more th a n yes oi no and to use Well w hen appropi iate.
Extra activity - groups Lach S w rites three Do you ? questions each on a sepai ate slip o f paper. Ss told th e slips ol paper, m ix th em up, an d place th em in the m iddle of the group. SI pi< ks a slip of paper, reads L si luntly. and answ ers th e question aloud T he rest ol th e group tries to guess w hat th e question is. W hoever guesses the question keeps *he slip S 2 1hen picks a slip. The gam e continues u n til all th e slips are chosen W hoevei has th e m ost slips at the end is th e wanner
, Assign W orkbook pp. 30 an d 31 (The answ'ei key begins on p. f 242.)
Strategy plus
Unit 4 Everyday life
Well
Start your answer with Well if you need time to think, or if your answer is not a simple yes or no Well is one oi the top 50 words
About
n
.
— y0lf ' ► r d t f WOm P ractice th e co n v ersatio n s. T h e n ask th e q u e stio n s again. Give y o u r ow n an swers. O
A W h at a re y o u r n eig h b o rs like? B Well, th e y ’re very noisy.
T hey like loud m usic. Do you see y o u r fam ily a lot? B Well, nor really. T hey do n t
live a ro u n d here.
0
A Do you stu d y every day? B Well, not every day. I go out
w ith frien d s o n th e w eekends.
3 Listeningand speaking What’sJhe question? A
L isten to p e o p le a nsw er th e q u estio n s below. W hich q u e stio n is e ach p e rso r answ ering? N u m b e r th e q u estio n s.
"Do you go out on the weekends?"
□ About you
. l
"Do you read a lot?"
‘ Do you live with your parents? ”
“Dc you know people from other countries?’
"Do you exercise every day?"
B Pdir work Ask a n d answ ei th e q u e stio n s above. Be su re to say m ore th a n yes or no in y o u r an sw ers. Use W e/Zifyou n e e d to.
C
Look at each q u e stio n again. C h an g e t he verb. H ow m an y new q u estio n s c a n you m ake? T hen ask a p a rtn e r y o u r q u estio n s. Do you -go oub ow f L e weekewAs?
w<?v,"cl/\ TV
Lesson D
On average...
1 Read, ig About you
A
How m u ch tim e du yuu s p e n d on th e s e activ ities every day? Tell th e class.
■ on th e p h o n e Two k otws
■ a t work or a t s c h o o l____________
■ in b e d ______________
■ in th e car, or o n th e b u s o r t r a i n .
‘‘I spend two hours a day on the phone. ”
B
R ead th e article. H ow m an y daily activ ities does it 1a lk about?
IN THE LIFETIME
OF AN AVERAGE AM ERICAN... H ow m any hours do you spend ir
bed? ?ix or
seven hours a night maybe? And how many h o rs do you spend in front of the TV every week? Nine or ter? That’s not a lot. is it? Well, th'nk agair Add together all the hours you spend on these activities in a lifetime, and the total numoers are surprising. In an average lifetime, an American works over 9C,0CC hours, waks an amazing 22 000 k lometers ("4 h00 miles), and spends tnree and a half years eating. Do you call your friends a lot? An average Americar ta'ks on the telephone for two and a hal* years. Cn average Americans sleep for 24 years and watch TV for 12 years. That’s 36 years - about half a lifetime in bed c" on the couch!
C Read tl le a rticle again, a n d co m p lete th e sen ten ces. C om pai e a nswei s w ith a p a rtn e r. A rc any facts su rpi Ising? In a lifer iirw, a n a te ra g e A m erican sp e n d s . . . 1 __________h o u rs a t work. 2 . __________y ears on th e telephone. 3. y ears in bed 4 . __________y ears in fro n t o f th e TV.
Lesson
Unit 4 Everyday life
o On average...
1 Reading ■ Set the scene W rite th e days of th e week on th e board. Say, “I w atch TV' tw o hours every weekday I d o n ’t w atch TV o n Saturdays. I w atch TV to u r hours every Sunday." (Show Ss th e m e an in g of hour by pointing to a clock.) W rite 2 u n d er weekdays, 0 for Saturday, and 4 for Sunday. Say, “So, on average, I watch TV for two hours every day.” D irect Ss’ atten tio n 10 the lesson title. Tell Ss to work in p airs a n d figure out h o w m any h o u rs a day on average they w atch TV. I lave a few Ss shai e th eir answ ers. ■ Say, “I w atch TV on average for tw o hours every day.” W rite on th e board: 1 day = 2 horns o f TV Say. “There are 365 days in a year.” W rite on the board: 2 hours x 365 = 730 hours o f TV every year Say, "I sp en d 730 hours in front of th e TV every year 1low ab o u t you?” Pause to give Ss t ime to calculate th e ir answ ers, an d th e n call on several Ss to present them .
■ Do the reading W rite on the board: Scan. Txpiain:
“W hen yuu s c a n , you r e a d quickly, looking for certain inform ation ” Give Ss exam ples of sc an n in g le.g., looking fo r a word in the dictionary, looking up c telephone number). * Say, ‘ Now scan th e article to find daily activities. Read quickly. W hen you see th e n am e of a daily activity, circle it.” ■ Have Ss do th e task. Ask, “How m any daily activities does th e article talk about?” [six] Ask, “W hat a it they?” Ask different Ss tc each read one of the activities they circled, [work, walk, eat, talk or th e phone, sleep, w atch TV] ■ Say, “Look at th e guesses on th e b o ard W hat activities are the sam e as those in th e article?" Have Ss call our answ ers an d circle those ac tiv ities on th e ooard. ■ fell Ss to scan th e article again to find and underline any words they do not u n d erstan d . Help w ith new vocabulary as needed.
A
c
Prereading
Postreading
Abuui Preview and do the task W rite activities and i T?“i am o u n ts of tim e on the board. For exam ple:
■ Preview the task Tell Ss to look ai the task Ask, “Whai kind of inform ation do you look for now ?” [num bers] Say, “Scan th e article again, a n d com plete th e sentences."
on the phone in bed a t work or school in the car / bus / train
‘A an hour 7 hours 6 ‘A hours 2 hours
Ask Ss to guess the am ount of tim e you spend for each activity. W hen a S guesses correctly, draw a line from th e activity to th e tim e ■ Read th e in stru ctio n s a n d th e exam ple aloud. Point o u t that th e expression a da y m ean s “every day.” Tell Ss to w rite th e ir answ ers. Then have Ss tell f he class th e ir “habits.”
■ Do the task Have Ss com plete the sentences an d hen com pare th e ir answers wn h a partn er. Check answ ers with th e class. I lelp Ss wit h saying num bers ir th e th o u san d s te.g.. 9C.00C - ninety thousand). Answers 1. 2 3. 4
90,COO hours at work. two anr a hall years on the telephone 214 years in bed. 12 years in tront ol the TV.
Extra activity - class Ss go aro u nd th e class sharin g th e ir answ ers trom P art A (e.g., 1 spend one hour a day on the phone.). Ss try to find one classm ate w ith th e sam e “habit.’ Ss rep o rt to th e class (e.g , Polly and I spend one hour a d a y on the phone. Carla a n d 1 spend seven hours a day a t school.).
B During reading
■ Follow-up Ask, “Are any of th e facts surprising?” Ss give their reactions. Extra activity - pairs S i’s book is d o se d . S2 reads a n u m b er from, th e article, and SI ti ies to guess whal it describes about the average A m erican (e.g., S2: Twelve years. SJ: An average Am erican watches TV fo r 12 years.). Si gets three guesses before S2 gives th e answ er.
■ Preview the reading Books closed. W rite th e title of th e article on th e board: "In the Lifetim e o f a n Average A m erican." Say, “This article is about everyday routines. W hat daily activities do you th in k the article is about? G uess " Ask a few Ss for ideas, and w rite them on th e board
Unit 4 • Everyday life • T-40
2 Listening ■ Set the scene W rite on th e board: M y habits. Say, for
Answers
exam ple, "I d rin k four cups of coffee a day. I have breakfast in a cafe about th ree tim es a m unth.” Write uu th e bu aid . Teen hubits. Ask, “W hat a re som e habits that teenagers have?" Ask Ss for ideas. A
Christine drinks about 16 cans of soda a week. Christine eats dinner at home 5 or 6 times a week. Christine spends about 20 hours a month online Christine watches TV 25 hours i week.
4s * ( C D 1 T r a c k 51)
■ Preview the task books closed. Write th e facts about
th e average teenager on the board, leaving out th e nu m b ers (e.g., An average teenager d rin k s cans o f soda a week.) Have Ss call out th e ir guesses for the m issing num bers, an d w rite th em on th e board. Tell Ss to read th e average teenager inform ation at th e left an d see if th e ir guesses are correct. ■ Tell Ss to listen to G h u stin e talk ab o u t her hab its anti to com plete th e charl Ask. ‘W hat kind ol inform ation do you n e td to w rite in th e t h art?” num bers) ■ Piay the recording A u d io scrip t p. T-234 S s h s te n a n d
l ead along. ■ Play the record.ng again Ss com plete th e sen ten ces and
th e n co m pare th e ir answ ers w ith a p artn er. Check answ ers w ith th e class: have in dividual Ss read their answ ers a'o u d
B Abou'] _ Preview the Cask R ead th e in stru c tio n s a lo u d . Ask
1
tw o Ss to read th e exam ple conversation.
■ Do the task Have Ss work in p aita tak ng tu-ns asking
an d answ ering questions about the inform ation in Part A. ■ Fcllow-up In groups, Ss rep o rt about theii p a rtn e r and
find o u t who is m ost like an A m erican teenager. Extra activity - pairs Ss w rite a lisi of four statem en ts ab o u t heir habits like th o se in Part A, one of which is false. S] reads th e statem en ts alo u d , an d S2 guesses w hich one is noi true. Ss th e n change roles and repeat th e task.
3 Writing ana spea* mg Preview and do the task Books closed. W rite th e title on th e b oard: “An Average Week.” Say, “The next task is ab o u t an average week. W hat kinds of activities do you th in k it talk s ab o u t?” Have Ss call out guesses.
Books open, (live Ss one m in u te to w rite th e ir answ ers in th e ch art M odel th e next p a rt of th e activity with a S Ask th e S to read aloud his or her sentences. Write notes about 1 he S on th e board (e g., M ikhail works 10 hours a week.). Have Ss read th eir sentences to a partn er, w ho writes notes in th e ch art. Ss th e n change roles. R em ind Ss tc use th e sin g u lar and p lural form s for hour (e.g., I study one h our a week. I study two hours a week.).
a new sentence. Point out th a t nam es includes nam es of individual people, places, movies and so on, and th a t I always uses a capital letter. Now read th e second p a rt of th e I lelp Note, about periods. Repeat th e activity above, b u t have Ss find the periods in th e e-m ail. W rite th e following on i he boai d: i have a new frie n d i r my fren ch class her nam e is am anda
Ask a S to com e tc th e board and add the capital letters an d periods. [1 have a new friend in m y French class. Her nam e is Am anda.] Do the task Say, “W rite an e-m ail m essage of your owr. Write aboul your p a rtn e r’s weekly active ies. TJse he inform ation from your notes in Parr A.”
B ■ Preview the task Tell Ss to look at th e m essage. 4sk.
“W hat’s this? [It s an e-m ail.] Ask q u estio n s ab out it (e.g., Who's it from ? W ho’s it to? W hat's it about?) E x p h in how to cnm pletc th e I mm To, an d Subject lines. ■ Present the Help Note D irrci Ss m ention to th e Help
Mote. Sav ' In each w riting lesson, th eie is a Help Note [t teaches vou so m eth in g ab o u t wi iting." Read (he first pai t ot th e He Ip Note, about capital letters, aloud. Sav, “Look at I he e m ail again. Find th e capital letters.” Have Ss call out each word wi) h a capital letter and say w heth et th e capital le tte r signals a n am e oi t h r stari of
■ Preview and do the task Tell groups tc take tu rn s reading
th e ir m essages aloud. W hen Ss fin ish , groups repoi t any su rp risin g routines.
d p Recycle a conversation strategy Have Ss do the task again a n d react to any su rp risin g inform ation they hear hv using th e strategv of saying R rallv? Extra activity - individuals Ss w rite an e-m ail like th e one in r ari B aboul a h ien d w ho i« not a classm ate Ss sltare th eir e mails in groups an d th e groups d eride on th e m ost interesting friend
4 Free talk Tell Ss to tu rn to I ree Talk 4 at th e b a rk of th e ir S tu d en t’s Ilooks. Have Ss do th e ta s k . .See th e leaching no tes on p. T 42A.)
T-41 • Unit 4 • Everyday life
•“ Assign Workbook pp. 32 and 3 3. (The ansv/er key hegins on p. T 242.)
Unit 4 Everyday life
2 Listening Teen habits A r ' Read a b o u t th e h a b its of a n average A m erican teenager. 1 h e n listen tc> C hri 5tine talk a b o u t her habits. C om plete th e c h a rt a b o u t C h ria tin t
An average teenager. . t
_ Christine.... _________________________
drinks 16 cans ol soda a week, eats dinner at home 3 times a week, spends about b hours a month online watches TV 20 hours a week. —
drinks about eats dinner at heme spends about watches TV _________
cans of soda a week. times a week hours a month online hours a week.
-► B Pair work Do you have th e sa m e h a b its as a n average A m erican teenager? Ask a n d a n sw e r q u e stio n s.
Do you drink 16 cans of soda a week?”
No, I drink about 2 cans a week. What about you?”
_ 3 Writing and speaking A n average week._______________ A
C om plete th e sentenc es. T h e n tell a p a rtn e r. Take n o tes on your p a r tn e r ’s activities.
My week: On average. . .
My partner’s week On average. . .
ls fudy/w ork hour(s) aw e e k . __________________________________ ______ I exercise ____________ hour(s) a week _____________________________________ I use a cell phone . _ time(s) a day._________________ ________________________________________ I go out with my friends ____________ night(s) a week. jl_____________________________ I spend ____________ hour(sj with my family on weekends, j __________________________________ B W rite a n e -m a il m essage to a frien d a b o u t y o u r p a rtn e r. Use y o u r n o tes to help you.
►Help nvte Capitals and periods
• Use CAPITAL letters for new sentences and names. • Use a period (.) a; the enc o' your sentences Her name <s Mei-imc
C Group work Fake tu rn s rea d in g your m essag es alo u d . W ho h a s £ differen t or s u r p iis in t routine?
4 Free talk
Interesting facts
See Free talk 4 for m ore sp e a k in g practice.
Vocabulary notebook If done for homework Brit fly p resent th e L earning Tip an d th e task directions. M ake su re Ss u n d e rsta n d w hat they n eed to do,
■ Tell Ss to com pare th eir sentences in p airs by asking questions (e.g., I read the newspaper ei ery day. How about you? or Do you read a newspaper every day?).
If done in class
On your own
■ Present Learning Tip Reuu th e info rm atio n aloud. Say, “A
■ Present On Your Own Read the inform ation aloud. Tell Ss
good w ay to rem em ber a new w ord is to draw a picrure of ir an d label th e picture."
1 T his task recycles verbs for ro u tin e activities ■ Preview and do the task Ask Ss to label each picture.
Check answ ers w ith th e class.
to look al th e picture. ■ To dem o n strate the acf ivity, ask Ss to call ou* some activ ities th e j do in class (e.g., listen tc the CD player, write on the board, watch a video, use c dictionarj . As Ss call out ideas, w rite them on labels or pieces of paper. H a n d O ut ihe labels, a n d L ave Ss p u t th e n ju appropriate objects around the classroom ■ Follow-up At th e sta rt of th e next class. Ss repori som e
Answers
of th e labels 1hey pui up around th e house
read the newspaper, do the aundry, watch TV. have / drink coffee
Verbs, verbs, verbs
Vocabulary notebook d p This ta s k also iecycles
Learning tip Drawing pictures
verbs for ro u ti-^ activities.
D r a w a n d label sim p le p ictures in y o u r n oteb ook T h e p ictures below s h o w d ifferent v erbs.
■ Preview and do the task Using
s im ple stick figures, draw an activity from th e u n it on tn e b oard. Ask th e class w hat acrivity it shows. Then ask a few Ss to each draw an activity on th e board. I lave th e class guess the activities. T hen read the in stru c tio n s aloud.
1 Label the pictures Use a verb to describe each activity.
i____________________
•------------------------------ 1
t-ke newspdnper I
■ Tell Ss to do th e task. W hen Ss finish, have th em work in pairs: SI show s S2 th e draw ings, an d S2 tr ie s to guess th e activities.
2
Draw and label youi own pictures of activities.
3
Complete the chart with your everyday activities
d p This task recycles tim e expi essions. ■ Preview and do the task Read
th e in stru ctio n s an d exam ple aloud. Say, “ Try to link a c t:vities w ith th e tim es you do them This helps you to rem em bei new vocabulary ”
We’f two tnlngs you do
every day *J the afternoon J on Sundays afte-breakfast before bed
■ Ha ,e Ss com plete the th a i t.
re n j, t-.,c nrwspoipe-
On your own W rite labels fo r th e th in g s y o u d o every oay. P u t y o u r labels aro u n d th e h o u se .
42
T-42 • Unit 4 • Everyday life
Unit 4 Everyday life
Free talk 4 ■ Preview the task Tell Ss to tu rn to the back of theii
S tu d en t’s Books an d look at Free Talk 4. Ask Ss to read over th e facts ab o u t the average New Yorker Provide help w ith new vocabulary as needed.
■ Model th e activity by leading the example conversation w ith a S.
Culture note
■ Tell Ss to walk around the class an d ask th ree different classm ates the questions, encourage Ss to answ er using the strategies of answ ering more th a n yes or no and using well to get m ore tim e to answ er.
H o ro sc o p e 's a r e predictions ab o u t w hat is going to
■ Follow up Ss in groups discuss th eir surveys. Ask about
h ap p en in a p erso n ’s life b ased on h is or her birth date. They are based on an an cien t practice of u sing the positions of th e planet.-, an d stars to predict the future. A lthough horoscopes have no scientific basis, m any people in N orth Am erica, as well as in o th er places, like tu icad theii h u io s c u p e s , which are printed in n ew spapers a n d m agazines. Do the task Tell Ss to w rite th e q u estions for theii survey b eg in n in g each questio n w itn Do you? W hen Ss finish, check th e q u estions wit h th e class
Talk about your favorite people.
Answers Do you drink orange juice every day? Do you read your horoscope every day? Do you use an alarm clock’ Do you take your own food into the movie theater? Do you sing in the car? Do you eat lunch every day? Do you eat cereal every week? Do you listen to other people’s conversations?
w hich activities m any of the students do and w hich activities few of th e Ss do. If necessary, teach n o b o d y (e.g., Nobody sings in the car )
wit* t r i p l e
.it** tU i*i->1.1 m* i '*? the
a TV star
an actor
a band
a family member
) Wend
a singer
a writer
a sports star
2 P air work Score one
Oan. you iftgj thm* thin |» MhtfUi .'iu ii jusriiwt? tt»T*V»t i .tdh pie**o o f mi* uiiuiJt-n. 1 .r ijm
A Who’s your favorite TV star? B It’s Jennifer Amston. Her show « very funny. She’s very smart. A C.-C that’s two points for vou. now tVs my ft/m
aband afamtf, Member
a writer
Free talk 4
Interesting facts
sports star
Class S u rv e y
Read th e facts about the average New Yorker. Then ask three classm ates if th ey have the sam e habits Write Flyes) or N (no) in each box. W ho is like £ N ew Yorker?
What is the average New Yorker like?
Who k like s New Yorkei5
I I I60|I O) 60 70% of New Yorkers drink orange juice every day _D? v«a a<Wk 53%read their horoscope every day.
90% use an alarm clock 50% lake their own food into the movie Ideate, 80% sing in the Car 78% eat lunch every day ______ 66%eat cereal every week.____________ 71%listen to other people's conversations A On you drink orange juice every day? ft No. I don’t I don't tike orange /trice. A Ok. Oc you raad your horoscope every day? Free lelk 3 and Free talk 4
Unit 4 • Lveryday life • T-42A
Unit
5
Lesson A
Language notes
Going out
Grammar
Simple present, information questions
Speaking naturally
Reduction of Do you
. ?
(See S tu d e n ts Buok p. 45.)
(See S tudent’s Book p. 45.)
Form
■ Do you is generally reduced to dsyuw/ oi Jyuwi in yes-no questions. It is usually reduced to /dsyuv or /day 31 in FiTiquestions.
questio n w ord + do ! does + subjeci + base form of the verb? I low often do you eat out? H ow often does she eat out? Does is u sed v\ ith th ird person sin g u lar subjects. Use
■ Because Ss ofien have difficulty recognizing do vou in rapid speech, use the reduced form as m uch as possible in th e classroom . This will hel|j Ss g^t fam iliar w ith n a tu ra l spoken English.
In this lesson, inform atio n q u estio n s in th e simple present are u sed to get specific info rm atio n about people’s habits.
Vocabulary
Time expressions
(See Student's Book p. 45.) ■ On Friday nights or on a Friday m gnt can b o th m ean every t riday n ig h i. ■ On Friday night usually m ean s a specific Friday night.
Lesson B Grammar
TV shows Frequency adverbs
Vocabulary
Plural forms anc no article
(See S tu d en t’s Book p. 46 )
(See S tu d en t’s Boc k p. 47.)
Position of frequency adverbs
■ Plural form s of no u n s without the are used 10 talk about general categories (e.g., I lore cartoons. Cartoons are funnv.). The news, w hen 11 m ean s a TV or radio news report, is an exception, as it always has the articli
■ Frequency adverbs usually go b etw een th e subject and verb. I never watch TV. ■ W ith th e verb be, I hey go after the verb. She is always in fr o n t o f the TV. ■ Sometimes, usually, an d after can com e hi fort the subject. Som etim es I watch TV. Note: Always does not com e before th e subject.
Corpus information
Frequency adverbs
Never an d always are in th e top 2 0 0 w ords, usually and som etim es are in th e top 400, an d often is in th e top 700.
■ Ss m ay have difficulty w ith th e use of th e article. You can co n trast the general statem eni J like talk shows with the more specific I like the tali shows on Saturday nights.
Lesson C Do you go straight home ? Conversation Strategy
Asxing questions in two ways
(See S tu d en t’s Book p. 4«.) Asking a q uestion in tw o ways m ean s rep h rasing a quesl ion For exam ple: W hut du you do after work? Do you go straight h o m e? Use ■ People ask a question in two ways to clarify the m ean in g of th e ir original q uestion an d to keep a friendly tone.
■ People often say ! m ean after asking a qu estion to signal they are going to clarify the question by asking it in a n o th e r way. For exam ple: Where do you go? 1 mean, do you go somewhere nice? ■ I m ean also helps speakers keep their tu rn in the conversation w hile they are th in k in g about w hat they will say next.
Corpus information Mean ana I mean
■ R ephrasing helps speakers avoid so u n d in g rude, as if th ey a re interro g atin g an o th er person.
■ M ean is one of the top one h u n d red words. In alm ost 90 percent of cases it is used in the expression I m ean.
■ R ephrasing a question is also used to keep a conversation going because it helps to elicit iiifoim atiun fium th e listener.
■ J m ean is one of th e top fifteen uonversaiional expressions. Il is th e th ird m ost frequent tw o-word expression (after you kn o w an d 1 think)
Strategy plus imean (See S tu d en t’s Book p. 49.) Use ■ I m ean is use d to signal th a t th e speaker is repeating a n idea or saying m ore ab o u t som ething. For exam ple: The restaurant's UK. I mean, the food's good, a n d it’s cheap.
Lesson D Internet addicts Help note Linking ideas with and and but
Use
(See S tu d e n t’s Book p. 51.)
■ Use a n d to connect w ords or sentences with sim ilar or additional inform ation.
Two basic co n ju n ctio n s to link ideas are p resented: and for add itio n a n d but for contrast. Form ■ In w ritten English, a n d con n ects tw o or m ore ideas. T hese ideas c a n be n o u n s (e.g., I speak English and Spanish.); verbs (e.g., I sing a n d dance ); adjectives (e.g , I ’m a u ie ta n d shy.) ■ A n d c a n also co n n ect clauses an d sen ten ces (e.g., My n a m e is Anna, a nd I live in Canada ). There, a com m a can be used before and.
■ Use bur to co n n ect sentences w ith different or unexpected inform ation. Possible problems ■ Ss com m only join too m any item s in a single sentence, so tell Ss to add only one idea after a n d or but. ■ Ss m ay begin sentences w ith a n d or b u t A lthough this is com m on in m an) literary and journalistic styles, it is generally n o t accepted in academ ic w riting
* In th is lesson, b u t co n n ects sim ple sentences ( e g , / play soccer, but I d o n ’t play tennis.). A co m m a can be used before but
Language notes • U n it 5
Free time Teach this unit opening page together with Lesson A in one class period. Introduce the theme of the unit Point to th e days of th e week on a calendar, or w rite them on th e board (Sunday through Saturday). Have Ss say them . Point to Saturday and Sunday, and say, "I don't vvoi k on th e w eekends Point to the weekdays, an d say, “I d o n ’t work after school.”
Say, "I have tree tim e on th e weekends. I have free rim e after school.” Then w rite free tim e on th e board Tell Ss w hat you do in y our free tim e (e.g , On Saturdays, I go o u t with m y friends. On M ondays after school I go to the g y m ). Have a fewSs say w hen they have free t ime an d w hat they do 111 tfieii free tim e.
In Unit 5, you learn how to ... Unit aims Head th e u n it aim s aloud. Tell Ss to listen and read along.
Extra activity - pairs Ss look at th e th ird aim . Pairs look th ro u g h the p ictures in th e u n it and find activities thai they both do in th e n free tim e (e.g. use the computer, p, 43 go to the movies p 43; watch TV, P - 46). A few pairs share any activities they have in com m on vvii h the class.
Before you begin... ■ Introduce the activities in the pictures Direct Ss’ attention
to Before You Begin Read th e four activities aloud. Have Ss repeat. Say, “T hese are free tim e activities.” ■ Tell Ss to look at th e p ictures. W rite on th e board: go on the Internet go to a club eat o u t go to the movies ■ 1lave Ss m atch th e activities w ith the p ictu res by callin g out th e n um bers, [go on th e Internet, 1 ; ear out. 2: go to a club, 3; go to th e m ovies, 4) ■ Ask a few Ss, “W hich of th e activities look like iu n ? ” ■ Ask, “Do you do th e se things on th e w eekends 7 Put a check in the boxes ” Ask a few Ss to share th eir answ ers w ith th e class (e.g., I eat nut on the weekends.). C P Recycle vocabulary Say, “Tell m e som e o th er frce-
tim e activities. T h in k about your daily an d weekly ro u tin es.” Have Ss work in pairs. Give Ss one m inute to w rite as m any activities as they can. Call on several p airs to sh are th e ir ideas, an d w rite th em on the board (e.g., eat out, check e-m ail, read, exercise). C P Recycle qrammar and a conversation strategy This task
recycles sim ple p resent yes-no qu estions and short answ ers Ask a few Ss. “Do y o u in your free time? " adding an action w ord (e g , eat out, read, watch TV, exercise) Check for th e correct u se of short answ eis. lo recycle th e conversation strategy of saying m ore th a n yes or no w hen answ ering, encourage Ss to give m ore info rm atio n after their sh o rt answ er.
T-43 • Unit 5 • Free time
■ Call a S to the front of class Invite othei Ss to guess th a t S’s free tim e activities asking Do y o u in your free tim e ? See how m any activities th e class c ar correctly guess out of every five questions Repeat w ith o th e r Ss com ing to th e front of th e class. ■ Have each S ask th ree o th er Ss a Do jot, in your free time? question. Have a few Ss rep o rt results
Extra activity - class Write a few tim e expressions on th e boarc such as after class, on the weekends, in the evenings a t night. Ask Ss to call out m ore expressions and w rite them or th e boat d To m odel the activity, have one S ask a Do y o u . . . ? question. A nsw er th e question using a tim e expression (e.g., St : Do you eai o u t? i Fes. I do. I ear out on the weekends.). Each S asks fout o th e r Ss a Do y o u . . . ? question. Ss respond using tim e expressions
Extra activity - class Ss w rite dow n five free-tim e activities they' do. Ss fine a S who w rote one of th e sam e activities and w rite th e S’s nam e next to the activity Ss c a n n n i use the sam e nam e tw ice. Ss try to gel nam es next to all five activities.
In Unit 5, you learn how to . ■ ask sim ple present inform ation q u estiors. * say how often you do tK n g s . ■ talk about frec-tim c activities and T V shows a ask questions in tw o w ays. ■ use I mean.
Before you begin... Do yru do these things en t*e weekends? rt-erk (/ ) the boxes.
-
■ go nr tne Internet
■ cat rut
■ go to a ctut
■ gp to the movies
■
r n m m m tk
tr ff
rfitE -T IM E S U Name■R o b e rt A ootfs
Occupation: Student
Please answer the questions. You can check ( / ) more than one answer 1. How often do you go out? O every night S3 once or twice a week D other.
4. Who do you go out with? □ my family □ my friends D my girlfriend / boyfriend □ other______________
2. When do you usually go out? O on weekmghts Q on weekends
5 How often do you eat out? C l every night
□ once or twice a week □ two or three times a month □ other_________________
3 Where do you go? 6. What do you do in your free time at home?
L i to the movies to clubs
□ go on the Internet
■y to restaurants to the gym □
other —
□ relax in front of the TV □ rent movies □ other_________________ Thank you for your help with our survey!
1 Getting started A
r*
rith a frien d .
I isten a n d re a d as R obert co m p letes th e su rv ey
C heck ( / ) h is answ ers.
—— B C a n y o u c o m p le te th e s e q u estio n s? U se th e su rv ey to h e lp you Figure—► n it out friends? ( lo m p are w ith a pai tn er. do you go w ith voui ________________
O A __________d o you go to th e m ovies?
O
A r e s ta u r a n ts a n d clubs. B To
B O n ce oi tw ice a m o n th .
d o you go to th e m ovies w ith?
work C o m p lete th e su rv e y for y o u r p a rtn e r. Ask a n d a n sw e r th e qu e stio n s. you
44
C Pa/r
L
e s t 11 frie y buesx k un ud . B My
. k
’3
Unit 5 Free time
Lesson A
Q0 m OUt
1 Getting started m Set the scene Say, "Look at th e survey. W h a t’s the topic o tth e survey?" [free-tim e activities] Say, "W hat q u estio n s can you ask ab o u t free-tim e activities?'' Call on a few' Ss to suggest q u estions (e.g.. Do you go out in the evenings? Do you belong to a club?). A
(CD 2, Track 1)
■ Preview the task Tell Ss to look at the sui vey. Ask, “W hat’s the n am e of th e p erson answ erin g the survey?” [Robert Acosta] “W hat does occupation m e a n ? ” [job| “W h at’s R obert’s o c c u p a t’on?" [student] ■ Tell Ss to read over th e survey, an d help w ith new vocabulary as needed. Explain th e m e a n in g of other Say, “If R obert’s answ er is not on th e list oi lie w ants to add a choice, he can choose other a n d give th e ex tia infoi m ation ■ Say, “Listen for R obert’s answ ers as he com pletes the survey w iih a friend.” ■ Play the recording A u d io scrip t p. T-234 Ss listen and read along. ■ Play the record ng again Say, “Now listen again. This tim e check th e boxes next to R obert’s answ ers.” Ss listen an d check ( / ) th e correct boxes. ■ Check answ ers w ith th e class: play rhe recording again. Pause a fte r each ol R obert’s responses, and have individual Ss read w hai they m arked
Answers 1 2. 3 4 5. 6
once or twice a week on weekends to the movies, to restaurarts my friends other: once a month relax in front of the TV: other: do surveys in magazines
■ Do fhe task Have Ss com plete th e rem aining questions using th e survey for help. Tell Ss to com pare theii answ ers w ith a partn er. Check answ ers w ith the class: have th re e different Ss read their questions aloud. Answers 1. How often do you go to the movies? 2. Whu do y u u go tc the movies with? 3 Where do you go witt your friends’
■ Focus or the use W rite in two colum ns on the board: How often W ho Where
Place Person Num ber o f tim es
■ Tell Ss to look al the survey an d find the kind of answ er th a t goes w ith each question word Ask a S to com e to the bo ard and draw lines to m atch the item s in th e tw o colum ns. ■ Explain that each question word asks for different inform ation: who asks about people, where asks about places, and how often asks about n u m b er of times, ■ Try it out W rite go tc the movies on th e board hav e Ss suggest inform ation questions w ith the expression and w rite them on th e board (e.g.. How often dc you go to the movies?, Where dc you go to the movies?, Whc do you go to the movies with?). Ask a few Ss th e questions. I hen have Ss take tu rn s asking an d answ ering the questions in pairs.
c Abn- ] Preview and do the task Read th e in stru ctio n s — y?y.: aloud. Have pairs take tu rn s asking and answ ering th e questions. Tell Ss to use a different color p e n or an X to m ark th eir p a rtn e rs answ ers.
B
Extra activity - individuals
Figure Preview the task Write survey questions 1,3, and L 4 o n th e b o a r d : How often do you go out? W here do you go? W ho do you go out with? Ask a S to com e to th e board an d circle ao in each question an d th en underline th e question w ords in front of it. [How often. W here Who]
Ss w rite sim ple present statem en ts about th eir p a rtn e rs, one statem en t for each question in the survey (e.g., Luis goes o u t every night.).
Extra activity - pairs
■ Ask each question, an d have different Ss read rhe an sw er choices in th e survey. T hen ask th e questions, an d have a few Ss respond w ith their own inform ation.
Ss ask a new' p a rtn e r the survey questions This rime pairs take tu rn s asking a n d answ ering each question using How about you? Hot exam ple:
■ Write conversation 1 in P art B on the board. Ask, “W hat goes in th e blank?” |How oftenl W rite How often in th e blank, an d read th e question.
A How often dc you pc ouP B Once or twice a week. How about you0 A I go out every night1
Unit 5 • Free time • T -44
Grammar I B
( U U 2. i r a c k 2)
■ Present the grammar chart Play the recording. Ss listen
A ■ Preview the task Read the in stru c tio n s aloud. Tc model
th e task, w rite item 1 on th e b o ard and u n scram ble it wdth th e class.
an d repeat. ■ Understand the grammar Ask a few Ss 10 n am e the
q uestiuu wui d> tliey icnicinbei from th e survey, and w rite th em on th e board T hen tell Ss to look at the c h a rt in d n am e any q uestion words not on th e board. ■ w rite do i does, question word, subject, vei b? on the b o u, d. Ask, ‘‘W h at’s th e p a tte rn lor sim ple present inform ation q u estio n s7” W rite it on th e boai d: q uestion word + d o /d o e s + subject + verb? Ask, “W hen do you use does?" [when th e subject is he. she, or it, or a sin g u lar n o u n | ■ Ask a few Ss th e q u estio n s in th e ch art, an d have them answ er w ith th e ir ow n inform ation
■ Do the task Have Ss com plete th e task. W hen Ss finish,
hat e th em com pare th e ir ansv e ra wdth a pai tner. Check answ er^ w ith th e class: call on individual Ss tc read th e questions aloud.
Answers 1. 2. 3. 4. 5. 6.
What do you do on Friday nights’ Where do your friends go after class? Who do you go out witn on the weekends? How often do your parents gc on the Internet? When does your family have dinner together’ huw often do you go oul on v.eekmghts’
■ Present Time Expressions Tell Ss to look at th e tim e
expressions. Explain th a t I he expressions answ er llo iv often questions. Read th e list aloud, an d have Ss repeat. Ask for oth e r exam ples, an d w rite th em on the b o ard (e.g.. every morning, on Sunday mornings, once a m onth tw o tim es a week, tw ice a year)
Extra activity - individuals / pairs
B \~~4bcui
Preview and do the task Read th e in stru ctio n s 1 Y?// \ aloud. Have a p a ir of Ss i ead the exam ple conversation aloud J lave Ss ask an d answ er the ques tions in pairs, looking at each othei w hen speaking and no iai th e ir books.
W rite on th e board: on Saturday nights, every weekend, once a m onth, twice a week. Ss write a tru e sentence for each one. Ss read th e ir sentences to a p a rtn e r a n d ask How a bout you? (e.g.. SI: I m eet m y frien d s on Saturday nights. How about you? S2:1 rent m ovies on Saturday nights j.
3 Speak,ng naturally A
*• '' (CD 2, Track 3)
■ Preview the task Teh Ss to look at th e th re e qu estions
Explain th a t w hen English is spoken at norm al conversational speed, two w ords are often spoken as one woi d, an d th e vowels are reduced. For exam ple. Do y o u . . . ? is usual!" p ro n o u n ced /dayuwjior /dyuw In R h-questions, do you is pron o u n ced /dayuw/ or 'daya/. (For m ore inform ation, see Language Notes at ib e b eg in n in g of this u n i t ) Read th e in stru ctions aloud ■ Play the recording S sh ste n an d lepeat.
B
(CD 2 T ack 4)
■ Preview the lasK Read th e in stru c tio n s aloud. ■ Play the recording A u d io scrip t p. 1-235 Pause after each conversation to give Ss tim e tu w rite the questions. ■ Play the recording again ( heck answ ers w ith th e class: p luse after each qui *tion, anil have a S w rite it on the board.
T-45 • Unit 5 • Free time
/Insurers 1 A Do you relax in your free time? A Whal do you do? 2. A Do you gc to the movies0 A How often do you go?
c Abru m Preview and do the task Read th e in stru ctio n s Y9S. aloud. Have Ss practici the conversations, taking tu rn s playing each role an d paying attention to rhe pronunciation of do you. T hen have th em take tu rn s asking and answ ering th e questions using th e ir own inform ation. •->—' * Assign Workbook pp begins on p 1 -242.)
. - ,4
and 35. (T hi: answer kev
2 Grammar Simple present: Information questions What Who Where How often When A
do you do you does she does ho do they
do in your free time? go out with? go9 eat out° go out9
Meet my friends A frieno To the movies. iwice a morth On the weekei ids
U n scram b le th e w ords to m ak e q u e stio n s. C om pare w ith a p a rtn e r
Unit 5 Free time
7//fle expressions How often?
every nignt on Frid ay n;ghts once a week three times a week twice a month
1. du / yuu / do / w h a t / on Friday n ig h ts ? Ac
you
Ac
qvl Fv\Ao\\ vugUVs?
2. a fte r class / w here / go / you r frien d s / do ?
3. you / w ho / do / o n th e w eekends / go o u t w ith ?
4. do / y o u r p a re n ts / how often I go on th e In te rn e t ?
5. your fam ily / does / have d in n e r to g eth e r / w h e n ?
6. on w e e k n ig h ts I go o u t / do / you / how often ?
About
B Pair work Ask and a n sw e r th e q u e stio n s w ith a p a rtn e r.
A What do you do on Friday nights "> B I go to a club.
3 Speaking naturally Do you go out a lot ?
A
Do y o u . .
I
Where do you go?
What do you do?
L isten a n d re p e a t th e q u e s tio n s above. N o tice th e p ro n u n c ia tio n of do y o u . L isten to th e c o n v e rsa tio n s. W rite th e q u e s tio n s you h ear.
I— -
-
^
O A _D« you m yoiw Pvee Hwe? B Well, yes. on th e w eekends. A ________________________________ B I sleep late, read, w atch TV . . . :
©
A
Yes, I do. I like m ovies a lol A ___________________________ B
B Two or th re e tim e s
a w eek
...........
About
you
C Pair WOrk P ra c tic e th e c o n v e rs a tio n s . T h e n a sk a n d a n s w e r th e q u e s tio n s . Give y o u r o w n a n sw e rs.
â&#x20AC;&#x201D; B TVshows I Builcmg language A
Listen. W hen d o es M arisa wat< h TV? P ra ctice th e convei sai ion
Steve T h is so u p is delicious W h a tâ&#x20AC;&#x2122;s in it? . . M arisa? Ma risa! M a ris a 1 m so rry w hat? Steve You know, so m etim es 11 h in k you watc h too m uch TV. M a ris a On, I h a rd ly ever w a tc h TV, Steve A re you serious? M a i isa Well, som ei im es 1 w atch the m o rr ing show s.
A nd I u su a lly w atch th e late m ovie.
-
Steve A nd you alw ays have di u n e r in fro n t of th e TV!
-
1 m ea n , you never ta lk to m e. M a r is a Yes, I do! I tal k to you d u rin g th e co m m ercials. Figure it out
B C an you find w o rd s to c o m p lete 1h e sentenc es?
-
Use th e co n v ersatio n to help you.
ZA
1.
________ M arisa w atches th e m o rn in g s h o w s .
2. M ai isa _
-
a
w atch es 1he late m ovie.
3. M a ris a __________ h a s d 'n n e r in fro n t o f th e TV
a a
2 Grammar
Frequency adverbs
a
always usually often sometimes hardiy ever never Sometimes
About YOU'
a
ZA
In conversation
eat in frort of the Tv
People say Sometimes I . . . 7 times more otter than I sometimes .
Sometimes I .
I eat ir tront of the TV.
*
/ sometimes. . .
ZA u
Add fre q u e n c y adverbs to m ak e tru e sen ten ces, t h e n co m p a re w ith a p a rtn e r. vi<rv<?v
1. 1 w atch TV'in th e m n-n in g . A 2. I w a tc h TV show s in English. 3. My fam ily h a s d in n e r in fro n t o f th e TV. 4. I re n t m ovies o n th e w eekends. 5. Mv fam ily watcl ie^ TV la tr at night. 6. We w atch videos in o u r E nglish class.
46
a a a a ZA a
A I never watch TV in the morning. B Really? I always watch TV in the morning.
ZA ZA ZA ZA ZA ZA ZA ZA
ZA
Lesson
Unit 5 Free time
B TV shows
1 Building language ■ Set the scene Say, “Some fam ilies w atch TV w hen they eat d in n e r Does your family eat in front of th e TV?" Ask Ss to raise th e ir hands. Ask, “Do you th in k it’s UK? A
" ' " ( C D 2. T r a c k 5)
■ Preview the task Tells Ss to look at th e picture. Say, “M arisa and Steve are at hom e. Il’s d innertim e.'M ■ Say, "W hen does M arisa w atch TV? Close yum hooks, a n d listen to th e conversation. W hen you h e ar the answ ers, w rite th e m dow n to help you rem em ber.” ■ Play the recording Ss listen an d w rite th e ir answ ers. ■ Books open. Tell Ss to com pare th eir answ ers with a pat tn er an d th en read th e conversation and check th eir answ ers. Check answ ers w ith th e class. |in the m o rn in g (m orning shows), at d in n e r (d in ner in front of th e TV), at night (the late movie)]
Say, “Can you find the w oid in each sentence that tells how often we do som ething? Have Ss call our answ ers, a n a circle th e words, [som etim es, usually always, never] ■ W rite sentence 1 on the board. Say, “Find the sentence in the conversation th at talks about m o rning shows, a n d th e n tell m e th e m issing w ord.” [som etim es! Write som etim es in th e blank Read th e sentence aloud ■ Do the task Have Ss com plete th e rem aining sentences,
using th e conversaf ion fot help. Check answ ers w ith th e class: have individual Ss read th eir answ ers.
Answers 1. Sometimes M arisa w atches the morning show s
2. M arisa usually w atches the late movie 3. M arisa alw ays has dinner in front of tne 1 V
■ Practice G roups: Divide th e class into two groups, one playing th e role of Steve an d the o th e r playing th e role of M arisa. Have th e m read the conversation aloud and th en change roles. P a irs: Tell Ss to practice th e conversation in pairs, tak in g tu rn s playing each role.
■ Try it out Ask a few Ss. “How often do you eat in front
of the TV?” Restate Ss answ ers using a frequency adverb (e.g., S I : ! eat in fro n t o f The TV every night T: You always eat in fro m o f the TV.) Have Ss repeal th e sentences w ith the frequency adverbs. ■ Foci s on the use W rite on the board: always, usually
som etim es. Say', “These w ords tell how often we do som ething. They are called frequency adverbs.”
B Figure Preview the task W rite on the board: it out Som etim es I watch the m orning shows. I usually watch the late movie. A n d you always have dinner in fro n t o f the TV. You never talk to me.
2 Grammar 4 r (CD 2, Track 6)
■ Present the grammar chart Play th e recording. Ss listen an d repeat. ■ Understand the grammar W rite on th e hoard always = 100%
never = 0%
Say, “Work w ith a p a rtn e r and guess percentages for th e frequency adverbs in th e ch a rt ” Have Ss call out guesses. Write i he answ ers on th e board (e.g., usually, 90%; often, 60%; sometimes, 30%, hardly ever, 5%) ■ Tell Ss to look at th e chart. Ask, “W here do frequency adverbs usually com e in a sentence?" [before the verb, after th e subject / pronoun] (For m ore inform ation, see 1 an guage N otes at th e b eg in n in g of th is unit.)
f About'j-3*- Preview ana do the task Read th e instructions and ;— th e exam ple aloud. Point out th e position of never before th e verb. Have Ss com plete th e task. Check answ ers w ith th e class: have a few Ss read th eir answ ers tor each item, and have Ss with th e sam e answ er raise th e ir hands.
Possible answers 1 I nevei watch TV in the morninc 2 I hard'v ever watch T V show s in English. 3 My fam ily alw ays has dinnei in front of the TV. 4.
Som etim es I rent m ovies on the weekends
5 My fam ily often watches TV late at nigh., 6 Wn som etimes watch videos ir our English c lass.
■ Present In Conversation W rite on the board: I som etim es ear out. / Som etim es 1 eat out. Point out the tw o p ositions of sometimes. Ask, "W hich is used m ore often in conversation?" Tell Ss to read th e inform al ion an d find th e answ er.
■ Read the exam ple conversation aloud. Tell Ss to com pare answ ers with a p a rtn e r using th e exam ple conversation as a model ■ Foi'ow-up A few Ss rep o rt on th eir p a rtn e rs’ activities
(r.g., Lisa often watches TV shows in English.).
Unit 5 • Free time • T-46
3 Building vocabulary ■ Set the scene Ask, ‘ W h ar’s rhe n am e of your favorite TV show ?” Ask several Ss to answ er. Write th e n am es of th e shows on th t board.
B "'word'
Preview the task Ask Ss to look at the Likes
l
c o lu m n in th e c h a r t . P o u lt o u t t h e d if fe re n c e s
??b
in m ean in g betw een I love, I really like, and I like (from m ore strong to less strong). L)o th e sam e foi th e Dislikes colum n Tell th e class a kind of show you love and a kind you hate
A <P* i,CD2 . Track 7)
■ Preview the task tell Ss to look a) th e pictures. Read t he nam es of th e types of TV show s aloud, an d have Ss repeat. Ask Ss for one exam ple of each r\ pe of show. ■ Read rhe in stru ctio n s aloud. Say, “Listen to th e p a rts of TV show?). Find and num bei th e m atch in g pic tu ie s.” ■ Play the recording A u d io script p. T-235 Ss listen and
n u m b er th e pictures. ■ Play the recording again Check answ ers w ith th e class: pau se after each item , an d ask a S to n am e the kind of show.
Answers I X cartoon
X I soap opera
X
IT1 documentary
X
1.1] sitcom
reality show
show
| T ] game show
■ Du the task Read th e in stru ctio n s aloud. Have Ss com plete th e char! w ith the kinds of TV shows they w atch.
Culture note N orth A m ericans often use love or hate to express likes and dislikes about everyday topics (e.g. movies, clothes, food). HuWcvcl w hen love and hate are used for people, they have a different - and stronger m eaning; I love m y m other ia di; ferenl from I lore chocolate.
4 the news
c ■ Follow up Ss look at th e n am es of favorite TV shows w ritten on th e board for Set the Scene. Point to each one, a n d ask, "W hat kind of TV show is th is? ” ■ Ask Ss, “Do you know th e n am es of any o th er kinds of TV shows?" W rite an y new v ocabulary on th e board.
Extra vocabulary:
kinds ol TV shows
Present or have Ss suggest ex) ra v ocabulary for kinds of TV show s such as sports shows, police / hospital dram as, docudram as (stories baspd on real-life events), talent shows, m agazine shows (reports a bout current topics m the news a n d entertainm ent), m akeover shows (programs in which people change their appearance).
Extra activity groups Div ide th e class into groups, an d nam e a group leader for each. Say a kind of IV show. G roup m em bers w rite a list of as m any show s of th a t kind as they can in I hirty seconds. G roups say bow m any they w rote. 1 he group wi b th e longest list reads th e ir list. R epeat the activity w ith o th er kinds of TV shows.
"aFoT. _ Preview and do the task Read th e insti uctions [ yPK: aloud. Model th e task by having tw o Ss read th e exam ple conversation You m ay w ant tc model a negative answ er, have a S ask th e question Do you like cartoons? and answ ei “No. I d o n ’t I c a r t stan d cai toons.” i ----------— » y
Extra activity - pairs Ss talk about how often they w atch the shoves they like. Write on the board: How often do you watch Ss look at th e ir pa rtn e rs c h a rt in P art B an d ask a h o w often question for each one
Extra activity - class Write on the board: How often do vou w a t c h : Ss ask two classm ates questions about each of the kinds of TV show in Pai t A.
4 Talk about it ■ Preview and do the task Ask groups to read th e questions. Tell groups to have a secretary record th e answ ers. Ifave Ss in each group take tu rn s asking and answ ering th e questions. W hen groups finish, have them see if they have any of th e sam e TV-watching habits.
5
■ Ask each group to rep o rt v.hicf TV-watching habits its m em bers have in com m on. * 1 hen ask each group secretary fn rep o rt som e of its answ ers to the class (e.g., Kcikc an d Jackie have one 7’V. M att has tw o TVs. Sue a n d lanet have three TVs.).
Vocabulary notebook ■ fell Ss to tu rn to Vocabularv N otebook on p 52 of their S tu d en t’s Books. Have Ss do th e tasks in class, or assign them foi homewoi k (See the teaching notes on p 1-52.)
T-47 • Unit b • Free time
* Assign Workbook pp 36 and 37. (The answ er km begins on p T-242.)
3 Building vocabulary A " Listen. W liat k in d s o f TV show s do you hear? W rite th e n u m b e r next to th e ty p e of show.
cartoon
documentary
sitcom
the news
B W hat k in d s of show s do you like a n d dislike? C om plete th e ch at t Add othei k :n d s o f show s you know.
Likes ©©©
= Hove = I really like © = llike
About ------------you
Dislikes oohjl _
© © © = I hate ® © = I can’t stand Q = I don’t like
-*■ C Pair work F ind o u t w h at k in d s o f TV show s your p a rtn e r likes. “Do you like cartoons?”
4 Talk about
“ Yes. I do. I love cartoons. My favorite i s .
it Do you watch too much TV?
Group Work D iscuss th e q u e stio n s. Do yoi i have th e sa m e TV -w atching habits? ► H ow m a n y TVs d o you h a t e at hom e?
►Dc you ever w atch TV ir bed? ir resta u -a n ts?
► 1low o ften do you w atch TV? ► Do you have b reak fast in fro n t of th e TV?
►Dc you w atch th e co m m ercials o n TV? ►D c you th in k you w atch too m uch TV?
5 Vocabulary notebook Do what? Go where? See page 52 for a n ew w ay to log a n d le a rn vocabulary.
Lesson C 1
Do you go straight home?
Conversation strategy Asking questions in two ways A Can you complete the second question? A What do you do after work? Do you B Well, I usually go shopping and then go home. Now listen What does Lon do after class?
A-'pm Sc, whet tie yn dc after class? Dr yet go straight ht mt? Leri Well, usually. Sometimes I meet a friend fcr dinner. Adam Ph, where dm ycu go? I mean, do ycu go somewhere nice? h ri Dc ycu knew Fabir’s? It’s PK. I mean, the feed’s good, and it 's cheap, but the service is terrible. Pc ycu knew it? /, ‘am Well, actually, I work there. I ’m a server. tT
••WVAV.V,
Notice how Adam asks questions in two ways. His questions are clear and not too direct Find examples in the conversation
"Sc. what dr ycu dc after class? Pc yen gr straight heme?''
B M atch th e first q u estio n to a good second q u estio n . 1. W h at do you do a fte r class?
About you
c
2. How do yoi i get h o m e ? ____
a. I m ean , do y o u e a t out? b. Do you go sh o p p in g a lot?
3. Do yo> i ever feel tire d a fte r class? 4. D o you w ork in th e evening? 5. How o ften do you go sh o p p in g 7
c. D o you go o u t for coffee? d. I m ea n , do you u su a lly n e e d a break? e. D o you Lake th e subw ay o r th e bus"
6. W h at do you do for lunch?
f. I m ea n , do you have a p a rt-tim e job?
C Pair WOrk Ask a n d a n sw e r the p a irs o f q u e stio n s, ( live your ow n answ ers. “What do you do after class? Do you go out for coffee?”
"Well, I usually. . . ”
8ELF-8TUPV V A AUDIOCD cd-sdi
Lesson
Unit 5 Free time
c Do you go straight home?
Lesson C recycles simple present yes-no ana information questions, as well as frequency adverbs.
I
Conversation strategy B
Why ask questions in two ways? In conversations, people often rephrase questions (say them in a slightly Jitterent way) to maKe their meaning rleai Rephrasing a question also helps to keep the tone of tne conversation friendly, so mat the original question does not sound too direct or aorupl (For mure information see Language Notes at the b e g i n n i n g ul th s u n i t . )
■ Set the scene Tell Ss to look at th e picture. Ask, “Who are th e people?" studentsl “W hat do th e y study?” [music] “Are th ey classm ates?" [yes] ■ W rite o n th e boai J: after class
m eet u fr ie n d
the fo o d ’s good
Toll Ss th a t tney will listen to a conversation th at includes rhe w ords on th e board. Have a few Ss guess th e topic of th e conversation. A
(CD 2, Track 8)
■ Preview the task Have S sw oik in pairs. Tell Ss to look at the A; B conversation an d try to th in k of possible qu estio n s to follow W nat do you do ajter work? Ask several p airs for th eir questions, an d w rite rhem on the board (e.g., Do you go out?, Do m eet your friends?. Do you have dinner?) ■ Tel! Ss to practice th e conversation in pairs, taking tu rn s playing each role. A’s second questio n can com e from th e ideas on th e boai d, or it can be h is or her owrn idea. ■ Say, “Listen to Adam an d Lori’s conversation. W hat does Loii do after class?” ■ Play the recording Ss listen an d read along. ■ Play the recording again Ss listen an d w rite the answ ers. Check answ ers w ith th e class. [1 nri usually goes straigh! hom e. Som etim es she m eets a friend for dinner.I ■ Practice Tell Ss to pi actice th e conversation in pairs, tak in g tu rn s playing each role. ■ Follow-up Ask, “W h a t’s th e topic of th e conversation?” Iplaces stu d en ts go after class, places to eat oul after c la*s] Ss who guess th e topic raise th e ir hands. ■ Present Notice Tell Ss to read the inform ation Have Ss find a n o th e r exam ple in th e conversation [Oh, w here do you go? I m ean, do you go som ew here nice?]
Preview the task Read the in stru ctio n s aloud Tell Ss
to read all the questions in the teil Hand ro lu n m and th e n all the questions in the rig h '-h a n d colum n Have Ss look at the exam ple. Explain, “For question 1, C is not the only answ er, but it is th e best answ er Use each answ er choice only once.” Do the task Have Ss com plete th e rem ain in g items Check answ ers w ith the class, read each n u m b e r e d question aloud, an d call on a S to read th e second question I hat goes w ith it.
Answers 1 c
2. e
3. d
A. f
5 b
6 a
Follow-up Ss look al th e questions in th e left-hand
colum n and m ake up a different second ques ion foi each one. Ss work in pairs. SI reads th e questio n s from the book, and S2 reads hi s or her new second question Ss change rules.
tb ru i ] Preview and do the task Read th e in stru ctio n s ...ypJt: aloud. Model the activif y by having a p a ir read the exam ple conversatior Have p airs take turns asking and answ ering the p airs of questions in P art E using th e ir ow n inform ation.
■ Follow-up Several pairs presen t one of rbeir
conversations to th e class.
Extra activity - class Ss play a chain gam e , SI asks S2, V 'hat dc you do after class1' Da y o u . . . ? S2 responds S2 th e n asks S3, W hat do you do after class? Do y o u . . . ? using a differem second question The gam e co n tinues in t in ' wai uni il no nne can th in k ol a n o th er second question.
sen r r a r II DID CD CDRO I
Tell Ss to tu rn to Self-Stud' Li stening. Unit 5, at th e bacK of th e ir Student s Books. Assign the tasks tor homework, or have Ss dn them jr. class. (See th e tasks o r p, T 13C and th e audio script on p. T 132.)
Unit 5 • Free time • T-48
Why use I mean7 Speakers use
either to rephr ase something they ju s t s a id ui to ad d more information
more information see Language Notes at the beginning of this unit.)
■ Present Strategy Plus Write on the board: / m ean. Jell Ss to look at th e p icture. Read th e info rm atio n about / m ean aloud, and ask tw o Ss to read the conversation. ■ Ask, “How does Adam use I m e a n t” [to rep eat his ideas] "How does Lori use I m e a n t” [to say m ore about som ething! ■ Present In Conversation Books closed. Write on the board 10,15, 20, 25. Ask, “Is I m ean in th e top 10,15, 20, or 25 expressions?” Ask Ss to raise th e ir h a n d s as you read out each num ber. Read th e inform ation aloud for th e answ er
A ■ Preview the task Books open. Ask Ss to read th e four conversations. Help w ith new v ocabulary as needed. Ask tw o Ss to read conversation 1. ■ Say, “Look at conv ersation 1 again. W hat else can you say after I mean, I usually g o . . . t" Ask Ss foi ideas, [to
the rem aining conversations w ith th eir ow n ideas. ■ Tell Ss to com pare th eir answ ers w ith a p a rtn e i. Check answ ers w ith the class: call on a few pairs to each act out a conversation
Possible answers 1.
I mean I usually go straight home.
2 I mean, they’re cheap. 3.
I mean, do you yu oul a lot9
4 I mean
I have a part-time jot
B I Abnui ^ Preview and do the task Read th e in stru ctio n s L Y0u. aloud. Have p airs take tu rn s asking and answ ering the questions using th eir ow n infoi m ation. 1lave a few pairs act out one of th eir conversations for th e class.
Extra activity - class Ss go ai ound th e class an d ask a n d answ er th e four q uestions in Part A.
Listening and speaking A
’ ’ (CD 2, Track 9)
■ Preview the task Read I he in stru ctio n s aloud. Have Ss read th e choices for each conversation. Say, “Listen for w ords you know. Use th ese w ords to get th e m ain idea of th e conversation. D ecide w hat th e person says nextorb." ■ Play the recording A u d io scrip t p. T-235 Ss listen and circle a or b B
'
' (CD 2, Track “ 0)
■ Preview the tasK Read th e insti uctions aloud. ■ Play the recording A u d io s c rip t p. T-235 Ss listen and check th e ir answ ers. Pause after each conversation, and ask a S to call out a nr h. Answers 1. b
2 b
3 a
c f APOLi 1 YPPA
4
■ Do the task Have Ss work on i heir ow n and com plete
I mean can also help speakers keep their turn in the
conversation Decause it show s that they are going to say more. (For
3
the library, to my p art-tim e job] W rite th e an sw eis uii the board.
I mean wheii they want to say more about something,
Preview and do the task Read th e insti uctions aloud Have Ss com plete th e task. Check
answ ers w ith th e class: ask a few Ss tc read one of th eir questions aloud.
Possible answers 1. I mean, do you play ever,' weekend? 2. I mean do you eat at home every night? 3. I mean, do you go to a movie?
■ Tell Ss to work in pairs an d choose one of th e item s in P art C to sta rt a conversation. Encourage Ss to c o n tin u e talking for as long as th e y can.
Extra activity - pairs Write th e following questions on th e boaid: Do you often go tc the movies? Do you see your fam ily a lo t? W hat s your house like in the m orning? Where do you go or, the weekends? Ss choose one of th e questions and w rite a second question foi it. T hen Ss work in pairs and take tu rn s sta rtin g a conversation using th eii questions.
Free talk ■ Tell Ss to tu rn to Free Talk 5 at th e back ol their Student's Books Have Ss do th e task. (See th e teaching notes on p. T-52A.)
T-49 • Unit 5 • Free time
* Assign W orkbook pp 38 and 39. (The answ er key begins o r p. 1-242.)
t i j yyuyyyyki yyyyyuyuk' uyuyyuuwyyyyyuyyuuyyyyyyw
2 Strategy plus
2 Strategy plus
I mean
I mean
You can use to repeat your iaaas or to say more about something.
Where do you go? I mean, do you go somewhere nice?
In conversation. . .
I mean is cne of the top 15 expressions. A
C om plete th e quest ions or a n sw e rs w ith y our ow n ideas. C o m p are w ith a p a rtn e r. Do you have an y o f th e sa m e ideas? 1. A Do you ever go o u t a lte r class? B Well, n o t very o tte n . I m ea n , 1 u^ual ly go sW eight- t^ome______ 2. A H ow do you like the re s ta u ra n ts in your neighborhood? B T h ey ’re n o t b ad. I m ea n , th e y ’r e ____________________ 3. A Are you b u sy in th e evening? I m ea n , do you __________________ B Well, 1 lak e a lot of classes
4. A W h ai do you do i n y o u r free tim e? B Well, 1 d o n 't have a lot of free tim e. I m ea n ,
B Pair work Ask a n d a n sw e r th e q u e stio n s. Give y o u r o w n answ ers.
3
Listening and
p a ig e kn s_ What do
> say next?
A
11 L isten to th e b e g in n in g of th re e conversations. How do you th in k e a ch co n v ersatio n co n tin u es? Circle a o r b.
Conversation 1 a . .. what are your hobbies? b . .. where do you work?
B *
About
—
Conversation 3
Conversation 2 a ... I take French, too. b . the food is good.
g ^ mtc^ y\,p b ... do you live around here?
Now listen to 1h e co m p lete conversations. C heck y o u r answ ers.
*- C Add a seco n d q u e stio n to ea< h q u e stio n below . 1 h e n ch o o se one a n d s ta it
a com e rsa tio n w ith a p a rtn e r. 1 H ow often do yoi i play sports? 1 m ea n , do you p la y _____________________________________ ? 2. W here do you u su a lly have di nner? I m ean , do you e a t ________________________________ ? 3. W hat do you do on th e w eekends? 1 m ea n , do y o u _____________________________________ ?
4 Free talk
Play a board game.
See Free talk 5 for m ore sp eak in g practice.
A
Lesson D
Internet addicts
1 Reading A C heck (✓) th e sta te m e n ts you ag ree v\ ith. C o m p are w ith a pa rtner. C an you add m u te ideas?
B Read th e article. Du you k n o w a ny In te rn e t “a d d ic ts ”?
ooc
ABEVIM AN G> 1
f l
So, you love the Internet It’s a great place to find information or go shopping. It’s fun, but do you spend a lot of time online? Experts say b% of Internet users are Internet addicts - they are always online. "Internet addicts are often young people,” says one expert, "and they usually have problems with lamily, friends, wo-k, and school.” Take this quiz. If you answer yes to all these questions, maybe you are an Internet addict. 1. Do you spend a lo t o f tim e on the In tern et7 □ Yes □ No 2. Do you think or talk about the Internet alt the time? No □ Yes r —| 3. Are all your frien d s "In tern et frie n d s"? □ Yes No 4. Is the Internet your only hobby? Yes O No 5. Do you evei mtss appointm ents because you are online? NO □ Yes So, what do you do if you think you are an addict? Go to a counseling service. Where are they? On the Internet, of course!
C
A nsw er th e q u e stio n s ab o u t th e article. C om pa re y o u r a n sw e rs w ith a p a rtn e r.
1. H ow m an y In tern ei u sers a re “a d d ic ts ”? 2. W h at p ro b lem s do In te rn e t ad d ic ts have? 3. W here do In te rn e t ad d ic ts go for help? 4. W h at a re som e th ings In te rn e t a d d icts do? About j ’ you T
50
D Pair WOrk Take th e q u iz in th e ai tid e . Ask a n d a n sw e r th e q u estio n s. Is y o u r p a rtn e r an Intei n et addict? Are you?
Lesson
Unit 5 ^ ee time
° Internet addicts
1 Reading ■ Set the scene Wi ite on th e b u aid . How often do you go on die Intei n e t ? Say. “How often do you go on the Internet? Twice a week? fcvery day?” Ask a few Ss. Have Ss take tu rn s asking an d answ ering th e question in pairs. 1 lave several Ss repori on rheir p a rtn e rs’ answ ei.
A Prereading ■ Preview the task Ask a tew Ss, “W hat do you do on the In te rn e t? ' W rite th e answ ers on th e bo a rd (e.g., listen to music, send e-mail, get inform ation fo r homework). ■ Read th e in stru c tio n s aloud. 1 hen read th e five statem en ts be g in n in g w ith T h eln tern et is a great place to ...
c Postreading ■ Preview and do trie task Read the in stru ctio n s aloud. Say,
“Read rhe article again, and. w rite the answ ers to the four questions.” Have Ss do the task. ■ Tell Ss to com pare th e ir answ ers w ith a partn er. Check answ ers w ith th e class. Answers 1 about 6 percent 2.
4 spend a lot ol time on the Internet; talk about the Interne* all the tim e; have only Internet friends have only the Internet as a
■ Do the task Have Ss check (✓) th e statem en ts they agree w ith. Tell Ss to com pare th e ir answ ers w ith a partner. ■ Ask several Ss to th in k of o th e r ideas to com plete the statem ent The Internet is a great place to . .. Write ideas on th e board (e.g., get the news, check the weather, m a ke travel plans). ■ Follow-up Read the five statem en ts in th e book and Ss‘ ideas on th e board For each Ss raise th e ir h an d s if they agree. C ount h a n d s for each, an d find th e th ree top reasons to use th e Internet.
B During reading
problems with fam ily, trienos, work and school
3 a counseling service (or the Internet)
hobby; m iss appointments
D r About: Preview and do the task Read th e in stru ctio n s !----i ypiii aloud. Have Ss com plete th e quiz on their own. T hen have Ss take tu rn s asking an d answ ering th e q uestions in pairs. ■ Ask, “W ho has all yes answ ers? W ho is a r In tern et ad d ict?” Have Ss w ho w ant to, raise th eir hands. ■ Follow-up Ss report on their pari ners‘ In tern et habits
(e.g., Kaia spends a lot o f tim e on the Internet. She doesn't talk about the Internet all the time.).
■ Preview the read.ng Read th e title of th e article. Say, “G uess w hat an In tern et addict is. Use th e p ictuie to help you guess." [a person w ho spen d s a lot of tim e on th e Internet] ■ Ask Ss to suggest w ords th a t m ight be in th e reading. Make a list on th e board ■ Do the reading Ask Ss to read th e en tire article. ■ 1lave Ss scan th e article for th e w ords they listed on th e board an d count how m any are in th e reading. ■ Ask Ss to read th e article again, u n d erlin in g any vocabulary they do not know. Have Ss call out the w ords they u n d erlin ed W rite th e w ords on the board Tell Ss w'ho know th e m ean in g s to explain them . W rite th e m ean in g s on the board, providing help as needed. ■ Ask th e c la s s ,' Do you know any In tern et addicts? If yes, raise your h an d .”
Umt 5 • Free time • T-50
2
Listening and speaking ■ Set the scene Say, “People use com puters to do m any
things. W hich ones do you rem em ber from this lesson?” Ask Ss to call out activities, a n d w rite them u u th e b o ard (e.g., listen to music, practice English, fin d inform ation)
c VAbviii}
1 L°.U J
Preview the task Read the in stru rtro n s aloud Ask different Ss to each read a discussior question
a lo u d .
■ Do the lask Have Ss take tu rn s asking an d answ ering
the questions in groups.
A ■ Preview and do the task Read th e in stru c tio n s a n d the
exam ple aloud. Have several Ss call out ideas, and w rite th e m on th e board.
B **
■ Ask different groups to rep o rt th e ir answ eis to the questions. C P Recycle a conversation strategy Have Ss work in pairs
an d rake tu rn s asking a n d answ ering several of th e questions. Ask Ss to show interesi in th e conversation by using Really? and asking a follow-up question (e.g. SI: 1 buy CDs online. S2: Really? Are they cheap?).
(CD 2, Track 1 1)
■ Preview the task Kead the choices listed for A ndrea and
Yoshi aloud. Help w ith new vocabulary as needed. Say, “Look at th e list on th e board. Are any of th e activities on A ndrea’s oi Yoshi’s lists?" Have Ss call out answers, a n d circle them . ■ Read th e in stru c tio n s aloud. Say, “Listen to A ndrea a n d Yoshi talk about w hat they use th e ir com puters for. Listen for th e ir answ ers, an d check them
Extra activity - groups Groups w rite th ree additional questions about com puter habits. G roups exchange questions a n d d iscuss th eir answ ers. Two groups, th e n share their answers,
■ Play the recording A u d io scrip t p. T-235 Ss listen and
check (✓) th e boxes. ■ Play the recording again Ss listen an d review their
answ ers. Check an sw ers w ith th e class. lAndrea: She w atches DVDs. She checks her e-m ail.; Yoshi; He looks at digital photos. He pays bills online.]
3
Extra activity
class
Ss w rite any five yes-no questions ab o u t com puter use They can use their ow n ideas or questions frorr the lesson. Ss ask th ree o th er Ss th e questions an d w rite the answ ers. Ss reporf any interesting inform ation they learn about th e ir classm ates.
Writing A
Extra activity - individuals
■ Set the scene Say, “Do you w rite e-m ail messages? Who
has an e-pal? Raise your h and. W hat do you w rite ab o u t?” Call on a few Ss to answ er. Write som e of th eir topics on th e board. Ask. “W ho has an e-pa) in English? Raise your h an d .”
Write th e se sets of sentences on th e board for Ss to com bine: Sara likes music. She plays DVDs on her com puter a t home. Koji has a com puter a t woi k. He doesn 't have c com puter at home.
■ Present the Help Note Read th e inform ation aloud. Say,
“Use a n d to link sentences w ith in fo rm atio n th at is alike.” W rite on th e board: M y nam e i s
I teach English
■ Preview and do the task Read th e instructions aloud, an d
have Ss com plete the activity. Tell th em to w rite one or two sentences at the end about them selves.
Say, ‘ I w an t to link th ese tw o ideas.” Erase th e period, a n d replace it w ith a com m a an d a n d : Mv n a m e i s
, a n d 1 teach English.
■ Say, “Use b ut to lin k tw o ideas th a t are different." W rite on th e b o a rd Andrea watches DVDs on her computer. She doesn't play CDs. Say, “1 w ant to link these tw o ideas." Erase th e period, an d replace it w ith a com m a an d but
B ■ Preview and do the task Read th e in stru ctio n s aloud
Have Ss leave th eir books open on th e ir desks Tell Ss to move aro u n d th e class, read othei Ss m essages, an d choose som eone they w ould like to have as an e-pal ■ Follow-up W ithout saying th e nam es, a few Ss take
Andrea watches DVDs on her computer, but she doesn 't play CDs.
tu rn s telling th e class ab o u t th e ir e-pals IfSs th in k they aie th e person being described they laise their hands.
(For m ore inform ation, see l anguage Notes at the b eg in n in g of th is unit.)
■**" Assign W orkbook pp 40 and 4 1 (The answei ke> begins on p. T 242.)
T-51 • Unit 5 • Free time
r r
Unit 5 Free time
2 Listening and speaking Using computers A W hy d c p eo p le u se com p u ters? H ow m a n y d iffe re n t ideas can yue th in k of?
-
“They watch DVDs. They B L isten. W h at do A n d rea a n d Yoshi use th e ir c o m p u te rs for? C heck ( / ) th e buxes.
■t
1
k
M -
»
-
About i you \
C Group work D iscuss th e q u e stio n s. Do you u se c o m o u te rs for th e sam e th .n g s? ► How o ften do you use a com puter? W h at do you u se it for?
■ c k
] He practices English. He looks ai digital photos. _ He buys books online He pays bills online.
She watches DVDs. L She plays CDs r She checks ner e-mail _ She has a Web site.
—
► Do you go on th e Internet?
-
► Do you have e m ail? H ow often do you send e-m ail? ► Do you ever sh o p online? W1 lat do you buy?
W h at do y o u do online?
■ft
3 Writing A message to a Web site A
W rite a m essag e to th e W eb site a b o u t yourself. C om plete th e sentences.
fooo
E pals in English
CD
iManmm
¥
Are you an English student? Do you want a pen pal or an e pal? Write about yo urself below. We’ll find you an e-pal in another country. Hello. My name is to an English class 1 and but 1 don’t like 1 .......
Linking ideas with and and but My name is Sombat and I live ir, Bangkok I take English and Chinese. I love movies, but I don't like cartoons.
, and 1 live ir . 1 go a week In my fiee time, . 1 like
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B Class activity Read y o u r c la ssm a te s’ m essages. C hoose a n e -pal a n d tell th e class a b o u t h im or h cr .
Vocabulary notebook If done for homework
■ Do the task Have Ss com plete th e chart. Check
answ eis w ith the class: have Ss call out rheir w ords 01 expressions. Make lists on th e bo ard Say, “If any of tne w ords on tb e board are not on your list, add th e m ’
Briefly presen t th e L earning Tip an d th e task directions. M ake sure Ss u n d erstan d w hat 1hey n eed to do.
If done in class
On your own
■ Present Learning Tip Read th e inform ation an d exam ples aloud. Say, "It is useful to study verbs w ith th e w ords th a t gu after them . For exam ple, th e words music, spoits, an d soccer are all w ords th a t can go al ter the verb play." Ask Ss to n am e t w u m u i e w ords th at can follow play (e.g., chess, baseball, CDs).
■ Present On Your Own Read th e inform ation aloud. ■ Follow-up In the next few? classes, Ss report som e of
th e new verbs + words a n d expressions that th ey have w ritte n in th e ir flip pads. W iite t h e s e on the b o ard for o th e r Ss to copy.
T hese tasks recycle vocabulary for talk in g about ro u tin es an d free-tim e activities.
■ Preview and do the task Read
th e in stru ctio n s aloud. Ask Ss to look at th e chart. Point out th at they can use each w ord or expression from th e box only once.
Do what? Go where?
Vocabulary notebook __
Learning tip Verbs
■ Have Ss com plete the ch art. Check answ ers w ith th e class.
W rite d o w n verbs end th e w o rd s y o L can u se a fte r th e m .
p le s y
.m u s ic
spo»+x
Answers
le c c e r
play music, computer games on a team, soccer eat: breakfast dinner, meals, snacks take, a class, lessons do: the laundry homework
1 Which words and expressions in ihe box go with the verbs below? Complete the chan.
breakfasi a class pis y
tne laundry
h o m e w o rk
le s s o n s
dinner
c o m p u te r g a m e s
m e a ls
.music
eat
/ m u s ic c n a te a m
take
do
Preview the task Read th e
in stru ctio n s aloud. Ask Ss to look at th e ch art. Point out they can w rite any word or expression th a t can go after each verb. If they need help, tell Ss to look through t he u n its tor ideas. Rem ind Ss to use to after go w hen it is followed by location n am es (e.g. go to the gym.).
2 Now think o f words and expressions that go with these verbs.
go
b e cresss
On your own M ake a vo c a b u la ry “flip p a d ' O n each p ag e w rite a verb w ith w o rd s y o u ca n use after it. L o o k th rou g h it w h e n y o u ha ve tim e .
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walch J.a< uvMecfw.es
read
snacks
soccei
Unit 5 Free time
Free talk 5 ■ tiive Ss several m inutes to read th e i r strurtions and th e i sam p le conversation and to study th e gam e board.
■ Preview the task Tell St> tu im u to th e back of th e ir
Student's Bonks an d look at Free Talk 5. Ask Ss lor th e n am es ot som e board game^ they know (e.g., Monopoly, Scrabble).
■ Do the task Put Ss into sm all groups ol th re e or four to
play ihe game.
■ Use th e p ictu res at th e top of th e page to explain the m ean in g of these vocabulary item s: marker, loss a coin, space, heads an d tails. D epending on th e coin yuu use, you m ay have to establish w hich side is heads a n d w hich side is tails
■ Follow-up G m ups i epuitw 'iiich m em bers go. tc Hawaii
first.
Play a board game
Free talk 5
a marker - an eraser, for example - on m e start box.
i turns m Take t*"*™ tossing a coin.
MiSst Hea(ls=
M ove one
N fBt
A iou go first OK: B Thank: hearts * move one space. A OK Spell the teacher's full name A It's J-O-H-N E-V-A-N-S B Ni it’s J O N Go back to class' A Oh, n o' . . . OK Now it's your turn.
Tails M ove two soaces
o ,M ove aroura
» .o a r u Answ er the question; and ' o iio w the ms ructions W ho gets to Hawai h-st?
V'
Finish!
W hat d o n 't y o u do on vacation? Say up to six things
W h at d o p e ople use com puters for? Say up to six things.
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f
I or 2: Stoyhtre.
W h at d o you do in th e evening! Say up to six thing;
Say the day; o f the w eek backwards. S ta n w n n San iraay.
/ W h a fs NV / you r fa v o ritr A
i* t r y day to rrtffi
( restaurant? W hy? \
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Ytx TakeatKfa'ttr’u
Say up to four things.
onJ get o pod time wh S
Ho: Go to ffeMA**, and
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V n M i rrghi now,
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i or 2 : Sir? but. H o w m any kinds W h a ts you best frien d like? Say up to tour things 3 or 4° Stoyhtre
I or 2
HOMitmd
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Of TV show;
W hat d e \ X students buy
d o you know ?
&+'JokeoMthrtm. 4 to 7 : M v b u t ? to 3 : bo H L I f f ond waini IV!
f f fo r class?
Spell th e teacher's fu ll name.
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Say up to six things.
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Unit 5 • Free time • T-5ZA
Language notes Lesson A Ni :e places Grammar There’s ana There are <_See S tu d en t’s Book p. 55 ) Form ■ There’s ! There is + singular noun There’s a big supermarket. ■ There are + p lural n o u n Then; are som e nice stoies. Use This si ructure is used to say th a t som eth in g exists (or not). For exam ple, people say, Theres a park in m y neighborhood, ra th e r th a n A park is in m y neighborhood
Grammar Quantifiers (See S tu d en t’s Book p. 55.)
Corpus information There's auu There are ■ Abuui 25 p eiceill uf th e l n u t in conversation There's - not There are - is used w hen th e subject is a plural noun, but som e people consider th is tc be incorrect. ■ The m ost frequent negative form s are There's no and There are no. These are m ore frequent th a n i he forms T h e re isn ta an d 7rf^rearen't any. Adjectives
M ost ol th e adjecti /es tau g h t in th e lesson are in the top 600 w ords ir conversation. Bo^h sm all and little are taught. T heir m eanings overlap, though little is often used to desciibe som ething in a positive way: a nice little tow n.
■ This lesson focuses on th e quan tifiers a lot of, a couple of, no, and some. ■ A couple o f is an inform al expression and should not be used by Ss in form al w riting. A lthough its literal m ean in g is “two, ’ it generally m e a n s "a few.’’ ■ No t an be used before sin g u lar an d plural n ouns.
Grammar
Adjectives
lSee Si u d en t’s Book p. 55.)
Speaking naturally
Word stress
(See S tudent’s Book p. 55.) The exercise on word stress in troduces th e concept ol stressed syllables w ithin words. Stressed syllables are usually said louder anc longer w ith a clear vowel sound: u nstressed syllables generally have reduced vowels, often B) a schwa /a
Adjectives in English usually com e before, not after, th e noun: a b eau tifu l park n o t a park b eau tifu l.
LessonB WhatJifwZ Vocabulary
Grammar Let’s
Telling time
(See Student's Book pp. 56 -57.)
(See S tudent's Book p. 57.]
1 he lesson Dresents ways of asking and telling the time. It includes tw'o ways of git ing approximate time: a bom and arouna 10:00 p.m.
Form
Corpus information
Telling time
m People generally use W hat tim e is if? w h en they are talk in g to p e o p le th ey know. 1 hey are m ore likely to ask Do vou have the tim e? w hen th ej stop sonn one o n th e street. ■ VVh en asked th e tim e on q u a rte r hours, people an sw er w ith hour] + fifteen ve.g., two-fifteen) ten tim es m ore often th a n w ith (a) quarter after People say (aj quarter to 4 |h n i r | a n d [ h r n r +forty-five about equally. ■ People use th e ai tid e a w ith quat ter aboul 40 percen t oi th e tim e.
■ Lei's + base form of the verh Let's go. ■ I et's is th e co n tractio n of Lei us. Lei us is nrvei used in conversation. Use ■ Let s is used to m ake suggestions to do som ething le t's go tc a movie. ■ It is also used tor com m ands, tor example, in class: l e t’s start
Unit 6 Neighborhoods
Corpus information Let’s ■ The m ost com m o n use of Let's is in th e expression Let’s see. Go is th e next m ost com m on verb after Let's. ■ The negative is Let's not: Let’s not go. It accounts for few er th a n 2 p e ic e u t of the uses of L et’s.
Lesson C It’s a great place to live. Conversation Strategy Me too and Me neither
Strategy plus Right and I know
(See S tu d en t’s Book p. 58.)
(See Student's Book p, 59.]
■ Me too an d Me neither help listenei s r espond w hei i they w ant to show th a t they agree or have som ething in com m on w ith th e speaker.
■ T hese tw o expressions can show xhat you agree with or u n d e rsta n d the other speaker in a conversation
■ Show ing th a t you agree w ith, or have sim ilar experiences to, th e speak er c a n create a triendly atm osphere in conversation. ■ Me too is th e response to agree w ith an affirm ative statem en t. For exam ple: A I'm hungry. B Me too.
■ Me neither is th e resp o n se to agree with a negative statem ent. For exam ple: A I’m not hungry B Me neither.
Corpus information Me either and Me ne-ther
■ They are also frequently used to show th at you are listening, especially if th e o th e r speaker has a lot tc say.
Corpus information Right Right is one ol th e top fifty w ords. In an analysis of a small sam ple, about h a lf of its uses were to show agreem ent; about a q u a rte r were to show listening; and a n o th er 15 percent could have been eit her one Know Know is one ot the top tw enty w ords. About a th ird of its o ccurrences are in the expression Ik n o u and about 30 percent of th o se are responses.
Me either is an alternative to Me neither an d is m ore com m on. Some people, however, consider it incorrect.
Lesson D Advertising Help note Preoosittons (See S tu d e n t’s Book p. 61.) ■ The Help Note p resen ts som e of the prepositions used to talk ab o u t tim e a n d place, including through, at, fro m . . . to, between . . . and.
A dvertisem ents often use a d ash ( - ) betw een tim es an d days: 8 -1 0 - fr o m 8 to 10 , between 8 a n d 10 M onday Thursday = Monday through T hursday
Language notes • U n it 6
Neighborhoods leach this unit opening page together with Lesson A in one class ptniod Introduce the theme of the unit Read I he title of th e u n it aloud. Ask, “W hat is a neighbor?” [a person who lives next to or neat you| bay, "A neighborhood is th e area aro u n d you. W hat are som e things in the neighborhood aro u n d o u r school? Call on Ss to answ er (e g„ restaurant, park, gym , library).
In Unit 6, you learn how to ... Unit aims Read th e u n it aim s aloud. Tell Ss to listen and read along.
Extra activity class Ss look at th e th ird aim . Ss look th ro u g h their S tu d en t’s Books an d find exam ples of places to go to in a neighborhood (e.g., gym, p. 6 , park, p. 8 , library, p. 11; store, p. 36, restaurant, m ovie theater club, p 43; supermarket, post office, p 54; stadium , p 59; beach, p. 6 6 ). Ss call out th e places a n d th e corresponding page nu m b ers as they find them
Before you begin... ■ Introduce the places in the pictures Tell Ss to look at the
pictures. Read th e n am es of th e places aloud. Ask. “Do you know of any of th e se places?"
Culture note The Mall of America, o p en ed in 1992, is th e largest m all in th e U nited States. It has m ore th a n 500 stores an d 50 re sta u ra n ts an d also features nightclubs and movie theaters. Stanley Park, covering over 400 acres n ear dow ntow n Vancouver, has sp ectacu lar views of the ocean an d city. Totem poles, carved in th e n in eteen th cen tu ry an d representative of th e a it oi local Native A m ericans, stan d in the park.
Yankee Stadium is a baseball park loc ated in the Bionx, in New York City. It o p en ed in 1923, w ith a crow d of 74,000 atten d in g a gam e. The p ark has been th e site of m any World Series, th e cham p io n sh ip m atches of baseball. T he I. Paul Getty M useum features E uro p ean pain tin g a n d a rt and w as established by a n A m erican oil billionaire. The m useum , on a hill overlooking Los Angeles, is p a rt of a com plex th a t opened in 1997 a n d th a t is considered a n a rch itectu ral show piece. ■ Point out each p ic tu re in tu rn . Read the new vocabulary, an d w rite th e w ords on the board: mall, stadium , park, m useum . Have Ss repeat th e words.
T-53 • Umt 6 • Neighborhoods
■ Tell a S to read the first q u estio r u n d er Before You Begin. Then ask, “Dc we have a in our city?” tor each place. If the answ er is yes have Ss call out the n am es of th e places an d tell th e class as much as they can about each place. W rite them u n d er each word Recycle vocabulary and a conversation strategy 7'his task recycles adverbs of frequency tim e expressions, and th e conversation strategy I mean. Ask, “How often do you gc to places like th e ones in the pictures?" Have Ss work in pairs to talk about each place listed o r the b o ard mall, stadium , park, m useum . W rite th e following exam ple on th e board as £ model
I often go to the m all I m ean, 1 go three or four tim es a week. How about you?
Extra activity - class Ss n am e a n d talk aboui fam ous oi special places ir th eir city. Help Ss w ith th e general vocabulary for th e places in English (e.g., harbor, market, zoc, bridge, m onum ent).
Culture note In N orth Amei ica. m alls are very p o p u lar w ith teenagers. They often go there after school and on w eekends to m eet theii friends.
la Unit 6, you learn how to. .. muse There’s and There arc. m use some, no, a lot of, and a couple of. b talk about your neighborhood and local events.
■ ask for and tf.1l the t in e . ■ use Me too or Me neither to show y o u ’ re like som eone ■ use flight and I know to agree.
Yzrkec SljVium, Nt *vYnrkCity The Msl. of Aroerira. Ljominglco, Mijce&fta
iS ? Nice places THE D AILY H ERALD
How do you like your neighborhood? People talk about the popular neighborhood called Parkview.
r»A
ii
Well, Parkview is convenient. There’s a big supermarket and some nice stores, but there’s no mall. We need a mall!
lA
-Ja n e t Carson, 47, medical researcher
1
Getting started A
Figure
ii
Um, it’s nice. There are two nice outdoor cafes and a couple of movie theaters There's? new swimming pool in the park - we have a beautiful little park. Yeah, it’s good. 99 - Rick Martinez, 33, stockbroker
Listen a nd read. W h ich p eo p le like Parkview ? W hy?
*" B W h a t’s in y o u r neighborhood? C ircle th e w o rd s to m ak e tru e sentences
C o m p are w ith a p a rtn e r 1- T h e re ’s a / no m all
2 T here a re n o / so m e / a lot o f c h e a p re sta u rs nts. 3 There a re n o / a co u p le o f / so m e m ovie th eaters.
ii
Parkview is boring! There’s no place to go. 1 mean, there’s no mall, no fasl fond places just a lot of expensive restaurants. Oh, and a small park, 99 - Megan Novak, 15, high school student
Lesson
A
Unit 6 Neighborhoods
Nice places
Getting started ■ Set the scene Tell Ss to look at th e p ictu re of Parkview a n d to call out th e English words for places in the p ictu ie they know. Write these on th e b o ard (e.g., m ovie theater, restaurant). ■ W rite on th e b o a rd :/n n , busy, quiet, tioisy, exciting, boring. Say, “W hat do you th in k Parkview is like?" Tell Ss to work w ith a p artn er an d choose tw o adjectives to describe it: th e ones on the board or ones of th eir own. Call on p airs to give th eir choices, an d w rite any new w ords on th e board. ■ Ask q u estions about Parkview using each adjective on th e board le.g., Do you th in k the neighborhood is fun?). Have Ss raise th e ir h a n d s if their an sw er is yes.
A
(CD 2, Track 12)
■ Preview the task D irect Ss' atten tio n to th e new spaper
art icle. Read th e title a n d subtitle aloud. ■ Say, “This is an article from a new spaper. Listen to th e p eople’s o pinions of their neighborhood, and read along. W hich people like th e neighborhood? Why? U nderline the answ ers th a t tell th e th in g s they like.” ■ Play the recording Ss listen, read along, an d underline th e answ ers. ■ Ss com pare th e ir answ ers w ith a p artn er. Check answ ers w ith th e class: have Ss say w hich people like th e neighborhood an d w hat i hings the people like. [Janet Yes - a superm ark et an d some nice stores; Rick: Yes - cafes, m ovie theaters, sw im m ing pool a park, Megan; No] ■ Play the recording again Say, "M egan d o esn 't like the neighborhood. U nderline w h at’s m issing from the n eighborhood for her." Ss u nderline as they listen. Check answ ers w ith th e class, [mall, fast-food places] ■ Ask, “W hat is th e superm ark et like?" [big] W rite on th e board: big. Do th e sam e wii h stores |nice), outdoor cafes [nice], sw im m ing pool [new), park Ibeaunful, little, sm all], re sta u ra n ts [expensive] Explain th at the w ords on th e board are adjectives. They tell us about or give inform ation about nouns. ■ Ask Ss q u estions about th e neighborhood aro u n d your school (e.g., W h a t is the cafe like? W hat is the park like?), a n d encourage th em to answ er w ith adjectives. ■ Ask Ss to n am e places in th e ir own neighborhoods using adjectives (e.g., a big park). Write th em on the board.
B : Figure ^ Preview the task Say, “Look at the picture of Parkview again. Count th e parks.” ione' “C ount the a p a rtm e n t buildings ” [two. “C ount the resta u ra n ts.” [four! “C ount the schools.’ [ze-o] W rite on th e board: ih e re ’s a park. There are a couple o f apartm ent buildings. There are som e restawants. '1here are no schools. /1 here's no school. ■ Ask a S to com e to the bo ard and underline th e verbs. Ask a different S tc com e to the b o ard an d circle th e n ouns, [verbs: s, are■nouns; park, buildings, restaurants, schools, school] ■ Read the in sti uctions aloud ■ Do the task Have Ss circle th e w ords. Have Ss com pare
th eir answ ers w ith a p artner. Check answ ers w ith the class: ask several Ss tc read th eir answ ers aloud. Ask Ss who disagree to raise th eir hands. ■ Focus on the form Write on the board:
a lot o f
som e
a couple of
a
no
1 h en w rite: There a re
cafes.
Ask Ss to call out th e words on the bo ard th a t can be u sed in the blank, an d w rite th em on the board, [a lot of. som e, a couple of, no] Do th e sam e for There's sw im m ing pool, [a, no] Extra activity - groups Ss tell l he group if th et like th e ir neighborhood and give one reason why or why not. Ss use adjectives like the ones in th e interview s (e.g., / d o n ’t like my neighborhood. It's expensive ; I like m y neighborhood I t’s exciting.). Ss choose one m em ber to report abou; group m em bers’ opinions of their neighborhoods.
Extra activity - individuals Books closed. Ss have one m in u te to list all the kinds of places they c a n rem em ber In Parkview (e.g. restaurants). Ss com pare answ ers in pairs a n d th en open their books tc check th eir answ ers. Ss rep o rt the n u m b er of places thev w ere able to nam e
Extra vocabulary, neighborhood places P resent or have Ss suggest extra vocabulary for places in a neighborhood, such as supermarket, post office. bookstore, bank, gift shop, boutique, deli (a sm all food store), a p a rtm en t building, parking lot, newsstand, fountain
Unit 6 • Neighborhooas * T-54
2
Grammat 4 2 (CD 2, Track 13)
■ Present the grammar chart Play th e recording. Ss listen an d repeat. Have Ss check ( / ) th e statem en ts th a t are tru e about th e ir own neighborhood, ■ Understand the grammar W rite a t the Board; T heresa pur!. Read th e sentence aloud. Write on th e h o ard - 1 park = singular noun Ask, “W hat's th e p a tte rn for the sen ten ce?'’ I There's / there is + sin g u lar noun] Write if on th e board. ■ W rite on th e board; There are som e outdoor cafes Read th e sentence aloud. W rite on th e board: 2 or more cafes = plural noun. Ask, "W hat’s th e p attei n for this sentence?" [There are + p lural noun] Write it on the board. ■ Call out places a n d ask a few Ss it th ere are any of th o se places in th e neighborhood aro u n d th e ir school (e.g., T: Cafe. SI: There are tw o cafes.). O ther Ss raise th eir h an d s if they th in k an answ er is in co rrect and say why. ■ W rite on th e b o aid : a lot of, a couple of. Say, “ These expressions tell how m any.” Explain th a t a couvle o f m ean s “two," b u t people often use it to m ean “two or th re e .’’ Explain th a t a lot o f m ean s "m any.” ■ D irect Ss’ at tention to th e second colum n. Point out th a t adjectives usually com e before nouns. Call on a few Ss to each m ake a sentence, using an adjective ■ Present In Conversation Read the inform ation aloud. (For m ore inform ation, see L anguage Notes at the b eg in n in g or th is unit.)
A ■ Preview the task Read th e in stru ctio n s aloud. Tell Ss to read th e first sentence. Say, "C ount th e su p erm arkets in th e p ictu re on p. 54." lone] is sentence 1 tru e ? ” Inn “We n eed to co rrect it.’ Read the exam ple aloud.
3
■ Do the task Have Si cui icc t th e rem aining sentences.
Explain th a t for som e, m ore th a n one answ er is possible ■ Have 5s com pare i hen answ ers [with a partn er. Check answ ers w ith th e class ra il on different Ss to read rheir answers.
Answers 1. 2. 3. 4. 5. 6. 7. 8.
There s a big supermarket. There s a big swimming pool There s a small park There are two, a couple of movie theater Theie are a lot of expens-vfc restaurants. There are ro fast-food places. There are two / a couple ot apartment buiioings Tnere s no stadium.
B About Preview and do the task Read th e in stru ctio n s ..JPM. aloud. Ask two Ss to read the exam ple conversation aloud. Tell Si tc tclk ab o u t real piaces in his or her neighborhood and use adjectives to describe them . S2 asks questions to find oui m ore inform a ior Have Ss change roles and do the task again. ■ Follow-up In sm all groups, Ss report o r th e n p artn ers neighborhood.
Extra activity - pairs Ss w rite lo u r tru e a n d lo u r false sentences about theii classroom using There's, There are, There's no, There are no. S] reads his or her sentences. S2 agrees or corrects th e faUe statem ents (e.g., SI: There’s a clock. S2: No. There are a couple o f clocks.). S.- change roles a n d dc. th e task again
Speaking naturally A
fCD 2. T a ck 14)
■ Preview the task Tell Ss to look at th e th re e w ords in th e box. Say. "These are threp p a tte rn s for w ord stress in English. Stress m ean s th a t one pat t ol th e word is said a little louder a n d m ore clearly ’’ (For m ore inform ation, see Language N otes at th e be g in n in g of th is unit.) Read t he insi ructions aloud. ■ Play the recording Ss listen an d rep eat paving atten tio n to th e w ord stress.
Answers 1 movie noisy music boring
2 stadium theater ne-ghborCxd beautiful
3 apartmen expensive museum convenient
c ■ Preview and do the task Read the in stru ctio n s and th e
B
tCD 2, Track 15)
■ Preview the task Read th e in stru ctio n s aloud.
exam ple statem ents aloud Tave groups decide on five places they w ant in th e ir perfect neighborhood and five places they do noi w ant
■ Play the recording Play th e first th re e item s pausing after each to p o in t out th e exampli answ er in th r c h a rt Play th e re m ain in g item s, p ausing after each one to give Ss tim e to w rite their answ er
■ G roups report about th e ir perfect neighborhood W hen groups finish, Ss vote on w hich neighborhood they like h rst.
■ Play the recording again Check answ ers w ith th e class: pause after each word, and have a S rep eat it an d give its colum n num ber.
■ fD i -A ssign Workbook pp. 42 an d 43. (The answ er key begins on p. T 242.)
T-55 • Unit 6 • Neighborhoods
2
Grammar There's There’s There are There are There are There are
There's
=
Unit 6 Neighborhoods
Tnere's and There are; quantifiers Adjectives before nouns
a park no mai: a lot of reslai irants some outdoor oa>es a couple of mov e theaters no c.i bs.
There s a small paik. There’s a beautiful pool There s a new restaurant There are some expensive stores ►In conversation . . .
There is
Peop e often say
A
T hese se n te n c e s a b o u t th e n e ig h b o rh o o d on page 54 a re n ’t ac cu ra te . C a n you c o rre c t tl lem? T h en c o m p a re w ith a pai tner. 1. T h e ie a re a couple of big su p e rm a rk e ts.
2. 1 h e re a rc no sw im m in g pools. 3. T h e re ’s a big p
a
r
T h e r e ’s
There’s before plural
nouns, out i1 is not correcl to write this,
b ig s u p e n * w k e f _________
_____________________________________________ k
.
4 T h e re ’s o n e m ovie th ea ter.
_____________________________________________ _____________________________________________
5. T h e re ’s a n expensive re ^ ta u ia n t. 6. T here a re a lot of fast-food p laces.
_____________________________________________
7. T here a re a lot o f a p a rtm e n t b u i l d i n g s . ________________ ____________________________ 8. t h e r e ’s a sta d iu m . flD O U l — j
_
_
_____________________________________________
.
Pair WOrk S tu d e n t A: Sc y w h a t’s in y o u r nei g h b o rh o o d
*■ B
S tu d en t B: Ask for m ore in fo rm a tio n . Then c h an g e roles.
A
There's a big stadium in my neighborhood. B What sports do they play there? © How often do you go there?
3 Speaking naturally •
•
• • •
movie
stadium
Word stress •
•
•
apartment
A
L isten a n d re p e a t th e w o rd s aboi e. N otice th e w ord stress.
B &
L isten W rite th e w ords in th e c o rre c t co lu m n .
/ m ovie
m u se u m
/ sta d iu m
n eig h b o rh o o d
/a p a rtm e n t
m usic
expensive noisy
b e a u tifu l b o rin g
th e a te r
c o n v en ien t
0 •t • o•. o ••• L f« n A i(A i* \u ip w fv ^ e v if iM o v ieI S 1 1 1 r 1 1
C Group work Talk a b o u t a p e rfe c t n eig h b o rh o o d . W h at's th ere? W h a t s n o t there? A gree o n a list of p laces. Then tell th e class.
“In a perfect neighborhood, there’s a beautiful park. '
“And there are some cafes
" 55
Lesson B 1 Folding
vocabulary
-
A
L isten a n d say th e tim es. W hat tim e is it now?
It’s eleven (o’clock)
-- - •— '
— — ••
It’s four-fifteen. It’s a quarter after fuur
It's two-oh-five. It’s five after two
■
Notice. . .
mo It’s six-forty-five. It's a quarter to seven.
It’s eight-fifty It’s ten to nine.
It s twelve a.m It's midnight
It’s ten-thirty. I
a.m. = before 12 noon p.m. = after 1? noon
It s twelve p.m. It s noon.
B Pair work Take tu rn s asking a n d tellin g the tim e.
In conversation. . . People say (hour)-fifteen more than a quarter after \hour) 11 r
a
“ What time is it?’
2 Listening
“It’s two-fifteen. ”
Wb.it s on this
quartei after two
“It’s a quarter after two.1
9
' H ow often do you go to ev en ts like th e s e ” 1 ell the class. I h e n listen tc th e rad io show, a n d co m p lete I he c h a rt.
°
Event 1. 2. 3. 4.
* ft 56
Vf
concert art exhibit soccer match play
Where is it?
A
What time does it start?
O
two-fifteen
Lesson
Unit 6 Neighborhoods
B What time?
1 Building vocabulary ■ Set the scene Write on th e b oard: Telling the tim e Say, “T his lesson is about how to tell th e tim e." tell Ss to Mok at th e pictures. Ask, ‘ W hat do we use to tell tim e?” [watch, clock] “Do you u se a w atch?” Ask Ss to raise th e ir han d s.
■ Preview tlte task Read th e in stru ctio n s aloud. As! two Ss
to read th e exam ple convei.,ation aloud. ■ Do the task Have pairs taxe tu rn s asking for and telling
th e rem aining tim es. Explain th a t m ore th a n one answ er m ay I ie correi t. Check answ ers w ith th e class: a s k d i f f f c i e i l l S s t o c a ll O u t th e t i m e s u n t h e c lu c k s.
A
(CD 2, Tack 16)
■ Preview the task Read the in stru c tio n s aloud ■ Play the audio recording 5 s listen an d rep eat the tim es. Ask Ss, “W hat tim e is it now ?” ■ Present Notice Read 1 he inform ation aloud. Ask Ss to >ay th e c u rren t tim e and u se u.rn. ui p.m . T hen ask individual Ss to answ er th ese q u estio n s using a.m. and p.m.: “W hat tim e do you eat breakfast? “W h it Lime do you cat dinner?"
Answers 1. It s two-fifteen. It’s a quarter after two. 2 3. 4 5.
It's tei -forty-five. It’s a quader to elever It's two-thirty-live. It’s twenly-tive to three. It's eight-thirty, It's eleven-twenty It's twenty after eleven.
Extra activity - pairs Extra activity - individuals Call out a series of tim es (e.g., seven a.m ., three thirty p.m ., tw enty-five after one- m idnight, ter:-forty-five, a quarter to two). Ss w rite them in n u m b ers and com pare answ ers.
Each S draw s five clock faces and shows them to his or her p artner. Si a s k s ,' V.’h at tim e is it?” S? responds. Ss change roles and do the task again. Alternatively, SI w rites five Limes and says them to S2. S2 w rites the tim e in nu m b ers Si checks th at th ey are correct.
B ■ Present In Conversation Books closed. W rite on the board: tw o-fifteen / a quarter after tti o. Read th e tim es, an d ask, “W hich one is m ore com m o n ?’ Point to each one, an d ask for a show of ha nds. Books open. Ask a S to read In C onversation aloud to find th e answer. (For m ore inform ation, see Language Notes al the b eg in n in g of th is unit.)
2
Listening I P * (CD 2. TracK Al j
Answers
■ Set the scene Write on th e board concert, movie, soccer m atch. Explain th a t concerts, movies, an d soccer m atches are events. Say, "Before you go to one of these events, w hat inform al ion do you n eed ?” Call on S* for ideas (e.g.. where, w hat time, price). Ask. “W here can you find out fhe inform ation?" 'friends, new spaper, TV radio, posters intei netl
1. 2 3 4
■ Preview the task Ask Ss to look at th e p ictu res and read
th e Ust of events aloud. Ask, “How often do you go to events like th e se ? ” Call out each event, and have several Ss say how often tliey go. ■ Say, ' Inform ation about th ese events is on th e radio. Li ten to th e rad 10 show, an d com plete th e ch art ” ■ Play the recording A u d io scrip t p. T-236 Pause after
each item to give Ss tim e to w rite.
conced at the park. 5:30 p.m. art exhibit, at tre museum. 12:00 noon soccei match al the stadium 3 30 play: at the City Theater, 7.45
E x tn activity - pairs Ss create th e ir pw r listening activity, Pairs make th eir ow n chart like the one in Listening w ith four different events. Pairs ma ke a separate list of inform ation about each event (e.g w hat time it starts, where the event is). Pairs th en work w ith an othei pair and exchange charts. The first p air reads aloud th e inform ation about th e ir e v e n ts The second p air listens and com pletes th e ch art. Pairs th en cl :ange roles
■ Play the recording again Ss review th e ir answ ers. Check answ ers w ith th e class
Unit 6 • Neighborhoods • T-56
3 JMIdmq language ■ Set the scene Tell Ss iu read th e Lunveisailun very quickly. After thir ty seconds, ask, "W hat is th e conversation ab o u t?” [a con cert in rhe park]
A43 (CU2, IHCS18) ■ Preview the task Say, "Kyle a n d E rin are at work. Kyle
tells Erin ab o u t a jazz concert. Close your bouks and listen. W hat tim e is the conceit? Write th e answ er.” ■ Play the recording Ss listen an d w rite th e answ er. Ask Ss for the answ er, a n d w rite it on the board ■ Play the recording again Ss o p e n 1heir books and read along. Ask, Is th e answ er on th e board correct?" 17:00 p.m.]
B figure ^ Preview and do the task Tell Ss to find arid circle JL°U J the word le ts in tne conversatior Say, "Underline the word after let's W hat kind of word is it?” (verb) ■ Read the in stru ctio n s aloud Say, ‘A suggestion is an idea for an action thai you w ant o ther people to th ink about. Look at th e twu suggestions. T hink of verbs tu com plete them ” Have Ss com plete the suggestions. Check answ ers w ith the class
Answers 1. Let's go to a movie tomorrow. 2 Let's have coffee together after class
■ Practice
Divide th e class into tw o groups, one playing Kyle an d ‘he o th e r playing Erin Have th em read i he com ersation aloud an d th e n change roles. G ro u p s :
P a i r s : Tell Ss to sta n d a shoi t distan ce a p a rt and to take tu rn s playing th e roles of Kyle an d Erin. Encourage Ss to look a l th eir partn ers, not at th e .r books, as they speak.
4
Grammar (CD 2, T ack 19)
■ Present Pie grammar chart Play th e recording. Ss listen and repeat. ■ Understand the grammar Ask a S. ' W hat tim e is it?" Write th e answ er. I t ’s . . . . Ask an o th e r S, “Whal tim e does class sta rt? ” W rite th e answ er o r th e board: It starts a i ___ ■ Review do /does. Point out th e 1 wo questions W hat tim e does the concert start? W hat tim e do the *-inermarkets close? Ask Ss to underline th e n n u n that do or docs goes w ith. Explain thal does goes w ith the singular noun concert: do goes w ith th e plural noun superm arkets ■ fell Ss to read Suggestions. Ask, ‘ W h at’s th e p attern for Let's?" [Let's + verb 1 W rite it on th e board. Say, “Suggestions w ith Let's include the speaker.” ■ Present In Conversation Ask a S to read th e inform ation aloud. Tell Ss to ask an d answ er th e q uestion w ith th re e classm ates.
■ Try it out Teh Ss to have a conversation w ith a partn er.
Have pairs choose one ol th e sentences and make plans (e.g., where tc go, w hat mouie to see, when to meet). ■ Focus on the form and the use Write on th e board Lei s a t 6.45 Have Ss suggest w ords to gc in th e blank, and w rite them o r th e board (e.g., eat, meet). Explain th a l a verb com es after Lei's and th a t Let's is an expression often used for suggestions
A ■ Preview the task Read the in stru c tio n s and. the exam ple
aloud. Say, “Make a question w ith W hat tim e for each sentence. Use you or your, noi they or their." ■ Do the task Have Ss w rite th e questions and th en
com pare them with a parf ner. Check answ ers w ith the class: call on individual Ss to each read a question.
Answers 1 2. 3 4 5 6
What time dc you get home on Saturday nights? What time do voi ieave work oi school in the afternoon? Whal time does your local supermarkel open and close? Whal time does your favorite TV show start? Whal time does the last train leave vour loca1station' What time dc buses star, running in tne mornings?
■ Have Ss ask th re e classm ates the questions and repori a n y th in g they have ir com m on.
B
Extra activity - groups
j ---------
Ss arran g e to go to a concert ii l th e p ark w ith a friend. Groups w rite as m any L e t’s expressions as they can in tw o m in u tes abou* v ha* to do before th e event. Ask groups to re p o t. an d m ake a list on th e board (e g. L et’s get tickets. L e t’s take a camera. L et’s m eet a t two o'clock).
■ Tell p airs to discuss th re e of th e events, choose one event, an d m ake plans to go to it together, Have p airs prep are a conversation and present it to o th er pairs
i About: , Preview and do the task Read the instructions aloud : yPLi W ith the class, m ake a list of events th a t arc taking place th e following week, w ith locations and sta rtin g tim es.
5 Vocabulary notebook ■ Tell Ss to tu rn to Vocabulary Notebook on p. 62 of then S tudent's Books. Have Ss do th e tasks in class, or assign them for homework. (Sre th e teaching notes on p. T-62 )
T-57 • Unit 6 • Neighborhoods
Assign Workbook pp. 44 and 41 (The answ er kei begins on p. T-242.)
3 Bui'dina lanauage
Unit 6 Neighborhoods
A * * Liaten. W n a t tim e is the concert? P ractice th e co n v ersation. K yle Hey, th ere 's a fiee ja z z c o n c e rt tom o rro w m ght. E r in Oh, th a t so u n d s like fun. W here? K yle At G ra n t Park. E r in W hat tim e d o es it start? K yle Um , it s ta rts at
7-00.
E r in OK, well, le t’s go. L et’s m eet
a t th e p a rk a t a q u a rte r to seven. K yi 11 But i hey d o n t u su a lly have
a lot of seats, so . . . E r in Oh, well, in chat case, le t’s get
th e re early - say, a ro u n d 6:30.
Figure it out
B C om plete th ese su g g estio n s wii h verbs. H ave a co n v ersatio n w ith a p a rtn e r. 1. i ,ct’s __________
to a m ovie tom orrow .
2 L et’s ____________ coffee to g e th e r a fte r class.
4 Grammar Telling time, suggestions with Let's What time is it? What time does the conced start? What time oo sjpermarkets close? What time do you go ou1 at nig! it?
6 30 It stai ts at 9 o'clock (At) about 1C.00 p .r1 Usually around 8.0C oi 8 30. it s
Suggestions Let s go. Let’s meet at 6 4E Let s get there earl
In conversation. .
A
W rite q u e stio n s w ith W h a t tim e. Then ask i h ree c la ssm a tes your q u e s tio n 0.
You car ask people you don’1 know
Excuse me, do you have the time?
Find o u t w h a t tim e . . . 1. th e y get hom e o n Sal uri lay n ights.
W lW - Fiw e A c yeiA_geP lAO^e ow
wujIaFs?
2. th e y leave w ork or school in tl le a f t e r n o o n .__________________________________________________ 3. rheii local su p e rm a rket o p e n s and closes.
_
4. th e ir favorite T \ show sta rts .______________ __________________________________________________ 5. th e last tra in leaves 1heir local sta tio n .
__________________________________________________
6. b u ses s ta r t ri in n in g in tl le i nornings. About you
B Pair work Talk a b o u t th re e ev en ts th is w eek. M ake p la n s to gc to a n event together. Use th e coi iversation in 3 abuve to help you.
5 Vocabulary
notebook^timeand aplace...
See page 62 for a new w ay to log a n d lea rn vocabulary.
Lesson C
S Conversation strategy
Me too ana Me neither
A Can you match each statement with the correct response? 55
a. Me neither. b. Me too.
1. I love our neighborhood._____ 2. I don t lute the new movie theater
Now listen. What do you find out about this neighborhood?
I in I just lovt this neighborhood.
Jessica
Mu tcc. I bet it’s a greet plat* to live.
i un Yeah. It has seme great restaurants.
Jessica
Right. Rut they’re expensive.
i cn Yeah, I knew. There are a let r f rich people around here.
Jessica
Well, I ’m net rich!
I un No, me neither. Jessica P.y the way, arc you hungry? I ’m starving. I tn Me ten. Put let 's cat somewhere else. It’s kind el expensive around here.
Notice how Ben and Jessica say Me too and
“/ just leve this neighborhood.
Me neithei to show they have something in common. Find the examples in the conversation About you
B
"Me ter."
M ake tru e se n te n c es about you r n e ig h b o rh o o d , k i) cle a n ex p ressio n or add y oui ow n.
1. I live in a n e x c itin g / a b o rin g /
c\ gv-ead-
n eig h b o rh o o d .
2. I like th e sto re s / h o u se s / _________in my n e ig h b o rh o o d . 3. I don'i like I h e re s ta u ra n ts i b u ild in g s / _________ th ere. k I go to a lot o f m o v ies / c o n c e rts t in m y neighhoi h o o d 5. I d o n t go s h o p p in g / e a t o u t / th ere.
C Group work
Read y o u r s e n te n c e s aloud. W ho h a s s o m e th in g in c o m m o n w ith you? F ind so m e o n e w h o a n sw e rs M e too or M e neither.
“I live in an exciting neighborhood. ” 58
"Me too. ” m
^ApllTn EMm
Oh, really? I live in a boring neighborhood ”
Lesson
Unit 6 Neighborhoods
c It’s a great place to live.
Lesson C recycles simple present statements, there i s ! there are and adjectives
Conversation strategy th e conversation. LJessica: Well, I’m not rich! ben: No, m e neither: Jessica: I’m starving Ben: Me too. To check com prehension, ask, “Is Ben rich?” ’No] “Is Ber. star v in g ? ’n (Yes)
Wny use Me too and Me neither? By responuiiig with Me tuu ui Me neither, the listener can show thal he or stib agrees or that he or she has something in corrrron with the speaker.
■ Set the scene Read th e title of th e lesso r aloud Say, “T hink ab o u t your ideas foi a pei feet neighborhood from Lesson A. W hat are som e im p o rta n t things for a good neighborhood2" W rite Ss’ ideas on th e board. Find out th e ones Ss think a te th e m ost im portant: point to each one, an d have Ss raise th e ir h an d s if they th in k i is im p o rtan t. A
' (CD 2. Track 20)
■ Preview the task Read rhe in stru c tio n s aloud. Ask Ss to look at th e statem en ts a n d the responses. Tell Ss, “Say Me too to agree w ith a n affirm ative statem ent. For exam ple, to show you agree w ith the affirm ative statem en t I like concerts, you c a r say M e toe " Say the sentence, an d pi ompr Ss to respond w ith M e too. ■ Tell Ss, “Say M e neither to agree w ith a negative statem ent. N egative statem en ts often have not or a c o n tractio n w ith not. For exam ple, to show th a t you agree w ith th e negative statem en t I d o n ’t like concerts, you can say M e neither. ”Say th e sentence, and prom pt Ss to respond w ii h Me neither. (For m ote inform ation, see L anguage Notes at th e b eg in n in g of th is unit.) ■ Do the task Have Ss m atch th e statem en ts and responses. Check answ ers w ith th e class. [1. b 2 a) ■ Follow-up W rite on th e board: I lik e t d o n ’t like . Ss work in pairs. SI th in k s of one positive and one negative statem enl ah o u t so m eth in g in their school to com plete each sentence. SI tells S2, an d S2 responds w ith Me too oi Me neithei. Ss change roles. ■ Tell Ss to cover th e conversarior and look at rhe picture. Ask. “W hat's th e neighboi hood like? 1s it nice? Is it cheap? Is it expensive?" Ask Ss to predict five w ords the} m ay h e a r in the conversation. Wi ite the w ords on th e board. ■ Say, Listen to th e recording. W hat do you find out ah o u t th e neighborhood?” ■ Play the recording Ss listen an d read along. ■ Play the recording again Ss listen an d w rite th re e pieces of inform ation ahout th e neighboi hood. Have Ss com pare notes. Ask a few Ss to give th e ir answ ers, and v\ rite th em on th e board. [It has som e great restau ran ts. T here are a lot of rich people t h e r e it’s kind of expensive.) ■ Practice Tell Ss to p ractice the conversation in pairs, taking tu rn ; playing each role ■ Present Notire Have a S read th e info rm atio n alond. Ask Ss to find exam ples o( Me too an d Me neither in
■ Ask Ss to read th e conversation quickly to sec if any of the w ords i hey predicted are in th e conversation. Have Ss call out any w ords thaf are o r th e board. Check t / ; th o se w ords on th e boarc,
B Alm Preview and da the task Read th e in stru ctio n s L J5RfLi aloud. 1lave Ss com plete th e task on th e ir ow n 1lave Ss com pare theii sentences w ith a partn er. Possible answers 1. 2. 3. 4 5
a great' a quiet <a nice restaurants / cafbs : clubs parks / schools / people stores / restaurants / museums go to school / go to work
c ■ Preview the task Read rhe in stru ctio n s aloud. Ask a pair of Ss to read th e exam ple conversai ior ■ Do the task Have Ss each read th eir sentences aloud in groups of four Tell th e oth er group m em bers to respond with Me too or Air neither if th eir neighborhood is sim ilar (e.g., SI: H ive in a boring neighborhood S2: Me too.: or w ith a statem en t of how (heir neighborhood is different le g„ S2: V.ell 1 live w an exciting neighborhood There are a lor o f restaurants and clubs.). ■ Follow-up Ss say w hich group m em bers live in neighborhood1; th a t are the m ost sim ilai to theirs. The Ss w ith sim ilar answ ers th e r work in pain; an d see how m any of th rir statem en ts are alike for both tlieii neighborhoods. Extra activity - class W rite on th e board: I ’m I'm noi Ss <om plete th e >.entences. T his i ime Ss gc aro u n d the class trying to find som eone w hc has nothing in com m on w ith them
JELF-8IUIY , v,MirjM pn-8lll« Tell Ss to tu rn to Self-Study Listening, U nit 6 , at rhe back of i heii S tu d en t’s Books Assign rhe tasks f o r honew o-k, or have Ss do them in class. ISer ‘he task-, on p. T-130 and th e audio script o r p T 132.)
Unit 6 • Neighborhoods • T-58
2
Strategy plus Why use Right and I know? These two expressions snow that the listener agrees with ur understands what the uthei speaker is saying. Tiicy also show the listerer is active y engaged in the conversation.
■ Present Strategy Plus Tell Ss to look back at f tie conversation on p 5f a n d find th e expressions Might an d I know. Say, "W hat do you th in k they m ean ?” [I agree w ith you. / 1 th in k you’re right. ■ Tell Ss to reaa Strategy Plus to I ind th e two u ses of the expressions. (Por m ore inform ation, see Language Notes at th e b eg in n in g of th is unit.] ■ Present In Conversation Ask the class w hich they th in k is used m ore often, right or know (as in I kn o w J. Say each, and have Ss raise i heir h an d s Then have a S read th e inform ation aloud. | Abmt;
Preview the task Write un th e b o a rd :
—
Every neighbor hood needs u _____ Ask several Ss for suggestions to com plete th e sentence. S a t, “Look at conversation 1 in voui books.” Ask a S to read it aloud. Read th e in stru ctio n s aloud.
■ Do the task ] lave Ss com plete th e statem en t; Check answ ers witk th e class: ask a few Ss to read a statem ent aloud, if o th e r Ss agree, they say Right or 1 know.
Possible answers A Every neighborhood n rc d s a stadium movie th e a t r oaf" A The best neighborhood in towr Is (place nam e; 3 A Tfiere are no good restaurants / bookstores / schools a-ound 1
2
here.
4. A I don't like the park / fast foot places i mal b. A A lot of rich ppople ve in (place name;
■ Have pairs practice th e conversations, taking tu rn s playing each role. Tell A to use his or her statem ent, an d tell B to respond Right or 1 knou ■ Fo low-up Pairs p ractice the lo n v e rsatio n s one m ore tim e, th is tim e git ing th eir actu al opinions l ng Right or / k n o w for agreem ent or Really ? w ith a follow-up statem ent tor disagreem ent (e.g., Really? I think sta d iu m s are noisy.]
_3 Listening A
(CD
2, Track 21)
■ Preview the task Read th e in stru c tio n s aloud, and th en
tell Ss tu look a* th e different topics labeled a and b. Say, “Listen carefully for im p o rta n t w ords to help you choose th e topic.” ■ Play the recording A u d io scrip t p. T 236 Pause after
th e first conversation. Ask. “W h at’s th e topic?” [a, the restau ran ts] Ask, “W hat w ords help you choose the answ er?’ [eat, places] Do th e sam e for conversations 2 an d 3.1 ell Ss to circle th e topics. ■ Play the recording again Check answ ers w ith th e class.
Pause a fte r conversations 2 and 3, an d ask a S to r ill o ut th e answ er Ask Ss w hich w ords hplped th e m choose th e topic, (conversation 2 : stores, mall; conversation 3: m usic, bands, concerts]
‘Really? I liv e . . . ’. Use your own ioeas to com plete th e responses.” Model t he task. Say “My neighborhood is quiet.” Call on a few Ss to respond w ith “Me to e ” or “Really?” a n d a follow-up statem ent. ■ Play the recording A udio scrip t p. T-236 Pause th e
recording after each topic so Ss have tim e tc Write. ■ Play the recording aga r Pause th e recording alte r each
of bam s statem ents. Call on different Ss to read th e ir responses.
Possible answers 1. Me too My neignborhood is really nict 2. I know. I hke Pttle r t c e r 1no.
oi
Yeah? I like big m ails and superma rkets 3. Me ne:ther I don't like busjypjaces
Answers 1 a 2. b
or
Really? I live in a boring neighpprhood
or
R eally? I like places w tf a Id of people
3a Extra activity - pairs
B
•*- (CD ?, Track 22)
■ Preview the task Read th e instruct inns aloud, an d add, “Por exam ple, tor n u m b er 1, if you are like Sam, com plete the response, ‘Me too. My neighborhood .. ’. II you are different irom Sam, com plete th e response,
4
Pairs prep are a short talk about a neighborhood they b o th know. They use Sam s ideas in I .istenmg as e model. Pairs read Lheii talk to th e class. The class listens a n d chooses the m ost appealing neighborhood an d gives reasons.
Free talk ■ Teil Ss to tu rn to Free Talk B at th e back of th e ir S tu d en t’s Rooks H ave d^ the task. fSee th e teaching notes on p. T-62A.)
T-59 • Unit 6 • Neighborhoods
n * Assign W orkbook pp. 4t? and a ; , ( The answ er ke; begins on p T-242.)
2 Strategy plus
Unit 6 Neighborhoods
Right and I know
Right I know
Say and to show you agree with someone, or that you are listening.
It has some great restaurants.
In conversation. . . Right is one of the top 50 words,
ard know is one of the top 20
MOL , you
C om plete th e s ta te m e n ts w ith yuui ow n ideas. T hen praeTice w ith a p a rtn e r. R espond w ith Right a n d I know. 1. A Every n e ig h b o rh o o d n e e d s a
B ____________________ . 2. H The b e st n e ig h b o rh o o d in tow n i s ________
B ____________________ . 3. A T h ere a rt no g o o d __________a ro u n d here.
B ____________________ . 4. .4 I d o n 't like th e
B _________________ _ . 5. A A lot of rich people live in
B ____________________ .
3hstem g A
ll't'
CityJwng
L isten to S am talk a b o u t h is neig h b o rh o o d . W hat to p ics is h e ta lk in g
about? Circle a or b . o
a the restaurants ^ b the people a his neighbors b places tc shop
e
a concerts b sporting events
B
r N ow 1isten to th ree th in g s S am says. Di :ride i f you a re like S am or d ifferen t fro m Sam . C om plete a re sp o n se in th e c h a rt.
I ’m like Sam.
I'm different from Sam.
O
Ms too. My neighborhood___________________
Really? I live_____________________
Q
I knew. I like________________________________.
Yeah? I like______________________
© Me neither. I don’t like_______________________.
4 Free talk
E n d, the ditferences.
See Free talk 6 for m ore sp e a k in g p rac tic e
Really? I like
1 Read, ng A
W hat classified ads do you fin d in a local new spaper? Look a t th e s e h ead in g s. A dd your ideas below
Classifieds CLASSES
ITEMS FOR SALE
HELP WANTED
LOCAL EVENTS
p io v n o l e s s o n s
ca w s
b o v o y - s iH - e v s
co v \ce v fs
B Read th e s e classified ads. C hoose one of th e head in g s above for ea c h one.
0
0 C la s s e s The Summer Art
City Music □ Center
and Music Festival needs volunteers All volunteers receive free concert tickets. Call 689-555-099^ or visit www.artfestcup org for more information.
offers guitar lessons in small groups. Call Ross Williams between 9:00 and S 03, Tuesday through Saturday, 689-555-4040.
0
Carter’s Restaurant needs servers to work evenings from 6 0 0 to 10:00 p.m. Call 689-555-5401 and ask for John or Sue. Nc experience necessary.
0
o
Almost-new G6 laptop computer and SJ00 printer for sale. Only $450, so hurry. Call Jared at 689-555-1001 or 789-555-3782 (cell phone). |
J
Bay CollegeTheater Group presents a n*>w play, The Tourist, at thp Bay College Theater, Monday through Saturday al 8:00 p m Tickets are $15 ‘or adults, and $ '0 fo students and seniors.
Do you want to speak perfect English? Experienced teacher gives classes al 7 30 p m . on Mondays and Thursdays. Classes ar» $15 an hour Please ca'I Ian at 689-555-0600 afternoons or evenings only
New in-line skates foi sale. Women's size 7. $75 or best offer. Call Sun Hee at 680-555-3854 aftei 7:30 p.m., or send an e-nail to Si nhee2te~cup.org.
City Lit-arv needs y o r help with its ncorthly d o o k sale. Please bring your old books and magazines to the library. O rr hours arc 9:00-5:00 Monday through Saturday; Sunday. I2:0C-5:CC
C F.nd a n d circle th e follow ing in fo rm atio n in thp .id> T hen com pare y o u r an sw e rs v\ ith a p a rtn e r
60
■ th e tele p h o n e n u m b e r for th e g u ita r lesson s ■ th e cost of th e E nglish classes
■ th e tim e th e play s ta rts ■ th re e w ords vou w ant to le a rn
■ th re e item s for sale
■ an aci th a t soun ds in terest-n g
Lesson
Unit 6 Neighborhoods
° Advertising
1 Reading Set the scene Read th e title of th e lesson aloud.
Say, "Advertising tells us ab o u t things. It tells us about item s fur sale, a p a i tm en is to rent, classes to take, or m ovies to see.” Ask, “W here do you see or h e a r advert isem ents, or ad s?” [in new spapers, in m agazines, on TV, o n th e Internet, on th e radio]
Prereading ■ Preview the task Read th e title "C lassifieds” aloud Say, "The classifieds is th e sectio n of a new spaper w here p eople p u t ads. The ads a re u n d er different headings. How m any h ead in g s do you see here in ’C lassifieds’?” [four|
Answers 1. 2 3. 4.
■ Tell Ss to u n d erlin e any new vocabulary ir th e ads. Have th em call them out Asl othei Ss to help i ^plair th e m eaning, of th e words, oi explair them vourself
c
■ Dc the task Have Ss add th e ir ow n ideas u n d er th e headings on th e ir ow n or in pairs.
Postreading
Possible answers Classes: guifa- lessens 1 language classes / yoga classes Items tor sale: computers / books / bicycles Help wanted, servers / teachers / house cleaners Local events: art exhibits / plays / soccei matches / concerts
B During reading ■ Preview the read>ng Say, "Now look at th e se classified ads. Notice th a t tn e ads have m any nu m b ers. W hat in tu rm atio n do yoi th in k th e n u m b ers give?” [telephone num bers, tim es of events, p r ces of events] Read tn e in stru ctio n s aloud. ■ Do the reading Say. “Read each of th ese ads quickly. First, find w hat each ad is selling or whal it is about. M ake i note.’ C ail on individual Ss to give answ ers. []. m usic lessons 2. volunteers for a festival 3. servers for a re sta u ra n t 4. tickets f o r a play 5. co m puter and p rin te r B. English lessons 7. skates 8 . hooks and m agazines toi a book salel ■ lell Ss to read th e ads again Say. "Now think of th e head in g for each one.” Point out I he exam ple heading in ad 1. Ask, "W hich word in th e ad helps \o u choose th e classes head in g ?” Hessons] Have Ss read th e o ther ads and w rite th e c o rr e c t heading fo r each classified ad. ■ Check answ ers w ith th e class.
Items for sale Classes Items for sale Local events
■ Ask Ss to call out th e headings and w hich w ords's) helped them choose th e headings. [1. lessons 2 . needs volunteers 3 n eeds servers 4. play, tickets 5. tor sake 6 . ( lasses 7. for sale 8. m onthly book sale!
■ Read th e in stru ctio n s, th e headings, an d th e four exam ples in th e c h a rt aloud.
■ Check answ ers w ith th e class: w rite th e four headings on th e board. Ask several Ss to call out answ ers tor each, an d w rite th em on th e board.
5 t 7. 8
Classes Help wantec Help wanted Local events
■ Preview the task Read th e instructions an d th e six bulleted item s aloud. M ake su re Ss u n d erstan d w'hat inform ation they are looking for. Foi th e first roui item s, Ss look for answ ers in th e ads. Foi the last two Ss m ake th e ir ow n choices. ■ Say, “Scan th e classified ads tor th e in form ation W hen you scan, you read very quickly an d iook for specific inform ation. D on’t read every w'ord.” ■ Do the task Have Ss find an d circle th e inform ation in th e ads an d th e n com pare answ ers v ith £ p artner. C heck answ ers w'ith th e class: ask four Ss to read th e first foui answ ers, T hen ask several Ss to read th eir answ ers foi the last tw'o item s.
Answers the telephone number for guitat lessens: 685-555-4040 the cost of the English classes: $15 ar hour three items for sale- laptop computei, printer, .n-line skates the time the day starts. 8:00 p.m. three words vou want to learn Answers will vary an ad that sounds interesting: Answers will vary ■ Follow-up A few1Ss tell the class w'hich ad thev arc
interested
hi
an d
w hy.
Extra activity - class ( all out in form ation questions (e.g Whc do j o l cat! Ji>r guitar lessons? - Ross Williams; W ant tim e does the library open? - 9:00 a.m .: Vvhal's the V eb site fo r the S u m m er A n a n d M usic Festival? w w w .aitfestcup.org'. Ss scan for the answ er an d raise i heir h an d s as soon a s thev find th e answ'Pi. Call on th e firsl S to raise a r.and.
Unit 6 • Neighborhoods • T-60
Talk about it ■ Set the scene Tell Ss to look at th e ads. Ask, “W hat kin d s of a a s are These? W here do you see them ?" [on th e com puter, billboards on roads an d buildings, TV. m agazines, on th e street) Help w ith new 'vocabulary as needed. ■ Preview the task Have Ss look at th e ads. Ask, “W hat does each ad sell?” Iflowers, college classes I h air p roducts / advice on love / money, a m otel, a cai, jewelry, cars to rentj ■ Have Ss look at th e ads again. Ask if they have any vuuabulaiy questions. E ncourage Ss to guess th e m ean in g s of th e w ords from th e pictures. ■ Call on different Ss to read th e questions u n d e r each picture. ■ Ask "How often do you see ads like th ese?” Remind Ss to use Frequency adverbs to answ er (e.g.. I hardly ever see people in fu n n y co stu m es). Then ask, “Do you th in k th ere's too m uch advertising th ese days?” Have Ss raise th e ir h a n d s if I he answ er is yes.
■ Do the task Have Ss work in groups an d take tu rn s
asking an d answ ering the questions undei each picture Encourage bs to use English only and to ask for help w hen they need it ■ Follow-up G roups report th eir opinions aboul each
q uestion to th e c la ss. Extra activity - groups Ss m ake a rep o rt tor a TV new s show called loo Much Advertising? Each group ap p oints Ss to piav th e follow ing roles- an a n rh o rp e rso n to introduce th e new s story, a new s rep o rter to interview diflerent people on th e stieet, and several people to be interview ed. Ss use th e ideas and questions they' d iscussed in their groups. Groups present th eir shows to the class. If you have a videc cam era, record th e shows an d play' th em bark in the next class.
Writing and speaking ■ Do the task Have Ss choose one of th e headings and
A ■ Preview and do the task Ask, “W here do you find bulletin b o ard s w ith a d s?” (schools, stores] “Do we have a b u lletin board at o u r school?" Ask several Ss, “Do you ever read notices or ads on a bulletin b o ard ?” II Ss answ er yes, ask, “W hich ones do vou read? W hat info rm atio n do you get?"
B ■ Preview the task Read th e in stru ctio n s, th e th re e b u lletin board headings, an d th e in com plete sen ten ces aloud. As you read, call on Ss to suggest classes, local events, or item s for sale to com plete each sentence ■ Present the Help Note Call on S s lo read th e inform ation aloud. (For m ore inform ation see Language N otes at th e b eg in n in g of th is unit.) ■ Say, “Look at th e classified ads o n p. 60. Find ads w ith th e p repositions in th e Help Note.” Call on Ss to read th e sentences.
w rite an ad of four or five sentences. Rem ind Ss to use the prepositions in the Help Note
c ■ Preview the task Read the in stru ctio n s an d th e exam ple
conversation aloud. Encourage Ss to th in k of a few m ore questions about yoga classes, an d w rite there on th e board. ■ Do the task Have group m em bers take tu rn s reading
th eir ads aloud to th eir group. O ther group m em bers listen a n d ask questions to get m ore inform ation G roups choose one ad th a t they m ight w ant to answ er an d say w hy it interests them . Extra activity
class
M ake a Swap Board. Ss w rite an ad for ar, item ihev have at hom e th a t ih ev no longer want. Explain th a t swap m ean s “exchange one thing for som ething else." Ss post theii ads on th e class board. Ss read all the ads and follow up on any sw aps they w ould like to m ake
Extra activity - class Write th e following ad on the board, and have Ss com plete it w ith prepositions: Do you w ant to learn how to design your own Web page? Teacher gives classes M onday _ F rid a y___ .9:00 a.m . 11:00 a.m . C.Iasses a re City Hall. Call B en 555-3131. o r his cell phone. Visit w w w .com purers-ciip.org____more inform ation. [Do you w an t to learn how' to design y our ow n Web page? Teac her gives classes M onday th ro u g h Friday from 9 00 a.m to 11:00 a.m . C lasses a re at City Hall. Call Ben at 555-3131, or on his cell phone. Visit w wvv. com puters- cup.org for m ore inform ation.! Ask Ss to call out the m issing prepositions, and w rite th em in th e appropriate spaces.
61 • Unit 6 • Neighborhoods
tirS S * Assign W orkbook pp. 48 and 49. (The answ er key begins on p T-242.]
2
Talkabout Group WOrk
Unit 6 Neighborhoods
i t : o c advertising?
How o fien do you
uee ads, likt* th e s e 7 Du y o u d u n k th e re 's
iuo m ui 1
ad v e rtisin g a ro u n d you? Di scuss 1h e q u e stio n s. INBOX
©
I 7
otthe-bert
Tuck Inn .V’Jf
[ Subjes
• [ F ro m U n iv e rsity o f P re sc o tt
G et a co l e g e d e g re e !
Dr. B arnum
W ant b e au tifu l h air?
John G rah am
N e e d m o n e y fast?
A n d re a
Fre e A d v ic e on Love
U niv e rsity o f Pre sc o tt
G et a c o lle g e d e g re e !
u*
i r
1
<*C t fx to t^ ru e p
.
► Do you ever read pop-up ads
► Du you yet a lot of “spam’
► Wriat du hie billboards
► What do you think of the
► Do you think there’s too much
► Do yot
on the Internet9
unwanteo e-mails?
advertising in newspapers and
commercials on TV?
city advertise?
magazines?
3 Writingand speaking A
in your
ever see people m funny costumes? What do they advertise?
Bulletin boards
Do you ever read n o tices or a d s o n a b u lle tin board? W hich o nes dc you re a d 7
B W rite a n a j for a b u lle tin b o a rd . U se o n e of th e ideas below,
a
C la s s e s
Lo cal E v e n ts 1
Do vou need----------- classes’ ..
We need volunteers for
ITEMS FORSALE h I have for i| \r
C Group
w o rk
sale r
••y" '
Help note Prepositions
Store hours are from 6:00 to 10:00. Ca'I between 9:00 anti 5:00 The store is open Monday through Saturday The play is at 8 p.m. at the library. Call Jim at 555-7777, ot on his celi phone. Ca'I us for more information
Take tu rn s rea d in g y o u r ads aloud. Ask q u e stio n s to fin d o u t m ore in fo rm atio n .
A Do you need yoga classes7 . B What time do your yoga classes finish?. . C Are your classes fun7 61
Vocabulary notebook ■ Do the task Have Ss com plete the dailv plan n er and
If done for homework
th e n com paie th eir daily planners in sm all groups Have groups de< ide who has thi I lusiest day and rep o rt to the class.
Brierlv p resent the L earning Tip an d th e task directions. M ake su re Ss u n d erstan d w hai th ey need to do.
If done in class
On your own
■ Present Learning Tip R e a d th e in fo im atio n aloud. Write
■ Present On Your Own Rend th e in fo im atio n aluud.
on the b oard. It's noon Say, T hink W hat do I do at noon? Eat lunch? Go to th e cafeteria?” Write th e verb p h rases on th e bo . rd next to th e sentence. Say, ‘Try to link vocabulary for actions w ith tim es you da rhem re help rem em ber th e vocabulary.’’
■ Follow-up At th e sta rt of the next class, v r ite a few
different rim es on the hoard Put Ss i r sm all groups Point to a i ime on th e board, and say, “At th is tim e, where aie voc usually? Tell your group m em bers w here you are for each oi th e rim es o r thp b o ard .’
T hese tasks recycle telling tim e a n d th e sim ple present.
Preview and do the task Ask several Ss, “W hat tim e do you get up?" Write th e tim es th ey m em ion on the board. Read th e in stru ctio n s aloud. Point out th e exam ple in th e ch art. Sav. ‘ Write tru e info rm atio n to com plete th e chart. ’ W hen Ss finish ask th em to com pare ch arts w ith a p artn er.
Vocabulary notebook Learning tip Unkingideaz.^
Lin k ideas to ge th e r F o r e xa m p le , y o u o a i
_ ,
link the tim e of d a ) w ith th e th in g s y o u d o .
1 W hen do vou usually d o th ese th in gs each day? Write th e tim es.
-tiO «..*■.
Follow-up Ask ih e class, “Do
ge up
eal hreakle-'
go to work I school eat lunch
you an d your p a rtn e r do an y of th ese th in g s at thp sam e tim es?” Several Ss rep o rt (e.g., Linda a n d I go to bed a t 11-no p.m.).
hnish work / scnnnl gt hone nave Omner go to beo
2 C om plete th e daily planner W hat d o you land vuur lainily) usually do al different tim es?
Preview the task Read the in stru c tio n s aloud Say, “Six to n in e a.m. W hat 1 hings do you usually do betw een six an d n in e a.m.? W hat do your fam ily m em ber^ do?” < all on a few Ss to give answ ers.
62
T-62 • Unit 6 • Neighborhoods
A time and a place ...
Unit 6 Neighborhoods
Free talk 6 Preview the task Tell Ss to tu rn to th e back of their S tu d en t’s Books an d look at Ttee Talk 6 . Have Ss wutk in pairs. Read th e mSii uctiuns aloud. Say, "One person in each p air looks at th e p ictu re of Wilcox Hill The o th er person looks at th e p ictu re of Benson Valley.” Point out tne park in each picture. Call on two Ss tc read th e exam ple conversation aloud. Say “How m any m ore differences ca n yuu find?" Do the task Have pairs m ake a list uf at least ten differences.
W hen pairs finish, check answ ers w ith th e class: have several pairs com e to th e boai d and each w rite one difference. Have o th er p a irs add o th er differences u n til th e list has at least twelve.
Benso' Valley i neres i small park. Thi re’s no Dooksice There s t supermarket.
Wilcox Hill 1. l here’s a big park 2. There’s a booKstore. 3. There s a deli (a small food store) 4. There’s a big hote1. 5. There’s a barv 6 I here are two (a couple of) restaurants. 7. There's ar an museum. 8. There’s a parking garage. 9. There’s no gym. 10. There are no clubs
Ther: s i small hotel. There s no ban! Thbre are two (a couple ot) fas,-food places There s no art museum. There’s no parking garage There’s a gym. There are two (a couple c‘ ) clubs. It’s very noisy. It’s very exciting / busy
11. It's very quiet. 12. It isn’1 very exc tine / busy.
Free talk 6 Pair work
Find the differences.
Look a i th e two neighborhoods below. How many differences dc you see? Make a list,
A There’s a big park in Wilcox Hill B There’s a park in Benson Valley, but it’s small. A Ok, That s one differenceD
Di-WWemces i
big p^V *«kWilcox Mill, b u f $maI) pokyV
ftenson V alley
Free talk 6
Unit 6 • Neighborhoods • T-62A
Touchstone checkpoint Units 4-6 Before you begin th e T ouchstone Checkpoint, tell Ss to com plete th e Self Check C hart on p, <A Tell Ss th a t they will look al th e ch art again after doing the C heckpoint tasks to see it th e percentages they w ant to circle are si ill th e sam e.
That’s not quits right. O
T his ta sk recycles sim ple present statem en ts frequency adverbs, tim e expressions, telling tim e. There's /T h ere are, an d com m on verbs
■ Preview Ihe task Have Ss read the sentences in th e chart.
Ask “W hat are th e si atemeni ->about?" |t nglish class). ■ K tad th e insti uctions aloud. M odel th e activity by read in g th e first statem en t th e an sw er [false], and rhe exam ple co rrectio n s below th e exei u s e Tell Ss th a t th ere m ay be m ore th a n one way to correct false sentences. ■ Do the task Have Ss check ( / ) tru e or false foi each
sentence. Then have them rew rite an t talse sentences. ■ Check answ ers w ith th e class: ask Ss to raise their han d s if they th in k tn e sentence is tru e or if th ey th in k it is false. For false sentences, call on Ss to read th eir co rrected sentences. Note: For several of th e ilems, the
answ er could be eith er tru e or false d ep endin g on Ss' personal opinions. ■ Follow-up Ss com pare th eii answ ers in p a irs and note
how m any answ ers are th e sam e, for exam ple: SI: Sentence 1 is false. Our English class isn’t in the morning. I t’s in the evening S2: Righi. R ’s on Tuesday a t 6 p. m
Extra activity groups Groups choose a topic from U nits 4,5, or 6 (e.g., TV shows) and w rite five sentences about it. Some sentences should be true, and som e should be false. G roups then exchange sentences with a n o th e r group. Ss in each group say if th e sentences are tru e or false w rite the correct inform ation for false sentences and re tu rn the sentences to th e original group.
How much do you Know about your partner? O ' ! his task recycles sim ple pi e^ent statem en ts and yes-no q u e stio rs, as well as com m only used verbs. ■ Preview the task Tell Ss to look at i he sentences Ask,
"W h at verb c a n com plete each sen ten ce?” I lave Ss call out th e verbs fPossible answ ers: 1. read 2. w atch 3 live 4 spend 5. get up C. play1 Read th e in structions aloud. M odel th e activity usin g tl e exam ple in the chart. ■ Do the task Have Ss com plete th e sentences, m aking
eith er affirm ative or negative statem en ts about th e ir p a rrn e rs. Tell Ss to guess w hat is tru e for their p artn ers. ■ 1lave Ss work in p a irs an d take tu rn s asking and answ ering questions to see if th e ir guesses a re correct.
Model th e task by having tw o Ss read th e exam ple conversation aloud. Have Ss check i / ; eithei i he Right? box (if th ey guessed w hat th eir p a rtn e r does) or th e Wrong? box (if they guessed incorrectly). ■ Follow-up Ss co u n t th e n u m b er of items they guessed
correctly, rep o rt 1c th e class, and find out who gol th e m ost correct answ ers.
Extra activity - class Ss take tui ns m aking guesses about you, using the sentences in th e c h a rt For exam ple, SI says, I think j o u read a loro] books. O ther Ss raise th eir hands if they agree. Tell Ss if thev art lig h t oi wrong.
How well do you know \four city7 o
1 his task recy cle» places in a city: com m on adjectives: There's / There are: an d I he quanl ifiers a couple oj, a lot of, some, and no.
■ Preview and do the task Read th e in stru c tio n s and th e
tw o exam ples in th e ch art aloud. Have Ss com plete the ch art wil h th e ir ow n ideas. ■ W rite th e tw o categories on th e board. Have Ss call out w ords for each category, an d w iite th em on th e board. ■ Tell Ss to w rite five 1rue sentences ab o u t th eii city, using th e w ords in th eir ch arts and There’s / There are. M odt 1th e task bv choosing a word 1torn each categoi y on th e b o ard an d having th e class w rite a sentence w ith it ■ W hen Ss fin 'sh , have th em work in pairs an d take lnrn> reading th eir sentem es Tell Ss to a g o e or
63 • Units 4-6 Touchstone checkpoint
disagree w ith th eir p a rtn e rs' statem en ts Model the task by havi ng a paii of Sc read th e exam ple aloud ■ Follow-up A few pairs preseni theii statem ents and
responses to th e class.
Extra activity - pairs Lach S chooses th ree w ords fi or p. 63 and w rites th em on a piece of p ap er 'e.g.. never, flinch, books1. Ss excharge p apers with a partn er. Ss wi ite a sentence using all th re e wot ds in one sentence (e g., VI t never read hooks after lunch ). Pairs take tu rn s reading th eir sentences. Ss r a n repeat the acti ity using w ords from different pages of U nits 4. 5. or 6
Touchstone checkpoint
Units 4 -6
- 1_ rhat’s noi quite right. W h ich of th e s e se n te n c e s a re tru e for you? C heck V C orrect th e false sen ten ces.
ouv
tnglisk c W s
isn 't- vv
n □ n
n a s i ✓ □ n
□
n
□
n
fke
^
I
6. 7 8. 9. 10. O uv
We get a lot ot homework The students sometimes eat in class. Our teacher drives a car tc class. Celt phones often ring in class. We go out for iunch after class
True □ □ □ □
U U □ L
1. Our English class is in the morning. 2.1 never come to class late. 3. 1/1/e have class three times a week. 4. There are 30 students in this room. 5. There is a coffee break at 10:30 a.m
True
tru e o r false nex t to each one,
Englisk c W s is in. fke evening.
2 How much do vou know about your partner2. C om plete th e se n te n c e s to m ak e g u esses a b o u t a p a rtn e r. Then ask y o u r p a rtn e r q u e stio n s to fin d out ii you are rig] it or w rong.
Your guesses: My partner . . . 1. ekoeSWt ve<n^ a lot of books. 2. _
3. . 4. . 5. 6.
Are your guesses. right? w rm ,•
the news on TV every night with his / her parents. an hour a day on the Internet. . . at 6:00 a.m on the weekends. tennis very well.
□ □
□
□
□
□
D
□
□
□
A Do you read a lot of books? B No, I don’t. But I read the newspaper every day. A OK. I'm right about that. Do you. . . ?
3 How well do you know your city?. C om plete th e t h a rt. T hen use th e w ords to tell a p a rtn e r five th in g s a b o u t youi cit y. D oes your p a rtn e r agree?
Places in a city
Words to describe places e x p e n s iv e
“There are a lot ot expensive restaurants in our city."
Useful expressions a couple of
some
a lot oi
nc
“ That's right, but they re not very good ”
63
Touchstone checkpoint Units 4-6
4 Ask.a Question in two ways: answerjnoreihan yes ot nc. A W rite a se co n d q u e stio n for each q u e stio n below . Si arl th e se co n d question w i1h I m ea n. 1 W h a t's y o u r n e ig h b o rh o o d like? I w e m , A c y o u UVe. i f 7____________________________ 2. llow o fte n do vou use a c o m p u te r? __________________________________________________ 3. W h at k in d s Ot sp u i ts du yuU w atch On TV ?. 4. W hat tim e do you get up o n w e e k e n d s? ___ 3.
W ho d o es th e lau n d rv a t you r h o u s e ? .
B Pdir WOrk Take ftn n s ask ing a n d a n sw e rin g the q u e stio n s. Say m o re tha n yes or no in y our an sw ers. Use W ell ii your a n sw e r isn 't a sim ple ye s o r no.
A What’s your neighborhood like? I mean, do you like it? B Well it’s not exciting, but I have nice neighbors
5 Are you the same or different? A U n scram b le th e w ords to fin d eight k in d s of TV show s.
octrrac mega whos scoim1 ka!t oswh
e w fo O H
Daso preoa het senw elarity hosw mucrtayenod
B Talk a b o u t y o u r TV -w atching h a b its w ith a p a rtn e r. U se M e too a n d M e n e ith e r il y o u ’re th e sam e. Use R e a lly ? . . . if you’re different.
A I never watch cartoons. B Me neither. I don’t like cartoons.
Really? I love cartoons.
Self-check
6 What 's your routine? C om plete e ach q u e stio n w ith a vt rb. C a n you tl link of fo u r m ore qu estio n s? 1 h pn ask a n d answ 'er w ith a p artn er.
How sure are you about these areas Circle the percentages grammar 20%
What time do y o u .. . u^v<r
When do you. - -
breakfast? to work or to class? home al night7
How often do y o u .. -
time with your family7 your friends? tc the movies? Where do you. -
at the gym? a bus or train home? e-mail?
your homework7 shopping? lunch?
4C%
60%
8C%
10 C %
80%
100%
vocabulary 20%
40%
60%
conversation strategies 20%
40%
60%
80%
100%
Study plan What do you want to review7 Circle the lessons grammar 4A
4B
5A
5B
6A
6B
B
6A
6B
vocabulary A What time do you have breakfast7 B I usually eat breakfast around 7 o 'clock.
4A
4B
bA
d
conversation strategies 4C 50 6C
4
Ask a question in two ways; answer more than yes or no. This task recycles two conversation strategies: asking questions in two ways and saying more than yes or n o when answering questions. Ir also recycles the expressions I m e a n and Well.
Follow-up Ss take turns asking you the questions Use W e ll and say more than yes or n o as yuu answer. B Preview and do the task Have Ss icad the example cuuveisation as a class Then read the instructions aloud Have pairs take turns asking and answering the questions they completed in Part A.
Preview and do the task Read the instructions and the exam ple aluud. Have Ss write a second question beginning with I m e a n tor each item. When Ss finish, ask a tew Ss to share their questions with the class.
5
Are you the same or different? d p This task recycles types of I V shows, frequency adverbs, and the conversation strategy M e to o and M e neith er.
Prev>ew and do the task Read the instructions and the example in the chart aloud. Have Ss unscramble rhe words. Have Ss compare their answers with a partner. Check answers with the class.
cartoon game show sitcom talk show
B Preview and do the task Read the instructions aloud. Have three Ss read the example conversation aloud Tell Ss to make a statement abou each kind of show in Part A using adverbs of frequency Have Ss work in pairs and take tui ns talking about their TV-watching habits. Follow-up Ss share theii partners’ favonte shows with the class (e.g., A lic ia a lw a y s w a tch es ca rto o n s S h e loves them .).
Answers
6
Follow-up A few pairs present their conversations to the class.
soap opera the news reality show documentary
What’s your routine? c p This task recycles simple present information questions time expressions, telling time, and common verbs. ■ Preview the task Read the instructions aloud. Model the task using the example in the chart. Tell Ss that there is more than one way to com plete some questions. ■ Do the task Have Ss com plete the questions. Check answers w'ith the class: call on Ss to read their questions, and ask if other Ss have different questions
Possible answers What time do you. . .
How often do you. . .
When do you. .
have / eat / make breakfast? go / get to work or to class? go / get home at night? exercise / work out at the gym? take / get a dus or tram home? s e n d gel / check e-mail? spend time with your family? see / meet i go out with your friends'? go to the movies?
Where dc you . . .
do your homework? go shopping? eat i have lunch?
■ Have Ss write four more questions using W h a t tim e. H o w often , W h en , and W here. Then have Ss compare theii questions in pairs and correct any mistakes. ■ Tell two Ss to read the example conversation aloud Have Ss work in pairs and take turns asking and answering thei1"questions, as well as the questions in the chart. ■ Follow-up Call on a few pairs to say how their routines are the same or different. Extra activity - class Ss repeat the task, this time going around class and asking their classm ates questions. Ss try to find someone who has the sam e routine as theirs.
Self-check, Study plan ■ Present Self-Check Tell Ss to think about the tasks thev have just com pleted and then look at the ScltCheck ( hart again. Ask. ‘Do you want tc change any' percentages? Cross out the old percentage, and circle the new one.” Ask Ss who changed a percentage to raise their hands. Call on a few Ss to tell the class what they changed and why.
■ Present Study Plan Read the instructions aloud Tell Ss to look bac k at Units 4 6 and complete the Study Plan. ■ Have Ss hand in a piece of paper with their name anc a schedule showing what they plan tc review and when. Review or reteach these language items in e future class.
Units 4 -6 Touchstone checkpoint • T-64
Unit Language notes
Lesson A Away for the weekend__ G ram m ar Present continuous statements (See student s Book p. 67.) Form Present continuous statements are funned with the verb be and the present pari iciple. ■ Affirmative statements subject h be t present participle ■ Negative statem ents subject + be + n o t + present participle He's n o t p la y in g ten n is. W e're n o t s w im m in g .
Use In this lesson, the present continuous is used to describe actions in progress at the time of speaking. Spelling rules Rules for adding - in g to verbs to form the present participle: w o rk in g ).
■ For verbs ending in e: delete e and add in g (h a v e h a v in g ).
■ For verbs ending in a vowel + consonant b, g, m, n, p, or t double the consonant and add -in g (gei g ettin g , s w im - s w im m in g ) (Exception: For verbs not stressed on the final syllable, do not double the final consonant: v is it - v isitin g .) ■ For verbs ending in ee: add -in g (see - seeing). ■ For verbs ending in ie: change ie to y and add -in g ( lie - ly in g ) .
Lesson B
■ in conversation, is n 't and a re n 'ta x e not normally used after pronouns, especially he, she, and we. Instead, after pronouns, the contractions 's n o t and 're n o t are generally used. So, people are more likely to say H e's n o t w o rk in g than H e isn 't w orking . ■ I s n t and a re n 't are used m ainly after nouns (including names) and other types o f subjects (e.g.,
I'm w o rk in g . She's s k iin g .
■ For most verbs: add -in g (w o rk
Corpus information Contractions isn’t ! aren't
P e o p le a re n 't s w im m in g . M a rc o s is n 't w o rk in g There are a lo t o f p e o p le w h o a r e n ’t s w im m in g .).
Present continuous versus simple present ■ In conversation, the simple present is about seven tim es more frequent than the present continuous. The present continuous often occurs w ith t a lk and sa y in expressions such as V 'h a t are y o u ta lk in g a b o u t? D o y o u k n o w w h a t I ’m s a y in g ?
Vocabulary Raining anc snowing (See Student’s Book pp. 65-66.) In conversation, the m ost common forms of the verbs r a in and s n o w are in the present continuous with the subject it I t ’s ra in in g . Is i t s n o w in g ?
Vocabulary The seasons (See Student’s Book p. 65.) In conversation, the is generalh used in expressions w'ith seasons (e g., in the w in te r, ir, th e s p rin g ). Expressions withoui th e (e.g., in s p rin g ) are also used, bui thev are less com m on. People almost always say in th e f a ll, but in f a l l appears in newspapers and other wrii ter texts.
Sports and exercise_______
Vocabulary Sports ana exercise
Grammar Present continuous questions
(See Student’s Book p. 68.)
(See Student’s Book p. 69)
» Notice the verbs used with different sports and exercises:
Form
P la y is used with sports such as b a s k e tb a ll, ten nis, soccer. D o is used with activities such as karate, a e rob ics. C o is used with activities ending in - in g such as s w im m in g , ru n n in g .
■i Verbs for sports such as s w im , b o w l and r u n can be used as main verbs H e ’s s w im m in g rig h t n o w (present continuous), H e s w im s o n ce a w eek (simple present).
■ Yes-N o questions be
+ subject + present participle?
A r e y o u w o rk in g ? Is h e w a tc h in g the g a m e ?
■ Information questions question word v be r subject 4 present participle? W h a t a re th e y doing'-’ W h e re ’s sh e g o in g ?
■ Information questions in which the question word is the subject question word + be + present participle? W h o ’s p la y in g ? W h a t s h a p p e n in g ?
■ Short answers for present continuous questions are the sam e as foi piesent tense be questions (e g., Yes, 1 urn. No, T’hi riot.).
Use In this lesson, the present continuous is used te> describe a c t i o n s in piugiess at the tim e of speaking It is also used to describe activities and events that are temporary (e.g., th is sem ester) or in progress “around now,” but not necessarily at the rime of speaking te.g., W h a t a re y o u d o in g these days?).
Speaking naturally Stress and intonation in questions (See Student’s Book p 69.) Stress People stress, or say louder, words they feel ate the fo c u s or m osi inipuL iant pai t of what they say. 1’or example: A How often do you gc to the gym? (The gym is the focus.; b I go once a week. How often dc you gc tc the gym? (Now y o u the other person - is the tocus.) Intonation ■ The voice falls or rises or the stressed word or syllable. ■ In infoi mation questions, the voice often falls. ■ In ye s-n o questions the voice often rises
Lesson C How’s it going? Conversation strategy Asking follow-up questions (See Student’s Book p. 70.)
Sometim es people use just the adjectives without T h a t's (e.g., C o o l! G re a t!F a n ta s tic !) .
A follow-up question com es aftei the reply to an earlier question. For example:
Corpus information That s + ao/ectue
A Where are you from? B Brazil. A Oh. Where in Brazil? [follow up question]
(See Student's Book, p 71.)
People ask follow-up questions to keep a conversation going, to show interest, and to get information.
Strategy plus That’s + adjective (See Student’s Book p. 71.) People use expressions with That's (e.g., T h a t's great.) to react to what other people say. It shows that they are listening and interested in the conversation. In these expressions, T h a t ’s m eans "what you jusi told me." For example -
■ The most com m on adjectives with a positive m eaning used after T h a t ’s are the following: T h a t's g o o d 1g re a t / n ic e J f in e / c o o l I in te re s tin g / f u n n y / w o n d e r f u l These adjectives are used to respond tc good news. ■ t h a t ’s to o b a d can be used to react to bad news that is not very serious. T h a t ’s te rrib le is used to react to really bad news. ■ 1 he most com mon expressions w itf T h a t's are T h a t's rig h t and T h a t ’s true.
A I'm here for a week B That's great [That’s = the news thal A is here for a week]
Lesson D
Staying in shape
Help note Imperatives (See Student’s Book p. 73.) Form ■ Affirmative imperatives use the base form of the verb (e.g., R e a d the a rtic le . D o th e exercise.). ■ Negative imperatives are formed wit h D o n ’t + base form of the verb (e.g., D o n ’t w o rry.). The form D o n o t is used for special em phasis and in written notices (e.g., D o n o t feed th e a n im a ls ) , but it is much less com m on in conversation than d o n 't.
■ They can also be used for these functions instructions le.g., L is te n to the co n v e rsa tio n . Be q u iet.)
requests (e.g., P a s s m e th e d ic tio n a ry .) greetings (e.g., T ake care. H a v e a n ic e day.) offers (e .g , H a v e a co okie . U se m y pen.) ■ Tell Ss to be careful in their use of imperatives. In conversation with people they dc not know well, suggestions and requests in the impelative foim can sound too direct - or even rude - because they seem like instructions oi commands:.
Use ■ In this lesson, imperatives are used to give advice and to make suggestions (e.g., T ry a e ro b ics.).
Language notes • U n rt 7
Out and about Teach this unit opening page together with Lesson A in one class perioo. Introduce tne theme of the unit Explain that ou t a n d a b o u t m eans “being out of the house and doing things.'' Draw a simple sketch of a house on the board with a person inside Say, “He’s at home. 1le’s not out and about.” Draw £ person at a mall and a peisun at a park. Say, "They’re no! at home. They’re our and about.”
In Unit 7, you learn how to. Unit aims Tell Ss to read the unit aims
Fxtra activity - class Ss look at the second aim and find examples in the unit of a weather word or expressior, an outdoor activity, and a sport (e.g., i t ’s s n o w in g , p. 66- s w im m in g in th e oce an , p. 67; p la y soccer, p, 68).
Before you begin. . . m
Introduce the activities in the pictures Tell Ss to look at the pictures. Write on the board. g o w in d s u r f in g
g o s k iin g
p la y so cce r
Say the phrases, and have Ss repeat. Have Ss match the pictures to the activities by calling out the numbers and the activities. [I. go skiing 2. play soccer 3. go windsurfing] Culture note In som e countries (e.g., Great Britain), soccer is called football. C p Recycle vocabulary This task recycles vocabulary for free-tim e activities. Have Ss work in pairs and write as m any free-time activities as they can in one m inute Then have a few pairs share their ideas with the class. Next, do the sam e activity for places where people can go in their free tim e in their town. ■ Introduce the seasons Write on the board, sum m er
f a ll
w in te r
s p rin g
Draw a sun next to su m m er, a leaf next to f a ll, a snowm an next to w inte r, and a flower next to s p rin g . Say, "These are seasons. Many places nave four seasons in a year." Say the nam es of the seasons, and have Ss repeat ■ Write on the board: r a in y season
d r y season
Draw a cloud with rain com ing out of it next to ra in y season. Point to r a in y season, and say, “In the rainy season, it rains every day.” Point to d r y season, and say, “In the dry season, it doesn’t rain ” Say, “Some places have these two seasons in a year ’’ Say the nam es of the two seasons, and have Ss repeat.
T-65 • Unit 7 • Out and about
■ Ask, “What seasons do we have?’ Tel! Ss to check ( / the boxes. Then have a few Ss share their answers with the class. ■ Introduce the weather expressions Read each weather expression aloud, and have Ss repeat, For each weather word, draw a sketch or write information to illustrate its m eaning (e.g., for it's h ot, write 3 5 ° C (95°F); for it's su nn y, draw a sun). ■ Practice weather ant season vocabubry Ask, "What's the weather usually like in the (current season)?’’ Answer the question Dc the same for the remaining seasons, but have Ss answer. ■ Have Ss work in pairs and ask and answer W h a t ’s the w e a th e r u s u a lly lik e in . ..? for each season in their country. Extra vocabulary weather and seasons Present or have Ss suggest extre vocabulary foi weather and seasons, such as It's to rn a d o season / h u r r ic a n e se a so n / ty p h o o n season / m o n s o o n season T h e r e s a th u n d e r s to r m ! h a ils to r m . It's c h illy / w e t ! fo g g y / fre e zin g .
Extra activity - class Ss write T ru e and F a ls e as headings on a piece of paper. Present true and false statements about the weather and seasons in your area (e.g.. Ft’s w in d y today. It's th e r a in y se a son rig h t n o n It n e v e r sn o w s here. I t ’s a lw a y s c o ld in th e su m m er.). Ss write the statements under the
correct heading. Check answers v ith the class.
u
m
m
m
m
Out and about In Unit
7,you learn how to ...
* use the present continuous. 3 talk about the w eather and sports. ■ ask follow -up questions to be friendly. » use expressions like That’s great! and That's toe had!
Before you begin... Which of the seasons below do ycu have? What’s the weather usually like in the . . .
It's hrt and hi.mid It’s warm and sinny. It’s crol. It’s often cloidy. It’s windy. It's ce Id.
■ spring?
■ fall?
■ rainy sea;
It rains.
■ summer?
■ winter?
■ dry seaso
It snows.
Lesson A
Away for the weekend
San Francisco, Saturday, 3:00 p.m.: Anita is working today. Right now she’s listening to her messages. APR II-
Saturday, 8.45 a m Hi, Anita. This is Yoko. I ’m calling from Lake Tahoe Lisa and I are skiing today. It’s snowing here. It’s so beautiful! What’s the weather like in San Francisco? Give me a cali. Bye
« ........
r •1 Saturday. 10 20 a m Hi, it’s Bill. Listen, Marcos and I are at the beach in Santa Cruz. Come and join us! Don’t worry we’re not swimming. It’s too cold! See you.
1 Getting started A A
I
C j
Saturday, 1115 am Hey Anita. This is Nathan. I ’m ir San Jose with Katie and Rob. They’re playing tennis, and I'm watching. It’s nice and sunny here. I hope it's not raining there. Call me1Bye.
L isten to A n ita’s p h o n e m essages. W h a t’s th e w e a th e r like in e a ch place?
Figure it o d V * ® ^ a n You c o m p e te th e s e se n te n c es a b o u t A n ita a n d h e r frien d s7
San Francisco Sat Jose
1. Yoko is.
at Lake Tahoe. 2. M arcos a n d Bill a re a t th e b each , b u t t h e y 'r e _______ sw im m in g . 3. Katie i s ______________ te n n is w ith Rob, a n d N a th a n 4. A nita’s in S an F rancisco. rain ing th ere.
w atching.
Sa tic Crur
Lake Tahoe
7
Unit Out and about
Lesson A Away for the weekend Getting started ■ Set the scene Tell Ss to look at the title. Say, *Away foi the weekend means Tu gu fium your town to another place.”’ Ask ' Do you som etim es go away tor the weekend? "Have Ss raise their hands if the answer is yes. Ask a few Ss, “Where do you go?”
■ Preview the task Read the instruction' aloud. Tell Ss to read the tour sentences. Wi ite sentence 1 on the board, l ell Ss to look at Yoko’s mesoagc Ask, W hat’s the m issing word?” [skiing], Write skiing in the sentence. 1 hen say, “Yoko is skiing at Lake Tahoe ”
A
■ Do the task ] lave Ss com plete the sentences Tel Ss to look at the m essages fui help Have Ss i um pait tlieii answers with a partner Check answers with the class
CD 2 Tack 23)
■ Preview the task Point to the picture of Afffta. Say, “This is A n ita . She’s at work, but her friends are away for the weekend." Read the informal ion about Anita aloud. ■ Tell Ss to look at the othei t hree pictures Have Ss predict what words they might hear in Yoko’s message (e.g., snow, cold, go skiing). Write them on f hr board. Do the sam e for the other two messages. ■ l ead the instructions aloud. Tell Ss tc listen for the weather in each place ■ Play the recording Ss listen and read along. Point out the use of This is + nam e in pnonc m essages. ■ Play the recording again Play the first message. Ss listen. Ask, “What s the weather like7” Have Ss call out their answers. Play the rem aining t wo messages, and tell Ss to write i heir answers. Check answers with the class ILake Tahoe: It’s snowing. Santa Cruz: It’s cold. San Jose: It’s nice and sunny.] ■ Tell Ss to look at the predict ions for words on the board. Check how many of them were correct. Culture note The state of California in the United States is very large, and there are often different kinds of weather happening in various parts of the state at the sam e time. It can bt rainy in San Francisco, snowing in Lake Tahoe, sunny and cool in Santa ( ii uz, and sunny and hot in San Jose.
Answers 1 Yoko is skiing at Lake Tahoe,
2. Milieus and Bill are at the beach but they’re roi swimming 3. Katie h playing tennis with Rot ant Nathan js watch Tg. 4. Anita’s in San Francisco It’s raining there, ■ Focus on the form and the use Tel! Ss to read the information about Anita and the three phone m essages again. Ask Ss tc underline the exam oles of be followed by an -ing verb. [Anita is working today. Right now she’s listening to her m essages I'm calling from Lake Tahoe. Lisa and I are skiing roday. It’s snowing here. We’re not sw im m ing. They ’re playing tennis and I'm watching. I hope it’s not raining there.] ■ Write on the board: I'm w r itin g As you're writing say, “I’m w riting right now ’ Say, "Look at the information about Anita. What tim e words do you see?” [today, right now | ■ Say, “Yoko Bill, and Nathan are talking about right now or today. They are no; talking about every day or every week, but about now. So they use a verb forrr called the present continuous. It has the verb be and an -ing verb " Extra activity - individuals Write on the board:
Extra activity - class Say, “Where are Anita’s fi iends? Listen and circle the places on the map.” Play the first message, and then pause the recording Ask, “Where's Yoko?” [She’s at 1 akeTahoe.] Check that Ss circled the correct place on the map. Do the sam e for the remaining m essages.
i'm working. I’m nor watching TV. Ss write three statements about whal they are doing right now and three statements about whal theyrare not doing. Ss then compare statem ents in pairs.
B Focus on the form Tell Ss to look at the three it out m essages and find the sentences with verbs ending in ing Ask, “What do you notice about the verhs in these sentences?’ [The verbs hai e two parts. The verb he com es before the ing vei b.l “Which sentences are negative'"1[1 )on’t woi r y - w e’re not swim m ing. I hope it’s not raining there.] Ask, “Where is not in tht negative sentences?” [between he and (he -ing verb]
Figure
Unit 7 • Out and about • T-66
2 Grammar **
(CD 2, Track 24)
■ Present the grammar chart Play the recording. Ss lisien and repeat.
Extra activity - groups Groups line up in front ot the board Call out a verb. The first S in each line writes the -m g form on the board and then goes to the back of the I.ne The activity continues in this way uniil each S has had at least one tu i n. A t th e e n d check to see which group has the most correctly spelled verbs.
■ Understand the grammar Tell Ss to look aittichcnii.-in.es on the letr side ot the chart Ask, "What’s the pattern tor present continuous affirmative statements?” [subject + be ^ (verb)ing] Ask, “What’s the pattern for negative statem ents?” |subject + be + n o t + (verb)mg] Write the two patterns on I he board. (For more information, see Language Notes at the beginning uf this u n it.)
A
■ Say, "We use the present continuous for actions and events that are in progress and thai are happening - or not happening right now. Foi example We’re skiing. It’s not snow ing The present continuous is not generally used to talk about things you do every day or all the time."
■ Preview and do the task Head the instructions and rhe example aloud Have Ss complete the phone messages. Have Ss check their answers with a partner: St reads the fiist m essage aloud, and S2 checks his or her answers; S2 reads the next message, and SI checks his or her answers. Check answers w ith the class
■ Present the contractions and In Conversation Tell Ss to read the contractions section in the chart Point out the use of is n ’t and a re n ’t after nouns, including nam es. Write on the board: M a rc o s is n 't w o rk in g . Say, ‘ M a rc o s is a name. M aicos is n 't working.” ■ Write on the hoard: H e (n o t w o rk in g ) Tell Ss to read In Conversation and then com plete the sentence with the contraction people usually use. [He’s not working.] Say, “H e is a pronoun. People say ‘H e’s n o t working’ rather than He is n ’t working.’ You can say ‘He is n 't working,’ but ‘He’s n o t working’ is more com m on.’” ■ Write on the boaid M a rc o s a n d B i l l _____ (n o t s w im m in g ) . T h e y (n o t s w im m in g ) . Ask Ss to com plete the sentences with the com m on contractions. 'Marcos and Bill aren’t swimming. They’re not sw im m ing.| ■ Present Spelling Explain the three spelling rules in the chart. (For more information, see Language Notes at the beginning of this unit.) Extra activity - pairs
1. I hope you’re not work ng today. fir not doing anything so let’s get together. By the way, I'm calling on my cell phone 2 We re talking about work and things and we're having a good time. There's ro wind today so people aren't windsurfing. 3. It's ra.ning right now, sc they’re stopping the game So, we're coming over to your place.
B ■ Preview and do the task Tell Ss to look at the example phone m essage Tell them to prepare a short phone m essage using the example for ideas. ■ Explain the task: SI in each pair leaves S2 his or her message. S2 listens and prepares a response to SI’s message. S2 then leaves SI his or her prepared message and SI prepares a response (e.g., S I - H i, K a re n . T h is is Jo a n . I ’m a t the be a ch. I t ’s h o r a n d sunny. C o m e a n d jo in me. G iv e m e a c a ll. S2: H i, Jo a n . It's K a re n . S orry. I'm p la y in g te n n is rig h t n ow . L e t's gei together f o r d in n e r. See y o u ) .
■ Follow-up A few pairs present their phone m essages and responses to the class.
Pairs use one of their Student's Books and look through it to find pictures of people doing activities SI says what som eone is doing, and S2 points to the person doing the activity (e.g., on p. 34. SI: S h e ’s re a d in g the new spaper. S 2 p o in ts to the w o m a n w ith gla sse s .) If time permits, pairs say som ething about
Answers
a
page in every unit.
3Jalkaboutit A ■ Preview and do the task Read the instructions aloud. Explain that a perfect day is a very good day. Model the task by answering the four questions with your own information Have Ss write answers to the questions,
B Preview and do the task Have Ss in each group L_. rpuj take turns talking about 1 heir perfect day using their answers from Part A to help them.
T-67 • Unit 7 • Out and about
■ When groups finish, have each group choose the day that sounds like the most fun and tell the class aboul the d ay.! lave the class vote for the best day overall.
Extra activity - groups Groups repeat Fart A and Part B. but this time they im agine having a teri ible day!
Assign W orkbook pp 50 and 51. (The answ er key beg in s on p. T-242.)
Unit 7 Gut and about
2 Grammar Present continuous statements calling I’mworking You’re skiing bhes He’s (not) having raining It’s swimming We’re playing They’re
from home. today with a triend. fun. righl now. in the ocean. tennis.
The contractions isn’t and aren’t often follow nouns: Marcos isn’t working. Marcos and B I! aren t swimming.
Spelling
In conversation. . .
work - j working swim -» swimming have having
In the presenl continuous people usually u se
’s not and re not after
pronouns. People dor't usually say
we aren’t, they aren’t, he isn’t. etc A
Q
C om plete A n ita’s o th e r p h o n e m essages.
Saturday, 12:15 p.m. Hi, Anita. It’s Joe. I hupe you Ve worVmg (nut work) today. I ________________ (not do) anything, so let’s get together. Give me a call By the way, l (call) on my cell ohone. See you.
0
Saturday, 2:50 p.m Hey, Anita. it’s me. Chris and I are at the baseball game I t ________________ (rain) ugnt now, so they______________ (stop)thegame. So. we________________ (come; over tc your place. See you in 15 minutes.
Saturday, 1 00 p.m. Hi, Anita. This is Julia. I’m at the beach with Kim. We (talk) about work and things, and we________________ (have) a gooa time. There's no wind tocay so people ________________ (not windsurf). Come and join us Bye.
B Pair work S tu d en t A: “C all” y o u r p a rtn e r a n d leave a p h o n e m essage. S tu d en t B: Call back a n d leave a m essage.
“H i,___________. This i s __________ It s raining and it’s cold, so we re
I ’m a t___________ ’s house. .”
3 Talk_abouLiLMiat's your "perfect" da " A 1m agine you a re h av in g a p erfect day. T h in k of a n sw e rs to th e q u e stio n s below. ► W here a re you? ► W h a t’s th e w e a th e r like? ► W ho a rc you w ith? ► W h at are you doing? B Group work Tell y o u r c la ssm a tes a b o u t y o u r p e rfe c t day W hich day so u n d s li ke th e m o st fun?
“I'm at the beach It’s a beautiful day! It’s very hot.. .
Sports and exercise
Lesson B
Buddingvocabulary A € r L isten to th e s o u n d s o f th e s e sp o rts, a n d n u m b e r th e p ic tu re s. T h en listen a n d practice.
They’re doing.
They're playing . . .
bowling
weight training
; Word I sort j
B W h at sp o rts do you play? w atch on T \ ? C om plete l he c h a rt. C om pare w ith a p a rtn e r.
I . ..
I don't. . .
Vjowling
t watch. . .
pl^y scccev
■PeeLb<’0i
Notice . .. Im bowling right new. I go bowling euer> .veet
2 Building language A ' L isten. Is Carl stu d y in g h a rd th is sem ester? W h at is he d o in g rig h t now? P ractice i he co n v ersation. D a d Hi, Carl. I t ’s m e. H ow ’s it going? C a rl Oh, hi, D ad. E very th in g s great.
Dad So, a re you stud} ing for y o u r exam s? C a rl Oh, yeah . I'm w orking very h a rd th is sem ester. D a d G ood. So w h a t a re you d o in g rig h t now? Are yo u si udying? C a rl U h, 1)ad, right now I’m w a tc h in g a b a se b a ll gam e. D a d Baseball? . . . U h, w h o ’s plaving? Carl T h e Y ankees a n d th e Red Sox. le t’s talk agai n in tw o hoursD a d Really? U h, Ca rl C a rl OK, 1)ad. Lnjoy th e gam e! D a d You too. But p lea se ti} a n d study for y o u r ex am s' B C om plete th is q u e stio n . T h e n ask a p a rtn e r. W hat s p o r t s
68
you
tl us year?
Unit 7 Out and about
Lesson B Sports and exercise 1 Building vocabulary ■ Set tne scene Head the title aloud Ask Ss to call oul sports or exercise words they know. Write them on the board.
Say, “For verbs like these, we ofter, use gc + -ing. t o r example, 1 go swim m ing. I go running.” Have Ss give examples wiih go for the other four verbs.
A
■ Write on the boaid.
* (CD 2. TiacK ?5)
■ Preview the task Tell Ss to luuk at the pictures. Read the nam e of each spot t and exercise a lo u d , and h a v e Ss repeat Say, “Listen to the sounds of the sports, and number the pictures, t he first one is an example.” ■ Play the recording A udio scrip t page T-236 Pause after the first sound. Point out that v o lle y b a ll is the answer. Play the rest of the recording, pausing a fte i each sound so that Ss can write the numbers.
1. I ’m r u n n in g rig h t n ow . 2
Ask, “Which statement is about an action i hat is happening at this moment?" |lj (For more information, see Language Notes at the beginning of this u n it ) Preview Pie task Call out the nam e of a sporl in Part A, and have a few Ss say whether they participate in the sporl ot exercise (e.g. T: v o lle y b a ll SI d o n 't p la y v o lle y b a ll. T: ru n . S: I go ru n n in g .). Read the instructions and the three examples ir the chart
r'wJfiT
■ Play the recording again A udio scrip t page 1-236 Ss listen, check their answers, and repeat each sentence Answers basketball 2 football 3 volleyball 1
aerobics 6 weight training 4 karate 5
bowling 7 running 9 biking 8
/ go r u n n in g tw ic e a w ee k i o n M o n d a y s a n d F rid a y s .
■ Do the task Have Ss com plete the cnart and then compare their answers with a partner. Recycle a conversation strategy Tell Ss to compare answers with a different pai tner using H o w a b o u t y o u r Write an example on the board:
Extra vocabulary: sports and exercise
A B A
Present or have Ss suggest extra vocabulary for sports and exercise, such as p la y (ice) hockey, b a d m in t o n , ra c q u e tb a ll; d o t a i ch i, yoga, w a ter/step a e robics, P ila te s : go [w in d ) s u r fin g , w a te rs k iin g , jo g g in g .
D o y o u d o k a ra te ? Yes. I lo w a b o u t y o u ? I d o n i d o k a ra te , b u t I g o b ik in g
Have a few pairs present a conversation to the class. Extra activity
B ■ Present Notice Write on the board: s w im ru n b ik e bow l v e ib - th e n a m e o f th e s p o rt
groups
Ss take turns acting out, withoul words, sports activities. Other Ss try to guess the activity (e.g.. You're ski
w in d s u r f
p la y in g v o lle y b a ll. You're b o w lin g .).
2 Building language role. Have Ss playing Carl talk about a sport other than baseball.
■ Set the scene fell Ss to look at the picture. Say, "This is Carl's dad. He’s calling Carl at college. Is Carl’s father happy?” [no] “D ocs Carl play baseball?” [yes]
B A
’ (CD 2 Trick 26)
■ Preview the task Say, “Is Carl studying hard this semester? What is he doing now? Listen for the answers.” Write the two questions on the board. ■ Play the recording Ss listen and write the answers. ■ Tell Ss to read the conversation and check their answers. Check answers with the class. [Yes, he is.; He’s watching a baseball game on TV right now.] ■ Practice Groups: Divide the class into two groups, one group playing Carl and the other group playing Carl’s dad. Have groups read the conversation aloud and then change roles. P a i r s : Tell Ss to stand back-to-back with a partner and read the conversation, taking turns playing each
igure Preview the task Tell Ss tc underline the present it oui continuous questions in the conversation, and then ask a few Ss to read the questions.
For each question, ask, “Is it a yes n o question oi an infoim ation question?” Write the questions or the board in two columns: Ifa A c q u e stio n s A r e y o u s tu d y in g f o r yo u r exam s? A r e y o u s tu d y in g ?
i n fo r m a tio n q u est ions H o w 's i t g o in g ? So w h a t are y o u d o in g rig h t n o w ? W h o ’s p la y in g ?
Do the task Have Ss complete the question. Tell them tc use the questions in the conversation for help Then have a S wiite the question on the board | W h a t sp o rts a r c y o u p la y in g ! d o in g this vear?)
Have Ss ask and answ er the question with a p artn ei.
Unit 7 • Out and about • T-68
3
Grammar S2: I ’m wearing a watch today.) Tell the rest of tne
(CD 2, Track 2?)
■ Present the grammar chart Play the recording Ss listen and repeat. ■ Understand the grammar Write on the board W h a t is h e s tu d y in g ? Ask Ss to identify the pattern, and wriie it on the board, [question word + he + subject + (verb)mg?l Have Ss call out the two examples of this pattern in the chart. [What am you doing these days? What is Carl watching on TV?) ■ Write on the board- W h o's p la y in g ? Ask Ss to identify the pattei n. and write it on the board, [question word + be + (verbjmg7! Explain chat the question word is the subject. Give more examples (e.g., W h o's w in n in g th e g a m e ? W h a t's h a p p e n in g in th e p ic tu re ? W h o's ta lk in g ? )
■ Ask Ss to identify the pattern for yes-no questions, and write it on the board, [ben subject + (verb)ing?] Ask Ss to call out examples of the pattern in the conversation on p. 68. [Are you studying for your exams? Ate you Studying?] ■ Write on the hoard: W h a t a re y o u d o in g these d a y s ? I'm w o r k in g v e ry h a r d th is semester.
Tell Ss that people also use the present continuous to talk about actions that are temporary, or in progress in the present tim e or "around now," even if they are not doing the action at the tim e they are speaking. Give examples (e.g., I'm g e ttin g a lo t o f e xe rcise these days. I ’m re a d in g a g o o d b o o k rig h t n ow .).
■ Present Time Expressions Tell Ss to look at the list of time expressions. Ask a few Ss to make true sentences with them (e.g., S I: I'm ta k in g a n E n g lis h c la s s r ig h t now.
class to lioter. and raise their hands if a sentence is true for them
A ■ Preview and do the task Read the instructions and the example aloud. Have Ss complete the questions, tell Ss to compare their answers with a partner. Check answers with the class. Answers 1 2 3 4. 5. 6 7. 8.
Aie yuu yettiny enough exercise these days? What <re you doing foi exercise? Are you learning a new spor*? How much a^e you walking? Are you taxing exercise classes this yea-’ Is your best friend exeicising enough tnese days? Whal kind ol exercise is you- best friend doing? Are your friends playing or sports teams this season’
B i'About Prev.ew and do the task Read the instructions I..JPE aloud. 1lave Ss read the example as a class. Have Ss in each pair take turns asking and answering the questions ir Part A using their own intormation. Extra activity - class Ss write five questions with A re y o u - in g + tim e expression (e.g., A r e y o u s tu d y in g a lot th is sem ester?). Ss then go around the class and ask different Ss the questions, if a S answers yes, that S w rues his or her name next to the question. A few Ss report what they learned ahout their classmates.
4 Speaking naturally A
*
(CD 2. Track 28)
c
■ Preview the task Tell Ss to look at the two example questions. Say. “In English, people say the most important word in a sentence louder. This is called stress. The voice rises or falls on Ihe stressed word. This is called intonai ion " (For more information, see Language Notes at the beginning of this u n it ) Read the instructions aloud.
•' About' Preview the task Read the instructions aloud. [—M i Have a pair of Ss read the example conversation. Model the activity by asking three or four Ss the example question and having them reply
■ Play the recording Ss listen and repeat. Remind Ss to listen carefully to the stress and intonation.
■ When Ss finish, have them look at their notes and underline the most popular answer for ea< h pair of questions. Ask “What’s your favorite sport? What’s the most popular answer?” Call on a few Ss to answer, and v\ rite their answers on the board. Have Ss with the sam e answer raise their hands. Count hands, anc. write the total next tc the sport. Do the same for the remaining questions.
B
(CD 2, Track 29)
■ Preview the task Read the instructions aloud. ■ Play the recording Pause after each pair of questions. Ss listen and repeat. ■ Flave Ss read the questions aloud, without the recording, paving attention to stress and intonation.
■ Dnfhelask Have Ss go around the class and ask three or foui Ss the three pairs of questions writing the answers.
5 Vocabulary notebook ■ Fell Ss to turn to Vocabulary Notebook on p. 74 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T-74.)
T-69 • Unit 7 • Out and about
■ -* Assign W’orkbook pp. 52 and 53. (Tne answ er key begins on p. T-242.)
7
Unit Out and about
3 Grammar Present ccntinucus questions What are you doing these days? Are you stuaying a lot? Yes, I am. No, I m not
What is Carl watching on TV? Is nc watching the game? Yes he js Nc he's not
Who's playing? Are the eiiK eei playing' Y es, they are No rney're not
A C om plete th e q u e stio n s w ith the p re se n t co n tin u o u s. 1.
A r e yon
(get) e n o u g h e x e ru s e th e s e days?
2. W h at you _________ (do- for exercise? 3. _______y u u __________ (lea rn) a new sport? 4. How m uch 5. you _ 6. _____
y o u __________ (walk)? ____(take) exercise classes th is year?
y o u r b e st f r i e n d
(exercise) enough th e s e days?
7. W h at k in d of e x e r c is e y o u r b e st f r i e n d _________(do)? 8. y n u r f rie n d s _________ (play) on sp o rts te a m s th is season?
hmesxpression* right new today this morning this wee* this month this year tnis sc neste1 this soa sor these days
B Pair work Ask ai id a n sw e r th e q u e stio n s. Give y o u r ow n answ ers.
A Are you getting enough exercise these days? B Well, I ’m playing tennis on the weekends.
4 Speaking naturally Stress and intonation in questions How often doyou go tothe/gym? Are you going a lot these 50
A Listen a n d re p e a t th e q u e stio n s above. N otice how th e w n rd c gym a n d lot a re stre sse d . N otice how tlle voice falls on gym a n d rises on lot.
B
Now listen a n d rep e a t th ese p a irs of q u estio n s.
W h a t’s y our favorite sport? I m ea n , do you like soccer? H ow ’s y o u r favorite team doing? Are th ey d o in g well th is season? W h o ’s y o u r favorite ath lete? I m ea n , do you have a favorite? Aoout i you j
C ClaSS activity Ask y o u r <lassm ate s th e p a irs ol q u e stio n s above. W h at a re th e m o st p o p u la r answ ers?
A What’s your favorite sport7 1 mean. do you like soccer?
B No but I like tennis.
5 Vocabulary notebook Wno's doing what? See page 74 for a new w ay to log a n d le a in v o cab u lai v.
ir
Conversation strategy Asking follow-up guestions A Can you add a question to this conversation?
Tina Hi/, Hay, this ir t y friend
Kate. She’s visiting from Chicsgc.
A Hello. Are you here on vacation? B Yes, I am. fm here for a week. A Really?
nny V>h, hi. Nirz tv meet yw . So, u h . . . arc ym here on vacation?
Now listen. What’s Kate doing this week? ". •
Kite Yeah. Trt here for a week.
T'
hay That’s great! Are you enjoying Laguna Beach? •
-
r
Kate Yeah! I’m taking a sctiba-tiiving otursc.
!»•
t>ny That’s c ol. How’s it going? Kate Hr-ally well. Art? I ’r having a great time. Tina Oh, that 's try roll phone. Excuse me. Hay Sure.
y /
.
NotiCG hjw Ray asks Kate questions. He keeps the
i'"-:
*%%
V- . -*• *
xt f J l ' ' 1
;
I'm here lor a week."
conversation going. Find exan.ples in the conversation.
,«S?
“ That’s great! Are you enjeying Laguna Beach?"
B C om plete th e c o n v e rsa tio n w ith th e follow -up q u estio n s. Then listen a n d check y o u r an sw ers. P ractice w ith a p a rtn e r. C a n you th in k of m ore follow -up q u estions? KaU So how do you know Tina" R a y Well, u h . . . w e go to th e sam e school.
Do men and women play togi'ther?
K a rr R e a lly ? ____________________________ R a y No. f m study m g law. A ctually,
w e play softball on th e sa m e team . Kate Oh.
How often do you play? Are you studying business, like Tina9
R a y Sure. We have ten w o m en a n d six guys K a te 1 h a t ’s cool.
__________________ R a y Fvery Sati irday m o rn in g , w hen th e w eathi :r’s good.
SKI STUN
t III El
r-w i
7
Unit Out and about Lesson £ 2
c How’s it going?
Lesson C recycles present continuous statements and questions.
Conversation strategy Why ask follow-up questions?
B
Asking follow-up questions shows that the listener is interested in the
■ Preview the task Say, “Ray and. Kate continue theii conversation.” Have Ss read the conversation and follow-up questions silently. Then say, “Complete the conversation with the three fcllow-up questions.
conversation and wants to keep taiKing (her more information, see Language ■Sotes a1tne Deginning of this unit.)
■ Set the scene Tell Ss to look at the picture and think of a question to ask ahout it (e.g., W h e re a re th e p e o p le ? [at a party, at a bai becue) W h a t a re they d o in g ? [They’ie talking. They’re eating.j). Have Ss ask a partner their question A
■ Do the task Have Ss com plete the conversation. ■ Play the recording Ss listen and review their answers. Check answers with the class.
Answers
* * ’ “ ( C D 2. T r a c k 3 0 )
■ Preview the task Tell Ss to read the A/B conversation and add a follow-up question. Say, "Note that A asks a second question. The question goes in the blank These second question^ are called follow-up questions.” Ask a few Ss to share their follow-up questions with the class, and write them on the board (e g., A re y o u e n jo y in g y o u r v a c a tio n ? W h a t a re y o u d o in g ?).
■ Tell Ss to practice the conversation in pairs, taking turns playing eacli role. Have Ss playing the role of A respond with their own follow-up questions or one of the questions from 1h t board. ■ Say “Look at I he pici Lire. The m an’s name is Ray. The w om en’s nam es are Tina and Kate. Kate likes water sports ” Write on the board: s w im m in g
J ''' .CL " TiaCk 31)
w in d s u r f in g
s c u b a d iv in g
I 'raw pictures or act I hem out to illustrate their meaning. ■ Then say, “What’s Kate doing this week? Listen to Ihe conversation, and write the answer.” ■ Play the recording Ss listen and i ead along. ■ Play the recording again Ss listen and write the answer to the question, ( heck answers with the class. IShe’s on vacation. She’s taking a scuba-diving course ] ■ Present Notice Tell Ss to read the information and the example aloud. Ask Ss to f.nd other exam ples oi Ray’s follow-up questions in the conversation. Have a few Ss call them out. [Are you here on vacation? How’s it going?] ■ Practice Tell Ss to practice the conversation in groups of three, taking turns playing each role.
Really? Are you studying business, liite Tina? Oh. Dc men and women play together? That s cooi. How often do you play? ■ Follow-up Ss work in pairs and think of tw'C or three more follow-up questions to continue tne conversation in Part B (e.g., Do y o u p la ' o th e r s p o rts? W h e re d o y o u p la y ? h rin a t g o o d p la y e r?). Pairs praci ice the conversation in Part B using their additional follow-up questions. Have a few pairs act out their conversations for the class.
Extra activity - pairs Write on the board: 1 . 1 m here f o r c s tu d y trip . 2. 1m o n a b u sin e ss trip . 3. I ’m v is itin g fa m ily .
Pairs choose one of the sentences and w'rite as many follow-up questions as thev can. [Possible answeis: 1.1 low long are you here for7 Whar are you studying? 2. What do you do? Do you have any free time? 3 Are you from here originally? Are you doing am thing special?, Pairs exchange papers and read one another’s ideas.
i trsiuir NIP Cl CD-RM
Tell Ss tc turn to Self-Study Listening, (jmi ' at the hack of their Student s Books. Assign the ia cks foi homework, or have Ss do them in class. (See the tasks or. p. 1 130 and the audio scripl on p. T-133.)
Unit 7 • Out and about • T-70
2 Strategy plus Why use That’s + adjective? Reacting to news with That's + adjective shows that the listener is interested in the conversation. (For more information see Language Notes at the beginning of tins unit)
■ Present Strategy Pws Write on the board: T h a r ’s + adjective. Tell Ss to find T h a t's expressions in the conversation on p. 70. IThat's great That’s c o o l; Say. ■‘People use expressions with t h a t ’s to react to news they hear. This new s can be good news or bad news." ■ Present In Conversation Books closed. Write the two headings on the board: G o o d N ew s, D a d New s. Have Ss vail Out the colum n uitdci which to pul T h a t's g re a t and T h a t's c o o l [Good News] Then ask Ss to call out their ideas of T h a t’s expressions. List them under the appropriate heading. If necessary, prompt with expressions from In Conversation. ■ Have Ss guess t he top two expressions for good and bad news. Circle the expressions. Books open, tell ss to read In Conversation to find out if their guesses were correct. ■ Explain that som e of the expressions give a stronger reaction to news than others: t e rrib le is a stronger reaction to bad news than lo o bad-, w o n d e r fu l and g re a t give a stronger reaction to good news than rhe other expressions. ■ Preview the task Have Ss read A’s line in each conversat ion. Ask, “What topic are all the statements about?” [sports and exercise]
Culture note The World Cup is an international soccer competition held every four years. Do the tasK Have Ss com plete the conversations. Have a few Ss share their answers with a partner or with the class.
Possible answers 1. ur that’s good / great 2. Really? Tnat’s too baa / terrible 3. Hey, that s wonderful! great.
4. Yeah? Tha*’s cool. £ Oh, that's toe bad. £ Really? That's interesting
■ Tell Ss to practice the conversations in pairs taking turns playing each role.
Extra vocabulary
adjectives used to react to news
Present or have Ss suggest extra vocabulary for reacting tc news, such as n eat, fu n n y , w e ird a w fu l, a m a z in g , cra zy, tough, fa n ta s tic .
Extra activity - pairs Say, “Choose a conversation from the exercise to continue Write your conversation, and use T h a t ’s expressions and follow-up questions.” Pairs have three m inutes to do the task A few pairs act out their conversations for rhe class.
■ Read the instructions aloud. Tell Ss that more than one expression can be an appropriate answer tor earh item.
3 Listening and speaking A
(CD 2. Track 32)
■ Preview the task Read l he instructions aloud. Tell Ss that they w ill hear good and bad news. ■ Play the recording A udio script p. T 237 Pause after each item so Ss can write their responses. ■ Play the recording again Check answers with the class: pause aftet each item, and have a few Ss give their responses. Tell Ss who wrote the sam e response to raise their hands.
Possible answers 1. That’s great /good. 3 That s good. 5. That’s terrible. 2 That’s too bad. 4. That’s rice. 6. That’s wonderful / great.
B About I you1
Preview the task Write on the board: W h a t a re y o u d o in g these d a y s?
Tell Ss to vvi ite three things, and have a few Ss share
their ideas. Read the instructions aloud. Have two Ss read the example conversation aloud. ■ Do the task Have partners take turns presenting theii news and responding. ■ Follow-up Ss share som ething interesting about their partners with the class (e.g., A lic ia is p la y in g ice hockey. S h e p la y s o n a team .).
Extra activity - groups F.ach group chooses a secretary. Say, “I’m going to say a T h a t ’s expression Think of ti ue sentences after which you ran use the expression.’ Say an expression. Groups have one minute to write sentences (e.g , T. O h . t h a t ’s in te re s tin g ! G ro u p s w rite : E llie h a s a W eb site.). After one minute, sav. “Group 1, read one of your sentences.’’ Ss raise their hands i l they want to respond and ask a follow-up question (e.g.. G r o u t i E lb e h a s a W eb site. S I T h a i s c o o l' W h a r ’s o n the W eb site, E llie ? ) . ( Continue the activity. Groups take turns
presenting sentences.
4 Free talk ■ Tell Ss to turn to Free Talk 7 at the back of their Student’s Books. Have Ss do the task. (See the teaching notes on p T-74A.)
T-71 • Unit 7 • Out and about
£ ** “ Assign W orkbook pp 54 a n d 55. (The an sw er key begins on p. T-242.)
2 Strategy plus
Unit 7 Out and about
That’s . . .
You can use expressions with Ttldt’S . . . to react to news.
In conversation . . . The top expressions for good news are
That’s good great nice interesting cool / wonderful
i he top expressions foi Dad news are:
Oh That'stoobad terrible
C om plete th e re sp o n se s u sin g an expression w ith T h a t's . . .T h e n p rac tic e w ith a p a rtn e r. 1. A I’m ta k in g a k arate class. We have a g rea t teacher. B Oh
.
2. A I’m tra in in g 8 h o u rs a day, a n d I’m n ot sleeping. B R eally?_____________________________ .
3. A I’m p la y irg on th e college b ask etb all learn. B H ey,_____________________________ .
I. A My frien d S arah is a p r ifessional a th le te B Yeah? ____________________________ .
5. A O u r te a m isn t plat ing well th is season. B O h _____________________________ .
6. A I'm rea d in g a book a b o u t th e h isto ry o f th e W orld C up B R eally?_____________________________ .
3 Listen ig and speaking how’s your week going? A ■" Li 5ten. Si x p e o p le tell you a b o u t th e ir week. R espond to e a ch perso n usi ng a n expression w ith T h a i ' s . . . .
About
1. _______ _ _ _ _ _
4. ______________________
2. ______________________________________
5.______________________
3. __________________________________________
6._______________________
_
_ .
.
yOUf *■ B Pair WOrk Studei Lt A: W h at a re yon d o in g th e s e da^ s? 1 ell yon l | >&r( net. Stn dent B: L isten a n d re sp o n d w ith T h a t ' s . . .
\ s k tw o follow -up q u estions. T h e n ( h a n g e roles
A I'm taking a swimming class. B That s nice. Do you like your teacher?
4 Free talk What's hot? What's not? See Free talk 7 at th e back of th e book for m o re sp e a k in g practice.
71
Lesson D
Staying in shape
1 Reading A W hich o f th e se sta te m e n ts a re tru e for you? Tell tl le class.
True I False I walk to school / tc work every day.
□
I walk around my neighbornocd a lot.
True I False
□ □
I never walk in the rain I use the stairs not the elevator.
I think walking is boring.
I go hiking on the weekend.
n
B Read th e article. W hy does th e a u th o r th in k w a lk in g is a good idea?
i\ J
s'5
\5
3 Walking g ives you time for yourself.
Listen to a CD or a book, thinis about life relax
u s i vy
4 Walking is good for you.
So y d ’re not getting enough exercise? And you nate sports, and you can’t stand the gym? Wei1, if you're looking for a new exercise routine, try walking. Hero are six reasons why walking is a great idea.
You feel good after a long walk Anc now sc crcc is proving t iat walking outdoors is the best exercise 5 W alking is fun.
1 W alking is e a sy .
Go with a triend Wodk c\\\A W L What's going on in your neighborhood? Walk around and find out
You just wa'k - left rigl il, left, right. See? It’s easy.
6 Walking is good in all kinds of
2 W alking is cheap,
Do" t spend money on exoensive clothes and eauipmenT All you need is a pa r ol good shoes or sneakers.
weather.
So it's ra-ning" Don’t worry "ako an umbrella When ‘t’s sjnny use sunsereer If it’s hot. take some water with you Wnen it’s cold you always feel warn i
C Add th e s e m issing se n te n c es to th e p a ra g ra p h s above. /
Walk and talk! It’s good for your mind and body, j
And there’s no gym membership fee
There are no special instructions, and there are no rules, And walking in the snow is great exercise! Do somotl ung you enjoy.
D R ead th e a rticle agai n D o you ag ree th a t wal king is good exercise" W hat a re tl le 72
th re e b e st rea so n s th e a u th o r gives?
Unit 7 Out and about Lesson
D Staying in shape
1 Reading ■ Set the scene Read I he title aloud. Ask, “Whai does s ta y in s h a p e mean?” Get ideas from Ss te.g., kee p healthy}. With the class, brainstorm some ways to stay in shape, and write them on the board ie.g., ru n , w a lk , p la y sports).
A Prereading ■ Preview the task Ask Ss to read the six ti ue and talse statements. 1 hen read the instructions aloud. ■ Do the task Read each sentence aloud and have Ss check / T rue or F alse. ■ Read each sentence aloud again, and have Ss raise their hands if it is true for them. Ask follow-up questions (e.g., H o w o fte n d o y o u w a lk to s c h o o l / w o rk ? I lo w o fte n d o y o u w a lk a r o u n d y o u r n e ig h b o rh o o d ? ).
Remind Ss to use frequency adverbs or time expressions in their answers. ■ Follow-up Ss work in pairs and write three more sentences about walking or exerci ,e. A few pan s then read 1hi ir sentences aloud. Other Ss raise theii hands if the sentences are true for them.
B During reading ■ Preview the reading Say, “Look at the pictures and title. Where is the "rticle frnm?" [a magazine] “What's it about?” [walking] Read the title and instructions aloud, fell Ss that the blanks in the article are foi t hr task in Part C. ■ Say. “ The author thinks walking is a good idea As you read, circle the reasons why.” ■ Do the reading Have Ss read the article and circle the reasons. ■ When Ss I inish, ha\ e a few Ss read the reasons they circled aloud (e.g., W a lk in g is easy.). For each reason, ask, “Do } on agree?” Tell Ss who agrer to rahe their hands ■ Do the reading agair Have Ss read the article and underline anything 1hey do not understand. Ask Ss to call out those words or expressions. Help with new vocabulary or Have Ss look in their ilirtjnnaries.
c
■ Do the task Have bs add the remaining sentences to the appropriate paragraphs, Check answers with the class
Answers 1 There are no special iistructions, and there aic no rule;.. Ard there's no gym membership fee. 3. Do something you enjoy. 4. It's good for youi mind and booy 5 Walk and talk 6 And waking in the snow is great exercise!
2.
■ Follow up Ss say what helped i hem cnoose their answers.
D ■ Preview the task Read the- instructions aloud ■ Do the task Have Ss work in pairs to answer the two questions. 1 her ask one S from each ol a few pairs to com e to the board and write the pair's choice of the three best reasons. Have the class vote on the best three reasons. ■ Ask, “What reasons in the article do yo u not agree with?” Jlave a few Ss answer (e.g., W a lk in g is n ’t f u n It's b o rin g . W a lk in g isn't g o o d in s n o w o r h e a v y ra in .).
■ Fo'low-up Write these two statements on the board: Long walks a re good, lo n g walks aren't good. Ss think of reasons to supporl each statement A few Ss call out their ideas. Write them on the board The class votes on which statement they agree with.
Extra activity - individuals Ss add one more sentence tc each ol the six paragraphs in the article, and Ss then compare sentences w ith a partner.
Extra activity - pairs Pairs think of a counterargument plus a reason foi each of the six paragraphs in the article (e g. A r tic le W u Ik in g is easy. C o u n te ra rg u m e n t: W a lk in g is n t e asy R e a son : W a lk in g is n o t e a sy in w in te r. I t is c o ld a n d M in s a lot.) Afev pairs ahare their ideas with the class
Postreading ■ Preview the task Read tne insti uctions aloud. Tell Ss that each sentence fits into one hi ink in the reading in Part B. Model the task, using the example given. Say “T o o k at n u m b e r 5. W a lk a n d t a lk is the correct answer he cause if you go with a friend.) on have som e body to talk to. The word f r ie n d in the reading helps you choi is ° the missing sentence."
Extra activity - pairs / class Pairs make a list of ways people stay t , shape. Then pairs tell the class theii ideas Othei Ss listen and raise their hands if they do any ol the activities and they tell the class som ething about rHeir exerc.se routines.
Unit 7 • Out and about • T-72
2 Listening ■ Set the scene Tell Ss iu look at the pictures. Ask questions such as W h e re a re th e p e o p le ? W h a t a re th e y d o in g ? D u y o u evei d o these k i n d s o f e x e id s e ? W h ic h u f th e exercises is best f o r s la y in g in sh a p e ?
A
CD 2, Track 33)
■ Preview the task Re id the instructions aloud. ■ Play the recording A udio sc rip t p age T-237 Play 1he first i unversaiiou, and then pause the rec jrdilig. Point out that conversation 1 goes with the gym and aerobics scene. Ask, “What word in the conversat ion helps you choose this picture?” [aerobics] ■ Do the sam e for the remaining conversations, bur have Ss write their answers. ■ Play the recording again Ss listen and ieviev. then answers. Chock answers with the class.
Answers [ T play basketball
B
**
[l_i do aerobics
\2 walk
, 3 1ac yoga
■ Play the recording aga>r Tell Ss to look at the picture they marked 1. Play conversation 1, and then pause the lecording. Ask “Why does the woman like hei aerobics class? Write one reason ” Pause so Ss- car write. Then ask, "What things does the woman like about her aerobics class?” She likes her teacher. She likes the music.] Write die answers on the board ■ Play the r e m a in i n g conversations, pausing after each conversation s o S s c a n write the a n s w e rs . Alternatively, write the reasons foi each one on the board, and have Ss use these as cues to do the task ■ Check answers with the class: write the correct answers on the board.
Answers 1. 2 3.
aerobics: She has a great teacher She likes the music walking: He stays in shape. He meets people. yoga She likes being outdoors She likes tne ouiet in the
4.
basketball: The games are exciting
morning
She sees he* friends
(CD 2, Track 34)
■ Preview the task Read the instructions aloud. Then say, “Som etim es the reason may be one or two words, or it may be a short sentence. You need to write only one reason for each conversation.”
3
Wetting When it’s sunny, use sunscreen It it’s hot. take seme water with you.]
A ■ Preview the task Say. “Think of an exercise you enjoy and why you enjoy it.” Ask a few Ss to call out i heir ideas. ■ Read the instructions aloud. Tell Ss to look at Try A e ro b ic s ! Have Ss read it and think of one more sentence for ear h numbered heading. Have a few Ss share the ir ideas (e.g.. H e a d in g 1: Liste n to th e m u s ic , a n d m o v e u nth it. It 's lik e d a n c in g ! H e a d in g 2. E x e rc is e is necessary, a n d a e ro b ic s is a g re a t exe rcise f o r y o u r h e a lth H e a d in g 3: You d o n 't n eed a n y e xp e n siv e e q u ip m e n t.).
■ Present Help Note Lxplain a d v ic e to the class (ideas about what you think som eone should do or about what vou think is good for som eone). Read the intormation aloud Say, “Look at the examples. What do the sentences start with? [\ ei b | ' 1 hese verbs are called imperatives. We can use them to give advice.” (Lor more iniormation, see Language Notes at the beginning of this unit.) ■ Say. “I i-nk at i he article on page 72. Ti II me som e of the imperative sentences." Call on a few Ss to read out the imper itive statements. ITry walking. Don’t spend money on expensive clot hi s and equ pm°nt. Do som ething you enjoy. Listen to a CD or book, think about life relax. Co with a friend. Walk and talk. Walk around and find out! D or t worry, take in umbrella.
T-73 • Unit 7 • Out and about
■ Do the task I lave SKwrite the ari icle. As they H'rite, walk around the class and help Ss as needed.
B ■ Preview and do the task Have Ss form groups anc read one another’s articles. Have groups decide on the exercise i hal sounds like fhe mosl fun Ask a S in each group tc report to the class.
Extra activity - individuals Ss write I i>e pieces of advice for good health i lave Ss share answers with the class and com e up with! the five toD items listed.
Extra activity - groups Croups make a poster for a good health campaign (e.g., to i xercise, to d o a p a r t ic u la r exe rcise to eat o r n o t e a r c e rta in fo o d s n o t to w a tc h T V ). Groups list leasons. The aim is to make the most effecti ve poster with the most original ideas.
_n - Assign Woi kbook p p . 56 a n d 57. (The answi r kei begins on p ] -242.)
2 Listening
Unit 7 Out and about
Do
L isten to th e co n v ersatio n s. N u m b e r th e p ic tu re s fro m l to 4
B
Listen ag ain . W hy do th e p eo p le enjoy th e ir exercise? W rite o n e reason below each p ictu re.
3 Writing An article for a health magazine A T h in k of a n exercise you enjoy. W rite a sh o rt a rticle like th e one o n page 72 T h in k of a title a n d th re e head in g s. W rite a t least tw o se n te n c e s for e a c h h eading.
Try Aerobics! Aerobics is fun. Find a fun teacher. Talk to your classmates, and make new friends Donâ&#x20AC;&#x2122;t be shy! . . . Aerobics is good for you. It's good for your heart And you feel good after class . .
Help note Im peratives for advice
s fun teacher. Make new friends. Don t be shy* Find
Aerobics is easy Buy an aerobics video and exercise in front of the TV Do it before breakfast .
B Group work R ead y our c la ssm a te sâ&#x20AC;&#x2122; articles. W h ich tv p e of exercise s o u n d s like fun?
73
Vocabulary notebook If done for homework
2
Briefly present the Learning Tip and the task directions. Make sure Ss understand what they need to do.
d p This task recycles language from Units l through 7:
people, everyday activities sports and exercise, as well as piepusitional phrases and present continuous statements
If done in class ■ Present Learning Tip R e a d the information aloud. Say, "When you use new vocabulary in a ti ue sentence, the vocabulary is easier to remember ' ■ Present It's Cold Outside! Books closed. Say, "( an you guess the top six weathei expressions with It’s < Here's a clue: The second m ost frequent expression is It’s hut." Write Ss’ ideas on the board.
On your own ■ Present On Your Own Read the information aloud.
■ Books open. Read the list of w e a th e i expressions. Say, "How many of the weather expressions on the board are in the list in the book?” Have Ss name them, and circle them on the board. ■ Follow up Ss call out their ideas for the top six weathei expressions with It's for their country. Make a list on the board.
■ Preview and do the task Read the instructions aloud. Read the examples aloud. Have Ss com plete the chart. Have Ss compare their answers with a partner, t hen ask a few Ss to share their answers with the class,
■ Follow up At the star! of the next class Ss compare sentences with a partner. A few Ss share any new vocabulary learned with the class.
Vocabulary notebook
1 dp
Who’s doing what?
Learning tip Writing true sentences
This task recycles weather and season vocabulary.
T o re m e m b e r n e w voca b u n jry. usr w o rd s in tru e sentences.
1 Complete the sentences about the weather.
■ Preview and do the task Read the instructions aloud, and have Ss com plete the sentences. For number 4 if Ss live in a place that does not have w'inter, have them write about a season they do have.
1. 2. 3. 4. 5.
Outside right now, it _ At this time of year, it usually. In the summer, it In the winter, it ____________ I like the weather when it _ but I don't like it when it
3. It's raining
4. It's windy h. it'shumlc 6. Its snowing. People say It s cold 10 times more than It’s hot
2 Write the names of six people you know. Complete the chart w ith true sentences.
Name wry
Mny
Where is be or she right now?
What is he or she doing right now?
He's
He's
ir
sckoo).
o 0 e o © ©
On your own Take a m inute th is w e e k , an d lo o k aro u n d y o u W n a t are p eop le d o in g ’ W rite 6 sentences.
74
T-74 • Unit 7 • Out and about
In the U.S. and Canada, the top 6 I weather expressions with it ’s are I 1. It’s cold. 2. It's hot
Whai sports or exercise is he or she doing these days7 He's
vioui.
benskef’bcdl
socce*
Unit 7 Out and about
Free talk 7 ■ Preview the task Tell Ss 10 turn 10 the back of their Student’s Books and look at Free Talk 7. Have Ss wurk in groups a n d l e a d the list u f discussion Questions. Help with new vocabulary as needed ■ Model tiif activity by i hoosing three Ss to read the example conversation aloud. Then say, “Bach group member answers each question. Then the group chooses three answers and writes them in the chart. Do this fur all the questions.”
Free talk
■ Do the task Have gioups fill in then charts. When gioups finish, have them compare their answers with another group by asking and answering i he questions ■ Foil tw-up A feu groups share their answers w ith the class.
What’s hot? What’s not?
Group work Discuss these questions, flan you agree on three answers for each one5 Then compare with another group. Answer 1
Answe - 2
What tv shows are popular right iow? What is everybody watching7 What bands are "hot"? Who are you and your Irenas listening to these days? What novies are playing Inis month? Wnat movie stars are people talking about? Whal sports stars are in the newr? Whvf What are they doing ? Where are all the cool people "hanging out on weekends ’ What's happening ir the news? What are peopie talking 3bout?
Answe ■3
................
A I ihmk everybody is watching reality shows. B Yes, reality shows are very populai C And people are also watching
Hew dc you like to dress? CI3SS a rtrv ity rind cir ...tnairs who ar r ><. to Ihe questions. Write their nanjNi on the chart
Find someone who . ,
Name
'3 wearing tuts orftei favorite color.
•e i to ’’dress up" in r. ce ciothei. .tales to wear high heels wears black all the time, hates tc wear a tie always wears a belt us:tally wears jewelry tr igs bracelets etc! wearing mteredng socks loves to shoo lot clothes. is
A Are yon weanr.y yoi" lavorlte color? i ret I ’m wearing a purple shiti, and pi -ple it my 'avorite cole Free tan .and Free talk 8
Unit 7 • Out and about • T-74A
Language notes
Lesson A
Clothes
Vocabulary ciotnes (See stu d en ts book pp. 75-77.) ■ Some f lothing item s are presented in pairs that people often wear together (e.g., s u it a n d tie, je a n s a n d a T -sh irt).
■ People generally use plural nouns when describing v\ hat they wear (e g., I lik e to w e a r sw eaters. I o fte n w e a r sw eaters.). It is also possible to use a singular noun with an indefinite article (e.g., I u s u a lly w e a r a s u it to w o rk.).
■ Jean s, shorts, and p a n ts arc plural nouns - they do not have singular forms. As plural nouns, they take plural verbs le.g.. M y je a n s a re n e w ).
Corpus information Words after like want, need ■ After lik e , love, and h a te the fo-infim tive is between two and five lim es more com m on thar. the -in g fumi (e.g., I lik e to w ear su its. verSUs 1 lik e W e a rin g s u its )
■ Uver 60 percent of the examples of w a n t in the corpus are followed bv a to infinitive; less f har 5 percent are followed by a o r a n . ■ Almost half of the examples of n e e d are followed by a to in f in it iv e .
Speaking naturally Reouction c‘ want to end have to
Grammar Like to want to need to. have to
(See Student’s Book p. 77.)
(See Si udent's Book p. 77.)
■ it is useful for Ss to tecognizt l eductions in fast speech - such as those 1hat occur with w a n t to and h a v e to - even ti they do not use the reductions in their own speech.
The verbs lik e to, w a n t to, n eed to, and h a v e to are taughi in the simple present. Form ■ Expressions with lik e to, w a n t to, and n e e d to have rhe structure of \ e> b * fo-infiniti .e (e.g., lik e + to w ear). The expression h a v e to is a semi-modal, in which the two words form a unit; h a v e to is followed by the base form of a verb. At this point, Ss are just taught that the verbs oc cur in expressions like the following: verb (lik e , w a n t, etc.' + to + verb.
■ W a n t tc can be pronounced in t number of wavs in reduced speech; /v.ahu , /wona/, and Avuno/. Note that the t is not pronounced. ■ H a v e to is generally reduced to liacfi r
Use ■ H a v e to is used to say what is necessary; it expresses obligat’on People often also use it to express strong dr ‘■are (e.g., I lo v e th a t sh irt. I j u s t h a v e to b u y it!) or to talk about a plan (e g.. 1 h a v e to g o s h o p p in g th is w eekend.).
Lesson B Things to buy V ocabulary Accessories
G ram m ar
(See Student's Book p 78.)
(See Student’s Book p. 79.)
■ Items that com e i n pairs such as socks, gloves, and e a rrin g s can be taughi toge1her with the p* rase a p a ir o f {e.g., 1 n e e d to b u y a p a ir o j s h o e s ).
■ The chart presents ways of asking aboul prices and cost with H o w m u c h . . . ? 11 is a useful teview of both simple preseni questions with brand numbers.
■ Note s c a r f has an iri egular plural: scarves.
■ Ss are tau gh t' a hundred and , (dollars).” rather than "one hundred and .. (dollai s)” because the latter is le ss frpqueni and is used to em phasize the on e
C orpus in fo rm a tio n Co'ors I'he color*; Iaught are the top ten eolors used in conversation. The next most frequently mentioned colors are p u rp le , he ige, tau pe, and tu rq u o ise .
how much. . .
?
Grammar This these that, those
Form
(See Student’s Book p. 79.)
■ Make sure Ss undeistaud that this and that are used w ith singular nouns and that these and those ait used with plural nouns
Ss learned this and these in Unit 2 as pronouns (e.g., W h a t ’s th is ? A re these y o u r keys?) In this unit, Ss learn theii use as determ ineis (e.g.. H ow m uch urn these
Use
gloves?)
• T h is
Lesson C
and these are generally used to talk about tilings neai the speaker, and th a t and those are used to talk about things farther away.
Can I help you?
Conversation strategy Taking time tu think (See Student’s Book p. 80.) ■ This lesson presents expressions that give Ss ways of taking tim e to answer questions They are particularly useful for beginning students, to help them keep their turn in a conversation. ■ Che lesson reviews W ell, which was presented in Unit 4, and adds other expressions: U h, U m , L e t ’s see, and L e t m e th in k .
Strategy plus Conversation sounds
■ By sayingl(7/i-/n</i, listeners indicate that they agree with wnai the speakei has said or acknowledge that they have heard what the speaker has said ■ Oh can be used to indicate a number of reactions, from pleasure {Oh g oo d !) to surprise or disappointm ent (O h n o!). In this lesson, it com es before a word or statement thai indicates the reaction, adding emphasis to the follow ing word oi statement. ■ Even if Ss do not use the conversation sounds in their own speech, it is important for them to recognize their meanings in English.
(See Student’s Book p. 81.) ■ This Strategy Plus presents the conversation sounds U h - h u h and O h . ■ In som e cultures, silent listening to a speaker is a sign of respect. In English, silence can mean that som ething is wrong: for example, the listener is not paying attention or does not agtee with the speaker.
Lesson D Shop till you drop! Help note Linking ideas (See Student's Book p. 83.) ■ B e c a u se is one of the m ost com m on linking words in both written and spoken English. Only a n d and o r are more frequent.
■ B e cau se is used to answer the question W h y ? In both answers and statements, it is a signal that what follows is a reason. For example: W h y d o y o u lik e to s h o p at the m a ll? 1 lik e to sh o p a t th e m a ll be ca use it h a s a lo t o) ch e a p Mores, (reason) I lik e to b u y c h e a p th in gs because 1 d o n 't h a v e a lo t o f m oney, (reason)
Language Notes • Unit 8
Shopping Teach this unit opening page together with Lesson A in one class period. Introduce the theme of the unit Read the unit title aloud. Write these questions on the board: Hon often do you gr shopping? What do you usually buy? Do you like shopping? Have Ss work in pairs, and give them two m inutes to ask and answer the questions, Call un a Few Ss to report on their partners’ responses.
In Unit 8, Unit aims Read the unit aims. Tell Ss to listen and follow along.
Extra activity - class Write on the board: like to, want to, need to, have to, how much. Point to the expressions one at a time, and ask Ss to look through the unit and find a sentence with rhe expression. Ask Ss to raise their hands when they find a sentence. After several Ss have raised their hands, call on one or two to read rhe sentence they found and tell the page number (e.g., Ilike tc wear designer clothes, p. 76; Tneed to get some sneakers, p. 77).
Before you begin. . . ■ Introduce the clothing items Tell Ss to look at the list of clothing items. Ask Ss which words they alreadv know,'. Call on a few Ss to say the wrords they know. Read the list aloud, and have Ss repeat. ■ Have Ss match the clothes to the pictures by writing the number of the picture next ro the appropriate clothing items. Check answers with the class, [pants and a top, 3; a suit and tie, 2; jeans and a T-shirt, 4: a dress and high heels, 11 Recycle grammar This task recycles the present continuous. Say the number ot a picture, and have individual Ss call out what the person is wearing (e.g., T: 1. Ss: She’s wearing a dress and high heels.).
T-75 • Unit 8 • Shopping
■ Ask, “Are vou or any of voui classm ates wearing any of the clothes in the pictures today?” Ask several Ss to answer (e.g., Maria's wearing jeans. I'm wearing pants and c top.). Extra activity - groups Ss each w'rite a sentence using a frequenct adverb or a time expression for each of the four sers of clothing (e.g.. I always wear a suit and tie tc work. I wear jeans and a T-shirt on the weekends.). Ss read their sentences to their group and see if anyone else in the group has anv of the sam e sentences.
V
In Unit 8, you learn how to... m use like to, want to, need to, and have to with other verbs. ■ use this, that, these , and those.
• ask questions with How much. mtalk about clothes, colors, shopping, and prices. ■ use expressions like Um. . . and Let’s s e e ____ ■ use “ conversation sounds” like Uh-huh and Oh.
'v
y \
Before you begin. .. Look at the picture*. Find the people who are wearing these clothes. ■ pants and a top
■ jeans and a T-shirt
■ a suit and tic
a ? dress and high heels
Are any of ynur classmates wearing these things today?
Clothes What kinds of clothes do you like to wear?
Kayo Noguchi, 16, high school student Well, we don’t have to wear uniforms at our school, so I like to wear pants, a T-shirt, and sneakers.
Rick G( via, 27, a c c o u n ta n t
I have to wear a suit and i ie to work. After work, I just want to go Lome and pul on jeans and an old sv. eater. You know, something comfortable.
1 like to wear designei clothes, because I need to look good fov ork. So 1 usually v. ear dressy pants or a nice skirt, v. itb a jacket and a cilk blouse Oh. and o f course, high heels.
1 Getting started Listen. W h at kinds o f clothes do Kay o, Rick, a n d L ouisa usually w e a r5 Figure it out
B Ci rcle th e w ords to m ak e tru e se n te n c es about th e p ro p le above. T h en m ak e th ree ti ue se n te n c es a b o u t yourself. Tell a p a rtn e r. 1 K yo h a s to i d o e s n ’t h a v e to w e a r a u n i form . 2. Rick w a n ts to / d o e s n ’t w a n t to w e a r c o m fo rta b le clo th es a fte r work. 3. Louisa n e e d s to / d o e s n 't n e e d to w ear nice clo th es to w oik.
76
a a a
3
n a a a a
a
a ■
Unit 8 Shopping
Lesson A Clothes 1 Getting started ■ Set the scere Tell Ss to look at the pictures. Say, "The three people are talking about the kinds of clothes they usually weai in different places.” Ask: “What kinds of clothes do you usually wear to class?” Call uu several Ss to answer Say to the class, “Raise your hand if you wear the sam e things.' Repeat the activity with tne question W hat kinds o f clothes do you usually wear on the weekends?
A
-
.CD 2. Track 35)
■ Preview the task Call on a S to read the question at the top of the page. Write the names of the three people in the pictures on the board: Kayo, Rick, Louisa. Ask Ss to predict how the three people w ill answer the question, and w rite Ss’ ideas next to each name. Tell Ss to listen and write down each person’s answer to the question. ■ Play the ecordi.tg Ss listen and make notes. Pause after each speakei to give Ss tim e to write. ■ Play the recording again Ss lister and j eview their answers. Check answers with the class. IKayo wears pants, a T-shirt, and sneakers to school Rick w'ears a suit and tie to work, and jeans and an old sweater after work. Louisa usually wears designer clothes - dressy pants or a nice skirt, with a jacket and a silk blouse, and high heels.1 ■ Brainstorm a list of clothing items with Ss. Make a list on the board. Extra vocabulary.
clothing
Present or have Ss suggest extra vocabulary for clothing- such as shirt, sweatpants, sweatshirt, coat, shorts, socks, swimsuit, casual / form al clothes, sleeve, collar, short i long skirt. ■ Follow- ud Ss sort clothing w ords into things they have in their closets or wardrobes and things they do not have. Extra activity
pairs
S2’s hook is closed. SI reads a sentence from one ol the people’s answers. S2 guesses who the person is.
B Figur e :
:
Preview the task Write on the board Ufa w ant need have
Tell Ss tc find and underline those verbs in the infoi iiiation under the three pictures, Ask, "What com es after the verbs?” |fc + verb] ■ Say, “Now find a negative sentence with one of the verbs on the board.” [We don i have to weai uniforms at our school ] “What com es before have?" [don’t] ■ Do the task Have Ss circle their choices to make true sentences foi the people it the pictures Remind them to use the information under the pictures for help. 1lave Ss compare their answers with a partner. Check answers w ith the class: call on individual Ss to read their answers, and have other Ss raise their hands if they disagree. Answers 1. Kayo doesn’t have to wear a uniform. 2. Rick wants tc wear comfortable clothes after work, 3. Louisa needs to wear nice clothes to work.
■ Try it out Tell Ss to work in pairs and write three true statements about then own clothing hkt the ones in Part B (e.g., t don't have to wear a uniform.). Have a few Ss share their sentences with the class. ■ Notice the form Write or the board: I like to wear jeans a t home. Rick wants to b u y new jeans. Louisa needs to b u y new jeans. Kevin has to wear a suit Say, “Look at the underlined words. What’s the same in the tour sentences?” Iverb + to r verb) "Does the verb after to have an ending?" )no] Extra activity - class Ss prepare a short answer tc the question What kinds o f clothes do you like tc wear? Ss gc around the class and listen to one another’s answers. Ss report on classm ates who like to wear the sam e kinds of clothes as they do.
Extra activity - pairs SI describes what som eone in the class is wearing saying one clothing item at a time (e.g., She's wearing a T-shirt). S2 tries to guess the S being described. Ss change roles, doing the task several times.
Unit 8 * Shopping • T-76
Z Grammar # ^ (C D 2, Track 36)
■ Present tne grammar chart Play the recording. Ss listen a n d r e p e a t.
■ Understand the grammar Tell Ss to look at the chart Ask. "In what tense are all t he verbs?” [simple presentl Ask. “What com es after like, want, need, and have7.” \to + verb] ■ Follow-up Write questions such as the following or the board: What d o you like to wear a t home? Do you have to wear u uiiifoirn for work ? W hat clothes d o you tieed to buy? Do you w ant to buy some new clothes? (Jail on a few Ss to answer with true information in complete sentences 1 hen Ss ask and answer the questions in pairs and report any interesting answers to anuther pair.
A ! About', Preview and do the task Read the instructions LJ5" and example answer aloud. Have Ss complete the sentences. Check answers with the class: call or individual Ss to read a sentence aloud, and have other Ss raise their hands it their answer is the same.
■ Ask l wo Ss to read the example conversation aloud Have Ss compare their sentences with a pj rtner giving aduitional information, as in the example Extra achvdy - pairs Ss rewrite the sentences in Part A, changing the content in one way (e.g., I like to wear a tie all the time. Uur teacher doesn't have to wear a suit to class.. Tel Ss to make both true ar.d false sentences. Ss ther read their sentences to a partner. Partners guess whicr, sentences are true and whicn are false, For each cunuct guess Ss gei unc point. Fails see who gets the most points
B ■ Preview and do the task Read the instructions and the example question aloud Telli Ss to ask about tne topics oi clothes and shopping in their five questions. Have Ss ask and answer the questions in pa.rs. ■ Follow-up Ss go around the class and ask classmates theii questions fi orr Part B.
Answers 1 I like to / don’t like to wear jeans all the time. 2. Our teacher nas to / doesn't have to we. r a suit to class. 3. The stJdents in th-s class have to / don't have to wear a uniform every day. 4. I wan* to / don’l want to buy shoes thi s weekend. | 5. My parents like to / don't like to spend a lot of money on clothes. 6. I neeo to / don't need to buy new jeans. j 7. My best friend likes to / doesn’t like to shop for clothes. 8. We need to / don’l need to wear warm clothes in the spnng.
3 Speaking naturally A
,'CD 2 Track 37)
■ Preview the task Have Ss look at the statem ents and questions in t he box. Say, “In conversation, w ant to sounds like one word. The letter t isn’t pronounced. Have to is a ls o pronounced quickly as o n e word.” (For more information, see l.anguagr Notes at Ihe beginning of this unit.) Read the instructions aloud. ■ Play the recording Ss listen and repeat. 1 ell Ss to focus on pronouncing w ant to and have to as on the recording.
B
.CD 2 Track 38)
■ Preview the task Read the instructions aloud. Tell Ss to Ii ink over the list of questions. ■ Play the recording Ss listen and repeat. ■ Have Ss read the questions silently to them selves w ithout the recording.
T-77 • Unit 8 • Shopping
About} Preview and do the task Read the instructions -t'-0-"-! aloud. Ask two Ss to read the example conversation aloud Have Ss ask and answer tne questions from Part R in pairs. Tell pairs to report to another pair som ething interesting ihev learned about i heii partner.
Assign V orkbook pp 58 and 59 (The answer kei begins on p. T-242.)
2. Grammar Like to, want to, need to, have to
About you
Unit 8 Shopping
Whai kinds of clol nes do you like to wear" like to wear casual clothes. I don't like to wear suits.
W1iat do you want to wear tor iyr it? I want to wear my new ouTf i I don’t want to wear rr t old dress.
Do you have to wear a Si lit to work'' Yes, we do. We have to wear a suit and tie. No, we don’t. We don’t have to wear a suit
Do you need to buy nev. shoes? Yes, I do. I need to yet some sneakers. No, I don’t I don’t need to buy new shoes.
A M ake tru e sen ten ces. 1 h en c o m p a re w ith a p a rtn e r. 1. 1 AaW We Vo (like roj w e a r je a n s all th e tim e. 2. O u r te a c h e r _______________(have to) w e a r a su it to class. 3. T he s tu d e n ts in th is c la s s _______________(have to) w e a r a u n ifo rm every day. 4. 1_______________(w ant to) buy sh o e s th is w eekend. 5. Mv p a r e n t s _______________(like to) s p e n d a lot o f m o n ey o n clothes. 6 1 (need to) b u y new jean s. 7. My b e st l r ie n d _______________(like to) sh o p for clothes. 8. W c
(need to) w e a r w a rm c lo th es in th e spring.
“I don’t like to wear jeans all the time. ”
“Me neither. But I like to wear jeans on the weekends.
B W rite five q u e stio n s w u h lik e to, w a n t to. n e ed to, a n d h a re to. T h e n ask a p a rtn e r y o u r q u estio n s. Do you We Vo we<nv swiVsT
.3 Speaking naturally
Want to and have to
'wanyu I want to buy some new clothes. What do you want to buy?
A B
•
/haefto/ I have to buy some new clothes. What do you have . ‘ buy?
L isten a n d re p e a t th e se n te n e e s above N o tire th e re d u c tio n of w a n t to a n d h a re to Now listen a n d rep e a t ih e s e q u estio n s.
1. Do you have to go shopping th is week? . . . W here do you have tc go? 2. D o you have to b u y an y new c lo th e s ? . . . W h a t do you hav e to get? 3. D o you w a n t to sp e n d a lot of m oney? . . . H ow m u c h do you w a n t to spend? 4. Do you wa nt to go to a d esig n er store? . . . W h ich sto res do vnu we nt tc go to? About you
C
Pair WOrk Ask a n d a n sw e r tn e q u e stio n s. W hat in te re stin g th in g s do i ou fi nd out?
A Do you have to go shopping this week? B Yes. I have to go on Saturday. A Where do you have to go?
77
Lesson B
1 Building vocabulary A ' L isten a n d say th e w ords. W hich o f th e se item s do you he ve? W hich do you n eed to buy? Tell I he class.
a baseball cap
a belt
a backpack
a necklace and earrings
Word sort
a briefcase
a coat and boots
a purse
shoes and socks
a hat. ? scarf, anf gloves
B Wrh a t clothes a n d accesso ries do you have in th e se colors? W rite th em in th e c h a rt. W h at colors do you li ke to w eai? D iscuss w ith a p a rtn e r.
7 like to wear black. I have some black jeans and a black jacket.
2 Building language A Listen. I low m u ch a re th e gloves a n d the scarf? P ractice the co n v ersation.
Salesperson Hello. C a n I help you? Sam antha U h hi. I low mu h ai e th o se gloves2 salesperson These? T hey're reallv popular. T h ey ’re $80. Sam antha H m m . A nd wh.’t ab o u t th a t blue scarf? How m u ch i> that? Salesperson T his s c a rf is on cale. It’s i >nlv $149. Sam antha $149? OK, I have to th in k aboul it. 1 h a n k s anyw ay.
foui ’ ® Ca/r work Can you
act o u t th e co n v ersatio n u sin g y o u r ow n ideas?
Unit 8 Shopping Lesson
B Things to buy
Building vocabulary ■ Set the scene Write on the board- accessories. it, and have Ss repeat. Explain that it m eans items people wear with clothes. Point to, name, and write on 1he board one or I wo accessories Ss have (e hat, s/wrs). Ask Ss to nam e any othei words fui accessories they k iuw and w u le them on the board
A " * (CD2 Track 39) ■ Preview the task Tell Ss to look at the pictures. O
Recycle grammar This task recycles There's and There are, Call on a few Ss to say which items on the board are also in their book using There’s or There are (e.g., There’s a belt. There are som e shoes.}.
■ Play the recording Ss listen and repeat i he word >. ■ Play the recording again Say, “Listen and think about which items you have and which items you need to bu y” ■ Call on several Ss to tell the class about an item they have or need Encourage Ss to give more information (e.g., 1 have an old backpack. 1 use it for my schoolbooks.; I need new boots. M y boots are old.}. ■ Follow-up Ss work in pairs to talk about things they have and things they need.
■ Ask, “What clothes and accessories ac you have in ihese colors?” Read the example answer for black. [jeans] ■ Have Ss complete the.i charts. Whel Ss finish, have them work in pairs and talk about their charts. Say, “Tell your partner about the things you have in these colors. Then say what colors you like to wear.” Keac the example aloud. ■ Follow-up Ss nam e the colors of clothing and objects in the c la s s ro o m . Write the w o rd s o n the b o a rd
Extra vocabulary: colors Present or have Ss suggest extra vocabulai v foi colors, such as light blue, dark green, bright pink, purple, beige turquoise, silver, gold.
Extra activity - groups Ss play “I Spy.' Explain that spy m eans “see. Ss take turns nam ing the color of an item in the classroom. The other Ss guess what it is (e.g., S I:! sp]- something yellow. S2: Is it Kelly’s T-shirt?). The fii st S tc guess rorrectlv gets one point. The S with fhe m ost points at the end wins.
B 'word'. Preview and do the task Tell Ss tc look at the colors —???'] in the chart Say, “These are the top ten coloi that people say.” Say eat h coloi aloud, and have Ss repeat, Ask sevei al Ss, “What's your favorite color?” Tell other Ss to i aise their hands it they agree.
Building language Pairs: lell Ss to practice the conversation in pa; s taking turns playing each role Then have them practice the conversation again with Ss using their own ideas for clothing items and prices
■ Set the scene Say, “Look at the picture Samantha is shopping.” le ll Ss to read the instructions and ask, "What do you think the conversation is about?” [prices of clothing]
A
(CD2, Track40)
■ Preview the task Books closed. Say, “In this conversation, Samantha asks about the price of the gloves and the scarf. Listen and wr.te the prices.” ■ Play the recording Ss listen and wrn e the answers. Ask a few Ss the prices. Write their answers on the board ■ Play the recording again Books open. Say, “Li.-ten and read along. <:hrr k your answers ” [gloves, $80; scari $140] ■ Practice Divide Ihe class into two groups, one group playing tht -alcsperson and the other group playing Samantha. Have the gi oups read the conversation aloud and then change roles. G ro u p s :
B i F!svtt. Preview the task Say, I.oo.. a t ; he com e rsation, L'1out. and find Samantna s two questions abour prices. Tinderline them |1 low much are those gloves'. How much is that?] Write them on the heard. Say "Look at the conversation again. What docs that mean heri ?” Ithe scarf| “What noun does those go with?" [gloves] Read the instrui tions aloud ■ Dc the task Tell Ss tc use differenf items of clothing or accessories as they make up their conversations. Have a lew pairs art oul their conversation f o r the class. Check for cnri ect use of that and those m
Focus on the form and the use Write on the hoaid that, those. Ask, “Which goes with singula: nouns?' [that] “Which goes w ith p)ui al n o u n s'” those] Sav.' Use that. and those to talk about things that are not nea* you '
Unit 8 • Shopping • T-78
3 Grammar 9 E 'ou 2, 'rack 41)
4 . H o w m u c h i s t h a t ( b a s e b a l l ) c a p ? (It's ter. dollars anc fitly
■ Present the grammar chart Play the recording. Ss listen and repeat.
5 . H o w m u c h a r e t h e s e s n e a k e r s ? (Theyre a'one ranarnaana
■ Understand the grammar Tell Ss 10 look ai the chart. Write on the buaid: How much is th is____ ? How much are these ? Ask, "What kind of nouns does tins talk about s' igular or plural nouns?” [singular nouns] “What kind of nouns does these talk about?” Iplural nouns] “Do you use this and these to talk about things that are neai you or things that ate not near you?” [things that are near you] Point out that otten nouns do not tollow the words this and these when it is clear what is being talked about. ■ Do the sam e foi these sentences:
cents 1ten titty.) rvneteen [dollars].) 6 . H o w m u c h i s t h a t b r a c e l e t ’ (It's forty-nine dollars and ninety-eight cents \ forty-nine ninety-eight.) ■ Have Ss take turns practicing asking arid answering the questions with a partner Model the activity v ,:th a i> (e.g., l: How much are these sunglasses? 8- They're two hundred and thirty-nine dollars.) Extra activity
pairs
Pairs take turns saying the prices of the items in Pail A in two ways (e g., fourteen dollars an d ninety-nine cents or fourteen ninety-nine).
How much is that ___ ? How much are th o se ? Point out that that and those are used for tilings thai are not near ihe speaker. ■ Present In Conversation Read the information aloud. Ask, “What is another way to say the two questions?" [How much is it7 How much are they?] ■ Present Saying Prices Tell Ss to read the right-hand side of the chart. Write the following prices on the board, and have Ss practice saying them aloud: $19.95
$ 3 .5 0
89a
$10
Extra activity - class Pui several items on your desk le.g., sunglasses, purse). Ss pretend they are shopping. Ss take turns asking you how much the items cost. Make up prices. The otner Ss listen and make notes of items and prices At the end of the ai th ity, Ss tell the class which items they think are expensive, which are cheap and which are leasonably priced.
$188.75
Extra activity - groups Culture note Often North Americans do not use the words dollars and cents when they talk about prices, they say, for example. The umbrellas cost four ninety-nine.
Each S in the group puts oui two items. The othei Ss guess the prices ol the items (e.g., Si: 1 think your bag costs fo rty five dollars.}. The S with tire guess closest tc the correct price “w ins” the item. Ss can use pictures of items from magazines instead of reel items
A ■ Preview and do the task Read the instructions and example aloud. Tell Ss to look at the pictures, and explain that a hand pointing to an item m eans that 1he item is lar away. Have Ss write questions lor the rem aining pictures and then compare their answers with a partner. Check answers with the class: call on individual Ss to each read a question.
Answers 1. How much are these sunglasses? tThej 're two hundred and
thirty-rme / do'lars[ ) 2 How much are those umbrellas7 (Tney're fourteen dollars and
ninety-nine cents / fourteen ninety-nine) 3 . How much i t D i s belt’ (It’s twenty nine dollars and ninety-eight cents / twenty-nine ninety-eight)
B ■ Preview and do the task Read the instructions and example conversation aloud. Have Ss work in groups of five to discuss the possible prices of f he five items. Tell groups to make a note of the average prices they agree on. ■ Por each item, a different group member tells the class the avei age prices the group agreed o r , V rite the prices on the board. Find the highest and lowest prices. ■ Follow-up Ss call oui other items to discuss the price of. Write them on the board In paus, Ss deride on the prices and then pairs compare their prices.
4 Vocabulary notebook ■ Tell Ss tc turn to Vocabulary Notebook on p. 84 of their Student’s Books. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. 1 84 )
T-79 • Unit 8 • Shopping
niHd ; *■Assign Workbook pp. 60 and 61. (The answer key begins on p. 1-242.)
3 Grammar
Unit 8 Shopping
How much
How much is this (scarf)9 are these (gioves)?
?,
,
Saying p rices $2.99 = “Two dollars end hineiy-nine cents" or “Two ninety-nine"
> S
How much is that /watch)1? > are those (sjuylasSesp
©
these; that, those
3
$125
-
A hundred and iwenty-tive (dollars)"
$4/5 - “Four hundred anc soventy-f’ve (do‘lars)’!
How much is it ? It s $2 99 are they'J They re $49 9d In conversation. .
People also say How much does it cost? and How much do they cost? to talk about prices in general. A Writi q u e stio n s w ith H o w m u c h . . . ? an d th is, tha t, these, a n d those. T hen ask and an sw er th e q u e stio n s w ith a p a rtn e r.
$ 14. 99
3.
2. s w tg k v s s e s
is
q £ 4 iw .o o
_
6.
4.
B Group work Talk ab o u t how m u ch th e s e th in g s ros;t. \g r e e i »n an average price shoes
a cell phone
“How much do shoes cost?'’
I
jeans
a CD
a b a c kp a c k
“ Well it depends. They’re about thirty or thirty-five dollars '
4 Vocabulary notebook Nice outfit! See page 84 for a new w ay to log a n d le a rn vocabulary.
79
Lesson C
Can I help you?
1 Conversation strategy Taking time to think A When you need time to think, what do you say in your language? Do you have expressions like Um Well and Uh? Can I help ycu?
A How often do you go shopping? B Um. well. Uh. . . once or twice a month maybe.
ih , yes. I ’m It t king for a bracelet.
Now listen What does Sarah buy? How much is it?
All right. Is il a gift? Sarah Uh-htih, it’s s birthday present fcr a friend. CK. And he w much do yr t want tv spend?
it
Sarah Well, I d ’s s e t . . . about $40,1guess.
• h ip 'i
Uh-huh. Well, wt have these silver bracelets here. San.h Ch, this Iccks nice. I ' m. . . how much is it? Um, let’s s e e . . . it’s $55.95. Sarah Ch. That’s a Id . Let me think
NotiCB how Sarah says Uh, Um, Well, Let’s see, and Let me think when she needs time to think. Find examples in the conversation.
B Pair work S tu d en t A: You a re a sa le sp e rso n . H elp a cu sto m er. S tu d e n t B: You a re a custom er. You are shoD ping for o n e of th e item s below. Have a co n v ersation. a watch A B A B
a camera
a backpack
Can I help you? Um, yeah. I ’m looking for a watch. OK. And how much do you want to spend? Well, let me think. . about $ 100.
a pair of sunglasses
&
SELF-STUDY AUDIO CD CDfiDlH
8
Unit Shopping Lesson
c Can I help you?
Lesson C recycles the simple present of waul to and have to, questions wi‘h How much?; this, these, that, ard those clothing vocabulary, and prices.
1 Conversation strategy Why take time to think? Using expresses sucn as Well, Let s see, Let me think Um, and Uh can give a speaker time to thin* auuut how tu a"swei a qtiestioti or what to say next. Expressions like these let the listener know the other Derson has something - 1r something more - to say They help tne speaker Keeo I is or her turr in the corversaiion (Fo' more i lformation see Language Notes at the beginning of this unit.)
■ Set the scene Tell Ss to look at the picrure Ask, “What do you think i he woman is doing? Work with a partner and make a list of three things.” Have a few paii s read their ideas aloud e.g., She's shopping. She’s buying jewelry. She's looking ar a bracelet She's asking, “How m u ch . . . ? ”).
A
*'
(CD 2 Track 42)
■ Preview and do the task Tell Ss to look at the A/E conversation. Read the instructions aloud AskSs for similar expressions in their first language. If the class includes speakers of several dii Ferent languages, get Ss v\ho speak each 'anguage to respond. ■ Tell Ss to look al the picture Say, ‘ Sarah is shopping in a jewelry store. Can you guess any ol the words in ner conversat on?” Call on a few Ss to answer, and make a list on the board. ■ Say, “L.cten to the conversation. What does Sarah buy? 1 low much is it? Listen for the information, and write the answers to the two questions.” ■ Play the recording Books closed Ss listen, write the answers, and then compare their answers with a partner. ■ Play the recording again Books open. Ss listen and read along. Check answers with the class. [She buys a silver bracelet It s $55.95.) ■ fell Ss to look and see if any of the words on the hoard tllat they predicted are in the conversation I lave individual Ss call out any words, and circle them on thp board. ■ Practice Tell Ss to practice the conversation in pairs, taking turns playing each role. ■ Present Notice Read the information and rhe example aloud. Say, “Find all the expressions Sarah uses for taking tim e to thirk. Make a list.” [llh, yes. Well, let’s s e e . . U m . . . Let me think. I
■ Then ask Ss to find the expressions thal the clerk uses lor taking tim e tc think | Um, let s see ] ■ Follow-up May, "Change the conversation. T his tim e Sar„h doesn’t bu\ the bracelet, but sne buys som ething else.' Write on the board: Clerk: Urn, let's s e e , .. i t ’s $55.93 Sarah: Oh. That’s a lot That’s OK Thanks anyway Ask. “What does the clerk say next7' Ask the class for ideas, and write then: on the board (e.g.. Ii,n, do you w ant to see some earrings? Let’s see. These are nice.). ■ Ss work in pairs and practice the conversation up tc the last exchange £ nc then continue ii v ith Sarah choosing a diflerent gift. Tell Ss tc use the expressions that give them tim e to think ■ Pairs acl out their conversal ions for another pair Then a few pairs present their conversations to ’ he class. Other Ss raise their hands it Sarah “buvs" the same item as in their conversation,
B ■ Preview and do the task Read the instructions aloud Ask two Ss to read the example conversation aloud Tell pairs to take turns playing the roles of the salesperson anil the customer. Say,1Remember, when yon are the customer, you dor T have to buy the iter. Use the expressions you i u s i learned to take time to think."
Extra activity - class Divide the class into two groups - salespeople and customers. Salespeople make signs of items they ai e selling, each item on a separate slip of papei (e.g.. shoes, ties, scarves). Customers go around the class and buy things from several salespeople, usiny the example conversation in Pai t B as a model. I:ach customer must “bin " at leas! one thing.
mi-miY y * *uB" :i ■ T in ,
Tell Ms tc turn tc Sell Study L’stening, Unit 8. at the back of their Student’s Books Assign the tasks foi homework, or have Ss do them in class. (See the tasks or. p. 1-130 and the audic script on p, T-133.)
Unit 8 • Shopping • T-80
2 Strategy plus Why use “conversation sounds B y s a y i n g Uh-huh, p e o p l e s h o w t h a t t h e y a r e l is t e n i n g t o t h e s p e a k e r o r a g r e e w i t h t h e s p e a k e r . D e p e n d i n g o n t h e t o n e o f v o i c e , Oh s h o w s t h a t t h e s p e a K e r i s s u r p r i s e d , n a p p y , o r a n g r y . It is o f t e n f o l l o w e d b y w o r d s t h a t i n d i c a t e t h e r e a c t i o n . ( P o r m o r e in f o r m a t i o n , s e e L a n y u a y e N o t e s a t t h e b e g i n n n g o f t h i s u n it.) ■ Present Strategy Plus Tell Ss to look at the conversation on p. 80 and find examples of Uh-huh. Ask Ss to guess what each Uh-huh means. [Clerk: Is it a gift? Sarah: Uh-huh. (= Yes.); Sarah: about $40,1 guess. Cleik. Uh-huh. (= UK. i'm listening.)] ■ Repeat the task with Oh. [Sarah: Oh, this looks nice. (= she’s happy), Sarah: Oh. That’s a lot. (= she’s sui prised)) ■ Read the information in Strategy Plus aloud. Explain the m eanings of surprised, happy, and angry by acting out l he expressions. ■ Tell Ss to look at the picture. Read the example aloud, saying Sarah’s response with a surprised intonation. Then say the clerk’s statement, and have a few Ss respond saying Sarah's statement with surprise. ■ Present In Conversation Books closed. Tell Ss to guess whether Uh-huh and Oh are in the top 20, 50, 100, or 300 words. Tell Ss to read the infoi mation to check their guess.
A ■ Preview and do the task Read the insti uctions aloud. Have four pairs of Ss each read one of the conversations aloud. Have Ss complete the task and then compare their answers w ith a partner Check answ eis with the class: call on individual Ss to answer, and ask other Ss to raise theii hands if they do noi agree
Answers 1 . Oh. g o o d 1 = h a p p y : Oh, n o t a g a i n ! = n o t n a p p y 2 . Uh-huh = Y e s T h a t ’s r ig h t 3 . Uh-huh = I’ m l is t e n in g ; Oh c o o l ! = surprised h a p p y A Oh t h a t ’s a lo t! - s u r p r i s e d ; Uh-huh. = Y e s . T h a t ’s r ig h t .
B ; About] Pieview and do the tasl Tell Ss to practice the I you conversations in Part A with a partner, using appropriate intonation for Uh huh and Oh. ■ Have p aiis practice the conversations again, using their ow n reactions and responses.
3 Listening ■ Set the scene Tell Ss to look at the pictures. Ask Ss questions about the items (e.g., Do you have to get any o f these items? Do you want to buy any o f them? Do you need to buy any o f them ? Do you like to shop for them ?). Call on a few Ss to answer each question.
■ Follow-up Ss work in pairs. Say “Look at your guesses about the prices. For each item, score one point if your answer is closer to the corrert answer than your partner’s. The partner with the mosr points is a better shopper.” A fev/ pairs report theii results to the class
A
B
* ( C D 2 T ra c K 4 3 )
■ Preview the task Reaa the instructions aloud. Say, "Look at the items. Guess the price of each item, and write your guess next to each one Then listen to the conversations, and w iite the prices you hear.” ■ Play the recording A udio scrip t p. 7 -2.37 Ss listen and write the prices. Pause after each item to give Ss time to write. ■ Play the record>ng again Ss listen and review their answers. Check answers with the class: have individual Ss read the prices.
Answers 1 game $ 2 9 9 9 OVD $ 2 2 . 9 9 2 necklace $ 5 9 9 5 : earrings $ 4 5 3 . tie $ 1 7 . 5 0 ; belt $ 1 7 9 . 9 9
'
(CD 2 . T r a c k 4 4 )
■ Preview the task Read the instructions aloud. ■ Play the recording Ss lister and circle the items that the shoppers buy. Check answers with the class.
Answers 1. T h e s h o p p e r b u y s th e g a m e . 2 . T h e s h o p p e r b u y s t h e e a r r in g s 3 . T h e s h o p p e r b u y s t h e tie
Extra activity - pairs / class Pairs choose one ot the pictures and make their own shopping conversation using the conversaiions or p. 80 as models. Pairs act out their conversations for the class. Ss listen and write the prices they hear and w hethei or not the shopper buys the items.
4 Free talk ■ Tell Ss to turn to Free Talk 8 at the back of their Student’s Books Have Ss do the task. (See the teaching notes on p T 84A.)
T-81 • Unit 8 • Shopping
« * Assign Woi kbook p p . 62 and 63. (The answ ei key begins on p. T 242.)
Unit S Shopping
2 Strategy plus Conversation sounds ’ Uh-huh means
Oh shows you’re
"Yes.” ‘ That s right." or "I’m listening.”
surprised, happy, or angry.
Is it a gift? Uh-huh.
> In conversation . . .
Oh. That’s a lot.
Uh-huh and Oh are in the top 50 wordi.
A
Look a t th e s e co n versations W h at do th e "co nversation s o u n d s ” m ean?
1, A You have som e m o n ey w ith you, right?
3. A 11 lave to go sh o p p in g this w eekend.
Uh huh.
B L et’s see . . . 1 have a b o u t sixty dollars
B
Oh, good! C an I b o rro w te n dollars? B Oh, n o t again!
A J w a n t to buy a flat-screen TV
A
2. A H()W m u c h do you usually ^pend B
B
Oh, cool!
4. A How m a n y c re d it c ard s do yo u h av e?
on a sw eater? A bout eighty dollars?
B N ine or ten.
Uh-huh. Seventy or eighty dollars
A
Oh. th a t's a lot' B Uh-huh. I know, b u t I n ev er c a rry cash
B Pair work P ractice t he co n v ersatio n s. Give y o u r o w n rea c tio n s e nd answ er^.
3 Li sten-ng UL take it. _ A
L isten to th re e co n v ersatio n s in a store W rite the prices of each item .
B
L isten again. W h ich item s do th e s h ip p e rs buy? C ircle th e item s
4 tree talk How do you like to diess? See Free talk 8 a t th e b ack of th e book for m o re speaki pg practice.
A B ra in s to rm w o rd s r e la te d to sh o p p in g . ] lo w m a n y w o rd s c a n y o u th i n k of? R em em b er, th e r e a r e n o rig h t o r w ro n g a n sw e rs! c lo fU e s — to p p in g
® Kead the a r ,f c t e - C a n you f in d
Sn)
the words
brainstormed?
Shopping around the world I [ow do you like to shop? In a m all w ith over
C anada
800 stores? Or in a tra d itio n al m arket? If you 're p lan n i ng a trip to any of these countries, read about these g rea t places to shop.
Ita ly S an Lorenzo Market in Florence is fam ous for leaf her pu rses, w allets, a n d gloves. T here a re lots o f cates - so a fte r a m o rn in g of shopping, enjoy a coffee in th e h isto ric city center.
Japan
The West Edm onton Mall in t/eeprovina o f Alberta is th e size of 48 city blocks an d h a s over 800 stores. A nd e v e ry th in g is cheap because you d o n ’t have tc p ay sales tax. There a re also 100 re sta u ra n ts, 26 m ovie th ea ters am u sem en t parks, nightclubs, a hotel, an d even a n ice sk atin g rink!
Morocco
(@ ) T a k a s h i m a y a You need all day to shop at Takashimaya Times
Square, located in the S h in ju ku section o f Tokyo. At th is d e p a rtm e n t store, th e re a re boutiques w ith d esig n er clot hirig, gifts, a n d housew ares. T here's also a n a r t g allery a n d a travel agency. A nd best o f all, th e re a re th re e floors of restau ran ts!
In the city o f Marrakech, there's the fa m o u s “souk. ’
T here are h u n d red s of sta lls sellin g clothes, trad itio n al M oroccan slippers, a n d co p p er pots. C hoose gifts for all of y o u r friends B ut rem em b er - w hen you buy som ething, you have to bargain, because th e re are no prices!
Unit 8 Shopping Lesson
° Shop till you drop!
Reading ■ Set the scene Read the title ot the lesson aloud. Ask, “What does the title mean?" Get ideas from Ss (e.g., spend a loi o f lim e shopping; shop until you are very tired). ■ Ask a few Ss the following questions: Do you like to shop? Where do you to like to shop? Du yuu like lu shop on vacation ? Do you like to bargain - that is. talk with the salesperson to get a lower price?
A
Prereading ■ Preview and do the task Read the instructions aloud. Draw the example word web from the book on the board ■ With the class, brainstorm three or four more words related to shopping, and add them to the word web (e.g., buy, gift, mall, price, store, sale, salesperson). * Tell Ss to work in pairs and to copy the word web on the board. Then give pairs two m inutes to brainstorm as many more items as they can. Ss compare their words with another pair. Pairs score one point for each word they have that the other pair does not have. Find the pair with the most points. ■ Ask Ss to call out words they have on their webs thai are not on the board, and add them to the board. Then tell Ss to add any new words to their word webs.
■ When Ss lim sh, tell them to call out the words they found. Circle the words on the board. ■ Do the reaoirg Have Ss read the article. When Ss finish, ask a tew Ss, “Is the article interesting to you?” Then ask why or why not. Tell Ss to give reasons foi their a u s w e i s (e.g., No. I d o n ’t like to shop.; Yes. 1 want togo tc Morocco.; Yes. It gives interesting information about shopping in Italy). Culture note In North America, large stores, such as stores chat are part of chains, have set prices thai are marked or the items. However, in som e situations., it is OK to bargain and ask for a lower price than the one marked - for example, in outdoor markets and at som e small stores. It is also OK to bargain at garage or yard sales, where people sell used items from their garages or outside in theii yards ot on ihe sidewalk. ■ Follow-up Ss work in groups and tell which of the places they want to visit and why (e.g., 1 want to visit the market in Morocco. I like tc bargain.). Each group reports on the m ost popular place. Extra activity - groups
■ Follow-up If a S suggests a less obvious word for the word web. ask the S to explain why (e.g., S: Vacation. T: W h ydoyou th in k o f “vacation"? S: I often go shopping on vacation.).
Books closed, Ss work in groups of four and each S chooses a different country in the article. Give Ss two m inutes tc write what they remember about the place Ss present the information to the group. Other group members add information they remember.
During reading
Extra activity - individuals groups
■ Prev ew the reading Say, “Look at the pictures and the title Where is the article from?” [a magazine) “What do you see in the pictures?” |Italy: old buildings, a market, belts, clothes, people shopping; Canada: an ice-skating rink, people ice-skating; Morocco: a store, m etal pots]
Ss write a few sentences about a shopping area in their town or citv, using the article as a model. Tell thpm to include sentences with there’s and there are. Ss read their sentences to theit group and al the end of the readings, Ss say any interesting information they learned.
i
■ Read the instructions aloud. Say, “Before you read carefully, scan the article. L ook fo r the words on the boaid. and circle them .” Remind Ss, “When you scan, you read very quickly and 'ook for specific information. Don’t read every word.”
Unit 8 • Shopping • T-82
c
a place where you have to agree or the price: t h e “souk ' in
Postreading ■ Prei bw and do the task Read the instructions aloud. Ask Ss to read through the items in the task. Have Ss find and write down the information fioin the article. Have Ss compare their answers with a partner Then check answers with the class, call on individual Ss to answer
Answers
a good place to have coffee: t h e
h is to r ic c ity c e n t e r o f F lo r e n c e
( I t a ly )
a place with no sales tax: W e s t
E d m c n t c n M a ll ( C a n a d a )
M a r a k e c h (M o ro cco ) a place mere you can shop and then look at a r T a k a s h i m a y a T im e s S q u a r e (J a p a n ) somewhere you want to g c A n s w e r s w ill v a r y something yv j wan1tc buy: A n s w e r s w ill v a r y . tuw woids foi a place to shop m a l m a r k e t d e p a r t m e n t s t e ' e b o u tiq u e , “ s o u k ” tour new words you want tc learn. A n s w e r s w ill v a i y . ■ Follow-up Ss say why they chose the place they want to go to and the thing they warn to buy Ss look up the m eanings of the four words they want to learn in a dictionary and write a sentence for cacr worn
2 Listening and writing A ■ Preview and do the task Ask several Ss, “Do you like to shup?” If a S answers yes. ask, “What’s your favorite store?” Write answers on the board, and Ihen ask, “Why do you shop thei e?” c p Recycle a conversation strategy Have orher Ss ask follow-up questions aboul their classm ates’ favorite stores (e.g., What does vour favorite store sell? Is it expensive? How often do you shop there?).
B
(C D 2 , T rack 4 5 )
■ Preview the task Head the instructions aloud. Tell Ss to read the five sentences. 1lelp wit h any new vocabulary as needed. ■ Play the recording Audio scrip t p. T 238 Ss listen and circle the correct information.
■ Present Help Note Read the informal iot aloud Explain rhe word reasons, [ideas tlxai S n sw n the question Why] ■ Write on the buaid. A; My favorite store is Chang’s. B: W hy? A : It has
great clothes.
M y favorite
store is Chang's, because ir has great
clothes. ■ Ask i few Ss, “What s your favorite store? Why?” Write sentences with because on the board with Ss’ information. ■ Do the task Have Ss complete the sentences with their own ideas. ■ Tell Ss to wi ite the paragraph using the model sentences tc nelp them organi/e then ideas G c around the class, and help as needed.
■ Play the recording again Ss listen and review their answers. Check answers with the class.
Answers 1. 2. 3. A 5
I lik e t o s h o p a t t h e m a ]|. M y f a v o r i t e s t o r e is a b o o k s t o > e I I k e it b e c a u s e it s c h e a p . I u s u a l l y g o t h e r e o n F r id a y n i y i i t s . I b u y a lo t o f c o m p u t e i n a m e s .
c ■ Preview the task Read the instructions aloud.
■ Preview and do the task Read the instructions aloud. Tell group members to take 'urns reading their paragraphs aloud. Have groups choose the best new place to shop, When groups finish, hai e a few Ss reporl on new places thet learned about.
Extra aclivily - pairs SKread a partner’s recommendation and then wi ite three questions they have about the store. Ss give their questions to their partner, who rewrites his or her paragraph to include information that answers the quesl ions.
3 Falk about it ■ Preview the task Books closed. Ask Ss to think of questions about shopping habits. Have Ss call them out, and write them on the board ■ Book* open. Read tBo instructions aloud. <lall on different Ss to read the questions. Ask, "Are any of these uuestions on the board?” Have Ss call out any, and circle them. ■ Do the task I lave Ss woi k in groups and take turns asking and answering the questions Have a secretary in each group make notes about answers. Tell Ss to
T-83 • Unit 8 • Shopping
use 1 nglish only. Call on each group secretary to sum m arize the group s answers foi one oi two o f the questions. ■ FoIIow-ud Groups ask and answer two questions ahoul
shopping habits from the board thal are not .n thei: Student’s Books. Groups then report answers to the class. * Assign W orkbook pp. b4 and 6a iThe answ er key hegins on p. T-242.1
Unit 8 Shopping
C Look al th e article again. F ind . . a g ood p lace to have coffee,
so m ew h ere you w a n t to go.
a place w ith n o sales tax.
s o m e th in g you w a n t to buy
a place w h ere you h a v e to a g ree 011 th e p rice, a place w here you c a n sh o p a n d th e n look a t a rt.
fo u r w ords for a place rc shop fo u r new w o rd s you w a n t tc learn .
Listening and writing lavorite placesJo shop A
W h a t’s y o u r favorite store? W hy do you sh o p th ere? Tell th e class.
B ■ l i s t e n to M in Sup talk a b o u t his favorite store. Circle th e c o rre c t in fo rm a tio n 1. I like to sh o p a t th e m a ll / in sm a ll sto re s 2. My favorite store is a b o o k sto re / a n e le c tro n ic s store. 3. I like it b e c au se it’s c h e a p / in te re stin g . 4. I u su ally go th e re o n F rid a y n .g h ts / o n S undays. 5. 1 buy a lot o f DVDs / c o m p u te r g a m e s
C W rite a p a ra g ra p h a b o u t y our favorite sto re for a s h o p p e r’s guide. U se th e m odel below.
Help note My favorite store is . . . I like it b e c au se . . . I u su a lly go th e re . T hey s e l l . . . T hey also have . . . I like to buy ..
Linking ideas with because to give reasons My favorite store is Chang'sT because it has great clothes I like to shop there because it’s cheap.
D Group work Take tu rn s read ing y o u r rec o m m e n d a tio n s. D o you le a rn a b o u t a n y new places to sh o p 7
3 Talk about it
What kind of_shopper ate you?
Group work D iscuss th e q u estio n s. D oes a n y o n e have a n in te re stin g sh o p p in g habit? ► Do you like to go shopping? Why o r why' not? ► Do you usually' pav ca sh o r w ith a c re d it card? ► Do you co m p a re p rices before yrou buy so m eth in g ? ► Do you like to buy th in g s on sale? ► Do you ever buy th in g s you doi Tt need? ► Do you ever s p e n d to o m u ch money'?
Vocabulary notebook If done for homework
2
Briefly present the Learning Tip and the task directions M-ike sure Ss understand what they need to do.
d p This task recycles vocabulary tor clothes,
If done in class ■ Present Learning Tip Read the infoi mation aloud. Say, ‘ Pictures can heip vou learn vocabulary. You can label pictures. Linking the pictures and words makes it easier to remember new words." ■ Present It’s Black and White! Bouks dosed. A sk,‘ Do you lem em ber t he top ten colors people talk about from L, sson BY Make a list with your partner.” When Ss finish, tell them to look back at p 7b and correct fheir lists. Pi nd the pair with the m ost correi t answers.
accessories, and colors. ■ P ev ew and do the task Read the insti uctions ak>ud. Tell Ss to include colors when they label the pictures ■ Foi ow-up Ss show and talk about their pictures ir, the next rlass.
On your own ■ Present On Your Own Read the instructions aloud. ■ FollOW-lip Set a dale fur S>>to cuuiplcLe the task Al the start of that class, Ss report or the iu ~ts they saw ir the store.
■ Books c lo s e d . Then say, "Can you put the list of colors in order? Write the list in order from one. the color used m ost often to ten the one used least often." ■ Books open. Tell Ss to read the information in the box and see how many of their guesses are correct. Ask a few pairs “How m any of the colors are next to the tight r umber?”
Vocabulary notebook
Nice outfit!
Learning tip Labelingpictures
It’s black and whita!
T o learn n e w v o c a b u la ry y o u ca n laoei pictures in b o o k s o r m a g a zin e s.
Here are the top 10 colors
1
people talk about
This task recycles vocabulary for clothes am I accessories.
1 I abel the clothing and personal item s in th is picture.
6 greer 7. yellow 8 gra)
fciack red
4. blue 5 Drown
■ Preview and do the task Say, "Don t look back at the unit. Label the pictures with the nam es of clothing and accessory item s.” Have Ss compare answers with a partner. Check answers with the class.
Answers
woman, from top to bottom of picture: necklace, sweater, top I T-shn t, bi acelet, belt, purse, sk.rt sneakers1shoes briefcase
man from *op to bottom of
picture, hat shirt tie. watch. jacKPt. suh. pahts, socks, shoes, umbrella
r 2 Fin d and label at least three pictu res you lik e from a m agazine or catalog
Onyour om G o m to a h g clotu m g store
84
T-84 • Unit 8 • Shopping
1 white 2 3
« h m a n y th in g s ca n y o u na m e in Fn g lisu ’
9. pink i0. orangt
Unit 8 Shopping
Free talk 8 ■ Do the task Have Ss go around the class and ask classm ates yes-no questions for the items in the survey When Ss find someone who answers yes to a questiun, tell them to write that person’s nam e on the chart. Encourage Ss to g iv e m uie information if they answer yes
■ Preview the task Tell Ss 10 turn ro the back of their Student’s Books and look ar Free Talk 8. Read the ilis ti u v tiu n s a lu u d
■ Ask Ss to read through th e sentences. Help with new vocabulary as needed. ■ To model the activity, read (he first item. Say, “hind som eone who is wearing his or her favorite color." Ask two Ss to read the example conversat.on aloud. Call on iwu Ss to make yes-no questions for the first two items in the survey. (Are you wearing your favorite color? Do you like to “dress up" in nice clothes?]
Note: Depending on the size of youi class, consider giving Ss a time limit ■ Follow-up In groups, Ss iepoi t what they found out. Groups report to the class if for any of the questions, ir w a s difficult to find a S who answered yes.
What’s hut? What's not? G roup W o rk Discuss {hest* questions Can you agr***4on ih«w dfi'-w^rs foi e , Then com pare with another group.
Answer f
Answer t
Answer 3
What IV shows are popular right now? What is everybody watchingt What bands are ~hof "> Who are you and
What sports stars are in the news?
j Why? Whal are they doing?
Where are all the cool people hanging ou~ What's happening in the news? Wha’ are people M ing about? A I thmk everybody is watching reality shows. B Yes reality shows are very papular. C And people a’t also watching . .
Free talk 8
How do you like to oress?
Class activity Find classm ates who a nswei yes to the questions. W rite theii nam es on the chart.
Find someone who
is wearing his or her favorite color likes to "dress up” in nice clothes hetes to wear high heels, wears black all the time hates to wear a tie. always wears a belt. usually wears jewelry (rings bracelets etc.J likes tc wear leather jackets, skirls, or penis is wearing interesting socks loves to shop lor clothes
Name
_________ .
a Are you wearing your favorite
color?
B Yes I'm wearing a purple shirt and purple is my lavorite color. Free lalk 7gnu Free M l
Unit E • Shopping • T-84A
Unit Language notes
LessunA
Sifflmeeing,
Vocabulary Sightseeing activities (See Student’s Book pp. 85-871 The lesson introduces vocabulary for typical sightseeing activities. Expressions with verbs include take a ferry, take a walking tour, get a view, go to the top of a tower
Corpus information can and can’t ■ Can is the m ost frequent modal verb in conversation. It is alm ost twice as fiequent ir conversation as it is in written English
Grammar Can and can’t (See Student’s Book p. 87.) Can is a modal verb. Modal verbs (e.g., can, m a\, should) have the ,am e form for all subjects and are followed bv thp base form of the verb. In questions, they do noi take an auxiliary, and they com e before the subject. Form ■ Statements subject + cart / can't t base form of the vei b We can take a ferry. He can’t take pictures in the rain. ■ Information questions question word + can + subject + base form of the verb? What can you see in N ew York? Where can she see a show?
■ Can 's approximately three tim es more frequent than can’t. Can’t is about rwenry-four times more frequent than cannot. ■ The m ost frequent wui d used belure can is you - you can (about one third of o ccu ren ces' the second most frequent word is / - le a n (about one fifth cf occurrences). ■ The most frequent word used before can’t is 1 (approximately 40 percent of occurrences), and the second m ost frequent word is you (about 25 percent of occurrences). Can’t is often lollowed by verbs ol thinking or speaking (e .g , Ican ’t believe / remember / say I imagine.).
Speaking naturally Can anr can’t
■ Yes-No questions
(See Student’s Book p. 87.)
Can + subject + base form of the verb? Can we get an umbrella? Can she buy an umbrella nearby? Use ■ The mosl frequent use of can in conversation is to talk about possibilitv. This lesson teaches this use. mainly wii h impersonal vou as the subject. ■ Can has many other m eanings and functions, including talking about ability, making requests and suggestions, and asking tor and g.ving permission. Emr .a’s question in the conversation on p. 86, Can we get an umbrella?, is a suggestion.
Lesson BCountries
■ Can for ability is raughr ir 1 essor B. Req nests v.nh Can are taughi in Lesson <1 in the context of ordering fuud and drink.
■ Speaking Naturally focuses on the distinction between can and can rin conversational speech. In statem ents and questions, ran is usually pronounced with a reduced vowel /kar.., while can’t is pronounced with a full vowel /kaen(t)/. H ie/t/ is noi “released,’ and students will probablv not hear it. ■ Can and can’t are stressed ir short answers, and thus are both pronounced with the 1nil vowel: 'kaer . /ka?n(t)/.
_______
Vocabulary Countries, regions, and languages
Vocabulary Nationalities
(See Student’s Book p. 88.)
(See Student’s Book pp. 88 89.;
The lesson presents vocabulary for continents, countries, languages, and nationalities. There is a longer list of countries and nationalities in Voc abulary Notebook on p. 94.
■ 1 he w o r d s fo r nationalities in this lesson art either as nouns used to describe languages (e.g.. I can speak Thai.] oi as adjectives (e.g.. I love Thai food.).
■ lo refer to people from a nation le.g., The Italians love pasta.), piurai iorms are used for some nations, and singular forms are used for others. For example: Piurai form : (the! Italians, Brazilians, Mexicans, ( Ireeks
Grammar Can1ir ability {See Student's Book p 88.) Ss used the modal verb can / can't to talk about things i hat are possible ill Lesson A. in Lesson I,, they use can / can't to talk about ability (e.g., / can speak English.].
Singu’ui form: the lapanese (peuple). the French, the British, the Portuguese ■ som e nationalities have forms for nouns that differ from the adject ive foi ms: Swedes (noun), but Swedish (adjective).
Lesson C
They’re a kind of candy.
Conversation strategy Expiain,ng words (See Student’s Book p. 9 0 ) ■ The strategy in *his lesson is especially useful for learners to help them explain words from their language or culture. ■ Two expressions for explaining words are presented: It's / They’re u kind o f= to talk about types of things Lassi is a kind o f drink. it's / They’re kind o f like = to talk about similarities Lassi is kind of like a milk shake. ■ In the expression a kind o f kind is a noun with a similar m eaning to type or sort. In kind o f like kind o f is an adverb with a similar m eaning to slightly or a little.
Strategy plus Like (See Student’s Book p. 91.) ■ This lesson teaches the use of the word like to introduce examples. Foi example: You can p u t sprinkles on things like ice cream and cake. Pita is a kind o f fla t bread like a tortilla or nan bread.
Lesson D
■ Tnis lesson also reviews other uses of like that Ss have already learned: like (verb) - tc be fond of or enjoy I really like Thai food like (preposition) = similar to 1 hey’re like sugar like (pi eposition] = (in questions) asking for e. general description What's Thailand like?
Corpus information Like ■ Like is one of the top fifteen words used in conversations. It is about six tim es more frequent in speech than in written English ■ More and more, in everyday speech, people use like to report the things people say o~ think (e.g.. So I'm like. "What are you doing? ”). People alsc use it in evervdav speech as a hedge pi softener (e.g. I’m like curious to know what they are.). Many Bnglish speakers feel thai these 'w o uses of like are a sign of "bad” or “incorrect’1English, even thougr. the uses are very com m on.
Exciting destinations
Help note Commas in lists (See Student’s Book p. 93.) ■ Ir. sentences with three or more adjective^ oi nouns listed in a series, the items in the series are usually separated with commas:
■ In sentences with only/ two item6 joined by and, com mas are no) used. It s a lively and colorful place. Enioy the gardens an d u'a tei falls
It’s a lively, colorful, and interesting place, (three adjectives) Enioy the gardens, waterfalls, and trees, (three nouns Note the placement oi the com m a before and.
Language notes •
Unit 9
A wide world Teach this unit opening page together with Lesson A in one class period Introduce the theme of the unit Read the unit title aloud. Say, “The expression a w ide world m eans that there arc a lot of different places to go to in our world and a lot ol ditlerent things to do in them. In this unit, we will talk about vari ous places in the world to visit and what we can do there.' Have Ss look through the unit and call out the places they' know. Help with English pronunciations as needed.
In Unit 9, you learn how to ___ ■ Unit aims ( all on individual Ss to each read a unit aim aloud.
Extra activity - pairs Ss look at the third and fourth aims. Tell pairs to look through the unit. Say, “What places do you wanl to visit? What foods dc you wanr to try? See if you and your partner ran agree on £ place and a lood " Have a few pairs tell the class their ideas 'e.g., We want to visit Paris, 'p. 85]; We w ant to try Brazilian food. ,p. 89]). Help with pronunciation as needed
Before you begin__ ■ introduce the places in the pictures Tell Ss to look at the pictures. Read the capi ions aloud. | Pronunciations: Pelourinho /pelowfiynyuw/: Chichen Itza /tjitjemtsa/] Ask, “Do you know any of these places? What do you know about them?" Have Ss give any facts they know about each place. ■ Introduce vocabulary for sightseeing activities Read the activities aloud. Ask Ss to match the activities and the pictures (e.g., see fam ous bridges - Sydney Harbour Bridge; go to the Tops o f towers - Eiffel Tower; visit historic areas - Pelourinho, Chichen Itzd; go to palaces Grand Palace in Bangkok], Then have Ss give examples of famous bndges, statues, towers, palaces, and castles that thev know. Recycle grammar This task re< vcles like to. Head the instructions aloud. Tell Ss to check ( / ) activities they like to do. Call on a few Ss to say what 1 hey checked (e.g., I like to go to palaces or castles.). ■ Ask, “Who likes tn see famous bridges or statues? If you h ive a check next to this activity, raise your hand." Count hands, and write the total on the board. Ask three Ss to ask about the remaining t hree activities. Write the four totals on the board, and see w'hich activity is m ost popular. Extra activity - class S> around the class and find other Ss who like to do the sam e activities, asking Do you like to ? questions.
Extra activity - groups Write these colum n headings on the board: statue
bridge
historic area
tower
palace
casth
Each group’s secretary writes ihe headings on a piece of paper Groups think of as many famous examples of these as they can in two minutes. Group s e c r e ta r ie s call out their answers. Gioups receive one point for ea< h answer, and the gi oup with the most points w'ins.
T-85 • Unit 9 • A wide world
Culture note The Sy'dney H arbour Bridge, opened in 193z is the world's latgest steel aich bridge (but not i he longest). Like the Statue of Liberty in the United States, il signaled the arrival in a new land for many immigrants. 1 he striking i )p c" House, also on the harbor, which opened in 1973. now rival =*he bridge as a symbol of Sydney. Salvador, in Bahia, in the eastern part of Ri azil, was an important center of the sugar trade ir the 1600s and 1700s, when Brazil was a colony ol Portugal. Pelourinho, the historic district of Salvador, has becom e a major attraction. Tourists can attend a Large carnival there, and il is a center for music and dance The Eiffel Tower w'as built in 1889, as an attraction for the I Jniversal Exhibition held ir Paris it was the tallest standing structure in the world at the time, al 300 meters high, and was a symbol of developments in technology in the 1800s The Eiffel low er is now a sym bol of P iris, and more than six million tourists visit it everv yeai The G rand Palace w'as the home of the kings oL 1 hailand and i heir government toi more than 150 years, during the 1700s and 1800s. Il is alsc a spiritual center housing a Buddhist temple with a statue of Buddha carved of j *de Tourists can now visit the palace area. The pyramids of Chichen Itza. on the Yucatan peninsula ir eastern Mexico, were sacred places built by the Mayan and Toltee people Tom ists fodat can climb to the top of Ihe pt ramid of K kulkan, which,’s twenty-four meters high.
to Unit 9, you learn bow to. .. • use can in statem ents, questions, and short answers talk about tl ig s you can do in your c ity talk about ro n n trirs , languages, and ra tin ra litie s. talk about international toods. ■ explain the m eaning of a w o rd . • use like in difterent w a ys.
T*re Sydney Harbour Bridge ir Australia
Ptlniirirhn - Tne Histrric Distriti rf Salvador, hrszil
The Hracd Palace in BargkJc. Liai’ard
Thr ryrarids «rf
obcr l *t, Mom*
Before you begin... Do ynti cnjny sightseeing? Phcck (/ ) the activities you like to rir. The Eiffel Tower in Paris. Fras«c
■ see famous bridges or statues
■ gr, to the tops of trwers
■ visit interestirg nr historic areas
■ gr to palaces nr castles
Sightseeing
Lesson A
Emma Oh, no. It’s raining! What can you do in New York on a day like this? Ethan Oh, come on. You can do a million things. We can take a ferry to the Statue of Liberty Emma A ferry - in this weather? Ethan Wel‘ . . . we can gc to the top of the Empire State Building Emma Bui you can't see anything in tne rain. Ethan Yeah, you’re right. I know- let s go tc a Broadway snow. There are shows on Wednesday afternoons.
1 Getting started A
Look a t th e page above from a gu idebook C hoose tw o fu n th in g s to do Tel I th e class,
n J tH
B
_ .
Figure ouf
86
-*■
Emma OK. It’s a deal. But first can we get an umbrella?
L isten. W h at do b th a n a n d E m m a d ecid e to do? P ra ctice th e co n v ersatio n
.
C Pair WOrk W h at a re som e th in g s you c a n do in New York City? Take tu rn s giving ideas. “ You can see the Statue of Liberty ”
Lesson
dnit9f. wide world
A Sightseeing
_ 1 Getting started ■ Set the scene Book;' closed Write on the board: Five breat t hings to D c in New York °Lok, What do visitors like to do in New York?” Get ideas from the class, and make a list on the board.
A ■ Preview the task Buuks upen. Call on a few Ss to read the g-jidebook information aloud. Tell Ss to look at their list of ideas for things to do on the boai d and name any that are both on rhe board and in rhe guidebook Read the instructions aloud.
c i figure:
Preview the task Tell Ss to find and underline all it out the verbs with can in the conversation Ask, “What follows rani" la verb with nc ending]
■ Do the task Have pairs make a list of things people can do in New York. Tell pairs to use the conversation to help them. ■ Ask pairs to share their ideas with rhe c la s s. Write their ideas on the board under rhe heading You can (e.g., see l imes Square, go to a Broadway show,.
■ Do the task Have Sswui kin pans, discuss the acti/ities thev think are fun, and agree on two ol them. Call on a few pairs to report their ideas.
■ Focus on the form and the use Say, ‘ Can is follower by' a verb. The verb after ran doesn’t have an ending. The verb ran itself doesn’t change It is the same w ith all subjecis,”
■ Follow-up Read Ihe five activities from the guidebook. Ss raise their hands if it was one of the activities they chose. Find the top two activities.
■ Continue by saj n i g , “The verb can is used to ta k about activities that are possible You ran see museums means it’s possible for you tc see museums. ”
B
■ Try it out Ss brainstorm sightseeing a< tivities ir. their town. Add theii ideas tc the list or the board
(CD 3 Track 1)
■ Preview the task Tell Ss to cover the conversation and look at tl le picture. Say, “Emma and Ethan are visiting New York. Where are thev right row ?” [in front of their hotel] “What’s the weather like?” IIt’s raining. ■ Say, “Emma and 1 than are talking about things to do in New York on a rainy day. I hink about the guidebook and the ideas or. the board. Work with a partner. Deride on a fun thing for Emma and Ethan to do.” Call on several pairs to shaie their ideas with the t lass. ■ Ask, "What do Emma and Ethan decide to do? l isten for the answer." ■ Play the recording Ss listen and read along. Help with new vocabulary as needed. ■ Play the recording again Ss listen and write the answer Check the answer with the class, [go to a Broadway show) Find out how many pairs made that choice. ■ Practice
Groups: Divide the class into two groups, one playing
Extra vocabulary: sightseeing places Present or have Ss suggest extra vocabulary for sightseeing, such as botanical gardens, zoc aquarium, planetarium, skyscrapers natural history museum, art gallerv. historic site seaport, church, temple, mosque, synagogue.
Extra activity - pairs Ss plan a sightseeing day in their ritj' for theii partners. Ss ask each other W hat do you like? and W hat dc you like to do? Ss then have three m inutes to dec ide on and write down places and artivii ies lor their pai tners. Ss then tell theii partners the plans Alternatively Ss report to groups about the plan (e.g., Andre likes music. He can gc *o a concert at Massev Hall.).
Emma and the other gioup playing Ethan. Have groups read the conversal ion aloud and then change roles.
Pairs: I ell Ss to practice the conversation, taking turns playing each role Tht n ask Ss tn make up a new conversation, changing the places that I than suggests and the place w heie they finally decide to go.
Unit 9 • A wide world • T-86
2 Grammar &
(CD 3. Track 2)
with can (e.g., Where can you see a good show?) Call on Ss to ask and answer the information questions on the board.
m Present the grammar chart Play the recording. Ss listen and repeat. ■ Understand the grammar Tell Ss to look at the chari Write on the board, cun, verb, subject. Ask Ss how to torm statem ents with can Write the pattern on the board: subject + can + verb. Do the sam e for negative statements, writing verb, can't, subject on the board. Then write the pattern on the board: subject t can’t + verb. ■ Point uut that tun never has an -s ending, ever with he, she, it, or a singular noun as a subject. (Foi more informal ion, see l .anguage Notes at the beginning ol this unit.) * Present In Conversatwn Read the information aloud Have a few Ss make statements about things people cannot do in their town or city (e.g.. You ran'l take a ferry) ■ Write on the board: you verb can? Ask Ss how to form yes-no questions with can. Write the pattern on the board: can + subject e verb? Ask a few Ss to com e to the board and write questions in the pattern about sightseeing activities. ■ Point out the short answers in the grammar chart. Write on the board: Yes, can. N o , _ can't Explain 1 hat short answers with can use this pattern with all pronouns. Call on Ss to ask and answer the yes-no questions on the board. ■ Ask Ss for the pattern for information questions, (question word r can + subject + verb? Have a few Ss com e to the board and write information questions
A ■ Preview and do the task Read the instructions aluud. Ask one S to read question 1 aloud, and ask another S tc read the answer. Tell Ss to read through the list of questions and answers before they do the task. When Ss finish, check answers with the class ask one S to icad the question and a different S tc read the answer. Answers 1. b
2. c
3. f
4 e
5. d
6 a
■ Tell Ss to practice asking and answering the questions in pairs.
B V About: Preview ard do the task Read the instructions I aloud, Ask two Ss tc read the example conversation aloud. Tell Ss to ask and answer the questions in pairs this tim e answering with ti ue information Recycle a corversation strategy Have Ss do the task again, this tim e using “taking tim e tc think” strategies. Ask Ss to find the expression for taking tim e to think in the example. [Let m e think.) Then have Ss name others (e.g., Um, Well], m
Follow-up Ask individual Ss the questions aboul their city or town Other Ss raise their hands if they tic not agree with the answers.
3 Speaking naturally A
1(CD 3, Track 3)
■ Preview the task Say, “It's som etim es difficult in English to hear the difference betw een can and can’t. Many people don’t say i he r of can’t clearly The important sound to listen for is the a in can.” (For more information, see Language Notes at the beginning of this unit.) Read the instructions aloud. ■ Play the recording Ss listen carefully to the vowel sounds in can and cun’rand then repeat, focusing on the pronunciation of the two words. B
“L ‘ (CD 3. Track 4)
■ Preview the task Ask Ss to look at the sentences. Help with new vocabulary as needed. Tell Ss to listen and com plete the sentences with can or can t ■ Play the recording Audio script p. T-238 Ss listen and com plete the sentences. Pause after each sentence to give Ss time to write. ■ Play the recording again Ss review their answers. Check answers with the class: ask a S to read a sentence, and then replay that sentence to confirm the answer.
Answers 1. can 2. can’t
3 can't 4 can
5 can'1 6 can
* Ask a pair of Ss tc read the example conversation aloud. Tell Ss to write the sentences using can or can't making true statements about their city or town Have Ss form pairs, taking turns reading their sentences aloud and saying if they agree with their partners sentences or not and why Extra activity - groups Each S in a group chooses a differem city and writes its name and one thing that visitors can dc there on a piece of paper. Ss pass theii papers around the group Each S adds a sentence about what visitors can dc in the city writ ter, on each paper Ss continue passing papers around and adding nev\ sentences fot as long as possible. Ss cannot repeat ideas for a particulai city.
uififcr* * \ssig n W orkbook pp. 66 and 67. (The answ er key begins on p. T 242.)
T-87 • Unit 9 • A wide world
2 Grammar You he
She We ThcyJ
can ,. can t
Unit
Can and can’t What can you dc in New York? You can dc a million things.
rtake a ferry see a show gu
iu
Can we buy an umbrella? Yes we can. No, we, can’t.
a m useum .
9 A wide world
In conversation
You is the most commor word be1ore can. YOU ufteii i Means “people m general.’'
You can’t take pictures. = It's not possible tc take pictures.
A W hat c a n you do in N ew York City? M atch th e q u e stio n s a n d answ ers. 1 h e n p rac tic e w ith a p a rtn e r.
2 . C an you tak e a w alk in g to u r?
a. Yes, you c a n . You c a n go tc th e top of th e Fii ip irt Stale B uilding,
3. W h at histo ric sites c a n you visit? J m ean ,
h. You c a n w alk a ro u n d G reenw ich
1. W hat h isto ric n eig h b o rh o o d s ca n you see? J 2_
c a n you go to a c a s tle ? ____ 4. W h at c a n you do o n a ra in v d a y ? ____ 5. W h at kinds of m u se u m s c a n you go t o? 6 . W here c a n you get a good view o f th e city? I m ean, c a n you go to th e to p o f a tall
Village. It s a b e a u tifu l n eig h b o rh o o d c. Yes, an d you c a n tak e a bus tour to e d. Well, you c a n go to an a r t m u se u m or to th e M useum of N a tu ra l 1Tisroiy. e. You c a n go sh o p p m g o r go to a m u seu m , f No, you c a n ’t. T here are no real castles in
b u ild in g ? ____
N ew York
*■ B
Pair work Ask th e q u e stio n s again, ai id give a nsw ers a b o u t y o u r o w n city.
A What historic neighborhoods can you see in Mexico City? B Let me think. . .you can go to the Zona Rosa - the Pink Zone.
3 Speaking naturally Kan What can you dc here?
Can and can t kgn You can go to the zoo
, kserf (t> You can't go on Mondays.
L isten a n d re p e a t th e se n te n c es above. N otice th e pi o n u n c ia tio n ol ra*-, a n d c a n ’t
B
* I isten a n d co m p lete th e se n te n c es w ith ra n or ca n't. T h e n m ^ke then i tru e for y o u r city. D iscuss wit h a p a rtn e r. 1. Y ou_________ see a lot of fam o u s people. 2 Y ou _ s p e n d a. day at rh e beach. 3. You tak e a ferrv to a n island. 4. Y ou_________ sit a t o u td o o r cafes at n ight 5. Y ou_________ see a d ifferen t m ovie every night. 6 . Y ou_________ go to a show or c o n c ert every w eekend.
A
You can 't see a lot of famous people in our city: B No. you can’t.
Le ssm B
Cou
Building A
v
w i
A " L isten a n d say th e c o u n trie s a n d regions. W hich do you know in English? C heck {</) th e boxes W h at o th e r c o u n trie s do you know ?
North America
Europe
German1 Great Britain^ f j France D Spain Italy The Carihhean Mexico
South Korea
Puerto Rico
s' m g iirm
Thailand
Morocco
jTosfa Rica Africa
(S '
Peru South America
Auslralia
Occam,
Antarctica
B W here do p eo p le sp e a k th e s e languages? Use ideas fro m th e m ap. T hen c o m p a re your a n sw e rs w ith a p a rtn e r. English
Spanish
Italian
Korean
Turkish Russian
Chinese Portuguese German
Arabic
Japanese
French
Thai
“They speak English in the United States, Canada,. . . ”
C C om plete Ihe c h a rt w ith lan g u ag es and c o u n tries. C o m p are y our an sw ers w ith a p a rtn e r
I can speak
I can’t speak. . .
I want to go to . .
Povhvjwrce ‘ ''■ W e E 'y k s k
kw ew
AwLwOm,
“I can speak a little English, so I want to go to Australia. ”
88
^an
^
abllltjL—
I'm Brazilian.! sDeak Portuguese and I can speak a little Cngllsn, butt can't speak Korean
Lesson
Unit 9 A wide world
B Countries
Building vocabulary ■ Set the scene Say, ‘ Look at the map. Put a check on your country. Choose two countries you really w a n t to v is u . Put an X on those countiies.” ■ Put Ss in small groups to compare maps. Jlave groups report to the class on the countries most group members want to visit.
A
&
Possible answers English: Grea! Britain.
Australia, New Zealand, the United S'ates.
Canada. Ireland, South Atrica
Italian: Italy, Switzerland Spanish. Spain, P e ri Cnile,
Mexico, Pu eric Rico Central America
South Am erica, Colombia, Uruguay, Argentina, Costa Rica Kurean Korea
(CD3, Racx 5)
■ Preview the task T ell Ss to lis te n a n d l e p e a i t h e p la e e names
Turkish. Turkey Hissien Russia Chinese: Chinese
has many dialects peoole in Cn.na speak
■ Play the recording Ss listen and repeat.
Mandarin. People in Hong Kong speak Cantonese, peop'e
■ Play the recording again Ask, ‘Which place names do you know in English? Listen and check the boxes." Have Ss compare their answers with a pari ner Ss say the places l hey know, and I heir partners answer I k n o w I p la c e j in E n g lis h to o or I n e e d to le a rn th e w o rd f o r
in Id iw an speak Maudaiin and Taiw an ese and people m
[p la ce ]
■ Ask Ss to think of other countries they know. Make a list on the board.
Extra vocabulary:
countries
Si 'gaporc speax Cantonese
German: Germany Austna Switzerland Portuguese Portugal, Brazil Arabic: Egypt, Morocco Jordan, Iraq Japanese: Japan F ren ch : France, Canada, Switzerland
Thai: Thailand
c
Present or have Ss suggest extra vocabulary for countries that are not on the map in the Student’s Bcnk. Por a list of more countries, see Vocabulary Notebook, p. 94.
■ Present Can for Ability Say, "This is anothei use for ca n .' Read the information aloud To check comprehension, ask several Ss to name i he language.-* t he; can and cannot speak. (For more info: mation, see Language Notes at the beginning of this unit.]
Extra activity - pairs
Wo 'i Preview the task Ask Ss to look al the chari Read i— t he examples in each colum n aloud. Ask, “In which colum ns do you write nam es of languages?” [1 ran spe^k, 1 ran’r speak] In which colum n dc you write the names of countries?” [I want to go to]
Books closed. Ss write the letters of the alphabet on a piece of paper. Ss woi k with a partner and think of a counti y for as many letters as they can in four m inutes. Ss call out their ideas. Ss score a point for any country that no nthe" pair has on its list, l’he pair with the m ost points wins.
B ■ Preview the task Read the instructions aloud. Then read the nam es of the languages aloud, and have Ss repeat. Say, "Wiite the nam e ol each language. Where do people speak the language? Write the nam es of as many places as you ran. ] ,onk at the map f o r ideas.” ■ Do the task Have Ss com plete the task. Consider giving Ss a time limit ■ Read the example and then tell Ss to compare ideas with a partner. Check answers with the class: call out each language, and call on individual Ss to say what countries they wrote. Write lists on the board.
■ Do the task Have Ss complete the chart with nam es of languages and nam es ol countries. ■ When Ss finish read the example sentenre aloud Tell Ss to compare their charts with a partner. (. all on several Ss to report or. theii partners,
Extra activity - pairs Ss choose five countries, write them in a lisl on a piece of paper, and exchange lists with a partner. Pair? *hrn write sentences say ing som ething they know about each country
Extra activity - pairs 51 ir each pair thinks of a country. S2 asks questions until h e or she guesses the country SI is thinking ol 52 can only ask y e s-n o quest ions (e.g.. h it in S o u th A m e r ic a 7 D o p e o p le there s p e a k E n g lis h ? ).
Unit 9 • f wide world • T-88
2 Listening and speaking A ■ Preview and do the task Tell Ss to look at the pictures of different foods. Ask. ‘‘Do you like food from other countries?" Have Ss raise their hands for yes. ■ Say, foi example, ‘‘I like Japanese food, and I like Mexican tood We use nationality words to talk about food from other countries." Point out the Countries and N ationalities ch a n s in Part C, and read the examples aloud Ask, “What kinds of food do you like?” Call on several Ss to answer.
B ^
(CD 3, Track 6)
■ Preview the task Head the instructions aloud. ■ Play the recording Audio scrip i p. T-23b Ss listen and check ( / ) the boxes. Ss compare answers in pairs. Then check answers with the class.
■ Say, “Look at these sentences. Now listen again, w hich kind of food are they talking about?" Ss listen and then call out the answers, inexpensive: Japanese don’t give a lot of food: French; spicy: Korean, Thai]
c About', i
Preview the task Read the instructions aloud. *!?“.: Then read each example question, and call on different Ss to answer.
■ Do the task Have Ss take turns asking and answering questions about international foods. Tell Ss to ask questions about the foods in the p ic t u ie s und also other types of foods they like or know abou* Recycle a conversation strategy Tlave Ss do the task in Part C again, this tim e asking follow-up questions to get more information (e.g., SI: D o y o u lik e F re n ch
C 7>
fo o d ? S2: Yes, I do. S I: W h e re ca n y o u g e l g o o d F re n c h
Ask Ss to lepui t any interesting information to the class
f o o d a r o u n d here?).
Answers M elissa likes Japanese. Italiar French, Chinese and Mexican tood.
Extra activity - class ■ Play the recording again Write on the board: It's expensive. They don't give a lot o f food. They're spicy.
_
_
3
Survey
_
Say the name of a country. Ss name the nationality for that country (e.g., 7: F ra n ce . Ss F re n ch .).
. .
■ Set the scene Say, “1low much do you and your classm ates know about other countries? We’re going to take a survey. First, can you name the countries whose flags are in the pictures?” Have Ss work in pairs, see how quickly they can write rhe names, and raise their hands when they finish. After two m inutes, have the first pair to raise their hands give their list Check answers with the class and see how many pairs got all correct. Ifrom top left, across rows: India, United Kingdom, Brazil, Mexico, Australia, United States] ■ Preview and do the task Read the instructions and the example conversation aloud. Say, “Go around the class, and ask your classm ates yes no questions. When a classmate answers yes, write the person’s nam e in the chart.’ Have Ss do the task. ■ Follow-up Ask the questions in the survey, and call on individual Ss to respond.
Culture note U.S.(A.) stands for United States (of America). It can be a noun (e.g., in the U.S.) or an adjective (e.g., a U.S. citizen). The word American is often used to describe people and things from the United States.
U K stands for U n ite d Kingdom, which is made up of Great Britain (that is, the countries of Fngland, Scotland, and Wales) and Northern Ireland. The nationality of people and things from Greai Britain is B ritis h .
Extra activity - groups Groups make their own survey using theii own ideas. Tell Ss to think of six new items. For example. Find so m e o n e w h o . . . k n o w s th e c a p ita ! c it y o f C h ile ; k n o w s th e n a m e o f a Ja p a n e s e d ish . Ss repeat the task from Hxercise 3 and go around the class.
Extra activity - groups Ss work in groups. They choose a country, find pictures of it. and paste them onto a postci. They then write facts and information about the country or the poster and display their posters ir. the classroom. Groups present their informal ion to the class. Note: This activity requires tim e in al least two class periods.
4 Vocabulary notebook ■ Tell Ss to turn to Vocabulary Notebook on p. 94 of their Student’s Books. Have Ss do the tasks in class, oi assign them for homework (See the teaching notes on p. T 94.)
T-89 • Unit 9 • A wide world
uw*-- - Assign Workbook pp. begins on p. T-242.]
68
and 6 S. (The answer ke>
Listening and speaking National dishes A
Unit 9 A wide world
Do you like lood from other countries? What kinds of food do you like? Tell the class.
B
I isten tu Melissa talk about food. What types of food does she li ke?
Check
(S)
the boxes
French
Korean
Italian
Chinese
Japanese
Brazilian
Mexican
Thai
" C Pair work Ask and answer questions about international ioods. Add your own ideas.
“Do you like French food?” “Can you make Korean food?” “ Where can you get good Italian food around here?"
Countries
Nationalities
Japan Spain
Japanese Spanish
Mexico
Mexicar
Peru
Peruvian
3 Survey____________________ Do your classmates know a lot about other countries and cultures? Ask questions to find out
Who is a “ worJd citizen” ? Find someone who can make Indian food, has an American friend, can speak three languages (What are they?) likes Brazilian music knows the capital city of Australia, can name three countries beginning with C knows the name of a British hand “Can you make Indian food?”
“ Yes. I can make some things. ” (jj) “No I can't I never cook. ”
4 Vocabulary notebook People and nations See page 94 for a new way to log and learn vocabulary.
Lesson C
They’re a kind of candy.
1 Conversation strategy Explaining words A Circle the correct word to complete the sentence
Coffee is a kind of food / drink / dance i music.
I Strvtr Are you ready tv enter?
Now listen. What do Yuki and Adam order? ^
Yuki Yes. C.-n I have a large diet scda?
1 Strvtr A large diet scda? a
Yuki yes, please.
Adam Urn, can I have reffee ice cream with chrcrlate sprinkles? S trvtr Su e. CK. Yuki What arc sprinkles?
«
A.‘am They're a kind cf candy. Yeti can put them cn things like ice cream and cake. They 're kind of like sugar. Yuki Oh, I know. Yvu can get them in Japan, tec.
NotiCB how Adam uses a kind of and kind of like.
He's explaining a new word to Yuki. Find examples in the conversation
What are sprinkles?" “ They 're a kind r I candy.
B Match each picture with an explanation Then take turns asking a paitnei to explain the words. a hanbok
It s a kind of musical instrument. It’s like a guitar.
(from Korea)
a bouzouki (from Greece)
o a tortilla (from Mexico]
It s a kind of bread. It s kind o flike a pancake It’s a kind of drink. It’s kind oflike a m ilk shake It’s a kind of dress. It’s a traditional outfit.
Unit 9 A wide world
Lesson
c They’re a kind of candy.
C p Lesson C recyc es can for possibility and ability. Can is also used in this lesson for iequests in the context of urdenng food and drink
Conversation strategy Why explain words? When speakers need to explain a w oid, they uften use the strategy taught in this lesson to get their meaning acro ss. They exam ples ot the
m ay
give
type of thing or idea they are talking about (e.g.,
It’s a m o o f . . . ) , or they make com parisons with sim ilar tnmgs or ideas (e.g., It's [kind of) like...) . This strategy is part.cularly useful for beginning learners, whose vuuabulaiy is limited. (For more information, see Language Notes at the beginning of this unit.)
■ Set tne scene Tell Ss to look at the pictm e. Ask, Where are the people?” [in a coltee shop, in a restaurant, in a diner] Ask individual Ss, “What kinds of foods do you usually order when you eat out? Do you ever fry foods from other countries?”
A
■ Explain that the conversation includes another use ot can: to make iequests. Ask Ss to read (he questions with can used ir requests aloud. [Can I have a large diet soda? Can f have coftee ice cream with chocolate sprinkles?|
Extra activity groups Ss work ir groups of three. They luok over the conversation and then close theii books and pi actice it. Write key words on the board (e.g., Server: order?: Yuki: diet soda; Adam: ire cream and sprinkles; Yuki: sprinkles?; Adam: randy / sugar; Yuki: Japan).
B (CD 3. Track 7)
■ Preview the task Books closed. Ask, “What’s coffee?” Encourage Ss to try and explain the word coffee. Write on the board: Coffee is a kind of. . Ask Ss to complete rhe sentence, and write ideas on the board. ■ Books open Read the instructions and the sentence aloud. Check the answer with the class Idrink] Say, “Coffee is a kind of drink. What other kinds of drinks do you know?" Ss answer (e.g., soda, tea. water). ■ Wi ite on the board: Can I have coffee ice cream with chocolate sprinkles? They’re a kind o f candy. Oh, I know. You ran get them in Japan, too. Say, “This is part of the conversation you're going to bear. What do you think it is about7” [food in a restaurant] “There is a m issing question. What do you think it is?” |What are spi inkles?] ■ Say. "What do Yuki and Adam order? Listen and read along. Underline the answers.” ■ Play the recording Students listen and underline what Yuki and Adam order. Check answers with the class. [Yuk. large diet soda; Adam: coftee ice cream with chocolate sprinkles] ■ Practice Have Ss practice the conversation in groups of three, taking turns playing each role. ■ Present Notice Write on the board: a kind o f
kind o f like
Say, “The expressions a kind o /an d kind o f like are used to explain new words. Can you find them in the conversation?” Tell Ss to circle the expressions. ■ Read the information aloud. Check answers with the class. IThey’re a kind of candy They’re kind of like sugar. |
■ Preview the task Tell Ss to look at the pictures and cover
the information at the right. Ask, “Do you know wnai the items are? Can you explain them in English?” Ask Ss for ideas. ■ Do the task Have Ss match the pictures w itf the
explanations. Check answers with the class
Answers [2]
It’s
a kind of m usical
0
It’s a kind of bread. It s kind of like a pancake
instrument.
It’s
like
< guitar
Q ] It’s a kind ol drink. It's kind of like a milk shake [ 3 ] It’s a kind of d ress. It’s a traditional outfit.
■ Tell Ss to study the explanal ions of the items Have Ss work in pairs and take turns asking about and explaining the words. Tell Ss to try to give the explanations without looking at the book.
Extra activity - class! pairs With the class, make a list of words Ss im agine a visitor to their country would like to have explained, For example. avisitOL tc Japan may ask. W hat are geta? A visitor to Mexico might ask, What's an enchilada?Ss then work in pairs and explain all the words they can. Call on different pairs to provide explanations Othei Ss call out other explanations they have lor the same items.
Hll IIIIII
«iimnci
HN
Tell Ss to turn to Self-Study Listening, Unit 9 at the back of their Student’s Books Assign the tasks for homework, or have Ss do them, in class. (See the tasks on p T-131 and the audio script or p T-133.)
2 Strategy plus Why use like? Like is often used to introduce one or mute examples of something that is being talked about.
■ Books open. Tell Ss to look at In Conversation as you read it aloud. Flave Ss make three sentences with the three differeni uses of like. ■ Preview and do the task Read the instructions aloud Say,
■ Present Strategy Plus R ead the information aloud T hen
“Answer the questions with two or more examples.' Have Ss complete the answers with tneir own ideas. Then have Ss take turns asking and answering the questions with a partner.
a s k a S to read the caption (For more information, see
Language Notes at the beginning of this unit.) ■ Write on the board: In summer, you can play sports lik e . . . In Asia / South America, you can visit countries lik e. . . I like to watch TV shows lik e . . .
Answers Answ ers will vary depending or each S ’s native country
Ask Ss to com plete the sentences with their own ideas. Call on a few Ss to share their deas with the class. Use the ideas to com plete each sentence on the board. ■ Present In Conversation Books closed. Tell Ss that like is
one of the top fifteen words. Ask Ss to think of other uses of like. Write exam ple sentences on the board (e.g., 1 like soap upeias. 1 like to wear comfortable clothes. W hat’s she like?). (For more information, see Language Notes al the beginning o( this unit.)
3
Listening and speaking Extra activity - pairs
A ■ Preview and do the task Tell Ss to match the words and
the pictures and to guess what languages the words are from Have Ss complete the chart with their guesses. ■ Ask Ss to call out their ideas to the class Ss raise their hands if they agree. Note: Answers will be checked following the listening in Part B.
B 4*
(CD 3, Track 8)
■ Preview the task Say, "Adam and Yuki are continuing
their conversation. They’re talking about the meaning o f som e words.” Read the instruc tions aloud. * Play the recording A udio sc rip t p. T-238 Ss listen and
review t heir guesses. Check answers with the class: call on different Ss to each give an answer.
Answers 1. yogurt / Turkish
3. a waltz / German
2. a boutique / French
4 a mosquito / Spanish
Ss close their books and take turns asking about the m eaning of the four words in Part A. Ss answer from memory.
c ■ Preview the task Read the instructions aloud. Ask Ss for
two or three examples of foreign words that are used in Ss’ first language(s) (some words may be Lnglish words) Write the words on the board. Ask Ss what they mean. ■ Do the task Have Ss work in groups to complete the task. I f you have a mixed-language class, put speakers o( the sam e first language together. If your Ss all have
the sam e first language, make the task a gam e - the group with the most words in their list is the winner. ■ Ask groups to call out the words on their lists. Make a list on the board. Call on Ss to explain what the words mean.
Answers Answers will vary depending on each S ’s firsl language.
4 Free talk ■ fell Ss to turn to Free Talk 9 at the back of their Student’s Books Have Ss do the task (See the teaching notes on p. T Q4A.)
T-91 • Unit 9 • A Wide world
Assign Workbook pp. 70 and 71. (The answei key begins on p. T-242.)
Strategy plus
Unit Q A wide world
Like
You can use like to give examples In conversation. . .
Like is one of the top 15 words.
You t:an put sprinkles on things like ice cream and cake.
It has uther meanings:
I like Brazilian food What’s Thailand Iike'' Sprinkles are like sugar. Imagine a tourist is asking these questions about your country. Answer the questions. Then practice with a partner. 1
2.
3.
4.
A What arc good souvenirs to buy? B Well, things lik e ________________________________________ . A Do you ever see people in traditional clothes? B Well, you sometimes see things lik e ___________ A Is the food spicy like Indian food? B _________________________________________ A B
Where are good places to visit? Oh, places lik e
_________________
”■ 3 Listening and speaking What language is it from? **
A 1,abel Iht photos with the words below. C an you guess w'hat languages the words are from? Complete the chart.
a mosquito ✓yogurt a boutique a waltz It’s called.
yogtAvk
The word is from
B
Now listen to more of Adam and Y uki’s conversation. Check your guesses.
C Group WOrk What foreign words do you use in your language? How many can you think of? What do they mean? Make a list.
4 Free talk Where in the world... ? See Free talk 9 for more speaking practice.
91
ÂŁ^,iting destinatii
t\ t \
D
1
Lesson
1 Reading A
U
What do you know about these popular tourist destinations?
What can you do or see there? Make a class list.
London
Tokyo
San Francisco
Rome
B Look at the Web page. How many of your ideas are mentioned? ' o o o
travel guide
Go On a Virtual Tour!
The Travel Guide
Are you planning a trip to one ot the popular destinations below?
Check out our guide to these great cities. You know the famous places, but with the Travel Guide, you can see and do something unusual. Click on one ot the links below.
Travel Competition Win a trip to Hawaii. Click here now!
London London is famous for historic builaings like Buckingham Palace But you can also take a walking tour of its haunted buildings The Tower of London is just one example. Can ghosts speak English? Go and find out More. .
Tokyo Everyone loves to eat sushi. But where does all that fish come from? Go to the Tsukiii Fish Market at 5 00 a . m , and find out. It's lively, colorful, and fun. And you can have great sushi for breakfast1Then go to the Ginza More. . .
For exchange rates, click here
San Francisco
Click here for , world weather K
See the Golden Gate Bridge, and then walk down to Golden Gate Park Go to the Japanese Tea Garden, ant enjoy the beautiful waterfalls, bonsai trees, and plants. Then order tea from a waitress in a kimono. More . .
Do you have a good travel tip? Share your stories on our message board
Rome After your tour of the Colosseum and St. Peterâ&#x20AC;&#x2122;s Basilica, hang out on the Spanish Steps with young DeoDle from around the world. More . .
92
Do you have ar unusual I photo ol a popular tourist attraction? Enter oui photo competition Win a digital camera. Click here for details.
Need some help? Our trip expel car help you find your ideal vacation Click here.
Zl
I
Zk
Unit 9 A wide world
Lesson
D Exciting destinations
1 Reading ■ Set the scene Read the title aloud. Say, “Destinations aie place** like cities ui euuiitiies tu which people travel What are som e exciting destinations you want to visit?” When Ss answer, encourage ol her Ss to ask follow -up quesl ions (e.g., Why do you want to go there? What can you see there?).
A
• Ask Ss how they can get more information on places in the cities. IThey can click on the red links ii. the article ] i tell Ss to look at the entire Web page and underline any new words Have them call out those words 01 expressions. Ask classmates to help explain the m eaning of the words
Prereading
Culture note
■ Preview and do the task Read the instructions aloud Write on the board:
London
Tokyo
Rome
San Francisco
London
Ask, “What countries are these cities in?” [lokyo: Japan: Rome Italy: San Francisco: the United States; London: England] Then ask, "What do you know about them? Wha? can you do in each place?1' Have Ss w'ork in pairs and w rite their own lists. Give Ss two minutes to brainstorm ideas. Then write Ss’ ideas on the board.
Possible answers London: You can
see Buckingham Palace, visit the Tower ol
London, ride on a double-decker bus, visit historic buildings.
Tokyo: You
c a r go to the top of the Tokyo Tcw er go shopping
visit historic buildings, go to a tea ceremony.
San Tranc:sco.
vou can see the Golden Gate Bridge, take a ferry to
Alcatraz Islana, ride a cable car, go to Chinatown
Rome
You can see the Colosseum and other historic buildings go
to fam ous m useum s see the Trevi Fountain.
B During reading ■ Preview and do the reading Ask, “Do you ever use the Web for travel information? Do you buv tickets or make reservations online?” Have Ss who answer yes tell about their experiences and the kind of information they get. ■ Read the instructions aloud. Say, “lo o k at the information about the cities on the Web page. Read about each city. Look for ideas in the reading that are on the board. Circle those ideas.” ■ When Ss finish, have them report to the class about the ideas on the board that are m entioned in the reading. ■ FoIIjw up Ss share a piece of information they learned ■ Do the reading again Tell Ss to read the entire article and look for all the different things listed on the Web page that you can do using the page. Have Ss report their ideas to the class (e.g.. You can learn more about places in the cities. You can enter a com petition for a trip to Hawaii or a photo competition. You can get infoi mation on world weather. You can share a travel story or tip. You can ask for help with travel arrangements.).
Buckingham Palace has served as fhe official London hom e of Britain’s kings and queens since 1837. The Tower of London was built nearly 1,000 years ago. It has been the home of monarchs xhe storehouse of the Crown Jew'els, and most infamously, a prison and an execution site. Tokyo The Tsukiji Fish Market W'as founded in 1922 after many sm all fish markets ir Tokyo were destroyed by the Great Kanto Earthquake. The Ginza is the most expensive shopping area in Japan. It is known for having the most expensive real estate on earth. San Francisco The Golden Gate Bridge was huilt in 1927. It is considered one of the architectural ma-vels of the twentieth century. For years, it was the longest suspension bridge in the world. The Japanese Tea Garden in Golden Gate Park is the type of Japanese garden known as z wel walking garden. It w as created in 1894 for the World s Fair. Rome The C olosseum is the m ost famous monument of ant ient Rome. Gladiator fights and other entertainments were held there St. Peter’s Basilica w'as completed in 1626. Il is the largest church in the world. The basilica’s dome, designed by Michelangelo, is the world's largest dome, measuring 42 meters in diameter and reaching 138 meters in height The Spanish Steps have been a gathering place for Romans and visitors since the stairway was built in 1725.
Extra activity - individuals / groups Individual Ss write three questions tc ask for advice for a vacation they want tc take (e.g. How can I find a cheap hotel?). Ss ask their questions in groups, and other group members try to answer or give advice on how' to get the information that is needed.
Unit 9 • A wide world • T-92
c Postreading ■ prev ew the task Read the instrucuons aloud. Ask different Ss to each read an item in the bulleted list aloud. Make sure Ss understand what information they are looking ‘or. ■ Do the task H ave Ss find and write down I he informal ion from the article and then answer the Follow- up questions. When Ss finish, have them compare answers with a partner. ( Iheck answers with the class
Possible answers two competitions: Tr a v e ' c o m p e t i t i o n - Y o u c a r w i n a t r ip to H a w a ii p h o t o c o m p e t i t i o n - Y o u c a r w . r a D ig it a l c a m e r a two othts' kinds of infonndtiun. exchariye rates - The ilifuiiiiatiOu is j s e l u l s o y o u c a r f i n d o u * h o w m u c h y o u r m o n e y i s w o r t h in a n o t h e r c o u n t r y ; w o r l d w e a t h e r - T h e I n f o r m a t io n is u s e f u l s o t h a ‘ y o u k n o w m e k in d o l c l o t h e s t o p a c k . the place to send your own travel tip: o n t h e m e s s a g e b o a r d two places you want to reaa more about: A n s w e r s w ill v a r y .
2
■ Toliow up Ss share travel tips and say what they want to know about the places they want to read more about
Extra activity - class A.sk Ss questiuus about (he Web page (e.g., Whal can you do in London? Hou can you get to the message board'?), Ss try to find rhe information as quickly as they can and raise theii hands to answer. Allow tne Ss who answer correctly 10 ask rhe next question.
Extra activity - groups Ss in groups share iheir travel tips from Part C and make a list of the best ones for a travel article (e.g., Use a small suitcase, and you can take ii on the plane with you.). Croups share travel tips. Have the class vote on the cop five tips
Talk about it ■ Preview the task Read the instructions aloud. Call on different Ss to read the questions aloud. Then have three Ss read the example conversation. Ask a few Ss quesl ions.
3
Do the task Have Ss work in groups, discuss theii ideas, and make notes of the answers they agree on. 1Incourage Ss to use English only. Follow-up Groups report on the things they agreed o r .
Writing A
B
■ Preview the task Read the instructions aloud. Ask, ‘‘What is a place - a city or a country - you like and know well?” Ask a few Ss to call out their ideas.
■ Preview and do the task Read the instruci ions aloud. Have Ss put their paragraphs on theii desks or chairs Tell Ss to move around the class and read at leasi five other Ss’ paragraphs. Have Ss choose the most interesting one and tell the class why they found if interesting.
■ Tell Ss lo read the example paragraph. Ask a few comprehension questions (e.g.. W hat’s the nam e o f a fam ous place in Bangkok? W hat can touiists do in Bangkok?). After Ss answer, say, ‘Wnen you write, answer these kinds of questions in your paragiaph. You can also look at the information about the cities on page 92 for ideas.” ■ Present the Help Note Call on a S to read the information aloud. Point out th e use of com m as for lists with i h re e or more items. (For more information, see Language Notes at the beginning of this u n it.) roll Ss to look at p. 82 and tind examples of lists of items with commas.
Extra activity - class Ss put their paragraphs on their desks oi chairs, togethei with a blank piece of paper Ss go around the class and write one quesiior or suggestion for each paragraph. The author of the paragraph writes answers to the questions on he paper and fhen rewi ites the paragraph, answering at least one question and incorporating at least one suggestion.
■ Wi ite these sentences on the boai d: I lorence is famous for a rt food and markets. New York is interesting exciting an d noisy. London has historic buildings theaters an d must urns. Hdve Ss codv the sentences and add the m issing com m as ( heck answers with 1 he class, [art. food, and markets; interesting, exciting, and noisy, historii buildings, theaters, and museums] ■ Do the task Have Ssw i ite their paragiaphs. As they write w ilk around the class and help as needed.
T-93 • Unit 9 • A wide world
flillBl * Assign Workbook pp 72 and i3. (T he answer kefy begins on p T-247.)
Unit 9 A wide world C
I ook ai the Web page again. Find these things and answer the questions.
Then compare with a partner. Find . . . ■ ilie lin ks for two competitions. What can you win? two other kinds of infoi mation W1 ly is the information useful? ■ the place to send your own travel tip. Du you have a good travel tip? ■ two places you want to read more about. What do you want to know?
2 Talk about it Do you want to take a trip? Group w ork
What ideas do you and your classmates have about travel?
Can y ou agree on . . . ► three countries you all want to go to? ► the three best places to visit in your country? ► three tourist attractions you want to see? ► three types of food you a 11wa nt to try? ► two languages you need when you travel abroad?
A Well, I want to go to Chile B Oh, that's a good idea We can go to the Atacama Desert C Yeah but I can’t speak Spanish What about. . . ?
► three really good souvenirs to buy?
t
3 Writing A paragraphfor a Web page A Write about a place you know well for the Travel Guide Web page.
Bangkok Bangkok is famous for its palaces, temples, and beautiful river i First go to the Grand Palace. Then visit the many historic temples. A te you tour the city, you can take a boat trip on the river. You can enjoy the sunset and then see the temples by night
Help note
Commas in lists Its lively, colorful, ana tun Enjoy the beautiful waterfa!is, bonsai trees, and plants.
B ClBSS activity Read your classmates' paragraphs. W hich ones are the most intei esl ing?
93
Vocabulary notebook If done for homework
Possible answers
Briefly present the Learning Tip and the task diicctiuns. Make sure Ss understand what they need tc do
If done in class ■ Present Learning Tip Read the information aloud. Ask Ss to nam e som e nationality words, and have them try to identify the endings (e.g., -ese as in Japanese; n, -un , -iun, as in Australian, Mexican, Italian ; -ish as in Spanish).
1
Poland PurtLgal, Spam
North America: Canada M exicc, the United States Central America: Costa R ica, Guatemala Panama South America: Argentina. Brazil Chile Colombia, Ecuador Peru Venezuela
On your own
C P This task recycles nationalities. ■ Preview and do the task Tell Ss to look at the chart ot countries and nationalities. Read the words, and have Ss repeat I hen say a country, and have Ss say the related nationality (e .g , T: Brazil. Ss Brazilian.). ■ Tell Ss to choose nationalities listed in the chart that they want to learn 01 think are useful to know. I lave Ss complete the chart with fifteen of the nationalities they would like to learn. Then have Ss compare their charts with a partner. Alternatively, have Ss call out their ideas to the class
Africa: Egypt, Kenya, Morocco South Africa Asia: China, J a p a r , South Korea. T hai;anc, Vietnam Europe: Fian ce, Germany, Great Britain Greece, Ireland, Ita'y
■ Present On Your Own Read the information aloud. ■ Follow-up At the start ol the next class, Ss compare their maps in small groups. Ss see who labeled countries they did noi label.
Vocabulary notebook
People and nations
Learning lip Groupingvocahulary _ Y o u ca n s o rt n e w v o c a b u la ry into diffe re n t ty p e s o f g ro u p s Y o u can
Some co u rtrie r ant' nationalities
g ro u p nationalities b y their endings and c o untries b y their regions
A rg e n tin a
A r g e n ti r “
A u s tra lia
A u stra n a i
B ra zil
Braziliar
Canaoa
C a n a d ia n
C h ile
C h ilear
Cnm a
C h in e se
Possible answers
C o lo m b ia
C o lo m b ia n
C o s ta R ic a
C o s ta R ic a n
-ese: Chinese.
Ecuadc'
E c u a d c -ia n
Egypt
E g y p tia n
Fra n c e
F re n c h
G e rm a n y
G e rm a r
1
C hoose 15 or more n aiio nalii ies you w ant to learn.
W rite them in the chart.
-ian / -an / -n
Japanese.
Lebanese, Portuguese. Vietnamese
ish: Br.tish, Irish
other
P o lis t,
Spanish, Turkish
GreeV
ian / -an / -n: Australian,
G r e a B ritain
British
G re e c e
Greer%
G u a te m a la
G u a te m a la n
Brazilian. Caradian. C lrle a r,
Iraq
Iraqi
Colombian, Costa Rican,
Irela nd
Irish.
Ecuadorian, Egyptian,
Israe
Israen
German, Guatemalan, Italian, Moroccan, Panamanian,
2
Peruvian R u ssia r South
How m any cou ntries can you th in k of in each region?
Com plete the ch art w ith different countries.
Korean Venezuelan
othei.
Argentine. French. Greek.
Iraqi, Isiaeli, Thai
2 C P This task recycles country names. ■ Preview and do the task Have Ss com plete the chart with countries foi each of the regions. To make this a game, say that I he S with the most correct answers is the vvinnei.
On you' own F in d a w a rid m a p La b e l it in Fn g lish H o w m a n y countries d o y o u know ?
94
T-94 • Unit 9 • A wide world
Italy
Italian
Ja p a n
Ja p a n e s e
Leb a n o r
Lebanese
M o ro cc o
M o ro cc a n
Panam a
P a n a m a n ia n
P e ru
P e ru v ia r
P o la n d
P o lis h
P o rtu g a l
P o rtu g u e s e
R u s s ia
R u s s ia n
S o u t h K o re a
S o u th K o r e a r
S p a in
S p a r is h
T h a ila n d
Thai
Tu rk e y
Tu rk ish
V e n e zu e la
V e n e zu e la n
V ie tn a m
V ie tn a m e s e
Unit 9 A wide world
Free talk 9 Possible answers
■ Preview the task Tell Ss to turn 10 the back of their Student’s Books and look ai Free Talk 9. Go aruund the class, asking different Ss to each read a question in the chart aloud.
ride an elephant or a camel' Thailand, Egypt climb a very high mountain: Nepa., Japan Tibet Inaia go snorkelmg on a coral reel. Australia Thailand go on a safari. Kenya, Zimbabwe South Africa visit several islands' Japan Indonesia take photos of amazing landscapes' Peru, Cnins see buildings over bOO years old: Italy, Mexico, China see a pyramid: Mexico, Egypt go on a tour of a palace or a castle. Tnailant Greal Britain take a cable car ride: Switzerland, San Fianuisco hear traditional music Mexico, Japan. Bolivia see traditional dance: Japan, Brazil Korea laiwan eat very spicy fooc Thailand, ino.a Mexico
■ Have S s call o u r any vocabulary items they d o not know, and write them on the board Ask the class to help explain the words. Encourage Ss to use the conversation strategies for explaining words learned in Lesson C on pp. 90-91 (e.g., using u kind o f and kind oflike). ■ Point uut the example conversation at the bottom of the page Ask two Ss to read it aloud. ■ Do the task Have Ss com plete the task in pairs. When Ss finish check answers with the class: read each question aloud, and have seveial Ss share their answ eis with the class.
Free talk 9
Where in tne world. . . ?
P a ir work W here in rhe worid ca n you dc Ihese things? T h in k of a different c o u n t r r or city for each activity
Where can vo u .
ride an elephant or a camel? climb a very high mountain? go snorkeling on a coral reef? go on a safari? visi' severa' -stands? take photos ol anaiirg landscapes? see buildings over 500 years old? see a pyramid? go on a tour of a palace or a castle? take a cable carride? hear traditional music? see traditional dance? eat verv soicy food’’
Name ol country or city
Egypt-
A Where can you ride an elephant? B le t me think. I 'hink you ca r ride elephants in Thailand A Right Where car you ride a came'?
F
f r e e talk S
Unit fl • A wide world • T-94A
Touchstone checkpoint Units 7-9 Have Ss look through the Touchstone Checkpoint. Ask, "Which tasks look easy tor you? Which look haid for you?” Tell Ss to choose a task that they think will be hard for them, go back to the unit where the language is taught and review it before beginning the Checkpoint
1 Questions and follow-up questions! This task recycles the present continuous; like tv, w ant to, need to, have to: and can. It also reviews the strategy of using follow-up questions
A ■ Preview and do the task Write questions l, 5, and 7 on the board: 1. W hu t_y o u today? (wear) 5. W hat da you w a n t tonight? (do) 7. W hat languages can yo u ____ ? (speak) Have three Ss com e to the board and each com plete a question. 11. are, wearing b. to do 7. speakl Point oui the three different verb forms: present continuous, w ant + to r verb, can + verb. ■ Read the instructions aloud. Have Ss com plete the questions. Check answers with the class: call on individual Ss to read the questions aloud.
Answers 1 What are you wearing today? 2 What colors is the teacher wearing today? 3. What is happening in y o tr neighborhood this w eek? 4. What can you do in your neighborhood after midnight? Can you go dancing? 5. What do you want to do tonight? 6. What kinds of restaurants do you like to go to? 7. What languages can you s peak? 8. What do you have to do next weekend? 9 What time do you have to get up tomorrow? 10. What are your friends doing today? 11. How often do you like to see your fam ily? 12 What are you thinking about right now?
■ Have Ss match the questions and answers. Read question 1 and its answer aloud. W'hen Ss finish, check answers with the class: have pairs of Ss each read a question and an answei.
Answers 1. d 2 f
3 a 4. k
5. b 6. |
7. g £ i
9. I 10. h
11. c 12 e
■ Follow-up Ss take turns reading the questions and answers in pairs. Say ' Are any answers true for you? Tell your partner as you answer.
B ■ Preview the task Read the instructions aloud Tell Ss to circle five questions from Part A tc ask a partner. ■ Have two Ss read the example conversation aioud. Ask, “Whal other follow-up question can you ask?” Have Ss call out other Questions. ■ Do the task 1 lave pairs take turns asking and answering the questions they chose Tell Ss to answer with their own information Remind Ss tc ask follow-up questions to continue the conversation. ■ Follow -up A few pairs act oui a conversation for the class.
Extra activity - class Ss choosp one question from Part A to ask classmates. Ss walk around the class, ask the question, and adc. follow-up questions. Have Ss report back to the class som ething interesting they learned aboui theii classmates.
2 Play a word game. This task recycles the vocabulary o f sports, counti ies, nationalities, and clothes and jewelry. ■ Preview and do the task Read the instructions and rhe examples in the chart aloud. Remind Ss they only have two m inutes for the task. Tell Ss not to begin until you say, “Go!” ■ Have Ss com plete the chart. When Ss finish, have them compare answers in pairs. To model the task, call on two Ss to read the example conversation. Have Ss note who got the m ost correct answers and report to the class. J ind nut if any Ss have a word in every blank ■ Check answers with the class: draw a chart like the one in 1 he book on the board. Call on four Ss to write their answers. Ask other Ss to write any additional answers.
T-95 • Units 7-9 fouchstone checkpoint
Possible answers a sport
a country
S
B
T
R
soccei
basketball
tennis
running
skiing
biking lu rke y
R ussia
swimmmg
bowling
Spam
Brazil
Thailand
a nationality Spanish
Brazilian
Turkish
Russian
Thai
clothing or iewelrv
suit
baseball cap
T-shirt
shoes
bell
tie
skirt
blouse
sweater
bracelet
ring
Touchstone checkpoint
Units 7-9
1 Questions and foUow-up questions! A
Complete the questions with verbs. Then match the questions a nd answers.
Practice with a partner. 1. What
we
yon
wearing
today? (wear)
2. What colors_________ the teacher 3. W h a t_________________________ in
A
a, There’s a concert, b I want to stay home,
today? (wear)
c. Every weekend
your neighborhood this
d Jeans and a sweater.
week? (happen;______ 4. What can y o u
e. Food. I ’m hungry
in your neighborhood after
f. Blue and gray.
midnight? (do) Can y o u ___________ dancing? (go)_______ 5. What do you w a n t_____________tonight? (do)______
g. English and a little Spanish
6. W hat kinds *if restaurants do you lik e ____________ to? (go)
h. They're all workirg.
7. What languages can you 8. What do you have 9.
k. No, you ca n t, but you can
today? (do)______
your friends .you
Italian food,
tomorrow? (get up)
see a movie.
your family? (see)___
11 . How often do you lik e _____
12. What
I need to clean the house
j. Well I like Thai and
next weekend? (do)______
What time do you ha ve __
10. What
i.
_________ ? (speak) ____
1. Early. I have to be at work
about right now? (think)
before 8:00.
B Pair work Choose five questions and start conversations. Ask follow-up questions. How many follow-up questions can you ask for each topic? A B A B
What languages can you speak? I can speak Spanish and English Can you speak Portuguese? No. I can’t, but I can read and understand it.
2 Play aword game. Complete the chart Write a word for each category beginning with each letier You have two minutes! Then compare with a partner. Who has a word in every space?
Category a sport
S 1 soccer
B r
T
......................
R .1
a country
l Russ' <*.
a nationality an item of clothing or jewelry A B A B
fie
What sport begins with “S "? Let s see I have “skiing.” I have soccer ” OK. what country begins with “S ” ?
95
Touchstone checkpoint Units 7-9
3 Can you use these expressions? Complete the cunversat iun. Use the expressions in the box. Then practice with a partner.
these like
this that
kind ot akt a kind of
Let me think Let s see
^ That’s great That’s too bad
Samir Grant! What are you doing here?
Grant
I ’m working here for the sum m er
Samir Wow! Th<*f's qrggd-
. Hey, 1 like your uniform
I m e a n ,____________ shirt is cool.
Grant
Yeah, but I can ’t stan d _____________hat. It’s so hot.
Samir ___________________. Do you have to wear it?
G rant Sam ir Grant
Uh-huh. So, what can I get for you? __________________ . . . what do you have? Um . . . we have things
ice cream,
frozen yogurt, sm oothies,. . . Samir W hat’s a smoothie?
G rant
It’s __________________drink. It’s
Sam ir
a m ilk shake. . Do I want frozen yogurt
or a smoothie?
Grant
Well, they’re both good.
Samir Hey, do people really b u y ____________ hats?
Grant
Actually, they’re free with the frozen yogurt.
Samir In that case, can I have a smoothie?
4 Do you have similar ir A
Complete the sentences in the cha rt with your own information.
Sports
Countries ana languages
I don’t like to watch
I want to go to_______________ .
I want to learn (to)___________ I want to learn___________________ .
Self-check How sure are you about these areas Circle the percentages. grammar 20% 40% 60% 80% 100%
Colors
Clothes
I like to wear_______________.
I never wear_______________ .
20% 40% 60% 80% 100%
I can’t wear
I wear
conversation strategies
.
vocabulary a lot.
20% 40% 60% 80% 100%
Seasons I love the
Weather .
I don’t like the_______________.
I hate to go out when it___________. I love to be outside when it
B Group work ( Compare sentences. What do you have in common?
Study plan What do you want to review? Circle the lessons grammar 7A 7B 8A 8B 9A 9B
A I don’t like to watch golf on TV B Me neither. I think it's boring C Really7 1love to watch golf But I don’t like to watch baseball.
vocabulary 7A 7B 8A 8B 9A 9B
conversation strategies 7C 8C 9C
3 Can you use these expressions? TnL tack reeve les the use of this, thai, ihese, and those, h also reviews the conversation strategies of explaining words, expressions to take tim e to think, and e x p re s s io n s with Thui’s .. ■ Set the scene Have Ss look at the picture tor ten seconds and then close their 1 ooks. tell Ss to write down three questions the two men could ask each othei (e.g., W hat are those? IIow much is the ice cream? Can I buy a hat? 1. Ask Ss to call out questions, and write a lew on the board ■ Preview the task Read the instructions and the example aloud Tell Ss to use each expression only once ■ Do the task Have Ss com plete the conversation. Tell Ss to check answers in pairs: SI reads Samir’s lines, S2 reads Gram’s lines. Check answers with the c la ss: call on a pair to read their answers, and tell Ss to raise their hands it the} disagree with any
/Insurers Samir G r a d 1 What are you doing here?
Grant
Yeah, but I carl’i Stand this hal II s Sc hut
Saw n
That’s tuu bad Du you have to weai it?
Grant Uh-huh. So, what can I get for you? Samir Let's s e e . . . whal do you have? Grant Urn . . . we have things jike ice cream , frozen yogurt, smooth.es,
Samir Grant Samir Grant Samir Gram Samir
What's
a smoothie?
It’s a kmd of dnnk It’s kind o fjike a milk si iake. Let n e think. Do I want ‘ rozer yogurt or c smoothie? Well, they’re both good. Hey. do people really ouy those hats? Actually, they're free with the frozen yogurt Ir that
case,
can
have a smoothie?
■ Tell So to look at the questions they wrote for Se the Scene and say which, if any, are in the conversation. ■ Practice Tlave Ss practice the conversation in pairs Then have Ss practice the conversation again, changing the last four lines and adding tv.o or three m ote exchanges, if possible.
Giant I’m working here fur the summer Samir w o w . That's great Hey I like your uniform I mean that shirt is cool.
4 Do you have similar interests and tastes? c p This task recycles the vocabulary for sports, colors, seasons, countries and languages, clothes, and weather. It also reviews can I can't and like to / w ant to.
A ■ Preview and do the task Read the instructions aloud. Model the task by com pleting one or two sentences about y ourself (e.g., 1 don’t like to watch baseball. I w ant to learn to swim.). Have Ss com plete the chart wit h their own information
B ■ Preview the task Read the instructions aloud Have three Ss read the example conversation aloud. ■ Do the task 1lave group members compare their sentences from Part A: lor each sentence, a S reads what he or she wrote, and o th e r g ro u p members say if they agree or disagree with the statement. Have
Ss note what things they agree about and take turns reading a sentence until all the sentences have been read, Tncourage group members to ask follow-up questions. ■ Follow-up Groups report to the class about which answers they agreed on (e.g.. Our group doesn't like to watch sports on TV. It s bo< ing').
Extra activity - groups Ss write interesting, true sentences about them selves for each of the topics in the chart (e.g., for clothes: I have a pair o f orange shoes.). Tel1 them not to pul their nam es on their papers IVhrn Ss finish, hey form groups. They m ix up the papers and then chose one each. Ss take turns reading the sentences on the DaDer they chose. The rest ol the group tries tc guess which group member wrote the sentences.
Self-check, Study plan m
Present Self Check Read the instructions aloud. Have Ss complete the Self Check Chart. Tell Ss to look bark ani 1 compare this chart with those in the previous two Checkpoints. Ask, "Do you feel more sure about the grammar, vocabulary and conversation strategies? Is th e r e ope area thai you a r e usually unsure about and that you need to study more?”
■ Present Study Plan Read the insti uctions aloud. Tell Ss to look back at the lessons in Units 7 9 and complete
the Study Plan. Then have Ss tell a nartner what they plan to review Have Ss set a datf hi whicl they will have reviewed the items ir their cnaits T 11 Ss they me *t report hark to their partners by that date. ■ Have Ss hand in a piece of paper with their nam e and a schedule showing what the’ plan to review and v hen. Re’ iew or reteach these language items in a future 1 1 iss.
Units 7-9 Touchstone checkpoint • T-96
Unit
Language notes Lesson A A night at home Grammar
wimple pasi Statements - wywa' .tubs
(See Studenc’s Book p. 99.)
Form The simple past verb form does not change for different subjects. The negative in the simple past is f o r m e d with the auxiliary d id c not (which is usually contracted to didn't) and the base form of the verb.
■ When the verb ends in e add -d (lik e-lik ed ) ■ w hen the verb i nds in a consonant and y change the y to / and add -ed (studv - studied). ■ When the verb ends in a vowel and a consonant: double the consonant and add -ed ichai - chaued). (Ext O p tio n : When the v e rb is n o t s t r e s s e d o il th e final syllable, do not double the final consonant v is it- visited.)
■ Affirmative statements subject + (verbjed I rented a t'ideo He played video games. ■ Negative statements subject c didn't + base form of the verb She didn't study l-rench. They didn't e-m ail their friends.
Use The simple past is used for single or habitual actions com pleted at a definite tim e in the p a si. It can also be used to talk about states and feelings in the past (e.g., I didn ’t want to go our lasr night. I d id n ’t like the movie.). It is often used with a pasi tim e expression (e.g., yesterday, last week).
Grammar
Spelling rules: -ed ennmas
'See Student's Book p. 99.) Spelling rules fo, adding -ed to verbs to form the simple past:
Speaking naturally
-ed endings
(See Student's Book p. 99 ) ■ There are three ways to pronounce the regular simple past -ed ending: When the verb ends in t or d, add a syllable: /id' or ,ad' When the verb ends in a voiceless consonant (except r), the ending is pronounced It,. (Voiceless consonants include: /f/j /k', /p 4 /()/, ///, Itfl, Is,'.) When the v erb ends in a vowel or voiced >onsonant (except d), the ending is pronounced /d.', The voiced consonants are lb/, /y.', Izl, (3 /, /j%/, !\i, 161 Iml, /if/, it} , /] . and '(I. ■ Ii is important for Ss to recognize simple past verbs when they hear them It is also important foi Ss to know which verbs they should add 'id/ or /ad, to vvher they speak. The difference between h ‘ anc Ml is less importani for Ss to product because, in fast speech, these sounds are ofter assimilated into rhc sounds that follow them (e.g., 1 talked to him.).
■ For most verbs: add -ed to the base form of the verb ■play - played, watch - watched>.
Lesson B A busy_week Vocabulary
Irregular verbs
(See Student's Bonk p. 100 i The lesson pi esents ten fri quently used English verbs that have ir-egular forms in the simple past It regular 1 implc past verbs do not use -ed endings.
Possible problems The following irregular verbs otten cause Ss problems: read, which is pronounced /rivd/ in its base form and in the simpii present, and /red/ in the simple past bought, both its spelling and pronunciation went as tl e pa >t tense Of go d id as the pa? r tense of do
Grammar
Simple past yes-no rucstic.is anc she 1 i 's a p r s
(See Student’s Book p.
10 j
Form ■ Yes-No questions am formed vvith the auxiliary verb did followed by the base form of the verb The rule applies to all verbs, regular and inegular. The form is l he sam e tor all subjects. D id + subject + base form oi the verb? Did he gc to a m ovie? Did Paul and Boh gc out foi dinner? ■ Short answers are formed with d id and didn't. Yes, he did. He went to a movie last night. No, thev did n ’t. They ate a t home.
Pronunciation In conversation, did you is pronounced 'didyV or /didxuw', and often /d3 3 ; or ,dcuwl in lo/i-questions
Vocabulary
Past time expressions
(See Student’s Book p. 101.) The chart presents basic tim e expressions to show past time, including: the tim e word ym tm duy the adjective last + noun tim e word expressions w'ith ago
Lesson C I’m exhausted! Conversation strategy
Appropnate responses
Strategy plus you did?
(See Student's B ook p . 102.)
(See Student’s Book p. 103.)
T he lesson presents som e fixed oi conventional expressions for evervday sil uations such as wdshing people good luck and happy birthday, giving congratulations and sympathy, and offering praise.
■ You did? is one example of many com m on conversational responses thar use an auxiliary. Other examples include:
( ongratulations! (when som eone passes an exam, w'ins a game, gels a good job. and so on) Good for you! (when som eone does som ething that the speaker approves of) Good luck! (when som eone has to do som ething difficult) Happy birthday! (when som eone has a birthday) Thank goodness! (when som eone’s bad experience is over or when som eone avoids a bad expei ience) You poor thing! (when som eone has had som ething bad happen)
w ith simple present: You do? with present of he: You aie? ■ People say both You did? and Did you? The response You did? tends to he used more among friends and family, and Did you? is more com m on w'ith strangers The more "friendly” You did? is the forus of this lesson. ■ People use responses such as You did? to show they are engaged and interested in the conversation, or simply to show that they are listening. ■ The intonation of You did? can vary To show' surprise and interest, the intonation of You d id ? is likely to be more exaggerated or to be pronounced like a question. To show “I’m listening,” the intonation is likely to be "flatter” and sound more matter-of-fact
Lesson D A journal Help note
Ordering events with before after when, and then
(See Student’s Book p. 105.) The 1(elp Note focuses on w'ords that show' the time relationships betw een events and gives examples on how' to use them in writing to order events. Ss have already' encountered the words in conversations and readings.
Form ■ Before and after are prepositions when used before nouns.
Use ■ The clause with before and after car, come first in a sentence or com e after the other clause Before he went to class, John ate breakfast John ate breakfast before he went to class. ■ The following sentences show' the tim e relationships between actions connected by the words twhen also has other uses). Action / Ashlev finished hei homework Action 2. Ashley w'rote in her journal
John ate breakfast before class. He watched TV a fter dinner.
Ashley finished her journal. Ashley w'rote in homevvoi k. Ashley w'rote in homework. Ashley finished her journal.
■ Before and after are conjunctions when they join clauses. John ate breakfast before he went to class. He went to class after he ale breakfast ■ When is a conjunction. When Ashley got home, she wrote in her journal. ■ Then is an adverb. It is often used at the start of a sentence. Ashley got home. Then she wrote m her journal.
her homework before she w rote in her journal after she finished her her journal when she finished her her homework. Then she w rote in
Corpus information
After before when
he clauses introduced by thp conjunctions after, before, and when can start sentences, bui these clauses most often occui after another clause
1
Language notes • Unit 10
Busy lives Teach this unit opening page together with Lesson A in one class period Int.oduce the theme of the unit Read the title of the unit aloud Ask a few Ss, ‘ Do you have a busy life? Wnat do you usually do during the day? Huw about in the evenings? When do you relax? Do you have a lot of time to relax on the weekends?"
In Unit 10, you learn how t o . . . ■ Unit aims Call on individual Ss to each read a unit aim aloud. Recycle vocabulary and grammar This task recycles verbs, frequency adverbs, and tim e expressions. Tell Ss to work in pairs and look at the pictures in the unit. Ask them to find activities they do on the weekends: som e activities they alway s do, som e they often do,
C P
and some they som etim es do l ei Ss to talk about the activities they do and tc use frequency adverbs and time expressions to say how otien and w hen they do them (e.g , I often read books on Sutuiduys. I id ways cook dinnei un Saturday evening) Ss decide if their partner has a “busy weekend .”
Before you begin. . . ■ Review the activities in the pictures Tell Ss to look at the pictures. Recycle grammar This task recycles the present continuous. Ask, "What are the people doing?" Have Ss call out the answers and ask individual Ss to write them on the board [1. They’re singing at a club. 2. He’s shopping. / H e’s buying food. 3. She’s making dinner, ana she’s talking on the phone. 4. She’s taking a dance 1 ballet class.]
C P
■ Ask, “Are you usually busy in the evening? Raise your hand for yes.” Then ask, “Do you ever do any of these things in the evening?” Have Ss work in pairs to tell each other which of the pictured activities they do in the evening (e.g., I usually m ake dinner.; I don’t shop for groceries in the evening. I shop for groceries on S a tu r d a y s I don't take dance classes.).
T-97 • Unit 10 • Busy lives
C P Recycle vocabulary Tnis task recycles vocabulary for daily' routines and free-time activii ies. Ask Ss to tell their partners or rhe class things they usually do in the evenings. Tell Ss to use frequency adverbs and tim e expressions in their answers (e.g., on Monday evenings).
Extra activity - groups In small gi oups and with books closed. Ss make a list of as many evening activities as they can in two minutes. Groups exchange lists and see how' many activities are the same.
Busy lives In Unit 10, you team how t o . .. ■ use the sim ple past of regular and irregi 'ar verbs. 9 talk ahout things you did last night and last w eek. ■ use expressions like Congratulations and Good luck.
• say You did? to show that y o u ’ re interested nr surprised.
Before you begin. . . yru uwialiy busy in fie evwirng? Dr you rto any ol D-csc things? \Ahat else de yru dn?
Josh Let me think I stayed home played a video game, and listened to anew CD. That’s it.
•XmYtfisiV Melissa 1didn’t want to go out, so 1invited a couple of friends over, and we cooked dinner.
Peter Well, my wife renieo a DVD, so we watched a movie But I didn't like it much.
Mari I tried to study toi a maih exam while my roommate practiced her flute
n,VAWA4VWVtV»W.V*
MA sv A Y M Iu n l A W f.A U V b T y V . W . v A i ' t r , „
Rachel Oh, 1just worked late and then cleaned the house. You know - the usual.
I
AUAJ
,V ,,7,V M M '
U*k\\VV .
Stephen l chatted online with my friend Jay He’s living ir Italy
Getting started Listen and read. Who had fun last night? Who didn't?
Figure
llo u T
^an V°u complete these sentences about the people above7 1. Tosh____________ to music last night 2. M ari __________for an exam. 3 Peter and his w ife _____________a movie.
4. Mel issa __________ . some friends over foi dinner 5. R ach el______ late. 6 . Stephen and lay online.
Lesson A
Unit 1 0 Busy lives
A night at home
Getting startedI ■ Set the scene Write yesterday 's date on the board and the words last night. Tell Ss tc look at the pictures. Say, "These people are talking about (heir activii ies last night Think about your activities last night. Are you like any of these people?” Ask a tew Ss tc say who they are like. A
(C D 3, T ra ck 9 ;
Say, “The people are answering the question What did you do last night? Who had fun last night? Listen and circle the i lames of the people you think had fun.”
■ Play the recording Ss listen and circle the people's nam es. Ask, “Who had fun last night?” [Josh, Melissa, and Stcphenl “Who didn t have fun last night?” |Mari, Peter, and Rachel] ■ Help Ss use the pictures to guess the m eaning of words, and explain other new vocabulary as needed. ■ Play the recording again Books closed. Ss listen for each person s activities the night before. Pause after each person's answer, and have Ss call out any activities written on the board that were m entioned on the recording.
Extra activity - pairs Play the recording, pausing the recording after each person speaks. Without looking at their books, pairs take turns trying to repeat what each person said
B Figure i Preview the task Ask Ss to read the information it out about Josh in Part A. Say, ' Find and underline three verbs that say what fosh did last night." Have Ss call them out, and write them on the board: stayed
played
Answers 1 J o s t listened to m usic last night.
■ Preview the task Tell Ss to look at the pictures. Have Ss predict activities they might heat from each person. Write the Ss’ ideas on the board next to each person’s name. ■
■ Do the task Have Ss com plete the remaining sentences. Tell Ss to look al the information unde- rhe people’s pictures in Part A foi help and tc pay attention to the verb endings. Have Ss compare theii answers with a partner. Check answers with rhe class.
listened
Ask, “What do you notice about the endings of the verbs?” [They end in -erf.I ■ Tell Ss to look at sentence 1 and at the verbs they underlined in Part A. A sk.' What word completes the sentence about Josh and what he did last night?’’ [hstcnedl Write the com plete sentence on the board: Josh listened to music last night. Say the sentence, and have Ss repeat
? Mari tried to study
i stud.ea for an exam
3. Peter and his wife watched a movie. 4. M elissa invited som e frienos over tor dinner. 5. Rachel w orked late 6. Stepher and Jay chatted online.
■ Focus or the form ant the use Say, “Look at all rhe verbs you wrote. What’s the same about them?' [They all end in -erf.] Write on the board (verbled. Explain, “The verbs with an -erf ending are in the sim ple past We use this form to talk about things that happenec in the past, for example, things thaf happened last night.” ■ Try it out Have Ss look at the people’s answers in Part A. Ask, “Did any of the people do som ething you did?” Ask Ss tc raise their hands. Model a response (e.g., Rachel cleaned the house last night, and i cleaned the house, too.). Call on several Ss who raised their hands to give similar answers.
Extra activity - pairs Ss form pairs and write five sentences saying what they think their partners die last night. Ss read their sentences aloud to their partners, who say if each is true or lalse.
Extra activity - groups Ss have one minute to look at the information and to remembei what each of the six people did last night Write the nam es of the people on the board Books closed. Group members say what the people did, with a secretary writing simple past sentences. Aftei two minutes, one group writes its answers on the board. Other groups write any additional answers Groups get one point foi each correct answer they wrote The group with the most points wins.
Unit 1C • Busy lives • T-98
2
Grammar « P * (CD 3. Track 10)
■ Present the grammar chart Play the recording. Ss listen and repeat. ■ Understand the grammar Tell Ss to look at the chart. Ask. "What two letteis du all these verbs in the simple past end with?” [-ed] ■ Ask “I low do you make a negative verb in the simple past?" [didn't + verbl “Docs the verb after a id n j have an ending?” [no] Write the pattern for negative statements on the board: subject + didn't + verb. (For more information, see Language Notes at the beginning of this u n it ) ■ Follow-up Ss cover the left side of the chart so that only the phrases a videogam e, math, a movie, and so on, are showing. Say each phrase. Ss call out the m issing simple past verb. Do the sam e with the second column and negal ive statements. ■ Presert the spelling rules Go over the spelling rules tor regular verb* in the simple past at the right side of the chart. (For more information, see Language Notes at the beginning of this unit.) Ask Ss to give another verb for each example (e.g., rented, lived, stayed, worried, shopped). m Present In Conversation Read the information aloud Ask a few Ss to give examples of sentences with verbs in the simple present and the sim ple past.
3
'Jbifr Preview and do the task Read the instructions ant1 r?y i the example aloud. Have Ss complete the sentences with true information. Check answers w ill the class: for each sentence, call uo stvcial Ss to icad theii a n S W e t S aloud
Answers 1 l watched / didn't v.atch T V Iasi night. 2. I cleaned / didnT clear the house. 3. My friends and I chatted
I didn't chat online.
4 . I studied / didn’t study English 5. I played / didn’t play a computer game 6. My best friend invited / didn't invite me over for dinner. 7. My neighbor called / didn’t ca ll me 8. My fam ily stayed / didn't stay humt
■ Ask a pair of Ss to read the example conversation aloud Tell Ss to compare answers with a partner ■ Follow-up A few Ss read out the sentences that are irue for both them and theii partners
Extra activity - class Say statements about what you did last night - some of which are true and som e of which are false (e.g., I cooked dinner. J studied Russian.). Ss write the sentences and mark each Tor F. A few ss give their guesses (e.g., You didn't study Russian.). Then say the things you did and did not dc. and Ss check theii lists.
Speaking naturally A
(CD 3, Track 11)
■ Preview the task Say, “The -ed ending for simple past verbs is pronounced three ways. Study the examples," Read the insi ructions aloud. (Foi more information, see Language Notes at the beginning of this unit.) ■ Play the recording Ss listen and repeat, listening carefully to the ed endings, hxplain that the -ed ending is pronounced as an extra syllable, /id/, only after verbs ending in t or d. Say, “Use /id/ only when the verb ends in t or d." m
Follow-up Write on the board: cook, walk, watch, shop, practice. Point to each, and have the class call out the simple past form with l\l. Do the same for live, clean, use, order w ith /d/, and for hate, start, visit, need, w ant with /id/.
B ' '* (CD 3. Track 12) ■ Preview the task Read the instructions aloud Tell Ss to look ai the sentences and underline the verbs, Ask Ss to work in pairs and predict rhe pronunciation of each verb ending ■ Play the recording Ss listen and check ( / ) the correct colum n. Have Ss compare their answers with a partner.
T-99 • Unit 10 • Busy lives
■ Play the recording agair Write these column headings on the board /. /t/
2. Id/
3. /id
Play the recording again, pausing after each item. Ask a S to read the sentence aloud and call out the correct column number. Ss compare predictions with the correct answers.
Answers 1. Itl
2. /id/
3 Id/
4 It'
5 Id/
c About' > Prev'ew and do the task Read the example aloud L__F™. Have Ss each write five true sentences about what they did last night. I lave groups read their sentences, find the gioup’s three most popular activities, and report them to the class ■ Write the top three activities from each group or the board. Point to each activity, and have Ss raise theii hands if they did the activity last night. Counl hands and find the three most popular activities for the entire class. irr “ Assign Workbook pp. 74 and 75. (The answ er key begins on p. T-242.)
2 Grammar Simple past statements regular verbs 1 You He She We They
played a v.deo game. math studied watched a movie. wanted to stay home cooked Italian fuud. chatted online.
1 You He She We Tney
didn’t play didn’t study didnt watch didn’t want didn’t cook didn’t chat
chess. English. TV iu yu out Chinese food very long.
About you -*■ What did you do last night?
How about your friends and family? Make true sentences. Then compare with a pa rtner ]. I 2.
w<*HcK I_ _ _ _ _
Unit 1 0 Busy lives Past te n se end in g s
watch -> watched invite invited play played study stuoied chat chatted
In conversation People use the simple
(watch) T V last night.
present and simple past more often than any other tense.
idea n) the house.
3 My fi iends and I _____________(chat) online. 4. I ____________ (study) English. 5. I __________
(play) a computer game.
6. My best friend
_ (invite) me over for dinner,
7. My neighbor__
(call) me.
8. My fa m ily _____
(stay) home.
A I didn’t watch TV last night. How about you? B Well, let’s s e e . . . I watched the news.
.3 Speaking naturally -ed endings /tl I worked on Satuiday.
A
/d
We played a game.
Listen and repeat the sentences above. Notice the
B
^ Listen to these sentences. Do the verbs end in Check (•/) the correct column.
Last night. . .
uM
1. 1cooked a big meal. 2. 1rented a DVD 3 1played a video game. 4 1watched a movie 5. 1e-mailed a couple ot friends. About y OU
C Group
WOrk
□
I chatted online.
-ed endings
of the verbs.
It/, Idl, or /id/?
m am
Gi □
id
j
□ □ □ □ □
n L_l
Make five true sentences about last night. Tell your classmates. What are the most popular evening activities?
^
"Last night I played basketball. . . . ”
99
A buweek 1 Building vocabulary Irregular verbs A
L
Listen and say the sentences. Did you do these things last week? Tell the c la ss.
“/ didn’t buy a sweater; but I bought some CDs. ”
I made a lot
I bought a sweater.
I had a piano lesson.
I saw three movies.
I read a couple of books
I went to a party.
I met someone interesting.
I did a lol of work l wrote three reports.
phone calls
FINAL EXAM
I took an exam.
B
Write three things you did at each time below. Then compare with a partner.
last Sunday
last Fnday
I Souw e\ m o v ie.
“Last Sunday I saw a movie. ”
“Really7 1 went to a party. ”
last week
Lesson b
Unit 1 0 Busy lives
j\ buweek
Bu:!ding vocabulary ■ Se the scene .: ay ‘ In Lesson A. you answered the question What d id you do last night? in thG lesson, you answer the question W hat d id you do last week?" Have Ss work in pairs and say three things they did last week. Ask several Ss to tell the class abuul their activities.
A
+ * (CD3. Track 13)
■ Preview the task Write on the board cook
stay
rent
Ask a few Ss to use each verb in a simple past statement. As Ss call out theii sentences, add the -ed ending to each verb on the board. Say. "These are regular verbs They end in -ed in the simple past, hnglish also has many irregular verbs. Irregular verbs do not use the -ed ending. They have special forms in the simple past.” ■ Tell Ss to look at the pictures and the sentences. Say, “ The verbs in these sentences are irregular simple past verbs. Listen to each sentence and repeal.’’ ■ Play the recording Pause after each sentence for Ss to repeat. ■ Play the recording again Ss listen and underline the things they did last week ■ Call on several Ss to tell the class two things they did last week and two things they did not do. ■ Have ind vidual Ss each read a sentence in Part A. After ea< h one, ask, “What’s the simple past form of the verb, and w hat’s the f imple present verb v ith no ending?’’ [bought, buv; had. have: made, make; saw, see: read, read: went, go: took, take; met, meet: did, do; wrote, write] ■ Ask Ss to say the sentences in their negative form. Remind Ss that the negative form is didn't + verb. [I didn't buy a sweater. I didn’t have a piano lesson. I d:dn ’1 make a lot of phone calls. I didn't see three movies I didn’t read a couple of books. 1 didn't go to a partv 1 didn’t take an exam. 1 didn’t m eet som eone interesting. 1 didn’t do a lot o i work. 1 didn't write three reports.) ■ Call out an item number. Have several Ss make a true statement with the affirmative nr negative simple past form ol the verb and also add a follow up statement (e g.. I had a piano lesson last w e r l. an d I had « guitar lesson, too. / 1didn't hare a piano lesson last week, b u rl had a guitar lesson.).
Extra activity - groups Ss eacb write five things they did yesterday Group members read their lists. Once all Ss have read their lists group members each write as many activities as they can remember for each group member. Ss check their answers ano receive one point for each sentence they got correct, t he group member w itf the most points is the winner.
B ~rto'o \ Preview the task Ted Ss to look at the chart. Read ...??l?i the example in the chart aloud. Say, “Write three 1 hinga you did last Sunday, th-ee things you did last Pnday. and three things you did any day last week.’
■ Do the task Have Ss complete the chart ■ Have two Ss read the example conversation Tel Ss. to compare their cnarts with a pai tncr.
Extra vocabulary,
eve-yriay activities
Present or have Ss suggest extra vocabulary for every day activities, such as do ! d id the dishes, give / gave a speech ! a presentation at work, clean / cleaned out the closet, m ake / made the bea vacuum / vacuumed the carpet, attend / attended c meeting miss I missed a b u s /a meeting.
Extra activity - pairs Ss make a chart similar to the one in the Student's Book, but with different tim es in it. Ss form pairs and exchange charts writing three things they did under each heading. Pairs then read their infoi matior to each other.
Extra activity - individuals / class Ss write down in one m inute as many activities as they car that they did las Monday. Ss write complete sim ple past sentences, Ss count the sentences, and Ss with the highest totals read theif| lists The class decides who the busiest S is.
Unit 10 • Busy lives • T-100
2 Building language ■ Set the scene Write on the board: D idyvu hum ubus) week last Week? A n sw e r 1 tie q u e s iiu n , s a y in g , lu i e x a m p le , “Yes, I did. I worked every day. 1 went out with friends in the evenings " Ask a few Ss to answer the question.
A P (CD 3 Track 14) ■ Preview the task Read the instructions aloud. Tell Ss tu luuk at the questions in the chart, and answer any questions about vocabulary
B Preview and do the task Read he ins ructions I i?F. aloud. Ask two Ss tc read the example conversation, llave pairs take turns asking and Fm 'T
a n s w e r in g th e q lle stiu n S .
Recycle a conversation strategy Have Ss do the task again using the strategv ot saying more than yes or no as they answer the questions (e.g., SI: Why d id you have to work late on Monday and Tuesday? Sz: I had tc finish a report for m y boss.).
■ Play the recording Ss listen and repeat the questions. ■ Play the recording again Ss listen and check (✓; the answer that is true for i hem for each question.
3
Ss go around the class and ask other Ss the questions in Pari A. J hey return to their seats w'hen they find one S who answ eis yes and one S who answers no for each question.
Grammar &
question aloud Poim out that the tim e expression usually com es at 1 he end of e sentence.
tCD 3, TracK15)
■ Present the grammar chart Play the recording. Ss listen and repeat. ■ Understand the grammar Tell Ss to look at the chart Write on the board: subject, did. verb ? Ask Ss how to form yes-no questions in the sim ple past. Write the pattern on the board D id + subject + vern 5 Remind Ss that the past form ot the verb is never used after did. ■ Write on the board: D id Yes.
go to a movie yesterday* did. No, didn't.
Ask Ss to say the pronouns that can gc in the blanks. [I. you, she. he, it, we, they] Tell Ss thai this is the pattern for short answers and that the verb after the pronouns dors not change. ■ Present Past Time Expressions Tell Ss to look at the chai t. Read each expression aloud, and have Ss repeat. ■ Sketch a one-m onth calendar on the board. Write today on the current day. Say 1 he following time expressions, pointing to the appiupi iate days: yesterday, two days ago, three days ago, last Friday, and last week. ■ Point to different days, and have Ss call out the expression to describe that day. ■ Ask Ss to think of a true sentence lor each expression. C all on several Ss tu share their sentences w ith I he class.
A ■ Preview the task Books closed. ( Lopv the scrambled question 1 on the board. Say, “Unscramble these words to make a question.” Ask a S to read the example
4
Extra activity - class
■ Do the task Books open. Have Ss com plete the task. Check answers with the class: call on individual Ss to each read a question
Answers 1. Did you go to bed late Iasi night? 2. Did you read a lot of books ias‘ sum m er? 3. Did your family take a trip Last year? 4 Did you and your friends get together last l-riday? 5.
Did you go to a concert Iasi month?
6 Did you meet any new people last year?
■ Have Ss take turns asking and answering the questions with a partner. Tell Ss to write notes about their partners' answers foi the next task
B 1 »¥’ > Preview and do the task Read the instructions 1 TPJii aloud. Ask two Ss to read the example conversation aloud. Have pairs find a new partner, who a s k s about their first partner Ask a few Ss to leporl anything interesting they learned to the class
Extra activity - groups Write on the board: Did you do Isome thing ' Groups write four different ways to com plete th( quesi ior (e.g., Did you do something fun last weekr ! ex, iting last year? / silly y 'sterday? i interesting a month flgoifi) Groups exchange questions, and group members i ake turns answering them.
Vocabulary notebook ■ M l Ss to turn to Vocabulary Notebook ^n p. 106 oi their Student s Books. Have Ss do the tasks in class, oi assign them for homework 'See the teaching notes on p 1 106.)
T-101 • Unit 10 • Busy lives
litfB i “ Assign Workbook pp , 6 a n d 7 7. (The answ er key begins on p. T-242 j
Unit 10 Busy lives
2 /iuiidinq A
Listen to the questions. Check
Did you have a busy week?
{/)
the answers that are true foryou
No, 1didn't.
Yes, I did. /
7. Did you have to work late?
t—
2. D'd you write a repurt oi paper? 3. Did you have a lot of appointments?
□
4. Did you make a lot ot phone calls7
□
5. Did you go cut 3 lot in the evening? - * _ n ■About
you
$
□
j
B Hair work Ask and answer the questions. How m any things do you have in common?
“Did you have to work late?”
“ Yes. I did. I had to work late on Monday and Tuesday. ”
_ 3 Grammar Sim la past yes-no questions Did you go cut a lot 'ast week0 Yes, I did. I went to a movie and a party. No, I didn't. I Cidn'i go out a lot.
Past, time expressions last night last week yesterdav last monto two days ago last year last Friday
Did you play tennis last weekend? Yes, I did. I played tennis last Sunday. No. I didn't. I rid n 1 play tennis.
A
Unscramble the words to make questions. Then ask and answer the questions with a partner. Try to remember your partner’s answers. 1. last night / go to bed / did / you
I late
2. read / did / a lot of / you / last sum m er
DiA y o i\ go ho b e. A lgyr€ ImsF
1 books
?
3. your family / a trip / did / la^t year / take ? 4. get together / did / you and your friend s / last Friday ? 5. a concert / go to / did / last month / you ? 6. you / 1 neet / last year / any new people / did ?
B Pair work Find another partner. Ask and a nswei questions about your first partners. How much do you remember?
"Did Ichiro go to bed late last night?"
4
“ Yes. he did. He went to bed at 2:00 a.m."
Vocabulary notebook Ways with verbs See page 10H for a new way to log and learn vocabulary-
Lesson C mI
I’m exhausted!
Conversation strategy Appropriate responses A Complete these conversations. Choose a response from the box. A I have an exam tomorrow. B _________
Congratulations! Happy birthday!
A It’s my birthday today. B
Thank goodness! Good luck1
Now listen. Why is Eve so exhausted?
E vt
Thank goodness it’s Friday. I ’m exhausted! I had uam s sll week.
Mirk You did? Yu pour thing! Evl Then today I tcck my driver’s test. la rk Finally! Ht,w did yn i dr? Evt I passed. ^ lark Yon did? twgratulaticns! E vt
Thanks. It’s a rire birthday present.
Mirk it’s your birthday? Happy birthday! Etc you have any plans? E vt
Well, I have an inturvirw tonight at the hospital - 1 want to volunteer there.
M irk Good for ycu. Well, good lic k
with the interview.
N otiC C how Mark responds to Eve’s news. He uses expressions like You poor thing. Find examples in the conversation.
You peer thing!
B Think response? to these com m ents Use the ideas on the rig] it Practice w ith a partner. 1 I ’m twenty-one tod0} !
Good luck!
2. I had an i nterv iew last week, a nd I got the joh! 3. My neighhnr's sick, so I d'd her shopping today4. My football team has a big game on P rid a'.
Congratulations!
5. 1 oday’s our wedding anniversary
Good for you!
6. I have a really bad cold.
You poor thing!
“I ’m twenty-one today!”
102
Happy birthday!
“Happy birthday!”
SEL! STUD? AUDIO CO w c o -R o e *
LLIULLILLULL
%
Lesson O
Unit 1 0 Busy lives
c I’m exhausted!
Lesson C recycles verbs in the simple past.
1 Conversation strategy Why use fixed responses in conversation? T nis con.,ersa1 on straieny gives S s som e useful fixed or cunventiuiial expressions so th a ttn e y can '‘say tkit i ght thing” ir cei ta" everyday siti ations (For more information and the list of the expressions taught in the lesson, see Language Notes at the beginnin | ot this j n i t )
■ Set the scene write these column headings on the board: Good news
Bad news
Fell Ss to ihink of examples of good and bad news and call out ideas. Wiitc them on the board under the appropriate heading (e.g., Good news: I passed my exams. Bad news: I lost m y wallet.). A
(CD 3. Track 16)
■ Preview the task Ask Ss to look at 1 he A/R conversations. Read the four responses in the box aloud, and have Ss repeat. Say, “Complete each conversai ion with an expression from the box.” ■ When Ss finish, check answers with the class: ask pairs of Ss to read the conversations aloud.
Answers A I have an exam tomorrow A It's my birthday today.
B Good mcl<1 B Happy birthday!
■ Write on the board: Congratulations!, Thank goodness!. C oed luck! Tell S« to think of statements for which l hey can use the responses. Make a list or the board (t g., Congratulations: I got a job. / My soccei team won the gam e Thank goodness: I lost m y wallet, but then 1found it 11 was very sick last week, but I'm OK now. Good luck: I have a big test today. / 1 w ant tickers for the big concert, and I hope there are still some.). ■ Say, “Close your books, and listen to Eve and Mark's conversation. Why is Eve so exhausted?’’ ■ Play the recording BomWclosed. Ss Ksten for the answer. Check the answer with 1 he class. [She did a lol of I hings this week. She had exams all week. She took I passed her driver’s test. I ■ Play the recording again Books open. Ss listen, read ilong, and underline the things Eve did this week. Call on individual Ss to say w hat 1 ve did. [She had exam s all week- She took her driver’s test.] AsL, “What does Eve still have to do?” [She has an interview at Ihe hospital.] ■ Tell Ss to quickly read the conversation and highlighi any words they do not understand. Explain the new words. ■ Practice Tell Ss to practice the conversation in pairs, taking i urns playing ear h rnle.
■ Present Notice Tell Ss to read the information and then look at the conversation again Ask them to circle the diffeient expression! Mark uses ir. response to Eve’s news. [You poor thing! Congi atulations Happy birthday! Good for you. Well, good luck.]
Extra activity - pairs Each S thinks ot three things they did in a busy week or three pieces of new's, l sing real oi made-up information. Ss form pairs and then use their three ideas in a new' conversation, using Mark and Eve’s conversation as a model,
B ■ Preview the task Read the instructions aloud. Call on individual Ss to each read one of the sentences aloud. Ask Ss to sa \ what words they do not understand, and have other Ss explain the w'ords if possible. ■ Do the task Have Ss decide on the appropi iate responses. Check answers with the class: one S reads a sentence, and a different S responds Have other Ss raise their hands if they chose a different lesponse.
Answers 1. Happy birthday!
4. Good luck!
2. Congratulations!
5. C o n g rati’al ons!
3. Good for you!
6. You poor tning!
■ Tell Ss to take turns reading the comments and responses w ith a partner.
Extra activity - groups A group secretary writes the five responses in Part B. I or each response, group members think of com ments that call for that response. The secretary w'rites a com m ent next to each response. Groups read their list ol com m rntstc another group w hose members respond appropriately.
Extra activity - pairs Pairs w'rite a new com m ent for each of the five expressions and exchange papers with another pair. Pairs do the actit ity and then compare a r vw ers.
ittF-mn lunin-k ■"Yl Tell Ss to turn to Self Study Listening Unit 10 at the back of their student s Books. Assign the tasks for Lioinew'ork, oi have Ss do them in class (See the tasks on y 1 -131 and the audio script on p. 1 133.)
Unit 10 • Busy lives • T-102
2 Strategy plus class: read A's part, and call on a few Ss to say their questions.
Why use You did? Reacting tc r ew s about trrngs people d.d With you mo'' show s that the listener is in'erestea in what tne speaker is saying.
■ Present Strategy Plus iell Ss to li ick back at the conversation on p. 102 and find an example ol You d ’d? Ask, “Why did Mark use You d id ? as a response?” [He’s surpiised. / He's interested.; (Foi more infoim ation, see Language Notes at the beginning of this u n it) ■ Read the information in Strategy Plus aloud Ss to icad 1 he example conversation.
A sk
two
■ Present In Conversation Read the informat ior aloud ■ Give som e pieces of news about things you did recently (either true oi made up). Gu aiound the class. Ask Ss to respond with You did? or D id you? and one ot the expressions on p. 10 2 . A
■ Preview and do the task Read the instructions aloud. Have Ss complete the conversations with You did? and a question. When Ss finish, check answers with the
Possible answers 1. You did? Did you go sw im m ing? / Did you sit 2. You did? Did you p a ss? / Did you do
i the s u r ’
0IG
3 . You did? Did ycu read them all? / D d you answer them?
■ Ask a paii of Ss to read the example conversation aloud. Tell Ss tu take t u r n s piaeiieiug uuiivtTsaiiuui. using their own questions Tell Ss to make up answers and continue the conversations. Ask pairs to act out one of their conversations for the class.
B W
Preview and do the task Read the Instructions you aloud. Tell Ss to think of at least five things they did this or last week Have paiio take i urns telling each other what they die, and responding with You d id ? Challenge Ss to continue their conversations foi one minute.
3 Listuninq Extra activity - groups
* * 'CD 3. Track 17)
A
■ Preview the task Tell Ss to look at the words under each name. Say “Choose a word thai describes your week.” L ill on several Ss to tell the class their words and say wh\ Read the instructions aloud. ■ Play the recording A udio scrip t p. T 2 3 9 Ss listen and check ( / ) the correct word under each name. Check answers with the class.
B**
Answers 1.
busy
Ss form groups and share any experiences they have had that are similar to those ol the people on the recording (e.g., relatives who visit, a had vacation, visitors they had from another country], Other group members use rhe expressions from rhe lesson to respond when they can.
2. terrible
3. fur
■ Play the recording again Ss listen for answers to i his question: What d id each person do tins week? After the recording is played, ask Ss quesi ions about what each person says: "What did George and his parents do?" [They got up early every day, they went running, they played tennis, they went shopping, they went to see late movies, they stayed up late and talked.) “What did Karen do in France?" 'She watched I V all week.] “Whv?" [Because she got really sick.| “Where are Brittany’s customers from?” [China] “Where did they go last night?" [to a really expensive restaurant'
(CD 3, Track 18)
■ Preview the task Read t!he instructions aloud. Tel s* to i ead the responses. ■ Play the recording A u d io s c r ip t p . T -2 3 9 Ss listen and write the letter of the best response. Check answers with the class.
Answers 1.
b
2. c
3 a
Extra activity - class Ss gn am und the class telling one another unusual things thev did the previous week. Ss can make up a piece of am azing news (e.g.. I went to Paris for lunch. I had dinner with Johnny Depn 1 cooked dinner for 500 people.), le ll Ss to exaggerate and be creative 1 Other Ss respond appropriately
4 Free talk • Tell Ss lo turn to Free Talk 10A and 10B at the back of their Student’s Books. 1 lave Ss do the tasks. (See the teaching notes on p. T-106A.)
T-103 • Unit 10 • Busy lives
** . ‘ ''issign Workhook pp ,8 and 79 (The answ er key begins on p. T-242.)
2 Strategy pius
You
Unit 1 0 Busy lives
2
You can say
You did? to show that you’re interested or surprised, or just that you re listening.
In conversation. . . Yuli can alst say
Did you?
to show that you ie listening. Complete the conversations with You did? and then add a question. Pracl ice with a partner. Conti nue each conversation.
A
O A. O
B
I had a nice, relaxing day at the beach last weekend. Vou AlA ? Di<A y o u go swiuW mg ?
a
1 had four exams this week -
1 had I hree yesterday.
B ____________________ ?
© A
?
I had a busy day today. 1 had 50 e mails this morning.
B __________________ ? _________________________________________ ?
A I had a nice, relaxing day at the beach last weekend. B You did? Did you go swimming? A No, but I went windsurfing____ Adouj |
you;
B Pair WOrk Talk about the things you did last week. Respond wit h
You did?
How long can you continue
your conversat ion?
3 Listening A ^
Listen. What kind of week did these people have? Check (%0 the correct word.
fGeorge terrble busy relaxing
B ^
What a week! © Karen exciting ~ nice terrible
0
Brittany boring fun awful
Listen again. Choose the best response to give each person.
1 hank goodness for that!
1.
George
a. Oh, good.
2.
K a re n
b. You did? Good foi you!
3.
Brittany
c. You did? You poor thing!
4 Free talk Yesterday. . . For more speaking practice, go tc l ht back of the book. Student A: See Free talk 10A Student B: See Free talk 10B.
Ajournal
Lesson D
Readu
1
A
Do you or your friends keep a journa I? Whar ropies do people write about
in journals? Add other ideas.
problems
B
family
school
Read Ashley’s journal entries for last week. What topics did she write about?
frid a y 'M o n d a y
^
^
^ ^
I s ta r le t^ ^
design w m p a n y / n k r
I h o d a g re a t day. W e fin ish e d w ork eon 'y foao
WQrk H e w a r n to g a
(M y n e w bos: ,s n ice !) 7hen ■m ef M the evening W e a rg u e d about W ednesaL
if a >0t - W ednesday b u t / already mac/e . tor dinned on L n s W th som e people from u w A , a n d /
crn er
the n ig h t
/
w e n t ou t w ith friends, foam w ort
ns /
^ „y
*
d o rt think
/
w a n r a bo y frie n d j- y fy n0vV
W * * * * ^
So fur day
Tuesday 3 r a d c a ll e d m e th re e tim es a t w o rk o f f m y c e llp h o n e >n
the e r a !
/
/
A ctu a lly, I'm writing this or. Sundcy rro m ,ng ./
tu rn e d
too
m et H a ch e tg r
lunch S h e w o rk s in a n o th er d ep a rtm en t S h e s
p re d w hen I cam e hom e la st night / w e n r jo
hop e h e ca lls!
_____
Thursday m eeting, and
/•*
/
w e n t to a b,g
w en t o r a ll d a y
la te / ca lled Z ira d before
/
/
cam e hom e
w ent to bed, bu+ h e
d /dr* a n sw e r /m su re h e s m a d a1 m e
C
Read the journal entries again. Do you agree with these statements about Ashley?
W hy or why not? C< >mpare with a partner.
1
Agree
1. Ashley enjoyed her first day at her new job. 2 She wa nted to go out with Brad on Wednesday. 3.
£he’s nor happy with Brad.
L D I
4. She didn’t have lun at the party. 5. She doesn't want a boyfriend i ight no™ 6. She had a busy week.
104
fe it
c party a n d / m et som e really fu r oeop le A g u y
/
h a d a rea lly b u sy d a y
/
ca lle d J o s e w an te d m y p h o n e n um b er.___________________
funny- W e h u g h e d a lo t
/
^ ^
m
u D iS & ir*
Lesson
Unit 1 0 Busy lives
° A journal
1 Reading ■ Set the scene Read the title ot the lesson aloud. Ask, "What's a journal?” Get ideas from Ss (e.g., a book or w riting with the daily events of a person’s life).
A Prereading ■ Preview and do the task Read the instructions aloud. Ask, "Do you or your friends keep a journal?" Have Ss raise their hands if they do. Ask a few Ss who raised their hands, “Why do you keep a journal? How often do you write in y o u i journal?” Ask a few Ss who do n o t raise their hands, “You don’t keep a journal. Why not?" ■ Have Ss work in pairs and list topics thal people write about in journals. Read the example topics aloud to help Ss w'ith ideas. Give Ss one minute to brainstorm as many ideas as they can. When Ss finish, w rite their ideas on the board (e.g., daily routines hobbies, friends, co-workers, birthdays parties, sports, vacations).
c Postreading ■ Preview the task Read the iustiuctions aloud. Ask a S to read the first statement aloud. Say, “Do you agiee o. disagree? "Have Ss look in thejourna tor information to support their answers and circle it. Gall on a tew Ss to share tneir answers and supporting infoi matior. ■ Do the task Have Ss check (✓, Agree or Disagree for the remaining statements and circle information in the journal to support each answer. When Ss finish, have them compare their answers w'ith a partner. Check answers with the class: call on individual Ss to give their answers and supporting information.
Possidle answers 1. Agree [Monday. I started my nev: job at the design company I like it a lot
j
2. Disagree [Monday: I already made dinnet plans with some
B
During reading
people from work, and I really want tc go. Anyway, E rad never pays!] 3. Agree [Tuesday Brad called me three tim es al work. I turned
■ Preview the reading Read the instructions aloud. Say, ‘As you read, make a list of the topics Ashley w'ritcs a b o u t”
4 . Disagree [Saturday: I went to a party, and I met som e really f in
■ Oc the reading Ss read the journal and w'rite a list of topics.
b Agree [Frid ay I don't think I want a boyfriend riphi nov..] or
■ Have Ss share the topics. For each topic, ask. “On what day ot days did she write about the topic?” Ss say the day(sl (e.g., her boyfriend Brad: Monday. Tuesday, Thursday, Friday; her new job: Monday, Tuesday, Thursday, Friday; dinner with Brad: Monday, Friday; a party: Saturday; a new frien d nam ed Jose: Saturday). ■ Follow-up Ask Ss, “Which topics in the reading are the sam e as those on the board?” Ss call out the topics. Gircle them on the board. ■ Do the reaoing again Say, “As you read, underline any new vocabulary.” ■ Call on Ss to say the w'ords they underlined, and w rite them on the board. Ask other Ss to pxplain the m eaning of the w'ords. ■ Follow-up Ss choose three or four words and w'ritc a true sentence for each word.
off my cell phone in the end! Friday : I don’t think I want a boyfriend right now.] people.] Disagree [Saturday: I hope he calls!] 6 Agree [Monday. I started my new job Thursday I had a really busy day! I went to a big meeting and it wenl on a'l day Friday: I met Brad for dinner in the evening We argued about W ednesday - the nighl I went out with friends from work. Saturday: I felt too tired when I cam e home last night. I wenl tc a party.]
Extra activity - groups Groups wmite five comprehension questions about Ashiey’s journal (e.g., D id Ashley go to a meeting on Friday? Who d id Ashley meet a t the party on Saturday?). Groups then ask another group their questions. Ss try to answ'er without reading the journal again.
Extra activity - groups Groups choose e day next wreek ir Ashley's joui nal and w ork together to write a new' journal entry for thal day. Write som e questions on the board for Ss to answ'er in their new entry te.g., Does Jose cali her” Does she go out with Brad again? Does she have a good day at work?), and have Ss suggest additional ideas. Groups read their new journal entries Ss vote on the best entry.
Unit 10 • Busv lives • T-104
2 Writing Explain that the part starting v ith before, aftei, or when can com e first in the sentence (e.g., before 1 watched TV, 1finished m y homework.).
A ■ Preview the task Say, "Think of two days from last week. What did you do' Write the nam es or the two days and a list of things you did each day.” When Ss finish, ask a few Ss tu read theii lists aloud.
■ Write the following example oi the board A ctiu ri 1. I a n s w e ie d tile e-rriuils.
Action 2: I went out
■ Read the instructions aloud. Tell Ss to read the example journal enti y. ■ Present Help Note Read the information aloud. Call on Ss to read the example sentences. Say, In sentences, one event or action happens first, and the other happens second. Before after, when, and then can tell about the order of events or actions.' (For more information, see Language Notes at the beginning of this unit.) ■ Write an example like r he following on the hoard: Action 1: 1 finished my homework. Action 2 : 1 watched TV. I finished my homewufk before I watched TV. I watched TV after I finished my homework I watched TV when 1 finished my homework. I finished my nomework. I hen i watched TV.
Ask b* to wr.te two sentences with the tim e words (e.g., After I answered the e-mails, I went out. ; I answered the e-mails. Then I went out.). ■ Do the task Have Ss write the two journal entries, le ll them to use the ideas they wrote down about theii activities last week and the journal lupics they brainstormed.
B ■ Preview and do the task Read the instructions aloud leli Ss to read their partners’ journal entries. ■ Have Ss write at least foui questions they want to ask about rheir partners’ journal entries. Real the example question aloud to help Ss with ideas. ■ Have Dairs take tu in s asking and answering uuestions aho tt their entries.
3 Listening and speakinq ■ Set the scene Books closed Ask. ' How dc you remember fhings you have to do? For example, how do you remember your homework assignments? How do you leinem bei what things you need to buy at the grncery store?” Write Ss’ ideas on the board.
Extra activity - class Write the following questions on the board Tel1 Ss to listen for 1 he answers Play the recording pausing after each person to give Ss time to write Check answers with the class.
A ■ Preview and no the task Books open. Read the instructions aloud. Call on different Ss to read the numbered questions. Answer the questions wir h your ow n inform atio.. tu help Ss with ideas. Lncourage Ss to ask you follow-up questions (e.g., W hat kinds o f things doyou write on your lists?). Have pairs take turns asking and answering the questions
1. 2. 3. 4.
When does Angela write hei list? What kind o f notes does Kevin l rite? Does Sun Yee nave a good m em ory7 What does Rafael write in his daily planner?
[1. ever, Sunday night before she goes to bed 2. do homework, go shopping, clean the house 3. Yes, she think* she does. 4. He writes the things he uas to do and the times.]
■ Follow-up A few Ss report their answers. B
c
* (CD 3, Track 19)
■ Preview the task Read the instructions aloud. Have Ss read the things people do to remembei. ■ Play the recording A udio sc rip t page 7-239 Pause afteT each person’s statem ent so that Ss ran match the person and what he or she does. ■ Play the recording aqain Ss listen and review their answers Chet k answers with the rlars.
Answers 1.
c
i ai -u Preview and do the task Read the i r strui tions i— [—yPM. aloud Have Ss gc around i he class, ask classm ates the questions in Part A, and w n te dov.n the nam es of Ss who answei yes. ■ When Ss finish have them roun* the number ol yes answers to each qui *tion Call on a fev Ss n tell ‘he class what 1 hey found was the m ost populai way to remember things.
Extra activity - individuals 2 a
3. b
4. d
Ss make a list of things they have to remembei to do this week. Ss write the heading Things to Do and make a list. Ss compare theii lists with a partner.
mML 1 * Assign W orkbook pp. 80 and 81. iTh< answ er key h egins on p. 1-242.)
T-105 • Unit 10 • Busy lives
2 Writing A
Unit 1 0 Busy lives
A journal
Write a journal for two days last week Whal did you do? Write a short paragraph
about each day.
Help note
Monday I m et Kanako a f t e r work. Then I had to
Ordering events with
go to
before, after, when, and then
my dance class. I bought some food b e fo re I
I met a friend after / before class. I called a friend before I went out. Before I went out, I called a friend I went 10 bed when I came home When I came home, I went to bed. I left work Then I met a friend
went home I a te dinner ve ry late.
Tuesday I got up late
B Paif
WOfk
Read your partner's journal. Then find out more about your
partner’s week. Ask questions.
“So, you met Kanako after work on Monday Dio you go out for coffee?"
3 Listening and speaking
Don't forget!
A Pair work How do you remember the things you have to do? Ask and answer the questions.
T ld n q l
1
tr y d ry
A-
JU LY i
Monday
Call Dad
Goto the store.
Pick up ticketi.
• B ug itcUKpi. • C M
•
Go to the aent's*
Wednesday Poctor 2.00
T rm o .
Find P M dftpaid!
O Do you write lists?
Fay bills
j -t* Pinner with Mnw
© Do you have a daily
© Do you write notes? O Do you lust dy to
or weekly planner?
remember everything?
B
Listen. How do these people remember things? Match the people and what they do.
About j yo u '
1 Angela
a.
2. Kevin
b.
3. Sun Yee
c.
4 Rafael
d
C Class activity How do your classmates remember things? Ask them the quesi ions in A above. How m any students say yes to each question?
105
i/ocabularynotebook call on individual Ss to each write the base form and the past form of a verb on the hoard.
If done for homework Briefly m e t d t the Leai mug Tip and t h e t a s k diiections. Make su ic Ss understand what they need to do
Answers
If done in class
eat, huy. Dring, co rre, cnoose, cosl do, drink, drive
■ Present Learning Tip Bead the information aloud. Say, ‘ There are a number of forms for you to remember for each verb vou study Adding new vei bs to charts like the ones in the Student’s Book helps you learn the forms of each new vei b.”
feel, forget, find, give get, get up, have Know, leave make, mean, meet, pay put, put or run, read, say sing, sit see send, sleep, sell, spend, speak, swim thmk, tell, take go, go out, wake up, w ir., v .e a , write
On your own This task recycles the spelling rules for verbs ending in -s, -ing, and -ed. It recycles the pronunciation of the -s ending for simple present verbs and the nd ending foi icgular sim ple past verbs.
■ Presen* On Your Own Read the information aloud. Say, “Thinking about your day and things you did in English helps you review and remember English words,’’
■ Preview the task Read the instructions and the ■ FolDw-up A l the start of the next class Ss work in headings in the c art aloud. Read the examples for groups and report five things they lemeinbered. the verb study. Ask Ss to give exam ples of the three pronunciations for the s ending of verbs in the simple present, and write the sym bols on the Vocabulary notebook Ways with verbs hoard i e.g., talks Is/, r u n z , relaxes HzI) Do the sam e for past tense verbs (e.g., cooked tit, Learning tip Makingnotesmxeibs _________ W h in you w rite dow n a new verb, n a k p notes a b o . it. Is it regular or irregular? played Id1, rented lid1). H o w d o you spell the different form s? H o w do you pronounce th « podi'-gs’
■ Do the task Tell Ss to complete the chart from memory. Check answers with the class call on different Ss to each write all the forms for one of the verbs on the board
is /
w ts V c
w < *t-c U e ,A
t-eiV in «
t-eev
l\ t
1. study
irregular?
Simpi» present h r he,she and i>
veauW
sHuAies h J
-ing form
Simple pas1
/<*/
2 chat
3. invite
study regular, studies / z ' studying ,'di 2 chat regular, chats /s/, chatting, stud ed
4. do 5.
chatted /id /
buy
6 meet
invite: regular, invites /s/, inviting, invited /id/
2
lle r c arc th e sim p le p a st form s o f s o m e irregular verbs. C an you figure ou t t h e b a se
form s? C om p lete th e c h a r t
4 do: ■rregular, does, doing, did
6
t-eilces
Regular or
1.
5
w e d -, U e s / I Z J
t-eifce ( I R j
1 C an y o u co m p le te th e chart for t h e se verbs?
Answers
3.
w a d —b / R )
buy irregular, buys / z ; , buying,
sla
ten
made
sang
bought
bought
forgot
meant
sal
‘Ok!
brough1
tounn
mm
sa w
took
came
03V
paid
sen'
wen,
chose
goi
out
slept
wen, out
cost
not up
out or
sold
woke up
d<d
had
ran
spent
won
dranr
knew
-eai
spoke
wore
d-ove
fan
said
swam
wrote
mee‘: irregular,
meets
Is/,
meeting
■net
This task recycles the simple past forms of irregular verbs. ■ Preview and do the task R ead th e instructions aloud. Point out the example for ate Say, "The base form of ate is eat. For the base form, write the simple present form with no ending.”
On yorr own B e fp '„
H o w m a n , th h o s can vou 'e n e m h e '”
■ Have Ss com plete the chart Check answ eis with the class: -0 6
T-106 • Unit 10 • Busy lives
o l go to s " 0 tpm ght
hunk o f all the things you did today
though
Unit 10Busy lives
Free talk 10 / I went swimming,
m
Preview the task Tel1 Ss to turn to the back of their Student's Books and look at tree Talk iu a and tOE. Divide 1 he class into two gioups: A and B. Tell S As to look at the picture for Free Talk 10A, and tell S Bs to look at I he p ic t u r e for Free Talk 10B. Read the instructions aloud.
■ Do the task Call “Start to begin the task. After one minute, call “stop."
b i practiced the guitar. 9 10.
1 didn’1 w ash the dishes. I m a d e w r o t e a list tol th nys te dup
11 I read a book/ the newspaper.
Free talk 1UA
Yesterday,
1 Siudcn A: Imagine th ai th is is how your apartm ent looked this m orning. W hat did you d u ycsiciday? Study th e picture f<» one m in u tt. a n d try to remember
Preview and dn the task Say, “Think about the p ic t u r e , urrd make a list of the things ‘you’ did yesterday. Direct Ss’ atteni ion to the note for a model. Say, ‘ Now close your books." Cive Ss seveial m inutes to w'rite their notes. Books open. Tell Ss to work w'ith a partner. Say, “Everyone, look at the example in I ree Talk 10A.” Ask a p lir of Ss to read it aloud. Repeat the ta >k using the example in Free Talk 10B. S As’ books are closed. Tell S As to read i heii lists. Tell S Bs, “Look at the picture for Free Talk 10A, and check your partner’s answers.” When Ss finish, say, “Now' change roles.” Tell S As, “Look at the p ci Lire tor Free Talk 10B, and check your partner’s answers." Tell S Bs tc close their books and read I heir lists.
2 Pair work Sow close your book, a n d m ake a list of the t hings you did yesterdav Tell y o u rp an n e r. How m any th.ngs can you remember? Then change roles. Look at Free talk 10B. and check your partner's answers. You I maoe a cake Your partner Thais right. Vihat else?
i
Free talk 13B
Yesterday...
1 Student D imagine th at this is how y o u rap an m en i looked this m orning. What did you do yesterday7 Study the picture for one m inute, a n d try to remembe:
■ Follow-up Pairs work together. First, they look at the 10A picture and make a com plete list of the things A did yesterday. Then Ss do the sam e for the 10B picture. Check answers with the class.
Possible answers
2 Pair work Now close your book, and m ake a list of the things you did yesterday Tell vour partner. How many things can you rem em ber?Then change role; Look ar Free talk 1 QA. and check your p artn er s answers.
Student A 1. I made a cake. 2. I drank som e soda.
L
You t had coffee.
coffee
Your partner That* right Wha" etse 7
3 I didn't wash the dishes 4. I studied / 1 did my homework.
Dc you live to eat or eat to live
5. I wrote som e letters
•
6. I bought some clol te s / som e jeans / a C la ss acm
T sh id
7. I read a rrag azire
■-<t
n
rind someone who
8. I played tennis. 9. I watched / rented some videos. 1 1 I practiced
'
■oiishj* Ir* rti
i Dleved the flute
Student B
»» -- •
r,
» » y i•«!»:*ivtt In* m irituN*
Name
No<e\
mttUts4MUtxJheevery wa *****■% *» ir**' if. isi orpair,
1 I had coffee. 2. I had / ate pizza.
a w eml faW cJfttj
3. I did the laundry 4 I played chess. 5. I listen id to a CD 6. I bought s o n -! boots
: haes / a sw im suit.
• *btrfa did you have breakfast fM f morning' S Yc fttltUt'f I rfoo't fo eal ‘n the morning
H FmtafkMjpafmtatkn
Unit 10 • Busy lives • T-106A
Unit
^ W
/ /
Language notes
Lesson A My firs ts .. Grammar Simple past of be (See Student's Book p. 109.) This lesson introduces the simple past of be in affirmative and negative statements, yes-riu q u e s tiu n s , and short answers.
■ W a s n 't a n d w eiert't a it (lie o n ly fuims fur negative
contractions in the past. I wasn’t scared They weren't nervous ■ No auxiliary verb is used with the past of be (e.g., did).
Form
Pronunciation of w a s anc were
■ The structures tor the verb be in the simple past are the sam e as the structures with be in the simple present. Use was w ith I, he, she, it; use were with you, we, they.
Was and were are pronounced /waz/ and /W3 r; vvher they are stressed, as in shorr answers. In most statements and questions they are unstressed and thus are slightly reduced, to /w o/J and iwarl.
■ Affirmative statements subject + be (was / were) + com plem ent (e.g., adjective I noun) She was very strict.
Corpus information
Was anc were
Was and were are both in the top 100 words in conversation; wasn't and weren't are in the top 700
■ Negative statements subject + be (was / were) + not + complement They weren't noisy. Note: Was not and were not are usually contracted to w asn’t and weren’t in spoken English. ■ Yes-N o questions be (Was I Were) + subject + complement? Was it easy? * Short answers Yes, it was. No, it wasn't. Yes, they were. No, they weren’t.
Lesson B Vacations __________
Speaking naturally
Stress and intonation in questions anti
answers
(See Student’s Book p. 109.) ■ This section reviews rising intonation on the stressed word in a yes-no question which was presented ir Unit 7. It also shows falling intonation on the stressed word in answers to questions, including short answers. ■ The falling intonation in the answers shows that the answer is complete. It also signals that the information is “new ’ or that the speaker does noi expect the other person in the conversation to know the information.
Grammar Simple past information questions
Vocabulary Get andgo
(See Student s Book p. 110.)
(See Student’s Book p. 111.)
The chart in this lesson presents simple past information questions w ith be and other verbs.
* The lesson focuses or expressions with two of the most com m on “delexical verbs’’ in English: get and go. Verbs such as get, go, make, do, take, and have are called “delexical" because they change their m eaning depending on the expressions in which they are used. Some of the expressions ir this lesson are new. and som e are familiar to Ss from previous units
Form
■ In information questions with be, was and were follow the question words. question word + verb be (was / were) + subject? How was your trip? ■ With other verbs, the auxiliat y d id is used between the question word and the subject. The structure is similar to that w ith the auxiliary do / does in simple present questions. question word + d id + subject + base form ol verb? What d id you do in Bangkok?
■ Get is used wii h the following m eanings obtain or receive: get a gift, get an autograph, get a sunburn becom e: get lost / scared / sick to arrive: gel home / back It is also used as a phrasal verb in the expression to get along (with). ■ Go is used in the following ways: before -mg forms: go hiking! snorkeling with the infinitive go to see a band in the expression go on a trip
L
Lesson CJiow was your weekend? Conversation Strategy
Answer a question; ihen ask a similar one
Strategy plus
Anyway
[bee Student’s book p. 112.)
(See Student’s Book p. 113.)
The st rategy in this lesson builds on the verv first conversation strategy taught in Unit 1, asking How aboutyou? A person answers and then asks the sam e or a similar question. The strategy gives practice in "reciprocating," that is, making the conversation a two-way exchange rather than a one-way monologue. For example:
■ Anyway is a useful way to show that t he speaker wants to change the tocus of the conversation to another topic or wants tc go back to an earliei toprc after a digression
A How was your weekend? B Guuu, thanks. I Went to
a weddhiy. Wijat did yuu do?
B answers A’s question and asks a similar one.
■ People also often say anyway to shov* they want to end a conversation. It is som etim es used aftei Welt.
Corpus information
Anyway
■ Anyway is one of the top 300 woras in conversation, and it is approximately ten tim es more com m on ir conversation than in newspaper ter.ts. ■ Almost half ol *he examples of anyway in the spoken corpus are at i ht start of a ' sentence,' often right , after but. so, well, or um. ■ An informal, and less frequent, form of anyway is anyways.
LessonJU JunnyM ng happened.^ Reading
So :nd because
Help note
Punctuator with speech
(See Si udent’s Book p. 114.)
(See Student’s Book p. 115.)
In Exercise 1, Part C, Ss work with sentences with so and because, lyp icalh the information after so tells the result of the event that cam e before. The information al ter because tells the reason foi an action.
■ 1 he 1Ielp Note provides examples of punctuation foi writing quoted speech.
The cafe was expensive, so Alexa didn t orderfood. (result) Alexa did n ’t order food because the cafe was expensive. frea ton nr cause)
■ It shows how to punctuate a quotation hat starts with the identitication of the speaker (speakei tag), including the use of a com m a after the tag and quotation mark* around the speakei’s words: My friend said, “I’m talking to m y cousin on m y cell phone” John asked, “Is this seat free?" ■ Although the form is not presented in this unit, il is of course, also possible tc put the speaker tag after th e ouotation: "Is this seat free7 ” the guv asked. "Sure,"' I said
Language notes • Unit 11
Looking back Teach this unit opening page together with Lesson A in one class period. Introduce the theme of the unit Read the unit title aloud. Say. “When you remember 01 think ahum past events ui activities you are looking bark.' Write on the board: 5 years old Tell som ething that happened when you were f ive years old - for example, say, "When I look back to this age, I remember t hat my family w'ent to Disneyland or vacation. I loved it." Point to the age on the board and ask, “When you look back to this age, what ao you remember?” Call on several Ss tc answ'er,
In Unit 11, you learn how t o . . . •
Unit aims Call on individual Ss to each read a unit aim aloud. Tell other Ss to listen and tead along.
txtra activity - individual Write on the board: fun
interesting
useful
Ask Ss to look through the unit, read each lesson title, and Driefly look al the lessons and pictures. Ask, “Which lesson looks like fun?” “Which lesson looks interesting?” “Which lesson looks useful?" Ask several Ss to give theii opinions and say why
Before you beginu. . ■ Introduce the past situations Ask Ss to look at Before You Begin. Read aloud the question What do you remember about these things? Tell Ss to look at the t hree pictures and guess what past experience each illustrates Call on Ss for ideas. ■ Ask Ss to look at picture 1. Say, “This is a child and his pet.” Have the class brainstorm some types of pets, and make a list on the board (e.g., cat, dog, hamster, gerbil, bird, fish, turtle, rabbit, snake). d p Recycle grammar This activity recycles the simple past. Write on the board: JI have / a dog Ask Ss to make this a simple past statement. [I had a dog.] Say “Use the simple past to talk about things in the past.” ■ Ask, "Remember when you were a child. Did you have a pet? Raise your hand." Ask several Ss who raised their hands questions about their pets (e.g., W hat kind o f p et d id you have? What d id you name it? What did you do for it? Did you feed it?). ■ Ask Ss to look at picture 2. Say, “Remember when you were a child. Did you have a good friend? Raise your hand.” Ask several Ss who raised their hands questions about their first friends (e.g., W hat was the nam e of your first friend? D id you play games? Which ones?) Ask a few' Ss to repot t to the class.
T-107 • Unit 11 • Looking back
■ Ask Ss to look at picture 3. Say. “What do you remember about your first hom e?’ Help Ss brainstorm questions to ask about their first home, and write them on the board (e.g.. D id you live in a house o r an apartm en t? Did you like your neighborhood'' Did you share a mom with a brother or a sister?). Have Ss discuss t he questions in pairs, and then ask a tew pairs to report tc the class.
Culture note Pets, especially dogs and cats, arc very important to many people in North America. People sometimes even think of their dogs and cats as part of the family. People can buy coats and boots for their pets to wear in the winter. They can buy birthday cai ds for the pets They can even go into a "Doggie Bakery” and buybirthday ‘ cakes” made from dog food.
Extra activity - class Ask several Ss about other “first” memories. Wi ite a lisi of possible topics on the board (e.g. first date, first driving lesson, flrstd a yo fh ig h school, first job. first compute), first car). Encourage Ss to say, “I remember my first.. ” and then add a sentence giving more information.
Unit
In Unit 11, you learn how to. .. * use the past of be.
mask sim ple past inform ation questions. â&#x2013; talk about past experiences. * use expressions with go and get.
mshow interest in other people. use Anyway to change the topic or end a conversation.
Lesson A
1 remember my first day o f . . .
Jeff Chang’s kindergarten c la s s
Restaurant where R osa Leor, had her first job
Jeff Chang
Rosa Leon
Il was awful! I was so scared o f the teacher. I remembei her name was Ms. Johnson and that she was very strict The olher kids w eren’t too happy, e.ther. We were all very quiet that day! 99
I had a part-time job in a restaurant I was a server. I was young only7 16. Things were really busy that first day. so I was nervous1 I made a lot of embarrassing mistakes, and my boss wasn't too pleased. But most people were nice because I was new. w
►
1 Getting started Listen. W hy was Jeff scared? W hy was Rosa nervous?
Figure it out
B Can you complete the answers to these questions about Jeff snd Rosa? Then ask and answer the questions with a partner. 1.
2.
A Was Jeffs teacher strict? B Yes, s h e ____________ very strict. A B
Were Jeff and his classmates noisy? No, th e y _____________noisy.
3.
A
B 4.
Was Rosa’s boss happy about her mistakes? No, h e ____________ too pleased
A Were Rosa’s customers nice? B Yes, t h e y ____ nice because Rosa was new.
Lesson A
Unit 11 Looking bach
Myfirst...
Getting started ■ Set tt e scene Tell Ss to look at tht I wo large pictures. Sav, ' The first picture shows leff Chang on his first day o f school. What questions can you ask about his first day?” Have Ss work in pairs to t h i n k of questions. Ask pairs for t h e i r ideas, and write several on the board (e.g., D id he like his teacher? Does he remember his teacher's nam e| D id he like his classmates? l Hd he have fun?). ■ Say, “The other picture shows a d.ner. It's where Rosa Leon had her first job. What questions can yuu ask about her first day at work?” Have Ss work in pairs to think of questions. Ask pairs foi their ideas, and w i ite them on .he board (e.g.. Did she like hei boss? Does she remember her boss's name? D id she like her co workers? Did she have to work hard? D id she have any problems?).
B f gu.ii ^ Prev ew the task Looks open. Tell Ss to took al A®"! conversation 1. Write the question on the board Was Jeff’s teacher strict? Say, “Look at Jeff’s story. Find the answer to the question in rhe story, anc underline it.” |\e s she was very strict.] Write on the board: Yes, sh e very strict. Askr “What word goes in the blank?” [vas| Write was in the sentence. ■ Do the task Have Ss complete the remaining conversations using Jeff’s and Rc 's stoiieo ior help 1lave Ss compare thpii answers with a pari ner. Check answers w ith the class call on pairs ol Ss to each read a c o n v e rs a tio n .
Answers 1 Ves, she w as very strict.
A
2.
iCD 3, TracK 20)
■ Preview the task Write on the board: IVhv was Jeff scared?
Why was Rosa nervous?
No. they weren’t noisy.
3 No, he w asn't too pleased. 4.
Yes they v.e'e nice because Rosa w as new
Give examples oi tim es you were scared or nervous. ■ Say. “Now listen and write the answers to t he two questions. ” ■ Play the recording B o o k s closed. Ss listen and write the answers. Tell Ss to show their answers to a partner. Ask “Do you think your partner's answers are correct? Tell your partner whv or why not.’ ■ Play the recording again Books open. Ss listen, read along, and review their answei s. Check answers with the class: call on a few Ss to read their answers. [)efi was scared of his teacher because she was strict. Rosa was nervous because it was her first day at work, and things were really busy.] ■ Direct Ss' attention to the questions on the boaid. S at, "Look at the questions foi Jeff on the board. Did he answer any of the questions?” If yes, have Ss call out i hp questions, and have individual Ss answer them (e.g., D id he like his teacher? No, he didn't like his teacher.). Do the sam e for Rosa, ■ Tell Ss to work in groups and to look t h r o u g h Jeff’s and Rosa’s stories for any new vocabulary. Have gioups make a lisl of new words and work together to write definitions for pach new word. Tell Ss to use thpir dicl ionaries for help.
■ Focus on the form and the use Tell Ss tc ’ook at rhe tour ronversal ions in Part B. Sar “The verDS are forms of l he verb be in the simple past." Ask, “What’s the form of be that goes with he or she?" [was] “What s the I nrm for negative statements with he or she?" [wasn’t] “W hat’s the form of be that goes with they?" [were] ‘ W hat’s the form for negative statements witl they?" |weren't| ■ Tell Ss to practice asking and answering the questions v. ith a partner. C p Recycle vocabulary With the class, brainstorm a list of word.' to describe people Stari by asking Ss to find the words in Jeff’s and Rosa’s stories, (scared, strict, happy quiet, busv, pleased, nice I When Ss run out of idea^. tell Ss to look ai p. 24 and add any words they did no! include. ■ Try it out Write the following questions or thp board Was your first English teacher strii t ? Was your firsr boss nice? Were your firs' co-workers friendly? kVhs your first friend fun? Ask Ss tc raise their hands if thev want tc answei a qupsl ion, and have them give responses (e.g., N o, she wasn’t strict. She was very nice.).
Extra activity - class Books closed. Read aloud each of the stories] pausing at kev content words (e.g., awful, scared, strict) Ss call out the m issing words.
Unit 11 • Looking back • T-108
Grammar (CD 3. Track 21)
■ Present the grammar chart Play the lecording. Ss listen and repeat ■ Understand the grammar books closed Write on the board: I, they, he, we, you, it, she, Mari, the students in one column and was, were in another. Have Ss copy the words and diaw lines from the subjects to the correct verb. [I, he, it, she, Mari - was, they, we, you, the students - were] ■ books open. Ask Ss to com plete the patterns tor negative statements. Write on the board:
■ Follow-up Say true and false statements about Jeffs and Rosa’s stories on p. 108. Ss repeat true statements and correct false ones (e.g., T: Jeff was happy. Ss: No he wasn't happy. T: Rosa was busy. Ss: Yes, she was busy.). ■ Tell Ss to look at the third column in the chart. Ask, "What com es first in yes-no questions with be?" [was, were] Write the pattern on the board: was / were t subject + ___ ? ■ Write the follow ing on the board, and tell Ss that it is the pattern for short answers. was. No, were. N o ,
wasn't. weren't.
Write the pronouns on the board: I
you
she
he
it
we
they
Ask Ss to fill in the blanks with the pronouns. [1, she, he, it was; you, w'e, i hey were] ■ Present In Conversation Have a S read the information aloud.
3
Speaking naturally A
< •** (CD 3, Track 22)
■ Preview the task Read the instructions and the example questions aloud. Say, “Remember, the mosl important word in a sentence is stressed, or said louder. In a yes-no question, the voice starts to rise on the stressed word.” ■ Say, “Now' look at the answers. Notice that in the short answer No, I wasn't, the voice begins to fall on the stressed word w asn’t. In the statement I uas relaxed. the voice starts to fall on the stressed w'ord relaxed.” (For more information, see 1 anguage Notes at the beginning of this unit.) Read the instructions aloud ■ Play the recording Ss listen and repeat.
B
(CD 3. Track 23)
■ Preview the task Read the insti uctions aloud.
T-109 • Unit 11 • Looking back
Answers 1.
A Do you remember your first teacher?
B
Yeah, Mr Davis He w as a iot of tun. He w as uevei strict. Were your teachers tun?
A No, they weren’t . They were always very strict. 2 A Do you remember the firsl CD you bought?
subject t/, he, she, it, ora singular noun) + ____ Iwasn t] subject [you we, they, or a plural noun) r ____ Iweren’t]
Yes, Yes,
■ Preview and do the task Read rhe instructions aloud. H a v e Ss complete the sentences. Ss compare their answers with a partner. Check a n s w e r s with the class.
B
Yeah, it w as The Backstreet boys. They were my favorite group.
3.
A Tell me about your first oest friend. Were you in school together?
B
No, we weren’t . She w asn't r my c la ss. She w as my neighbor Our parents were friends.
4.
A Did you nave a pet wnen you were a kid?
B
Yeah. My firsl pet was a ‘ittle pony. It w asn t very big
■ Have Ss pi actice the conversations in pairs, taking turns playing each role.
B About
^ Preview the task Have a S ask you the firsr v°L. question in Part A. Encourage Ss to ask you follow-up questions. Dc the same for the remaining questions.
■ Do t h e task Have pairs practice asking and answering the questions in Part A, using their ow n information ■ Follow-up Ss choose their favorite answer from their partners and tell another pair about it.
Extra activity - class / pairs With the class, brainstorm five yes-no questions about som eone’s firsl day at school, anti write them on the board (e.g., Were you nervous? Was it fun? Were your classmates friendly?). Have Ss ask and answer the questions in pairs.
Play the recording Ss listen and repeat. Play the recording again Ss read aloud along with the recording.
Mout: ^ Preview the task Tell Ss to look ai the questions in Part B again and write down a key word from each to help remember it (e.g., easy, gooa nice, strict) Tell Ss to practice asking the questions to them selves using the keywords as cues 1 her read the insi ructions aloud ■ Do the task I lave Ss do the three interviews using their list of keywords and not looking at theii books. When Ss finish, ask a few Ss to tell ahout a classmate “ Assign Wotkbook pp 82 and 83. (The answer key begins on p. 1 242.)
L'LUUUUL'L'LlkiUUklk.'L'iJLL I'llL'DL’l.'ULl L'lll'UUL'L.'liUUU If k'k'A*
2
2
Unit 11 Looking back
Grammar Simple past of be I was o_ ly 16. You were nervous E he was strict. It was a.vtul. We were quiet. They were scared.
wasn't = was nut
I You She It We Tney
wasn’t very old weren’t relaxed. wasn’t very f »ce wasn’t fun. weren’t noisy weren’t i iappy.
weren't
= were
not
Complete These conversations w ith was, were, or weren’t. Practice with a partner.
A
1.
A B
2.
wasn’t,
In conversation. . . IVcs is one of the top 20 weds,
Do you remember you r first teacher? Yeah, Mr. Davis. I l e _____________a lot of fur H e _____________never
A A B
Were ycu nerve js ? Yet,, I was. / Nc wasn’t Was it ti jo7 Yes. ii was. / 1\o il wasn't Were tney. lice? Yes they were / No, tne\ werent
strict. _your learhers fun? . T h e y ____________aJ ways very strict.
No, they
Do you remember the rirst CD you bougl it? Yeah, it ____________The Backstreet Boys. T h e y __________ my fav orite group.
3.
A
Tell me about your first best friend. . you in school together?
£
No, w e _____________ She She
4.
About you
\ B
in my class.
my neighbor. Our parents
friends.
Did you have a pet when y o u _____________a kid? Yeah. My first pet _
a little pony. I t ____________ very big.
B Pair work Ask and answer the questions. Give you r own answers.
.3 Speaking naturally Stress and intonation Were ouy n c i vous9No.JwSsn’t. A
Listen and repeat the sentences above Notice how the voice falls or ri -es on the stressed w o rd s.
B '"
Now listen and repeat these questions and answers.
Do you remember your first English class?
1. 2. 3.
4 About
you
A A A A
Was the class easy’’ Were the other students good'* Were they nice to you? Was your teache- strict-3
B No, it wasn’t. It was hard! B Yes, they were all very smart. B Yes. thev were 1 hey wei e very friendh. B Yes, she was. But she was nice.
C ClaSS activity Inter\ iew three students about theii first English class Ask the questions above.
Lesson B ]fa c a f jo n s UMlding. language A
Where are guod places tu go un vacation? Tel) the class.
B
*
Listen. What did Jason do on his vacation?
Practice tlie conversation.
Diana jason D iana Jason D iana Jason Diana Jason D iana Jason
Great ] lictnre! W hen did you get back? Last night. So how was your vacation? Oh, it was wonderful. When did yuu go exactly? We weni to Hawaii. Wow! What was the weather like? It was hot, but not too hot Nice So, what did you do there? We went to the beach every day, ana I went pa rasailing. I didn’t want to come home.
D iana
Well, I'm glad you d i d . . . . I hat e a ton of work for you!
Figure it out
C
Gan you complete these questions? Then ask a partner.
1. W hat. 2. What
.you.
last summer?
the weather I ike?
____ 2 Grammar Sim Die How was your vacation? Where were you exact P How long were you there? What was the weather l.kc?
About you
Il was fun. In Hawaii A week It was hot
Where did you go? Who did you go with? What did you aoc When did you get back?
To Hawaii A couDle ol triencs We went to the beach Last night
Write questions about a va< al ion for these answers. Then ask and s nswei the questions with a partner. Give your own answers. ].
How wtfvs youv Itfvsh
It was great.
2.
___________________________________________________________________________________
3.
______________________________________
1 went tc r ngland. Av\ fu.I It rai nt d every day
4. _______________________________________
My best ft iend.
5 . _______________________________________
Two weeks.
6 .
We saw Buckingham Palace
________________________________________
‘How was your last vacation?”
110
oastinformation oueshons
“It was OK. It was very short.
Lesson
Unit 11 Looking back
B Vacations
Building language ■ Set tne scene Read the title aloud, write a chart on the board with the following headings Relaxing
Fun
E xciiing
Ask “What kind of vacation do you want to go oil?" Call out each heading, and have Ss lai >e theii hands. Ask a few Ss, "Where can you go foi a relaxing vacation?” Continue by asking the question tor Fun and Lxciting. ■ Tell Ss to work in pairs and copy and com plete the chart with their own ideas of vacation destinations. Have a few pairs share ideas with the class. d p Recycle a conversation strategy Remind Ss tc ask, How do you spell .. ? for help with proper names.
A ■ Preview and do the task Have Ss work .n small groups to talk about good places for vacation (e.g., I think Australia is a good place fo r a i acation because. ) .
B
* (CD 3 Track 24)
■ Preview the task Tell Ss to cover the conversation and look at the picture. Say, 1 Diana is asking Jason about his vacation. Make three guesses about his vacation. Write three sentences." Have several Ss read their sentences aloud (e.g., He went to Australia. It was hot. He enjoyed his trip 1. Say. "Now listen for the answer to the question W hat d id Jason do on his vacation?’’ ■ Play the recording Ss listen for the answer. Cneck answers with the class, [lie went to the beach, and he went parasailing ] ■ Ask “Were any of your guesses about Jason’s vacation correct?” Ask a few Ss to say which sentences were correct.
■ Play the record.ng again Say, ‘ Now li „ten again, Diana uses informal ion questions Listen for Ihe question words." Ss listen fur and write the question words Ask Ss tu c a ll out the wOtds they wiote. and v rite t h e m on the board, [when, how, where, what Ask Ss to iook at the com . rsai ion and read aloud the questions with (he words. ■ Practice Tell Ss to practice the conversation in pairs, taking turns playing each role. 1 hen rell Ss tc change the coiiveisatiuii, with the S p la y in g Jasor. giving, th iec different pieces of information about his trip
c figv'e1 Preview the task Say “L ook at the conversation Lj,oul. again. 1 Inderline rhe questions in rhe simple past.' [When did you get back? How was your vacation? Where did you go exactly? What was the weather like 7 Whal did you do there?] Ask, “What com es altei the question word?” did. was’ Read 1 he instructions aloud. ■ Do the task Have Ss com plete the two questions using rhe conversation for help. Cherl answers with the class.
Answers 1. What did you d o last sum m er?
2. What w as the weathei like?
■ Focus on the form Write on the board: Whar was the weather like' Ask, “Whai com es first in this inhum ation question?” Wliai, the question word ' What com es next?” [was Write on i he boa-d: Whai d I you do on your vacation? Ask, “What com es aftei the question word in this question?” [did| ■ Call on a few Ss to answer the questions, Then have Ss ask and answer the questions with a partner.
Grammar__ &
(CD 3, R ack 25)
■ Present the grammar chart Pliy the recording sfliste n and repeat. ■ Understand the grammar Tell Ss to look al the charl. Write on the board: was / were, question word, subject? did, verb, subject question word? Ask Ss to put each in order to give the patterns for information questions in *he past, question word + was / were + subject + ? : question word + did + subject + verb?] explain that the verb in questions with d id never has an ending. ■ Tell Ss to cover the answers to the qur stions in the chart Have Ss woi k in pairs and t ake turns asking and answering the questions, using the information about Jason’s trip. Then tell pairs to iook at the c h a r t and check their answers.
VAbout] Preview and do the task Tell Ss to lool at the list i—?9F.\ of answers. Say “Write a question for each ol these answers.” Ask a S to read the example question aloud. I lave Ss write the remaining questions. Check answers with the class: have pairs of Ss read the questions and answers.
Answers 1
How w as your last l/acal ion?
A Whc di J you go with?
?
Where did you go?
5. How long were yoL there?
3
What w as the weather like?
6. Wha* did you do?
■ Ask two Ss to read the example conversation Tell Ss tc work in pail s. asking and answering questions v ith theii own information. When pairs fini -,h. have a few pairs present their com ’e-sations to the class
Unit 11 • Looking back • T-110
3 Building vocabulary ■ Set the scene Tell Ss to cover the boxes and look at the vacation pictures. Have Ss work in pairs and write a sentence about each picture. (Consider allowing dictionai y u s e fui th is ta s k .) Ask several pairs to read their sentences aloud
Extra activity - groups
A
Extra activity - class i pairs
'
(CD 3. Track26)
■ Preview the task Tell Ss to read the six sentences and see if any o f sentences i hey wrote are similar Tell Ss to n ad the sentences again and look up any new words ir their dictionaries- Read the instructions aloud. ■ Play the recording Ss listen and number the pictures Check answers with the class: point to each picture, and ask a S to read the sentence that goes with the picluiC aluuld.
Ss tell a true story that relates to any of the expressions in bolded type in Part A Have each group choose the most inteicstiiig stoi y and share it with the class
bs are in pairs and race tc write sentences. On the board, write i wo expressions with gc ot get (e .g . get a sunburn go snorkeling). Each S nas one minute to write a sentence using both expressions. The first S in the paii to finish gels e point. Ss read their sentences to their partners. Repeat the activity using othei sets of expressions (e.g., gel an autograph /g o hiking; get lo st/ get along).
Answers ®
tu
E
E
© S
■ Ask Ss questions about the pictures (e.g.. Who had an interesting trip? Who had a boring trip? Who didn ’t hare a good time?). Have Ss call out the sentence number.
Extra activity - groups Ss choose to be one of the people in the pictures. Croup members ask each other questions about their vacations for which they make up answers.
c V Aboutj Preview the task Tell Ss to look at the list of topics L-J2Z) and choose one. Say, "Prepare a thirry-second talk about a time yon did one of these things. Don’t write sentences, just write a few words tc help yen. rctnembei your ideas ” Walk around the class, and help as needed. Read the instructions aloud. Have two Ss read the example conversation ■ Do the task Have pairs take turns telling theii stories. Encourage partners re respond and react to information they hear, and to ask follow-up questions. ■ Have Ss tell the class about any particularly interesting stories. Tell Ss to lister and ask questions
cp
B Preview the task Write on the board: go (went), get (gott Books closed. Ask Ss to think of a go expression, and call on a few Ss for ideas. Write them on the board next to go to start a word web. Do the sam e for get. Read the instructions aloud.
r 'iuriV
■ Dn the task Have Ss write their own word webs with as many get and go expressions as they can. (For more information, see l anguage Notes al the beginning of this unit.) ■ Have Ss compare their webs with a partner and write in any additional expressions.
Extra vocabulary go and get
Recycle conversation strategies Have two Ss read the exam ple conversation again. Ask Ss “What conversation strategy dc you see in the response?” [You did? followed by questionsl Review other ways to respond: Realty? followed by a statement or a question; a 'that's expression (e.g.. That's interesting. ( That's terrible.). Have Ss do the activity again with a different partner, using the strategies.
Extra activity class Choose a topic from Part C. Ss write three questions they want to ask vou about the topic. Ss take turns asking you their questions Do not ansv.er the samp question tw ice Tell Ss to get as many details as possible.
Present or have Ss suggest extra vocahulary with go and get, such as: go r activities (see Unit 7): shopping, to bed gel (become), tired, bored, nervous, old get (receive): a letter a gift, a sutprise get (arrive): to work, to school, here, there, tc the restaurant
4 Vocabulary notebook ■ Teil Ss to turn to Vocabulary Notebook on p 116 of their Student’s Books Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p.T-116.)
T-111 • Unit 11 • Looking back
«-> * Assign W orkbook pp. 84 a n d 85. .The answ er key begins on p. T-242.)
Unit 11 Looking back
3 Bu Idingvocabulary A
Listen to these memories of trips. Match the memunes v. iih die pictures
® “l went hiking with a friend in Peru, and we got lost.”
® “I went on a trip across Canada with a friend. II was awful. We didn t get along ”
® “| got a new camera from my mom for my trip to Atrica.” I ® “l went to see a band in Miami, 1met the lead singer, and 1 got his autograph.
j ® “l got sick on our honeymoon, right after we got married."
I
1went snorkeling in Thailand, It was great, but 1got a bad sunburn.”
PMRMMIM
\,U"V.S,1YVJ
Word sort '
® Make word webs for get and go with expressions from the sentences above. Add ideas. go (went)
Y^you ” ^ ^
go Hiking
----
get- losf
work Talk about a time you did one of these things. Ask questions to find out more
■ got lost
■ got scared
■ got home very late
“Last fall I went on a road trip with a friend. ”
a
get (got)
Vncabulary
■ went on a trip
■ weni ram ping
“ You did? Where did you g o ? . . . Who drove?"
notebookJh
See page 116 for a new way to log and learn vocabulary.
111
lf^Lc How was your weekend?
1 Conversation strategy Answer a question; then ask a similar one. i
A Can you add a question to continue this conversation?
•
x
A How was your weekend? B Good, thanks. I went to a wedding.________________________________ ? Now listen. How was Jessica s weekend? How was Ben’s weekend?
cn So, how was your weekend, Jessica? Jv ssic i Great! Gina and I went hiking nut in the country.
r,ui Oh, really? Jessie ? Yeah, it was fun. hut there were lots ot hills. I was exhausted by the end of the day.
t en Yeah, I bet. Jessie? So Anyway, what did you do?
■ fen Oh, I had a party Saturday. It was good. Jessica Really? Nice.
r'en Well, anyway, . . . I have tn go. I have a meeting now. Sec you later.
Notice how Jessica answers Ben's question and then asks a similar one She shows she is interested m Ben’s news, too.
About you 1
B Answ ci each quest ion. Then thi nk of a sim ilai question to ask. Pi actice your conversations with a partner. O
A-
How was your weekend? Did you have a good one?
B Answer: _
Then ask 0
_______________ ___
_______
A Did you do anything fun on Friday night?
B A n sw er ___________________________________________________________
Q
a What did you do on Sunday? B A n sw er _______________________
S O 1 STUDY I ' A U P lI' CD
D-FIU
Lesson
Unit 11 Looking back
c How was your weekend?
C p Lesson C recycles sirrpffe past statements and questions
Conversation strategy Why answer a question and then ask a similar one?
B
Tliis stiategy helps make a cu iH iisa tio n a meaningful exchange,
rSjfif] Preview and do the task Books open Read the L .Yov! instructions aloud Ha ve Ss complete i he conveisations, first writing the answei ii_ each question and Ihen writing a similar question tc ask
rather than a one-way m cnc ogue. When people show interest in the othe' person by answering a question and then asking a sim ilar one, it c'eates i trienaiy atmospnere ana helps the conversation to continue. (For more information, see Language Notes al the beginning uf this u n it)
■ Set the scene Read die lesson title aloud. Ask, “Do you evei askyuiu friends or classm ates that question?” Ask Ss to raise their hands Then ask, “What other questions do you usually ask with it?” Write suggestions on the board (e.g., What d id you do? Where did you go? Who did you go w ith 7).
■ When Ss finish, ask two Ss to act out conversation t for the class, with B using his or hei own answei ana quesl ion Ask Ss to call out other possible appropriate questions. Repeat the acti> _ty with differcni pair* tor conversations 2 and 3.
Possible answers 1. Yes, thanks / It w as m re. / We were at tne
dooI
a'l day
Did you have a good weexend?
A ^ ’"(CD3 Track27j
■ Preview the task Ask Ss to read the A/B conversation. Say, “Can you add a quesdon to continue this conversation?” Tell Ss to work on fheir own to add a question. ■ Ask sevetal Ss to lead their questions, and write a few on i he board. Point oui that a good way to continue the conversation is for B to ask a question similar to As question 'e.g., B: How was your weekend? W hat d id you dn? How about you ?). ■ Have Ss act out the A/B conversat ion with a partner, using their own quesl ions or the questions on the board. ■ Tell Ss they are going to hear a conversation about Jessica’s and Ben’s weekends. Tell ss to listen and answer the questions How was Jessica's weekend? and How was Ben's weekend? ■ Play the recording Books closed. Ss listen and write their answers. Ask Ss to compare I heir answers wit h a partner. ■ Play the recording again Books open. Ss read along and check their answers. Ilessica’s weekend was great. She went biking.; Ben’s weekend was good. He had a party.]
2. Not really, We just stayed home. Did you go out?
3. Urn, I went to
a friend’s party. It w as fun.
Dti you do anything ?
■ Tell Ss to practice the conversations ii pairs, tailing turns asking and answering. Then tel) Ss to change partners and practice again.
Extra activity - pairs Pairs write a “Monday m orning” conversation. They ask and answer questions about the previous weekend. A few pairs act out their conversations foi ihe class. Other Ss think of more questions tt> ask each pair.
iti sinm
, , RUBIO Cl
CD-R.I
Tell Ss to turn to Self-Study I .istening. Unit 11. at the bark of their Student s Books. Assign the tasks for homework or have Ss do them in class. (See the task= on p. T-] 31 and the audio script on p 1-133.;
■ Practice Tell Ss to practice the conversation in pairs taking turns piaving each role. ■ Tell Ss tc look I hrough the conversation and find the question that lessica asks th a t’s sim ilar to Ben’s question. [Anyway! what did you do7] ■ Present Notice Books closed. Wr ite on the board: At: swer n question, and then ask a sim ilar one Ask Ss til 1 hink of two reasons to use I his Strategy in conversations. Have Ss share their ideas with the class, [to continue a conversation: tc show interesl in the other personl Then ask a S to read the infoi mation aloud.
Unit 11 • looking back • T-112
2 Strategy plus Why use anyway? Anyway ls a very useful wurd in c o n vfe a tiu fi because it eai ue u >e I tu p ia n y e iht; tuy.u or tu signal t ie end ot a conversation. (For rrore n fo rm atio r, see Language Notes at the beginning of this u r i l )
■ Present Strategy Pius Tell Ss to look at the conversation on p. 1 la and circle the two examples of anyway. (Anyway, what did you do?; Well, anyw ay,. . . I have to go.] ■ Write the following on the board 1. Yuu can use anyw ay to change rhe ufu conversation. 2. You can also use anyway to a conversation. Tell Ss to look at the examples from the conversation and then try and com plete the information, ft. topic; 2. end' When Ss finish, tell i hem to compare their ideas with a paitnei.
■ Read the information aloud, and have Ss make any corrections to what thev wi otc. ■ Presen1In Conversation Ask a S to reau the information aloud. ■ Preview and do the task Read the in stru ctin g aloud. Have Ss read the four conversations and circle c or b for each Check answers with the class
Answers 1. a
2. b
3. a
4. b
■ Tell Ss to practice the conversations in pairs, taking turns playing each role
3 Listening ana speaking A "^
Answers
(CD 3, Track 28)
■ Preview the task Tell Ss to look at the fi -e topics. Say. "Tvso fi iends are talking about their weekends. First, just listen for the topics they talk about.”
1 He got to Sim on’s place at 11:30. 2 Sne left Sim on's place el 10:00. 3. Sne went to a baseball game. No. she oid r't (nave fun).
■ Play the recording A udio scrip t p. T-24U Ss listen for the topics. ■ Play the recording again Say, “1 his lim e, circle the topics you hear.” Check answers with the class.
4. He wen! hiking The weather w as great.
c About L.ypH. ,
Answers a o a r V baseball
B
h ik in g
(CD 3. Track 29)
■ Preview the task Read the instructions aloud Tell Ss to read the four questions. Say, “Look at qui stion 1. What information do you need to answer the question?” [a tim e on Saturday ■ Say, "Look carefully at the other questions. Think about the kind nf information you need to answer them. As yon listen, write a couple of woi ds to help you remember the answers - don't write com plete sentences.” ■ Play the recording A udio scrip t p. T 2 4 0 Ss listen and write notes. Ss compare notes with a partner and then write the answers as com plete sentences Check answers with the class: call on indi\ idual Ss to read their sentences.
Preview and do the task Read the instructions' aloud.
d p Recycle conversation strategies Ask Sf vvhai strategies they learned in this lesson or in other lessons that they think they can use and practice in their conversations (e.g., asking sim ilar questions, using anyway, saving more than yes or no, using expressions with That’s etc.) Write their suggestions on the board. ■ Have Ss talk to at least three | >eople about the previous weekend. Ask Ss to talk about som ething different in each conversation
Extra activity - pairs Pairs do a “written conversation." SI starts the “conversation” by writing a question aDoui last Friday evening on a piece of paper (e.g. IVhat didyhu do last 1 riday night?). SI hand' the paper tc S2 who writes s response. Ss continue passing the paperback and forth, writing questions and responses r< each other. When Ss have finished their "conversation.” they exchange papers with another pair and read the conversations.
4 Free talk ■ Tell s s to iurn to Free Talk 11 at the hark of their Student’s Books. Have Ss Jo the r isks (See the teaching notes on p. T 116A.1
T-113 • Unit 11 • Looking back
KrffS * Assign Wnrkbon) pp Rh and R7 (The answ er key begins on p T-242.)
2 Strategy plus
Unit 11 Looking back
Anyway
Why are these people saying anyway ? Circh a or b. Then practice with a partner. 1
A B
Anyway ls one 01 the top 300 words
How was Saleem’s party last weekend?
a. tc change the topic
Good. 1le cooked some great food. Anyway
b. to end the conversation
do you still want to go out tonight? 2.
A B
Let’s go camping i ogether one weekend.
a. tc change the topic
That sounds nice Anyway call me later,
b. to end the conversation
and we can talk about it. 3.
A
4.
B A B
Yes, we had a lot of fun on Saturday. Any way
a. tc change the topic
1 forgot to tell you about my new car,
b. to end the conversation
Oh, what’s it like? I really enjoved thal movie.
a. tc change the topic
Yeah, me too. Well, anyw ay it’s getti ng late.
b. to end the conversation
1 have to go. See you tomorrow.
3 Listening and speaking Weekend fun A V
7 **
Listen to two friends talk about their weekend.
q
( ircle the topics
baseball B
biking
the beach
■ H i
m get to S im o n > p la c e on S^tu i y h
2
W hen did the woman leave Simon’s place?
3
\ \ hen
4.
hiking
Listen agau i a nd answer the‘ quesl ions.
T. Wi i; it rii ne d id th e i
-►
a party
JI
JbB B U B L -
was th< w oman (m Sunday ‘‘ Did ch< hai < fu n?
What did the man do on Sundav? What was the weather like?
C ClaSS activity Have a conversation with a classmate about last weekend Then end your conversation, and talk with a nother classmate. Talk 1o at least three people
4 Free talk
See Free talk
Guess where I went on vacation
11 for more speaking practice.
j
A I|KL
Lesson D
-
A funny thing happened...
1 Reading A
Do you ever read the letters people serd in to magazines? What topics do people
write about? Add ideas. Tell the class.
problems
B
health
personal stories
Read the letter to a magazine. What is it about? What happened to Alexa?
L l l CPS
'■
< UP P t 'M t P S
Last week we asked you to send in stories about an unforgettable experience. Reader Alexa Astor wins a weekend for two at the Sun Valley Spa for this letter. Dear
City Life:
A funny thing happened last
and ate half of the sandwich and
Saturday afternoon. I went to
then he left, I was hungry, so I ate the other half.
the mall to meet my friend Sammy. I was a bit early, so I
Then a few minutes later, he
decided to have a snack and a
came back! He was on his cell
di ink.
phone, so ! didn't explain about I went to a now cafe called The
the sandwich I just left. I was so
Metro. It was a little expensive, so I
embarrassed!
just got a soda It was really crowded, but But things got worse. I met my friend
I found a table and sat down.
Sammy about 15 minutes later, and she Then a guy came over and said, "Is this
said, "Let's go and meet my cousin Josh,
seat free?" He was gorgeous, so I sa'd,
He just called me from The Metro Cafe.''
"Sure." Anyway, he had a cup of coffee and a sandwich. He drank the coffee
And, yes, it was the same guy!
Continued on next page
C
Read the letter again. Then match the two parts of each sentence.
L Alexa got to the m all early before her friend Sammy, so ? 1hp rafp was exppnsivp. so
114
c
a
he left the cafe.
b she only bought a drink
3. The cafe was very crowded, so
c, she decided to go to a cafe
4. 1 he guy ate half of his sandwich, and th e n .
d. she got embarrassed and left
5. Alexa ate the rest of the guy’s sandwich because
e she was hungry
6. When the guy came back to the table.
f it was the gu^ from the cafe.
7. Later Alexa met Sam m v’s cousin, and
g- a gu\ sai down at her table.
Lesson
Unit
° A funny thinghappened
77 Looking back
Reading ■ Set the scene Read the title of th e lesson aloud and th e n the title of (he lead in g Say, “This is a page from a m agazine. It s a letter from a read er w ith a story W hat kind of story do you th in k th e letter is about?" |a funny story] ■ Ask, W hat m agazines do you read? Do they have a page for letters from readers?” Get ideas from Ss (e.g., I reud U lot o f women's mUguziltes, like Elle. It llus U lot of letters from readers about clothes a n d fa s h io n ) Ask, "Did you ever wi ite a le ite r to a m agazine?” Ask Ss to raise th eir h an d s for yes, an d ask those Ss “W hat did you w rite ab o u t?”
A
Prereading ■ Preview the task Re id th e insti uctions aloud. Ask, “Do ycu read letters in m agazines?” Tell Ss to raise their h a n a s for yes, an d ask a few, ' W hat topics do people w rite ab o u t?” T hen read th e exam ple topics aloud. ■ Do the task Have Ss work in p airs an d m ake a list of topics th a t people w rite about in letters to m agazines. Give pairs one m in u te to list as m any ideas as they can. Then w rite ideas on th e board (e.g., a bout articles they read in the magazine, fam ily, friends, fashion, school, trips, vacations, work, relationships, current events, or topics in the news).
B During reading ■ Preview the reading W rite th ese questions on the board 1. W hat's the topic o f the letter? 2. Who's the letter from ? 3. W hat's the nam e o f the magazine? ■ Say, "Read th e first few lines of the reading, and answ er th ese questions. Raise your n a n d when you find all I he answ ers " Call on Ss to answ er the questions. [1. an unforgettable experience 2. Alexa Astor 3. City Life] ■ Sav. "Now read th e letter. W hat's it about? W hat happ en ed to Ijfcxa? As you read, u n d erlin e the m ain events in th e story.” ■ Do the reading Have Ss read th e letter an d u nderline i he m ain e v e n t s in i h e story. ■ W hen Ss 1in k h , ha\ e th em work in pa rr an d briefly su m m ar ize Alexa’s story aloud. Tell Ss to help each o th e r w ith inform ation instead of looking back at I he reading. ■ Work w ith th e class to rt tell th e story. 1lave one p air tell w h it h ap p en ed first. T hen call on o th er pairs to co n tin u e the story if Ss get p a rt of the story wrong, have othei pairs help correct them . The story is about Alexa's fu n n v expei ii nee. She ate a g uy’s sandw ich in a cafe w hen he lei t th e ta b lt But he cam e Itack. She was e m b arrassed And (he guy w as her frien d ’s cousin!]
Extra activity - groups Ss read the story again, 1h e r 'h e y work in groups an d m ake a list of words ot expression^, t hey dc n o ' understand. Groups exchange theii lists witi ano her group, who write definitions for the words. They thei share th eir answers.
c Postreading * Preview the task Read lh< in stru c tio n s alour Model the task by reading the i wo p arts of th e exam ple sentence. * Do the task I lave Ss m atch the p a rts of th e rem aining sentences. Check answ ers w ith th e class: read tn e first p a rt of each sentence aloud, and call on a S tc say i he second part-
Answers 1. c
2 d
3. g
4. a
5. e
6 d
7.
*
* Follow-up Poinl out the use of so and because ir. the sentences in Pai t C. (For m ore inform ation, See Language Notes at the beg in n in g of this unit.) Ss look for and ( ircle exam ples of so in fhe lertei [I w as a nit early, so I decided to have a snack an d £ drink.; It was a little expensive, so I just got a soda., He was gorgeous, so I said, “Sure."; I w as hungry, so 1 ate th e othei half.; He w as on his cell phone, so ] dirin t explain about the sandw ich.] * Say, “The p art after so tells th e result. The resuli h ap p en ed because of he event oi action ir the firSi p a rt of the sentence." Write a n exam ple on i he board; 1 he cafe was crowded, so Alex had to share o table. 1 h e r w rite on th e beard:
Alex h a d to share a table because the cafe was crowded. Explain th a t in th e sentences w ith because, th e p art a lte r because tells th e reason. * Ss w rite four sentences about theii day. using sc or because (e.g., I didn t have b reakfast this moi ning because I got up late.; It's very hoi toda\, so I,’m wearing a l-shirt.). Ss share answ ers in groups an d see if anyone has a sim ilar sentence.
Extra activity - pairs Pairs w riti dow n so n tW f th f m ain events in tljc story Then thev rew rite them in random order. Thei exchange papers w ith another pair. V'ho ti \ tc num ber th< i : en ts in correct order. Have p airs work together to check answ ers.
Unit 11
• Looking back • T-114
2 Writing A
Answers
■ Preview the task Read th e in stru ctio n s aloud.
Sam m y s a id ,' Alexa this is my cousin Ju s h .’’
■ Present Help Note Read th e inform ation aloud, (I or
He said, "Huw are y u u ?”
m ore inform ation, see Language N otes ;.t th e beg in n in g of th is unit.) ■ Say “Look at th e letter on p 114 Circle th e exam ples of quotation mark s." Call on Ss to read th e sentences th ey find. (Then a guy cam e over an d said, "Is th is seat free?”; He w as gorgeous, so I said Sure ”; . . . she said, “Let's go an d m eer my cousin Josh. He ju st called m e from The M etro Cafe.”] ■ Do the task Have Ss co rrect th e p u n ctu atio n in th e rest
of Alexa 's letter. Tell Ss to add th e q u o tatio n m arks, com m as, periods, q u estio n m arks, anu capital letters. Check answ ers w ith th e class: have individual Ss each w rite a sentence on th e board.
I said, “ Hello.” He said, “We met a few minutes a g o ' Sammy s a id ,1Oh, good. You know eacr othei So, are vo„ hungry?" I said, “ No, I’m not ” He said, “Yes I am I'm veiy hungry.”
B ■ Preview the task Say, “We read all of Alexa's funny story.
How do you th in k Alexa feels? W hat does losh tn in k ot Alexa?” Get ideas from Ss. ■ Read th e in stru ctio n s aloud W rite th e nam es of the people in the story on the board: Alexa, Sammy, josh Tell Ss to use I heir im agination a n d th in k of w hat .hey say next. ■ Do the task As Ss write, w alk aro u n d th e class an d he'p
as needed. W hen Ss finish, have them exchange stories w ith a p a rtn e r and check one a n o th e r’s pun ctu atio n . ■ Follow-up A S reads Alexa's letter aloud. Ss then take
tu rn s reading aloud th e ir endings to th e class. At th e end, Ss say w hich en ding tkiey like best an d why.
3 listening and speaking A
(CD 3, Track 3C)
■ Preview the task Read th e title aloud Call on Ss to read the captions u n d e r M iranda’s a n d John s n am es. Ask, “Did you ever do so m eth in g really em bari assing? Did you ever say som t thin g tu n n y to a d in n e r g uest?” Ask Ss to sh are th eir stories w ith the class Read the in stru ctio n s aloud.
■ Play the recording Ss listen and check th e ir guesses
Answers 1.
2, b
■ Follow-up Students answ er com prehension questions.
Ask questions such as:
■ Play the recording See A u d io scrip t p. T 240 Pause after each story to give Ss tim e to circle th e correct inform ation
1. Did M iranda like the sweater? ino| Why not? [because she did n 't like th e colors] ?. W hy was the situation embarrassing for M iranda? [She. hated the sw eate. an d her friend liked it.] 3 W ho cam e to dinner a t Johns house? [his father s boss] 4. W ho didn ’t John like? Ihis teacher] 5. Who was his teacher’s father? |th o boss]
■ Play the recording again Ss listen a n d review their answ ers, ( Ihcck answ ers w ith th e class.
Answers Miranda
1 . M i r a n d a w a s in a s t o r e .
a
2. her friend Icves shopping
c
3 They looked at a sweater.
■ Preview and do the task Read the in stru c tio n s aloud.
I 4 . M ir a n d a d id n 't lik e t h e c o l o r s . John
1.
J o h n w a s 1 0 y e a r s o ld
2 H's father’s boss cam e for dinner
3 . J o h n a n d t h e m a r t a lk e d a b o u t s c h o o l 4 . n h n d id n t kn h is n e w t e a c h e r
B
# * (C D 3
Track 31)
■ Preview the task Read th e in stru ctio n j aloud. Have Ss read th e different endings tor each story anr 1 choose the best en d in g for i funny story
T-115 • Unit 11 • Looking back
1lave Sc work in pairs a n c tell a story ■ If Ss retell one ol th e stories they heard, tell th e part ners tn lister and current any inform ation or help w ith th e retelling. ■ If Ss tell a funny story ol th e ir ow r have Ss lake a lew m inutes to prepare. Then have them tell f heir stories to iheii p artn ers, w ho listen and ask follow-up questions. ■ Follow-up A few Ss tell th e ir stories tn th e class, 9 1 ^ ^ * Assign Workbook pp. 88 an d 8S. (The answ er key begins nn p. T-242.)
Writing
Unit 1 1 Looking back
He said, she said
A Look at t he rest o f A lexa’s letier. Alexa w rites ab( >ut w hat peo p le said - she includes “q u o ta tio n s.” C orrect 1he p u n c tu a tio n . Use iht: in fo rm a tio n in th e note. L etk rs
Help note
m our reaidors
I po i
Continued from previous page
Punctuation with speech • Use quotatior marks (“ ” )
JT
"/4
^ammy said/^flexa, this is my cuusiojosh.
around tne things people say
he said how are you
• Use a comma (,) after
I said hello
•
he said we met a few minutes ago
said.
Use a capital letter to starl a quotation.
A guy saio, “ Is this seal tree?’ I said, “ Sure."
sammy said oh good you know each other so are you hungry I said no I'm not
he said yes I am I'm very hungry
B W h at d id th e y say next? W rite six sen ten ces to fin ish th e story. T hen rea d your end ing to th e class
Listening and speaking
Funny stories
Listen to M ira n d a a n d lo h n tell p a rt of a story. Circle th e c o rre c t in fo rm a tio n
I did something really embarrassing about a month ago____
k
I said something once to a dinner guest . . .
H i 1. M ira n d a w as at work / in a store.
]. John w as 10 / 20 years old.
2. Her friend loves / hates shopping.
2. H is fa th e r’s boss / friend c a m e for d in n er.
3. T hey looked at a dress / sweater 4. M iran d a liked / didn’t like tl le colors.
3. John a n d th e m a n talk e d a b o u t school / work. 4. Jo h n liked / didn’t like his n ew teacher.
B
N ow choose th e b est e n d in g for each story. T h en liste n to th e w hole story, a n d check y o u r g u e s s e s 1. M ira n d a ’s story a Then my friend said, “Actually, I b o u g h t o n e la st w eek.” b. T he clerk said, “D o you like th is s e a s o n ’s colors?” 2. Jo h iis story a My tea c h e r said, “You look tired W ere you up late last night?” b My te a c h e r said, “1 h e a r you m et m y fa th e r last n ig h t.” C Pair work Retell one of th e stories above to a p a rtn e r, or tell a fu n n y story o f y o u r ow n.
Vocabulary notebook_ If done for homework
2
Briefly present th e L earning 1 ip an d th e task directions. M ake su re Ss u n d e rsta n d what they need tc do.
■ Preview and do the task Read th e in stru ctio n s aloud
Have Ss m ake a tim e ch a rt about th eir own pasi eA^oi ieiices. W hen Ss finish, have them work ir. pairs and read each o th e r’s tim e charts. le ll Ss to ask th e ir D artners questions about each event to get m ore inform ation.
If done in class Learning Tip Read rhe inform ation aloud. Say, "A tim e chart lists events in order. You c a n u se a tim e c h a rt to p ractice tim e expiessiuus for pasi events, for exam ple, ten years ago, three weeks ago. la s t y e a r. A tim e chart th at lists p ast events is also a good way to study verbs in th e sim ple past.”
■ P resent
T hese tasks recycle tim e expressions for th e past an d verbs in th e sim ple past.
On your own ■ Present On Vuur Own Read th e inform ation aloud. Say,
“M ake a new ehai t. D on’t use tn e sam e inform ation you used in P art 1 ” At l he sta rt of th e next class, Ss read th e ir ch a rts to a partner.
■ Follow-up
■ Preview and do the task Tell
Ss to read th e in stru ctio n s. Read th e exam ple aloud. Have Ss com plete th e chart. Rem ind Ss th a t th ey can use a verb m ore th a n once.
Vocabulary notebook Learning tig Time charts
■ Have Ss com pare th eir answ ers w ith a p artn ei. Check answ ers w ith th e class: call on Ss to read th e sentences aloud.
You can use a time chart to log new vocabulary 1 Complete the sentences on the time chart below with the correct veibs. You can use a verb more than once. bought
had ✓lived
Answers
15 years ago 10 years ago 5 years ago 2 4 years ago last year last month last week last weekend
1b years ago: My fam ily lived in Hawaii.
10 years ago: I w as in high school. 5
Past experiences
years ago: I got my driver's license and bought m y first car.
2 4 years ago I took my first trip
took was
didn't have C.dn't gel along
went
My family Vive«k in Hawaii I in high school I my dnver's license and myhrst car. I my first trip abroad I sick and in thehospital tor two weeks. My brother married and to Fiji on his fioneymoor. My friend Jo aparty.lt boring. I a good time. I hiking with a IriendIt was awful - we
abroad.
last year. I got sick and w as in
2 Make a time chart about your pasi experiences.
the hospital for two weeks.
years ago years ago years ago years ago
last month: My brother got married and went to Fiji on his honeymoon.
last week. My friend Jo had a
last year last month last week yesterday
Darty. II w a s boring I didn't have a gooo time.
last weekend. I went hiking with a friend It was awful
we didbt
get along
On your own Make a time chart, and put it or your wall. Look at it every day
116
T-116 • Unit 11 • Looking back
_
tasfviteV ' sFaHfi n-newi ,<* L a s t tm n rK | w *s oK Vacn-k an
Unit
Free talk 11
77 Looking back
Preview and do the task Tell Ss to tu rn to the back of their
Preview and do the task Read the in su u c tio n s aiuud. Tc
Student's Books and look at Tree Talk 11. Read the in stru ctio n s aloud. Tell Ss to choose a d estin atio n city or co u n try and im agine they w ent then; on vacation. Have Ss th in k of ausw eis to th e list of questions and make no tes but not w rite com plete sentences. Encourage Ss to be creative in th eit answ ers.
m odel the activity, ask t i m e Ss tc reac th e exam ple conversation. Have Ss try an d guess w here each of th eir group m em bers w ent on vacation. The first to guess correctly gets a point, bur Ss lose r point for each incorrect guess. The group m em ber w ith t h t must points wins.
Yesterday.
.
C .l IkM III H it fhintyA
li *1 r n . i - n t o r .
Free talk 108. and cb»cV vum
Guess where I went on vacation.
Free talk 11 1
Ch o o se a b e a u tifu l o r e x c itin g c it y o r c o u n try , a n d im a g in e yo u w e n t th ere
on v a ca tio n . T h in k of a n sw e rs to th e se q uestio ns H o w d id yo u get th ere? D id yo u fly ? D id yo u ta ke
a tr a in
o r b us? D id
W h a t w a s th e w e a th e r lik e ? W hnt did you do there?
yo u d rive?
W h a t k in d o f food d id yo u eat?
IIo w long did d ie tr ip take?
W h a t kinds of clo th e s did vol wear?
W h a i tim e of y e a r w a s it?
W h a t kinds of souvenirs did you buy?
W h a t lang uag e d id th e y sp e a k there?
Group work
2 Fry to g uess w h e re e a c h p erso n w e n t o n v a c a tio n . A sk q u e stio n s lik e th e ones ab ove (b u t d on't ask Where d id you go?). H o w m a n y q u e stio n s do yo u need, to a s k before yo u guess th e c it y o r c o u n try ?
A So, how did you get there? Did you fly? B No, I took a bus C How long . . . ? Free talk 10Aand Free talk 11
Unit 11 • Looking back
• T-116A
Unit
Language notes Lesson A Grammar
Eating habits Countable and uncountable nouns
■ Som etim es th ere is a difference in m eaning I love cojjee (uncountable = th e substan ce in general) Can I have (a) coffee i three coffees? (countable = a cup / th ree cups ol coffeej I like chicken, (uncountable = the meat) I saw som e chickens today, (coum able = the anim als]
(See Student's Book p 119.) Countable nouns ■ In Fnglish, som e n o u n s arc considered “co u n table”: for exam ple, one potato, two potatoes, three potatoes, etc. ■ C ountable n o u n s are nou n s th a t have sin g u lar an d plural form s. Singular co u n tab le n o u n s can be used w ith a / an. a carrot (singular)
cat rots (plural)
■ Singular co untable n o u n s n eed a d ete im in e i before th em (e.g., a carrot, the carrot, this carrot). ■ Plural countable n o u n s can stan d for general categories (e.g , I love carrots.). They do not need a d eterm in er before th em for this use. Uncountable nouns ■ U ncountable nou n s do not have a plural form They ca n n o t be used w ith a /a n or plural s. rice, n o t a rice or rices
Grammar Many and much (See S tudent's Book p. 119.) How much and How many Ilow m any is u sed ir questions w ith plural countable nouns, an d how m uch is used w ith un co u n tab le nouns. How m any apples do you eat every week? How much fru it do you eat every day? Many and much in statements ■ M any is u sed in statem ents w ith plural countable nouns. M uch is used w ith uncountable nouns. ■ M any is not usually used ir affirm ative statem ents like th e following:
■ U ncountable n o u n s are often used w ith som e (e.g., som e rice) an d o th er d eterm in ers (the rice}. Nouns that can be either countable or uncountable ■ Some nou n s can be b o th countable a n d u ncountable w ith little difference in m ean in g (e.g., fru it, food, cheese). M any of th ese are food words. In conversation, th e u n co u n tab le or singular form s of th e se w ords are m uch m ore frequent 1han the plural form s.
n o t- / eat m any eggs. instead: I eat a lot o f eggs. M uch is n o t usually used ir affirm ative statem ents like th e following not. I eat m uch fruit. instead: / eat a lot o f fruit. ■ However, both m any and m uch are used in negative statem ents. I d o n ’t eat m any eggs. 1 don t eat m uch fruit. Note: A lot o f can also be used in negative statem ents (e.g., I do n ’t eat a lot o f eggs. I do n ’t eat a lot o f fruit.).
Lesson B
What’s for dinner?
Vocabulary Food words
Form
(See S tudent's Book p. 120.)
Would like can be followed by t ro-infinn ive or a noun, I ike o th er m odal verbs, w ould inverts w ith th e subject in questions.
The food words are presented as eith er sin g u lar or plural according to the m ost com m ons form s in th e corpus. Words like melon and pineapple can he plural, but they are usually u sed as sin g u lar un co u n tab le nouns. So they are sin g u lar in th e cap tio n s on p 120. To help Ss. tell them to use the form s in Building Vocabulary as they com plete th e c h a rt in Fxercise 1, P art B.
Grammar Would you like. . ? I’d like.. (See Student's Book p. 121.) In this lesson, the focus is lim ited to w ould like in q uestions w ith you a n d in statem en ts w ith I'd. The focus is on w ould like in offers and suggestions.
■ Yes-No questions (with following ro-infinitive] W ould + subject + like -t ro-infinitive? Would you like to gc out tonight? ■ Yes-Ho quesl ions (with following nouns) Would + subject + like + noun? Would you like som e dinner? ■ Inform ation questions question word + w ould + subject What would you like? When w ould he like to meet?
like?
Use Would you like an d Id like are of) en tau g h t as "more p olite” form s ot / )o you w a n t. . . ? an d / want. T his is i uselul guideline for Ss. I iowever, form s Ivil h would like are actually often used w hen people a re speaking inform ally.
i j he basic rule is i hat some is used in atrirm ao v e statem en ts (e.g., I'd like some fish.) and th a t anj i s used in questions (e g., Dc you have any fish? j an d it' negative statem ents (e.g., I d o n ’t w a n t uny fish.). ■ In offers w ith W ould you lik e . . . ?, people usually use suine, perh ap s because they e x p e rt i yes answ er A lter Dc you have ...? , any io m ore frequent th a n Mine.
Corpus information wuuidiike
Speaking naturally Wuuid you. . . ?
T he full form w ould like is alm o st as frequent as the co n tracted form d like. The p ro n o u n / is th e most com m on subject for both form s (up to 75 percent], and they a re both com m only followed by fo-infinitives (in up to y8 percent of th e exam ples).
(See Student s Book p. 121.]
Grammar Some and any
■ T his section gives Ss practli t it u n d erstan d in g <11id saying the blended pio n u n ciatio n of w ouldyou in rapid speech ■ m e r/a n d y of iron/e'you a re generally pronounced as / in conversation: Avod3 u w ', and th e vowel of you is often reduced: <woo 3 3 '.
(See S tu d en t’s Book p. 121.) ■ Som e an d uny a ic used both as d eterm in ers (e.g.. We have som e chicken.) and as p ro n o u n s (e.g.. We d o n ’t hare any.).
Lesson
C Let’s take a break for lunch.
Conversation Strategy Or something and or anything (See Student's Book p. 122.) ■ This strategy intro d u ces .h e n o tio n of ‘ v ague” language, w hich i.i very com m on in inform al conversation. T he expressions 01 som ething (like that) and or anything a re com m on in contexts of food and d rin k ■ T he expressions follow the sam e basic rules as some an d a ny as described for Lesson B: or som ething is used in affirm ative statem en ts (e.g.. I ’d like a sandwich or som ething). In negative statem ents an d questions, or anything is used (e.g., I d o n ’t w ant a big m eal 01 anything. Do you have any soda or anything?). Ir offers, b o th are possible, although 01 som ething is mote com m on Use ■ People use th e se kinds of expressions w hen they expect that listeners w ill und erstan d w hat they m ean. By saving or som ething th e speaker can avoid a long explanation For exam ple: / ju s t w a n t a sandwich nr som ething,
■ I"n addition, or som ething m akes offers sound m ore open. W ould vou like a sandwich or som ething? or som ething - please feel free to ask for som ething d iiferent
Corpus information Oi something T he expression 01 som ething is one of the top ten tw e -word expressions in conversation. Aboui one th ird of th e uses of som ething are in th e expression or something.
Strategy plus or .? (See S tu d e n t’s book p. 123.) The St) ategv 1 lus presents an o th er expression associated w ith t he notion of vagueness or open n ess O r, . "a) the end of a yes-nc question m akes th e question less direct an d allow s th e o th e r person to answ er nc m ore easily or to offer a different suggestion. For exam ple: Do you w ant to gc. out. 0 1 ._.. ?
or som ething - a snack, m avbe a sandw ich, m avbe not. but so m eth in g sm all, not a big m eal
Lesson D
Great places to eat
Help note Useful exorersioni (See S tu d en t’s Pook p. 1 '*5.)
restau ran ts (e.g., The food wa» delirious ! a w fu l). Studying expressions togethei w ith th e ir opposites" is c useful voi abulary learning strategy.
■ The 1lelp Note provides a useful list oi ‘‘opposites,” or antonym s, to desc 1 ibe good an d bad features of
Language notes
* U nit 12
Fabulous food leach this unit opening page together with Lesson A in one class period. Introduce the theme ot the unit Read ihe u n it title aloud. Have Ss call out any food w ords they already know in English, and w rite th em on th e board. Tell Ss to see if th e foods w hose nam es <ue on the b u a id are pictu red on the u n it opening page and, if so. to nam e anti point to th em
In Unit 12, you learn how to ... ■ Unit aims Read th e u n it aim s aloud. Tell Ss to listen and
read a lo n g
Extra activity - class Ss look through the u n it and find one task f h a t they look forw ard to doing. S e v e ra l Ss tel th e class which task th ey chose an d why they chose it (e .g . I chose Talk About It on p. 125 because I like to talk about restaurants.).
Before you begin... ■ Introduce the foods in the pictures Tell Ss to look at the
list of food words. Read each item aloud, a n d have Ss repeat. ■ Say, “Milk, cheese, a n d eggs.” Tell Ss to find th e p ictu re of th e foods an d call o u t its num ber. [II Say i he o th e r sets o f item s, an d have Ss call out their num bers, [seafood- tish and shellfish - 2 ; fruit and vegetables - 3; bread rice, a n d pasta - 4; m eat: beef a n d chicken - 5] ■ W rite on th e board: m ilk bread
cheese eggs lobster crab pineapple grapes chicken
fish beef
Point to each word on the b o ard in I urn. a n d say it aloud. Have Ss repeal and point to th e corresponding p ictu re in th eir books. ■ Write on th e board: I lik e . . .
1 don't lik e . . .
1lave Ss com plete th e sen ten ces w ith th e food words on th e board, ( all on Ss to tell th e class th e ir ideas. ■ Ask Ss to check (✓) the boxes next to th e w ords for th e foods they ate yesterday. T hen tell th em to circle the foods in th e pictu res th a t they ate. Recycle grammar This task recycles th e verb eat in th e sim ple past. Tell Ss to work in p airs a n d ask a n d answ er the question, "W hat foods did you eat yesterday'?”
T-117 • Unit 12 • Fabulous tood
■ Follow-up W rite on the board: 1, 2 , 3, 4,5. Call out the num bers one at a tim e. A S then reads the foods in th e p ictu re w ith th a t n u m b er aloud, anc o ther Ss raise their h a n d s for the foods they ate yesterday. Foi each item, c o u n t hands, w rite the n um ber on th e board, a n d I hen find the top foods eaten. Fxtra activity - pairs Pairs n am e m ore of (he specific food item s in each picture (e.g., bananas, cauliflower). Ss com pare answ ers w ith an o th er pair. Ss check a d ictionary or ask you if they are u n su re of an answ er Recycle grammar 1 his task recycles frequency' adverbs. W rite on the hoard
som etim es
never
often
hardly ever
always
Have Ss put th ese in order from m ost frequent to least trequent. [alway's often, som etim es, hardly ever, never! ■ Say, “Copy the list of treq uencv adverbs T hen th in k how often you eat the foods in the pictures. W rite each food next tc a frequency adverb. W hen Ss finish say, "Tell your p a rtn e r ab o u t your list.' Model by saving, for exam ple, “I often eat pasta. I hardly ever eat beef.”
In Unit 12, you learn bow to ... m use many and much wrth countable and uncountable nouns ■ use some and any in statem ents and questions. ■ use wonlrl like for offers and requests. ■ talk about favorite foods and eating habits. ■ use or something and or anything. ■ add o r . . . ? to yes-no questions.
Before you begin... Can you find these foods in the pictures? Whirl) foods did you eat yesterday? ■ mflk, cheese, and eggs
■ fruit snd vegetables
■ seafood: f'sh and shellfish
■ bread, rice, and pasta
■ neat: heel red rtirkcn
Lesson A
Eating habits
Hi, Mom and Dad! I need some neip fast! I invited some friends for dinner tonight, and I don’t know what to cook.
Andrea's a vegetarian, so she doesn’t eat meat, fish, cheese, or eggs I guess she just eats a lot of fruit and vegetaoies, and maybe rice.
Kayla
Colin s on a diet He can't eat much rice, bread, or casta. But he eats a lot of meat, cheese, eggs, and vegetables, like carrots and cucumbers. —
And James is picky i mean, he doesn't eat many vegetables. And he’s allergic tc milk and shellfish. But he likes potatoes Oh and bananas. Please call me1Bye
1 Getting started A
1 L isten. Kayla is leaving a p h o n e m essag e foi h e r p a re n ts. W h at is hei problem ? Y\ h ich p late of food is rig h t for A ndrea? for Coli n? foi Jam es?
Figure _ it o u t ! >
F*nc*t ':ie w ords in Kayla’s m essage. W hich a re singular? W hich a re plural? W rite th e m in th e c h a rt
Singular
Plural
even’d"
About
—
~
_ „ .
C
P d lF
work. W hich of th e for-d* above >lo you like? V\ hich d o n ’t you like?
Tell y o u r p a rtn e r.
“I like meat. How about you?”
118
“Um, I don’t eat meat, but I really like fish "
Lessona 1
Unit
Eating habits
12 Fabulous food
Getting started ■ Set the scene Ask 'Do you ever cook d in n e r tor your family? Raise your h a n d for yes.” Ask, ‘How about for your friends? Do you ever cook d in n e r for triends? Raise your h a n d .” Say, "Im agine you are having a d in n e r party. I low can you choose w hat food to m a k e ? ” A sk Ss to s h a i e th e ii id e a s (e.g., You curt look in a cookbook fo r new dishes. You can cook your favorite food. Vou can ask people aliout what they like to eat.)
A •‘ ^
(CD 3, Track 32)
■ Preview the task Say, “I,uuk ai th e picture. Kayla is calling h er p aren ts w ith som e questions. Cover the p hone message. Work w ith a partner, an d try to label th e p ictures of food. Vou can use your dictionaries.” Have p a irs call out th eir answ ers, [top plate: potatoes (French fries), fruit (b ananas): m iddle plate- rice, vegetables (broccoli, cucum bers), fruit (oranges, b an an a); bottom plate: m eat, cheese, egg, vegetables (carrots, cucum bers)]
■ uo the task Say, "Now look at each food w ord you
underlined. Decide w hich ones are singular an d w hich ones are plural, a n d add th em tc th e ch a rt.” Have Ss com plete th e chart, fell Ss to com pare answ ers w ith a p artner. Then check answ ers w ith th e class.
Answers Singular meat, tish, cheese, fruit rice bread, pasta, milk, shellfish
Plural, eggs, vegetables, carrots, cucum bers, potatoes, bananas ■ Focus on the form Say, “Most n o u n s in English have both
singular and plural forms. Tor exam ple, you c a n count them : one egg, tw o eggs, th re e eggs." On th e board, w rite egg, eggs. Say, “But som e n o u n s do not have p lu ral form s. For exam ple, rice. The n o uns th a t you w rote in th e Singular part of th e ch a rt are no t usually used in th e plural. They don't usually have plural form s.”
■ Say, “W hat is Kayla’s problem ? Listen for th e answ er.” ■ Play the recording Ss listen for th e answ er. Check the answ er w ith th e class. IKayla has to m ake dinner, and her friends d o n 't like som e foods.) ■ Play the recording again Say, “Listen again. This tim e choose th e plate of lood for each person. W rite the p e rso n ’s n a m e next to th e co rrect plate.” Check answ ers w ith the class, [top plate: Jam es; m iddle plate: Andrea; bo tto m plate: Colin) ■ Write Kayla’s friends in a colum n on th e board: Andrea, Colin, jam es. In an o th er colum n w rite on a diet, vegetarian, picky, allergic to m ilk a n d shellfish. Ask Ss to m atch th e people w ith th e descriptions. [Andrea vegetarian: Colin: on a diet; Jam es picky, allergic to m ilk and shellfishl ■ Ask Ss to guess th e m ean in g of th e eating habits on the board, using th e inform ation in Kayla’s phone m essage an d their dictionaries for help. |o n a diet: when a person d o e sn ’t eat a lot of food- picky: a person who d o esn ’t like a lot of foods; vegetarian: a person w ho doesn’t eat m eat; allergic: w hen a p erson gets sick from eating c e rta in foods|
B figure Preview the task fell Ss to look b a rk at Kayla’s !ouf m essage a n d u n d erlin e all th e food words Ask “W hat’s th e first food word you see?” [meat] "Is it sin g u lar or plural? How do you know ?” ISingular. T h ere’s no -s ending.I Point out m eat in th e chart ■ Ask, "W hat’s th e first food word you see th a t’s plural?” [eggs' Point out eggs in th e chart.
Extra activity - pairs SI describes one of th e plates in the picture, saying one or tw o foods. S2 says w hose plate it is (e.g., SI: There are carrots on the plate S2: It's Colin’s plate SI: There is rice on the plate. S2: I t ’s Andrea's plate.) Pairs th e n change roles.
c '. Aboul': Preview the task Read th e m stru ctio n s and !—/?“ exam ple conversation aloud. Model th e task by saying, “I don t like shellfish How ab o u t you?” I lave individual Ss answ er. ■ Do the task Have p airs discuss th eir food likes an d
dislikes. Go aro u n d th e class, checking th at Ss are using sin g u lar and plural form s correctly. Ask a few Ss to report one fact aboul their partners.
Extra activity - individuals! groups Write th e follow ing headings on the board: Foods I Love, Foods I Hate, Foods I D on’t Fat / I'm Allergic To. Ss copy the headings on a piece of paper, w rite the n am es of rood w ords u n d er th e headings using true inform ation, and add their nam es. Ss then exchange papers. In groups of three, Ss plan a m enu for th e th re e classm ates w hose papers they have. W hen finished, groups read o u t th e nam es of th eir “d in n er g u ests” and the foods thei plan to cook
Unit 12
• Fabulous food • T-118
2
Grammar ■ Follow-up Wi ite on th e board:
(CD 3, Track 33)
H ow m uch do you eat? H ow m a n y ____do you eat?
■ Present the grammar chart Play th e reco rd 'n g Ss listen an d repeat.
Ss copy an d com plete th e questions. Ask a few Ss tc call out I heir questions (e.g., How much bread / cheese do you eat? H o w rriany potatoes / bananas do you eat?i. Ss take tu rn s asking and answ ering questions in p a irs.
■ Understand the grammar lell Ss to look at th e chart. Sav ‘ T here are tw o kinds of n ouns: co untable no u n s an d u n co u n tab le n o u n s.’’ (For m ore inform ation, see Language N otes at th e b eg in n in g ot th is unit.) ■ Explain, ‘‘T hings you can co u n t are co untable nouns, for exam ple, eggs." Draw ih ree eggs on th e board, and t uunt the m: "One egg, two eggs, th re e eggs. C ountable n o u n s have plural form s, which usually end in s. They also have sin g u lar form s The sin g u lar n o u n s ca n have a or un before th em .” ■ Say “ Things you c a n ’t co u n t are u n co u n tab le nouns; for exam ple, m ilk." Draw a glass of m ilk on th e board Explain, ‘You can ’t co u n t th e m ilk. W ith u n countable n ouns, d o n ’t use plural s or a or an. For exam ple, for th e u n co u n tab le n o u n rice, it is n o t correct 10 say ‘rices’ or ‘a rice.’”
A ■ Previow and do the task Read the in stru c tio n s aioud Ask, “In conversation 1, w h at’s the c o rre rt word for A?” [muchl “W hy?” [Fruit in uncountable.J “W hat's the first correct word for B’s a rsw e r? ” [an o range’ “V hy?” [Orange is ro u n ta b le an d singular.] Have Ss com plete the task. C heck answ ers with th e class: have pears oi Ss read th e questions and answ ers.
Answers 1.
■ W rite th e following sentences on th e board, an d ask Ss to com plete them w ith countable or uncountable: 1. _ nouns have plural form s. 2. nouns do nor use a / an before them. 3. nouns do not have plural form s. 4. _ _ _ nouns can have a I an before them. [L co untable 2 u n co u n tab le 3. u n co u n tab le 4. countable] ■ Write on th e board: How m uch?
How many?
Say, "Look at the ch art. W hich do you use w ith co untable nouns?" [How manyl “W hich do you use w ith u n co u n tab le n o u n s?” |How much] ■ Say, “Look at th e answ ers to th e q u estions w ith m any an d m uch. Wit h affii m ative statem en ts such as I eat, use a lot of. For negative statem en ts such as / don't eat, you can use a lot o f for all n ouns, or you can use m a n y for co untable n o u n s and m uch for un co u n tab le n o u n s.”
3
A How much fruit dc you cat a w eex? E Well I have an orange every day for breakfast, and eat a jo t of truit after dinner for d e sse ri.
2. /
How often dc you eat vegetables’
B I usually eat a lot of French tnes. Is that a vegetable’ 3. /
How many times a wee*: dc y o i eat rice?
B About tv. c? a week. B u t ! eat potatoes eve'y day 4. /
Do you cat a lot ol seafood?
B b. A B 6. A B
Welt, I eat a lot of fish but I can t eal shellfish. Do you eat m eat? Well. I don’t eat heef. bul I eat a jo t o f chicken How many eggs dc you eat a week? I don’t eal many I don’t realiy l>ke eggs
■ Tell Ss to take tu rn s asxing and answ ering the questions w ith a partner.
B V'AbuuV Preview and do the task Read th e in stru ctio n s : .JB2Li aloud. Have p a ir 3 1ake i u rn s asking an d answ ering th e questions, but th is tim e giving th eir own answ ers
Talk about it ■ P eview and do the task Read th e in stru c tio n s aloud.
Tell Ss to read th e questions, an d help w ith new vocabulary as needed. Have Ss th e n ask an d answ er th e q u estions in theii- groups. ■ W hen Ss finish, ciill on a few Ss to tell the class so m eth in g in terestin g ab o u t a group m em bei.
Fxtra activity - groups Groups chnose th ree foods th at are good, for you and t hree foods th a t are not good for ] nu. G roup m e m b e r s a s k a n d answ er questions about how' m uch of each of l he foods they eat. G ioups decide on the Ss Vvith good eating habits.
■ Follow- p Ss choose two of th e q u estions an d w rite
answ ers to th em u« ing tru e inform ation. .»v * Assign W orkbook pp 90 an d 91. (The answ'er key begins on p. T-242.)
T-119 • Unit 12 • Fabulous food
s £m i c
I
l
i
2
:
Grammar Countable and uncountable nouns Countable nouns: Use a an or plural -s.
Uncountable nouns: Don’t use a an or plural *s.
have an egg foi ureakfast every day. i dur i't eai bananas. How many eggs ac you eat a week? i eat a lot of eggs 1 don’t eat many (eyys). ' don’t eat a lot of eggs
1 drink milk every morning 1don t eat seafood.
Exam ples: vegetables, potatoes
Exam ples: cheese meat, fish
1
mi n
g~
mi
A
How much milk do you drink a c yy? 1 drink a lot of rrj'lk 1don't drink much milK) 1 don t drink a lot of milk
C ircle th e c o rre c t w ords in th e s e q u e stio n s a n d answ ers. T h en p ra c tic e w ith a p a rtn e r
1. A H ow m u c h / m a n y fru it do you e a t a week? B Well, 1 have o ra n g e / a n o ra n g e every day for b rea k fa st a n d I e a t a lot o f / m u c h fru it aftei d in n e r for d essert. 2. A H ow o fte n d o you e a t v eg etab le / vegetables? B 1 u su a lly e at m a n y / a lot o f F rench fries Is th a t a vegetable?
3. A H ow m u ch / m a n y tim es a w eek do you e a t rice / rices? B A bout tw ice a w eek. But 1 e a t p o ta to / p o ta to e s every day. 4. A D o you eat m a n y / a lot o f seafood? B Well, 1 e a t m u ch / a lot o f fish, b u t I ca n ’t e a t sh e llfish / a sh ellfish
5. A Do you eat m e a t / m eats? B Well, I d o n ’t e a t b e e f / beefs, b u t I e a t m a n y / a lot o f chicken.
6. A H ow m u c h / m a n y eggs do you e a t a week? B I d o n ’t e a t m u ch / m any. I d o n ’t really like egg / eggs. About you
Unit 1 2 Fabulous food
B P d ir WOrk Ask a n d a n sw e r th e q u e stio n s. Give y o u r o w n answ ers.
3 Talk about it M at’s your daily diet?. Group WOrk D iscuss th e q uestions. Do you have sim ila r habits? Tell th e class one in te re stin g th in g a b o u t a p e rso n in y our g roup ► Are you a picky eater? W h at foods do you hate? ► Are you allergic to any k in d s of food? W h at kinds? ► Are you o n a sp ecial diet? W h a t c a n t you eat? ► How m an y tim es a day d o you eat? D o you ever skip m eals? ► In your o p in io n , w h a t foods a re good for you? W h at foods aren't? ► D o you have a n y b a d e a tin g h a b its7 W hat a re they?
L™ B What’s for dinner? 1 Building vocabulary mr L isten a n d say th e w ords. W hich foods do you like? W hich d o n ’t you like? Tell th e class.
lettuce onions
peppers
melon tomatoes
spinach
mangoes
cereal
strawberries
pineapple
ice cream salmon
peanuts coffee
cookies shrimp
*■B W h at foods do you reg u larly buy? C om plete th e c h a rt IVe buy a lot of . . .
We don t buy much
C o m p are w ith a p a rtn e r.
We don t buy many. . .
m e lo n
2 Building language Listen. W hat d oes D an w an t foi din n er? P ractice th e conversation. K a th y W h at do you w a n t for d in n e i to n ig h t7 Dan
I d o n 't know. W ould you like to go out?
K a th y No, we eat o u t all th e tim e. I’d like to stay Dan
h o m e tonight. OK. U m . . . I th in k I’d l ike som e chicken Do w e have an y in th e freezer?
K a th y U h . . . no, w e n e e d to get som e. A nd we
d o n ’t have an y vegetables, either. D a n So, I guess we have to go to th e g rocery store. K a th y H m m I have a n o th e r idea. L et’s ju st go oul for dinner!
1?0
hamburger meat
IVe never buy . .
Lesson
Unit 72 Fabulous food
B What’s for dinner?
1 Building vocabulary ■ Set the scene Books closed W rite a chai t on the b o ard w ith th e follow ing headings, an d ask Ss to copy it: vegetables, fru it, drinks, m a s k food, desserts, tneul7 seufuod. ■ Say, “W rite two or th re e foods for each category You c a n use a d ictio n ary tor help .1 Give pair= a few m in u tes to do th e ta ,k. T hen ask „evera' pairs to read their lists aloud. Ss add food item s to 1heir lists as tney listen. A
*'
* .CD 3. Track34)
■ Preview the task Books open. Tell Ss to look at the tood w ords in 1 he pici ure. Sav, “C om pare th e food w ords in your ch a rt to th e food w ords in th e picture. How m any are th e sam e?" Ask several Ss to respond. ■ Play the recurd>ng Ss listen a n d repeat. ■ Play the record.ng again Say, “Listen. Check th e foods you like, a n d p u t a n X next to th e foods you d o n ’t like.” C ? Recycle vocabulary Ask Ss to call out th e w ords they c an use to talk ab o u t likes and dislikes (e.g., I like, 1 love, 1 hate, I can't stand) ■ I lave Ss work in sm all groups t o tell each o th er w hat foods they like a n d w hat foods they do n o t like. Call on a few Ss to rep o rt th e ir likes an d dislikes tc th e class.
Extra activity - pairs Paii s w rite llic alp h ab et ilia list a n d li y tc wi he a food w ord for each letter Give Ss three m inutes for the task i h e r sa) each letter, an d have a tewTpairs c ill oui w'ords. Pairs get one point for each w'ord on f heir list, an d the pair w'ith the m ost points w ins
B itora ^ Preview the task Read th e instructions*ipotijL Tell ; >. ??CL Ss to look at th e headings ir th e chart, Ask, “ W hich heading can you ta e only w ith u n co untable nouns?" [We do n ’f buy m uch ..] ‘ W hich ca n you use only w'ith countable n o u n s?” [We don t buy m a n y ...] Say, “Remember, uncountable n o u n s d o n ’t have s at the end. C ountable no u n s can have -s at the end (Lor more inform ation, see Language Notes at the b eg in n in g of tliia unit.) ■ Do the task Have Ss com plete the chai t. Tell Ss tc cherK
answ ers w'ith a p artner. Check answ ers w ith the class Possible answers We buy a lot of . [any food words, e c a p p 'e s , ice cream] We don't buy m u cf . , . [any uncountable nouns e.g., spinach, sugar, shrimp]
Extra vocabulary: food P resent or have Ss suggest extra vocabulary tor food, such as vegetables: asparagus, cabbage, celerv. corn, eggplant, mushroom s, peas, radishes, tomatoes fruit: cantaloupe, cherries, coconuts, grapefruit, lemons, limes, peaches, pears, watermelon drinks: cocoa, juice (fruit or vegetable), soda, sports drink snack tood: popcorn, pretzels, raisins, taco chips desserts: cake pie, p u d d in g sherbet m eat / seafood: bacon, dvck, ham , sausage, spare ribs, steak, turkey / clams, halibut lobster, mackerel, oysters, prawns, scallops, snapper
2
We
don t buy many. . . [any countable nouns, e.g peppers
mangoes, potato chips] We
never buy..
[any food words, e.g.. strawberries, lamb]
Extra activity - groups Ss give clues describing foods they like foi othei Ss in th e group to guess. For example, SI sai s “J like this green vegetable. You can eat it in a salad or cook it.” S2 guesses, “Do you like spinach?” 3 he firsl group meml ><i to guess cori ectly gives the next clue
Building language ICO 3 T ack 35)
■ Set the scene W rite on the board: W hat do you w ant for dinner? Ask a few Ss to answ er (e.g., J w a n t fish, cheese, a n d bread.). ■ Preview the task Tell Ss they are going to h ear the conversation betw een a h u sb an d a n d w in kath} an d D an. They are talking ab o u t dinner. Sav, ‘ Listen foi th e answ er to th e q uestion W hat does Dan w ant for dinner?" ■ Play the recordmg again Ss listen foi the answ'er. Ask, “W hai does D an w'ant for d in n e r? ” Call on a few Ss foi th e answ'er. [some chicken]
■ Say ' Look at th e conversation. Find a q u estion i hat m ean s ‘Do you w'ant tc go out? ’ Would you like to gc o u i ?1 W rite ii on th e hoard, a n d underline w ould like “Now' find a sentence i bat m eans. ‘1 w ant tn sta; 1mme to night.”' fi d like to stav home tonight. Wiitc it on the board, an d u n d erlin e I ’d like, fell Ss thai w ould like is a polite w'a\ to sa’ want. ■ Practice Tell S« to practice the conversation in pairs,
taking tu rn s playing each role T hen have pairs change th e food word* and practice he conversation using theii ow n ideas. Ask a few pairs to act ou th eir conversation tor th e class.
Unit 12
• Fabulous food • T-120
3
Grammar requests, you ask som eone for so m ething you w ant. Call on Ss to respond to each (e.g., offer: Yes, please,) No, thanks.; request: Sure. / OK.), le ll Ss to v rite an u tlicl question tin each bAciiuplt Call on a few Ss tu read th eir otters and requests a'ouc
W m (CD 3. Track 36)
■ Present the grammar chart Play the recording. Ss listen an d repeat. ■ Understand the grammar Ask, “W ould like is a polite way to say w hat word ?" [wantj Point our th e co n traction in the: sh o rt answ er. Ask, ‘ W hat two w ords m ake up I'd?” [I, w o u ld 1 (For m ore inform ation, see Language Notes at th e b eg in n in g of 1 his unit.) ■ Write on th e board W ould you like u d rin k? W ould you like to go fo r a drink after class? Ask, "W hat com es after w ould like? |a noun, to + verb] ■ Tell Ss to th in k of q u estions w ith n o u n s an d to -i verbs (e.g., Would you like som e coffee? ! som e cookies? Would you like to watch TV? so rent a video?) Call on a few Ss, and w rite th eii q u estio n s on th e boaid . ■ D irect Ss’ atten tio n to th e second colum n in th e chart. Say, “I nok for som e an d any W hich is u sed in th e qu estio n s?” ]any] “W hich is used in th e affirm ative statem ents?" [somel ‘ W hich is used in th e negative statem ents?" [anyl ■ Ask Ss to w rite th re e affiim ative an d th ie e negative statem en ts ab o u t w hat they ate yesterday using som e an d any (e.g., la te some cookies. I didn't eat any m e a t). Call on a few Ss to each writi a statem en t on th e board. ■ Present In Conversation Read i he info rm atio n aloud. Write on th e board W ould you like som e coffee? = offei Can I have som e coffee? - request Say, ‘ - ook at th e tw o questions. In offers, you have so m eth in g th at you w ant to give an o th er person. In
4
A ■ Preview and do the task Read th e instructions aloud. Have Ss com plete th e questions an d answ ers v. u h s u r n e ui u n y . Tell Ss to Use t h e d i a r l a n d l r C onversation for help. Have Ss check th e ir p a rtn e is ’ answ ers an d m ake corrections TMer check answers w ith th e class. Answers 1 . A I’ m sleepy. Would you like to get sem e coTee after c la ss ? B I just had some before c la ss, but I can go w itf you and get
something else 2.
A I 'm hurgry Do you have any chocoiate o1 candy with yc j ?
3.
A How many sn acks do you eal c day ’
B No but I have som e peanuts Would yoL like some ’ B Actually, I don’t eat any. I t a r t eal between n e a ls.
4 A \ have some cookies ir my backpack. Would you like som e’ B No thanks. I don't want any Sight now But can I have some
later?
■ Tell Ss to practice th e conversations ir. pairs, taking tu rn s playing each role
B About] Preview and do the task Read th e instructions and [—YPUl th e exam ple conversation aloud. Have p airs ask and answ er the questions giving th e ir own inform ation,
Speaking naturally A
ICD3. Track 37)
■ Preview the task Tell Ss to look at th e th re e questions. Say, “W hen w ould you is spoken quickly, th e tw e words ofTen sound like one w ord.” ifo r m ore inform ation, see Language Notes at th e b eg in n in g of th is unit.) ■ Play the recording Ss listen an d repeat. R em ind Ss tc listen carefully to th e p ro n u n ciatio n of w ould you. B
(CD 3. “ rack 38)
■ Preview the task 1 ell Ss to read the five incom plete questions. Tell Ss to listen an d com plete th e questions w ith w hat they hear. ■ Play the recording A u d io scrip t p. T-241 Pause after each question so Ss have tim e to w rite. ( ibeck answ ers with th e class: read th e first pai t of each sentence aloud, an d call on a S to com plete it.
Answers 1. What would you like to dc tonight? 2. Would you like to go out for diriner? 3 . Would you like to try a new piace?
4 Where would you like to meet’ 5 What would you like to nc affe dinner’
■ Tell Ss to woi k in pairs and answ er th e questions to m ake d in n e r plans. W hen Ss finish, have a few pairs tell th e class whal th e ir plans are Extra activity
pairs
Pairs m ake a sim ilai conversation w ith W ould you lik e . ? questions ab o u t plans for next Fi idav night.
5 Vocabulary noteboo ■ Tell Ss to tu rn to Vocabulary Notebook on p. 126 of their Student's Book*. Have Ss do the tasks in class, or assign them for homework. (See the teaching notes on p. T 126.)
T-121 • Unit 1? • Fabulous food
** ’ Assign Workbook pn. 92 and 93 (The a n sw rr key begins on p. T 242.]
3 Grammar
Unit 1 2 Fabulous food
Would like; some and any Do we have any chicken? Yes, we nave some (cuckeni No. we don 1 have any (chicken;
Would yo j like to go ojtV No, I’d like to stay home. W' iai w ould y o j I.Ke'7 i d like some ciicke.i
In conversation. . . Any is common in questions
Do we have any vegetables? Yes, we have some (vegetables). No, we don't have any (vegetables).
Would you like some tea? Yes, please. / No. thanks.
Do you have any cookies?
Some is common in questions tnat are offers or requests;
Woulu you kke some chicken? Car, I have some chuoolate?
A C om plete th e q u e stio n s a n d a n sw e rs w ith so m e or any. T hen p ra c tic e w ith a p a rtn e r. 1. A I’m sleepy. W ould you like to g e l B
coffee a fte r class?
I fust h a d ________ b efore class, b u t I c a n go witl i you a n d get so m e th in g else.
2. A
I’m hu ngry. Do y o u have ch o co late or c a n d y w ith you? B No, b u t 1 h a v e __________p e a n u ts. W ould you lik e __________ ?
B
H ow m any sn ack s do you e a t a day? Actually, I d o n ’t e a t I d o n ’t e a t b e tw e e n m eals. _
3. A
4. A I har e .
. cookies in m y backpack. W ould you lik e .
B No, th a n k s . I d o n ’t w a n t . MUOUl
Q
n
■
rig h t now. But can I have
later?
|
— yOU *■ B r d lF WOFK Ask a n d a n sw e r the questions. Give your o w n answ ers.
A I'm sleepy. Would you like to get some coffee after class? B Sure. Where would you like to go?
4 Speaking naturally What wouldyou like?
Would y o u . . . ? Wouldyoulike a snack7
A
^ L isten a n d re p e a t ih e q u e stio n s above. N otice th e pi en u n ciai ion o f W o u ld y o u . . ?
B
L isten a n d c o m p lete th e q u estions. Then u se th e q u e stio n s to m ak e d in n e r p lan s w ith a p a rtn e r 1. W h at w ould you like t o ______________________________ ? 2. W ould you 1ike to
__________________________________ ?
3. W ould you like to 4. W h ere w ould you like t o _____________________________ ? 3. W h at w o u ld you like to ?
5 Vocabulary notebook I love to eat! See page 126 for a new way to log an d le a rn vocabulary.
Wouldyou like tc have dinner?
Lesson C 1
Let’s take a break for lunch.
Conversation strategy
or something and or anything
A Can you use or something and or anything to complete these sentences9 A What do you want for lunch? I ’d just like a snack. B Me too. I don’t want a big meal Now listen. What do Emily and Matt decide to do for lunch? Brruly L t ’s take a hreak for tench. -■ Mitt Sure. Wnuld ym like to gn nut n r . . . ? Emily Well, I just want a sandwich or something. Matt OK. I don't want a big meal or anything, either. But I ’d like something hot. Emily Well, there's a new Spanish place near here, and they have good soup. Matt That sounds good. Emily OK. And I can have a sandwich nr a salad nr s r<mcthing like that. Mitt Great. So let's go there.
NotiCC how Emily and Matt use or something (like that) and or anything. They don t need to give a long list of things Find examples in the conversation.
J a
B
C om plete th e q u e stio n s a n d a n sw e rs w ith o r so m e th in g a n d o r a n yth in g . T hen p rac tic e w ith a p a rtn e r. O
4 H o you eat ln n rh every day? B Yeah. I u su ally have a salad
0
a n d so m e fruit,
A W h at do you have for b re a k fa st usually? B Oh, I have som e yogi irt a n d a hanarrw___ A You d o n ’t have eggs
©
______________ :
A D o you have a n y watci
.? I'm thirsty
B No. b u t w ould vou like to go o u t for a soda A Yeah w e r a n get a m uffi n nr a ro o k ie
., too.
SELF-STUDY
About you
122
C
Pdir work Ask a n d
,^*UDirr.D
a n sw e r th e q u e stio n s. Give youi o w n answ ers.
CD-RUM
Lesson
Unit 1 2 Fabulous food
c Let’s take a break for lunch.
C p Lesson C recycles questions and statements with wouid like and ones with the simple present.
Conversation strategy describes w hich is not com m on in English W rite on th e board
Why use or something and or anything in statements and questions?
m like something
People use these expressions when they uc not need to be specif c or do not wanl To list all the possibilities. For example, tne speaKer
Aouid you like a sandwich?) and then uses ui something instead uf a long nst of sim ilar ideas (e.g., a snack, some soup, something light) The speake' kr owe the listener understands
c a ll on a few Ss to com plete f he sentence (e.g., I'd like som ething sweet right n o w )
presents an idea (e.g.
■ Prartice Ask Ss to practice th e conversation ir pairs,
lakiJig tu rn s flay in g each iole. T hen telLSs to practice it again, changing two pieces ot inform ation an d using a n o th e r adjective for hot Ask a fevv paiits to a r t out th e ir conversations foi th e class
the kind ot tnmg m eart. (For more information, see Language Notes at the beginning of this unit.)
■ Set the scene Read th e title aloud. Explain th a t take a break m ean s “to stop w orking for a shoi t rim e.” Introduce th e topic of lunch by asking a few Ss quesi ions such as Where do you go for lunch? W ho do you usually go with? Do you gc to different places on different days? A
B ■ Prev ew and do the task Read rhe insiruci ions aloud.
1lave Ss com plete the questions an d answers h av e Ss com paie answ ers with a p ar nei. Check answ ers w ith th e class: have pairs of Ss sta n d up and each read one of th e conversations aloud.
(CD 3. Track 39)
■ Prev ew the task W rite on th e board:
or som ething
or anything
■Say, “Look ai th e tw o expressions. T h in k about w hat you learned ah o u t som e and any in Lesson B. Now read th e \/B conversation. Use or som ething to com plete one sentence, and use or anything to com plete the ol her one.” R em ind Ss th a t anything is u sed in negative sentences. Check answ ers w ith the class.
Answers 1 2.
■ Iell Ss to p ractice th e conversation in pairs taking tu rn s playing each role ■ Tell Ss to look a* th e picture. Say, “1 m ily and M att are ai work. Fm ily is asking Mai t ab o u t lunch. Whai do thev decide to do for lunch? Listen lor th e answer." ■ Play the recording Ss listen for i he an sw er Check the an sw er wit h th e class. (1 hey decide to go to a Spanish restaurant.) Say, "Listen again. W hat does Emily w ant for lu n r'i? How ab o u t Mail? Write th e answ ers.” ■ Play the recording again Ss listen a n d w rite th e answ ers. Check answ ers w ith the class. [Emily: a sandw ich nr a salad. M att: a light m eal, som eth in g hoi | ■ Present Notice Read th e inform ation aloud Ask Ss to read the exam ples ol th e expressions in the conversat.on aloud. '1 just w ant a sandw ich or som ething. I d o n ’t want a big meal or anything. 1 ra n have a s a n d w ic l oi a salad nr som eth in g like i hat.] ■ D irect Ss’ a tte n tio n tn M att’s sentence I’d like som cthinjyhot in th e convei sation. Point out that w ith something the ldjective com es after the word M
A Do you eat iunch every day? B Yeah, I usually have a sc lc t or sc~nett ng and some A What do you have for breakfast usually? B Oh, I have some yogurt and a banana or something A You don't have eggs or anytt ng?
fruit,
3 A Do you have any water or anything? I m tmrsty.
B A
Answers A I’d just like a snack or something. B I don’t want a big meal nr anything.
. right now.
No, but would y o i like to go out tor a soda or something? Yeah we can get a muffin or a cookie or something, too
c About) Pieview and do the task Read th e in stru c tio n s -J?-L i aloud. Ask two Ss tc m odel thi a( tit ity for th e class: SI asks th e firsl question in P a n B. and S? answ ers, giving tru e inform ation Have pairs take turns practicing th e conversations using theii questions and answ ers. ■ Follow-up Ss find a n o th er p artn er a n c do th e task
again. Extra activity - pairs Pairs m ake up a conversation about where to go for so m ething to d rin k after class. 1 ell them tc use actual places if possible an d tc t n to use oi som ething o or anything at least once in th e conversation.
SfcoWill . niirco I“RDI. 1 ell Ss to tu rn to Self-Stud\ 1 istening. Unit 12. ai tho back of theii Studeni s Books. Assign th e tasks for homework, or have Ss do th e ir in Gass. (Si :e the tasks on p. T-l 31 and th e audio script o r ji 1 132 )
Unit 1? • Fabulous food
• T-122
2
Strategy plus Why use or , ?
easily, or to respond to suggestions with a suggestion of his or her own. (hor more information, see Language Notes at tne Deginnmg or this unit.)
■ Present Strategy Plus Read th e inform ation aloud. Ask a p air of Ss to read M att’s and Em ily's parts. Say, "Notice how Mat t uses o r . . . ? at th e end of his yes-nc question. The or m akes th e questiuu less diret i an d m ore open-ended and easier for Emily to answer." ■ Present In Conversation Point out th a t or is one ot the top 50 w ords in conversation. Tell Ss to find or's in Emily's final lines on p. 122, a n d have a S read them aloud. Point out th a t a basic use of or is to give choices.
3
Tell Ss to read rhe questions Say, " Work on your own. Check the questions th a t c a n end in o r an d th e n w rite o r . . . al the end of those quesl ions.” Check answ ers w ith the class.
About'
Or. . ? is useful at the end ufyes-z/u questions beeause it makes them less direct. It allows the listener to answei yes oi no more
L—yPJL:
Answers Tne
or
questions are i , 3. b
t, ano «
■ Tell Ss th at questions w ith o r . . . ? have a rising in tonation Tell Ss to read rhe questions aloud ■ Have a pair read the exam ple conversation aloud Tell pairs to take tu rn s asking and answ ering the q uestions using tru e inform ation.
Listening and speaking A * * ( C D 3 Track 40)
4. I agree. I guess you need tc drinx a lot ol water.
■ Preview the task Tell Ss to read th e item s in P art A. Say, “Listen to th e four conversations. M atch th e p eople’s n am es w ith th e rest of th e sentences.” ■ Play the recording A u d io scrip t p. 7 241 Pause after each conversation to give Ss tim e to w rite th e ir answ er Check answ ers w ith the class.
I don’t agree I guess som e water is good, bu1 you need to eat some food, too.
c ■ Preview and do the task Read the in stru ctio n s aiOud.
W rite th e following on tne board: Answers 1. c
B
2. a
3. b
4. d
' " (CD 3. Track 41)
■ Preview the task Tell Ss to listen again. Say, "This tim e, listen very carefully to th e last th in g each person says in thp conversation. T hink about it, and circle either I agree or I don't agree. Then com plete th e sentence w ith your ow n opin io n .” ■ Play the recording A u d io scrip t p. T-241 Pause after each conversation so Ss have to tim e to th in k ab o u t and w rite th e ir responses. ■ Have Ss conm are th e ir ideas w ith a p artn er. Check an sw ers w ith th e class: ask several Ss to share th eir ideas Possible answers 1 I agree. I like to have a big meal for lunch I don't agree. I like to have just soup foi lunch. 2. I agree. I think you need to eat something for lunch. I don't agree I think you can skip luncn ano nave a big breakfast instead. 3 . 1agree. 1usually need to eat breakfast, too, i don t agree I usually sk.p breakfast.
4
1. You are co-workers. It s c h o t day, a n d you are tired o f work! M ake plans fo r lunch. 2. You are two students, and you don't w ant to study. M ake plans fo r lunch. 3. A sk a frie n d to go fo r lunch today. Your frie n d can’t go. Make plans foi another day ■ Tell Ss to work in paii s. Say “Choose one of the situations o r the board, or m ake up your ov n own. W iite a conversation aboul lunch p la n s " Give Ss i ime to b o th u'rite and practice the conversations. ■ 1lave a few pairs act out theii conversai ions for the class. Extra activity - pairs Pairs m ake up a scenario for a conversation about lunch or d in n e r like th e ones on th e board. For exam ple, You w ant to stay hom e a n d m ake dihnei. Ask your room m ate to stay hom e an d help you. Ss write th eir scenario o r a piece of p ap er an d fold it Put all the folded papers into a hag. Pairs take tu rn s selecting a paper. They rnakp up a conversation for the scenario on th e p ap e r they chose and act it out for the class The class guesses the scenario (e.g.. Two roommates are at hom e talking about dinner plans, and one room m ate wants to m ake dinner at home.).
Free talk ■ Tell Ss to tu rn to Free Talk 12 at the back of th eir S tu d en t’s Books. Have Ss do th e task. (See th e teaching notes on p. T-126A.)
T-123 • Unit 12 • fabulous food
Jn* Assign Workbook pp 94 a n d 95. The answ er ke\ begins on p. T-242.)
2 Strategy plus or... ?
Unit 1 2 Fabulous food
You can use Or . . . ? at the end of yes-no questions to make them less direct. Well, I just want a sandwich or something. A b c j‘
you |
Pair WOrk C heck ( / ) th e q u e stio n s you c a n e n d w ith o r . T h en ask a n d a n sw e r all of th e q u estio n s.
In conversation. . . Or is one of the top 5C words.
[vf 1. Do you go o ut for lu n c h every day Qy . . . ? 2. W hich re s ta u ra n ts a ro u n d h ere a re good for l u n c h . □
3. Do you like to 1iave so m e th in g lig h t________ ? 1. W hat did you have for luncl i v e s te r d a y ________ ? 5. Do you like to have lu n ch alo n e ? 6. W ho do you u sually have lu nch v\ i t h _________? 7. Do you ever m ak e y o u r ow n lu n ch 8. D o you u su a lly have lu n ch arou nd 1:00________ ?
A Do you go out for lunch every day o r . . . 7 B Well, I usually bring my lunch, but today I didn’t.
3 Listening and speaking A
Lunchtime
L isten to the co n v ersatio n s, a n d m atch th e tw o p a rts of each sentence.
1. R e x 2.
a. d o e s n ’t w a n t a n y th in g to eat. b. w a n ts a big m es I.
3. O m a r
c. w ould like so m e th in g hot.
4. ( le m m a
d. ju st w a n ts a d rin k .
B ' ' ' ' L isten ag a in D o you ag ree w ith th e last th in g e ach p erso n says? Circle I agree or / d o n 't agree, a n d co m plete e ach se n te n c e tn give your view. 1.
I a g re e / 1 d o n 't a g re e I like to _
2 . I a g re e / 1 d o n ’t agree. I th m k
3. I a g re e / 1 d o n ’t ag ree. I u suallv 4. I a g re e / 1 d o n 't ag ree. I guess _
C Pair WOrk M ake up y o u r ow n co n v ersatio n aboul li inch p lan s Act o u t your co n v ersatio n for th e class
4 Free talk Do you live to eat or eat to live? See Free talk 12 to r m ore speaki ng p ractice
„/aces
Lesson D
(Q e g (
1 Reading A
W hat m ak es a good re sta u ra n t? ( :heck \</ th e th re e tJ lings th a t are m o st im p o rta n t tvj you w h e n you go o u t to eat. tell th e class.
A good re s ta u ra n t h a s . . .
a n ice a tm o sp h e re . live m usic. J1 excellent food.
low prices good service 1—1 w o n d e ifu l d esserts
B Read th e re s ta u ra n t guide. C hoose a re s ta u ra n t vou w ould like tc try. Tell a p a rtn e r w hy y o u ’d like to go th ere.
Internatior al Restaurants 25
i f i t * He R E S T A U R A N T G U I D E E L PATIO__________________________
PARIS_______________________
Erjoy a Lat'fi American night out - a fiesta of
If you’re planning a quiet d-nner fo' two ri 2 romantic atmosphere, try Paris. Th s restaural has fantastic French cuisine - expens-ve but great for special occasions.
fun, music, and authentic Mexican food We recommend the great seafood and chicken dishes. A sk to sit or the oatio jnder the stars, and listen to a mariachi band while you eat.
Food. it it it
Service: ★ ★
Food ★ ★ ★ -A Sem ce ■*"★★★ Price. $$$$
Price: $ S S A K U R A __________________________
M AM M A MIA_______________________ If you’d like a cheap mghl out. then this is a great Italian place for pasta, pizza, and salad. Try the.r delicious heme made ice cream But don’t come here looking for a quiet place to talk - it’s a very popular place for students to hang out on the weekends.
“ h's quiet and friendly restaurant serves the best sushi in town The service is excellent, and yoi can watch the chef prepare your meal.
Food' Heir it
STIR CRAZY_______________________
M EKO N G _________________________
Here’s something new' At Stm C razy you m?Ke your own dinner. F a bcwl with vegetables tofi rice or noodles, and add some shrimp beeJ c: chicken. Then cook it at your table. All you car eaf for i^O.
Would vou 'ike to try something different? Try the
Food A it
r ienu at th-s busy little Vietnamese restaurant. We recommend the sticky rice and beef
S Y L V E S T E R S S T E A K H O USE
Food: it ★
Food: it it it
Service. it
Service. it ★
Price: $
Price: $ $
Service:
Price. $
It s noisy, expensive, and crowded, but Sy veste-'s is the Dlace to go for sTeas We recommenc it
Food. Hit it
124
Service k i r i r i r Price $ $ $
Service: H
Pnce' 3*$ $
Lesson
Unit 1 2 Fabulous food
° Great places to eat
Reading ■ Set the scene Read th e title of th e lesson aloud. Ask,
“W ho has a lavuiite place to eat?” Have Ss to raise th eii han d s. Ask a lew Ss w ith raised hands, “W hat’s th e n am e ot your favorite restau ran t? W hy is ir your favorite re sta u ra n t? ” ■ ( iontinue the discussion by asking, “J low do you choose restau ran ts? W h at’s im p o rta n t to you?” Get ideas from Ss.
Prereading ■ Preview the task \s k different Ss to read th e six
statem en ts b eg in n in g w ith A good restaurant h a s . . . aloud. M ake su re Ss u n d e rsta n d th e m ean in g of each item . Then read th e in stru c tio n s aloud. ■ Do the task Have Ss check (✓) th e th re e m ost im p o rtan t
things. ■ W rite th e six th in g s on th e board. Reaa each aloud. Have Ss raise th eir hands if they checked ( /) it. C ount th e h an d s for each. At th e end, circle the th ree choices th a t got th e m ost votes. ■ Follow-up Ask, "W hat o th e r things are im p ortant for
a good re sta u ra n t? ” W ith th e class, b rain storm ideas and w rite them on th e board. R em ind Ss to include w hat they d iscussed in Set th e Scene (e.g., a great location / near a person's hom e; a terrific cook / chef; delicious coffee; frien d ly servers; lots o f customers / new people to meet, n o t noisy). Extra activity - pairs Books d o se d . Write th e n am es of th e restau ran ts from th e re sta u ra n t guide on th e board LI Patio, M am m a Mia, Mekong, Paris, Sakura, Stir Crazy, Sylvester's Steak Mouse f hen w rite these questions: W hat kind o f food do you th in k each restaurant serves? Is each restaurant expensive or cheap? W h a t’s the atm osphere like - quiet or noisy? W hat other guesses can you m a ke about the restaurants? Ss work in pairs an d w rite guesses about each of the restau ran ts. Pairs th e n sh are som e of th e ir guesses w ith th e class (e.g., I think Paris serves French food.). After read in g the guide, pairs see if their guesses were correct. A few p a irs report to th e class (e.g.. I guessed Paris serves French fo o d a n d it does have French food.).
B
During reading ■ Preview the reading ReaC th e instru ctio n s aloud. Say,
“Look a t th e end of th e description of each restaurant. W hat th in g s are used to give the g u id e’s opinion of a restaurant?" [food, service price] Ask Ss to say if any of the things are in th e top three ih e class chose ii Parr A ■ Do the reading I ell Ss to read rhe re sta u ra n t guide and decide which restau ran t they w ould like to try. ■ f ell Ss to work in p airs and tell th eir p a rtn e r w'hich re sta u ra n t they chose an d why 1lave a few Ss report tc th e class about th eir p a rtn e rs’ choices, w Tell Ss to scan (read quickly; through th e guide again and circle any new w ords. Ask Ss to com pare new w ords w ith a p a rtn e r and help each othei w'il h ihe m eanings. T hen help with any vocanulary Ss are still u n su re of. C p Recycle a conversation strategy This task recycles tn e
strategy of answ ering a question and th e r asking a sim ilar one. Have pairs of Ss make up a conversation ab o u t restau ran ts. SI starts w ith I like to eat out and adds a question such as the following: Do you like to eat out? flo w often dc you eat out? Did you eat ow lust week? Do you have a favorite restaurant? S2 answ ers an d th en asks a sim ilar question. Extra activity - class Call out a piece of infoi m ation about one of the restau ran ts in th e guide (e.g.- This restaurant serves sticky rice.). Ss quickly look th ro u g h th e guide and find th e n am e of th e restau ran t th a t the inform ation is about. Ss raise th eir hands w hen they find th e answ er. W hen m ost Ss have th eir h an d s raised, call on a S to say the answ er le g., Mekong). After several exam ples, ask a few Ss to call out inform ation for th e class to respond to.
Extra activity - groups Ss take tu rn s giving a piece of inform ation about a local restau ran t th at is like one of the restau ran ts ir th e guide (e.g.. I know a Mexican restaurant. Its nam e is FI Jardw It has great seafood and o m ariachf h a n d ). At th e end, group m em bers tell if they would like to try any of th e resta u ra n ts th e other Ss described and why.
Unit 12
• Fabulous food • T-124
■ Follow-up Ss work in groups of six to eight and do
a survey of th eir answ ers. Ss ask and ansv.ei the questions, and a group secretary records the answ ers. T hen groups report about w hich restau ran t got th e m ost votes fui each question.
Postreading ■ Preview the task Read th e in stru ctio n s aloud. Ask
different Ss to each read a questio n aloud. M ake sure Ss u n d erstan d i hat they give th e ir ow n o pinions about th e re sta u ra n ts in th e guide. ■ Do the task Have Ss answ er th e questions and th en
com pare th eir answ ers w ith a p a rtn e r
Listening and writing A 4 * fCD3 Track 42) ■ Preview tne task Read th e in stru ctio n s aloud Have
Ss read th ro u g h th e seven sentences. Help with new v ocabulary as needed. ■ Play the recording A u d io scrip t p. T 241 Ss listen.
* W rite on th e board: The seafood was delicious Ask Ss to w iite th ie e sentences: like th e une on th e board using a different adjective in each one (e.g., The atmosphere was romantic. The fo o d is fantastic The prices are cheap.). ■ Dc the task Have Ss w rite a review of e restaurant oi
■ Play the recording again Ss listen an d circle their
answ ers. Check answ ers w ith th e class.
cafe. Walk aro u n d the class, and help Ss as needed. C.'D Recycle a conversation strategy Review the use of
Me too or Me neither to agree. Tell Ss to w rite five statem en ts w ith opinions of &restau ran t, each with an adjective (e.g., I do n ’t like noisy restaurants. J like good cheap restaurants.). Have Ss take turns reading th e ir sentences to a p a rtn e r w ho responds using Me too or Me neither w hen h e or she agrees. Pairs count to see how' m any sentences th ey agreed on.
Answers 1. Tne restaurant w as Indian.
5 The service w as friendly.
2 They have great seafood.
6 The atmosphere w as fun.
3. It's good for vegetarians.
7. He recommends it.
4. He hao a steak
c
B ■ Preview the task Read th e in stru ctio n s aloud. Tell Ss to
look at th e exam ple review for The Garlic Pot. Have them read it an d th in k of one or tw o m ore sentences to com plete th e paragraph {e.g., This restaurant has great prices. You can ask servers about the dishes on the m enu, a n d they know the answers.). Have a few Ss sh are th e ir ideas, an d w rite th em on th e hoard. ■ Present Help Note Call on six Ss to each read a sentence
in th e Help N ote aloud. Say, "The words u n d er good? an d bad? are all adjectives. T he ones u n d er good have a positive m eaning. T he ones under bad have a negative m eaning.” ■ Books t losed. Read a sentence from th e Help Note, and have Ss say the sen ten ce w ith th e opposite m eaning.
■ Preview and dc the task Display Ssr reviews in th e
classroom . Tell Ss to read four or five of the reviews and choose a resta u ra n t th a t they w ould like to try. Then ask a few Ss to tell the class w hich restau ran t th ey w an t to try and why ■ Follow-up Ask, “Did you know any of th e restaui an ts
in your classm ates’ review s?” Ss raise theii hands if they did. Ask a few Ss questions such as the following: W hen d id you go there? W hat d id you eat? How was the food? Do you agree with the review? Extra activity - individuals Ss find a review th at they strongly agree or disagree w ith. They w rite a response to th e w riter of th e review.
■ Books open. Say "Look at th e restau ran t guide on page 124. Find th e adjectives th a t d escrib e th e restaurants." Have Ss call out th e adjectives, an d w rite them on the h oard (tun. great, cheap, delicious, quiet, popular, different, rom antic, fantastic, expensive, noisy, crowded]
Talk about it Prev:ew the task Read th e in stru c tio n s aloud. To m odel
th e activity, have a S ask you tw o of th e questions. Dc the task Have Ss take tu rn s asking an d answ ering
th e questions in th e ir groups. Have Ss m ake notes of th e answ ers. E ncourage Ss to u se Lnglish only.
125 • Unit 12 • Fabulous food
■ Have groups ret iew th e answ ers and see for which questions they have sim ilar opinions. Have groups report som ething interesting they found out. - ' Assign W orkbook pp. 96 and 97. (The answ ei key begins on p. T-242.)
Unit 1 2 Fabulous food
C Read th e a rticle aga in, a n d a n sw e r th e s t q u e stio n s. C o m p are y o u r e nsw ers wit h a p a rtn e r. W h ich re s ta u ra n t do you t h i n k . . . ■ h a s th e b e st a tm o sp h e r e ?
■ so u n d s like fun? ■ so u n d s like a good p lace for a sp ecial dinner? ■ s o u n d s I ike a place to "hang o u t” w ith y o u r friends? ■ you w ould like to go to w ith y o u r fam ily? ■ is n o t w o rth trying?
2
Listening and writing
Do you recommend it?
A
] .isten to D ave talk ab ou t a resiau i an t he w ent lo last w eek. W hat do you find o u t a b o u t it? Circle th e c o rre c t w ords. 1. 2. 3. 4.
The re s ta u ra n t w as Ita lia n / In d ia n . They have g reat se a fo o d 1 c h ick en . II’s good 1 n o t good lor v eg etarian s. 1ie h a d a s te a k / so m e fish.
5
The serv ice w as frie n d ly / slow.
6
The a tm o sp h e re w as fo rm a l / fu n .
7. H e re c o m m e n d s it / d o e s n ’t re c o m m e n d it. B W rite a review of a re s ta u ra n t o r cafe you know Use th e ideas above to I ielp you. Vou c a n s ta r t a n d end like t his:
>Help note TH E G AR LIC PO T__________________ Last week I went to a great restaurant. It was called The Garlic Pot. They serve excellent seafood and steals, and every dish has garlic in it. .
. . . I highly recommend it.
Useful expressions Was i t . . .
The restaurant was The service was The ser\ers were The me?: was The fooc was The potatoes were
good?
good exceliem friendly. delicious. tasty hot
bad?
terriDle. slow unfriendly awfui tasteless. n id
C Read y o u r c la ssm a te s’ review s. W hich re s ta u ra n t w ould you like to ti} ?
3
Talk about ft
what are your tavorite places to sat?
Group WOrk D iscuss th e q u e stio n s. D o you have sim ila r tastes? ► H ow often do you e a t in re sta u ra n ts? ► W h a t k in d s i if re s ta u ra n ts do you go to? ► Dn you have a favorite resta u ra n t? W here is it? Why do you like it? ► W h a t’s rhe b e st re s ta u ra n t in y our n eig hborhood? ► W h ere c a n you get good, cl leap food*’ ► W hu h i es'.aurai it don t you re c o m m e n d 7 Wh} not?
125
Vocabulary noteoook _ The top fo o d words that eome after the verb eat are:
If done for homework
le ll Ss to guess food w ords to com plete th e sentence, As Ss cull out ideas m a k e a lisi on t h e buuid. T h e n a sk Ss to guess th e top th re e words
Briefly p resen t th e L earning Tip an d th e task directions. M ake su re Ss u n d e rsta n d w hat they n e e d to do.
If done in class ■ Present Learning Tip Head th e inform ation aloud. Say, "H ere’s an o th er idea to help you rem em ber words. G roup th em into th in g s you like an o things you do n ’t like. On th is page, you m ake groups ol kinds of food yull like and kin d s you d on’t like. You Can also do the sam e th in g w ith kinds of m usic or TV show s or m any o th er topics.” ■ Tell Ss to read th e in stru ctio n s for Kxercises 1 and 2. Check th a t Ss u n d erstan d w hat they have to do. Rem ind Ss th at word webs a n d c h a rts a r e useful ways to group words.
■ Tell Ss to read the inform ation ir. tn e box. Ask Ss to find bow m any of th eir guesses were correct.
On your own ■ Presen* On Your Own Read th e inform ation aloud.
Have Ss do th e activity a t hom e. Toll th em tu use dictionaries an d try tc learn al least three new focc w ords in h nglioh. ■ Follow-up Al th e sta rt old he next class, Ss work in sm all groups to read the list of foods th ey labeled an d <he new w o r d s they learned.
1 C P T he following task recycles food vocabulary. ■ Preview and do the task Read th e instructions aloud. Have Ss u se th e words in th e list to com plete th e w ord webs. Ask Ss to co m p are tt.eir word webs w ith a partner. Call on sevei al p airs to tell th e J a s s th e kinds of foods they b o th like.
Vocabulary notebook Learning tip C'oupmQ vocabulary
You can grojp some vocabulary by the things you like and don't like. 1 W h ic h o f th ese ty p e s o f food do yo u lik e ? W h ic h d o n 'i yo u lik e ? C >i ip le ie ih e w o rd w e b s.
✓cereal ✓I sk fruit meat milk and cheo,? pasta and bread sheilfisn vegetables
2 C P T he following task recycles v ocabulary for talk in g ab o u t food and for talking ab o u t likes an d dislikes.
2
T-126 • Unit 12 • Fabulous food
N
YVh;n fo od s do yo u lo ve, a n d w h ic h do yo u hate? c o m p le te th e ch a rr / /w e
■ Preview and do the task Read th e in stru ctio n s aloud. Sav. “In th is chart, d o n ’t ju st w rite vegetablec. You have to nam e th e vegetable. Look it th e exam ple, onions in th e / Can t Stand co lu m n .” Tell Ss to list at least five food >foi each colum n o r the c h art (lave Ss com plete th e ch art. Rem ind th em to be careful not to u se plural form s for u n co u n tab le n o u n s (e.g., vv rite b eef not beefs). ■ W hen Ss finish, hat e them com pare c h arts \t ith a p artn ei an d find (he food item s they have in com m on. ■ Present Talk About Food Books closed W rite on th e board
I love to eat!
I I'ke
I don't like
I can't stand Ov.’ ov-.S
On your rwn Labe! your food at home in English team *he word Detnre you eat the food!
O S B S 9 B I The top food words people usi with the vert esl are1 meat
7. vegetables
2. bee*
8. seafood
3. popcorn 4. eggs
126
9. cheese 10. cookies
5. fish
11. pizz?
6. stea»
12. bread
Unit
Free talk 12
12 Fabulous food
Preview the task Tell Ss to tu rn 10 th e back of th eir
Do the task Have Ss ask classm ates th e questions, find
S tu d en t’s Buuks an d look at Free Talk 12. Read the in stru c tio n s aloud. Tell Ss to tead th e c h a rt an d to ask about any w ords th ey do not u n d erstan d
classm ates w ith yes answ ers, and w rite th eir nam es in the ch art. Rem ind Ss tu WI ite u n e m u r t p ie c e of inform ation tor each classm ate. Give Ss te n m inutes to com plete th e activity.
Ask Ss to call out th e q u estions they need to ask for each item in the list (e.g., Did you have breakfast this m orning? Do you need to drink coffee every morning? Did y O u huve a delicious dinner lust night?).
W hen Ss finish tell them to work in p airs and com pare th e ir noies about th eir classm ates. Follow-up A few Ss rep o rt som ething interesting about a
classm ate.
To m odel th e activity, ask a p a ii o f Ss to iead tl ie exam ple questio n and an sw er aloud.
yesterday. y o u do v sstcrday? Study' th e p ic tu re fo r one
2 Pair WOfk
m u e , fin d ir v to re m em b e r.
N o w c lo se yo u r boo k, a n d m a k e a ii^t o f th e th in g s yo u die1 yn stm fa v
fe ll y o u r p a rtn e r. H o w m a n y th in g s c a n yo u re m em b e r? T h e n ch a n g e ro le s . L o o k at
Free talk 1QA. a n d c h e ck yo u r p a rtn e r's a lo w e rs . You ' had coflee.
1.
Free talk 12
!
Youi parser Thais right What else7
Do you live to eat or eat to live?
Class activity A sk y o u r cla ssm a te s q u e stio n s ab o ut th e ir e atin g ha b its. W rite th e ir n a m e s ir, th e c h a rt. W rite d o w n a n y in te re s tin g in fo rm a tio n .
Find someone who.
Name
Notes
didn t haw breakfast this morning Paulc A.oes*,'\ like to e e r iu rue vmovvmvis needs to drink collee every morning.________________________________________ had a delicious dinner last night. doesn't eat rice, bread, or pasta. ______ _________________________________ eats a lot ol garhc or hot p e p p e r __________ _______________________ can't eat shellfish. thinks chocolate is good for your health. ________________ mas a picky eater as a chilo is or was a vegetarian would like to eat something right now' A Paula did you have bnaktast this morning'’ B No. I didn't. I don’t like to eat in the morning.
H
free tad WB and Free talk 12
Unit 1?
• Fabulous tood • T-126A
Touchstone checkpoint Units 10-12 Before you begin th e T ouchstone C heckpoint, say tc Ss "As you do th e tasks, circle th e item s you are not su n about. This will help you see things you need to study m ore.”
1
What's tne question7 dp This task iccycles sim ple p ast inform ation questions a n d questions w ith w ould like ■ Set the scene Have Ss read ihe incom plete conversation
quit klv L-ik, “W hat's th e conversation about?” [things people did last night; th in g s thev w ould like to do tonighi) ■ Preview and do the task Read th e instr uctiops a n d
th e exam ple aloud Tell Ss th a t there may be m ore t han one correct question. Have Ss com plete th e conversation. Check answ ers w ith th e class: read th e conversation aloud, pausing at each m issing p art. Call on Ss to read th e ir quesl ions, an d ask if o th e r Ss have ditferen t questions.
Possible answers A So. w l.a1 aid you do last night?
B A B A B A B
Last night? Oh, I went to see
e band.
You did? W h?1 bann9 / Wnat were they called? The Travelers. They're e new banu Yeah? Huw were they?
i
What were they like?
They were great. We were there really late. What time did it / they finish? / What time did you leave? About 2 :0 0 a.m . So anyway, how about you9 / what did you do last night?
A B A
I just wenl home and made dinner. The usual. W ell, let’s go o i* tonight o' s o n e tuirg . Oh, OK. What do you want to do? / What would you like to d o ? . .
■ Practice Tell Ss to p ractice th e conversation in pair;.,
2
taking tu rn s piaving each role, ^ h e n have Ss practice th e conversation again, changing the last th re e tines, Ask a tew pairs to act out th e ir conversation for th e class.
Do you have a balanced diet? I his task recycles food vocabulary, questions w ith How m uch an d How many, and statem en ts and q u estio n s w ith samp and any.
B Preview the task Read th e in stru ctio n s aloud. 1lave fwo Ss read the exam ple aloud. Write How m uch a n d How m any on the board. I lave Ss t 11 you w hicn ategory w ords in P art A are used w ith H ow m uch a n c w hich are used w ith How m a n y (e.g., Hov m uch seafood How m any vegetables).
Preview the task Read th e in stru ctio n s and th e two exam ples in th e c ’-art alt ud. To i heck th a t Ss know the m ean in g of th e categories, ask Ss to call out one word for each (e.g.. vegetables - broccoli, seatood - snrimp).
Do the task Have pairs take tu rn s ask:ng and answ ering questions about each category Have a few pairs present th e ir questions an d answ ers to the class.
Do the task Have Ss com plete th e ch art W hen Ss finish, check answ ers w ith th e class; w rite th e categories on the board, and call on six Ss to each w rite his or her w ords u n d er one category. Have oth er Ss add to th e lists.
3
Ask a question in two ways; answer and ask a similar question. d p This task recycles answ ering a questio n an d th en as king a sim ilar one an d using o r . .. ? It also recycles asking a question in tw o ways an d th e expression I
Possible answers 1 did you go away o r .
?
2. would you like to go away o i .
. 9
3. did you go oul foi dinnei o r . .
9
4. do you go to the gym a lo; o r .
Prevew the task Read th e in s tru c c o n s and th e exam ple aloud. Ask, “W hat other good second questions can you ask? Use or at th e end.” Have Ss call out questions.
9
■ Follow-up Ss take tu rn s asking vou th e questions. After
you answ er, ask th e S a sim ilar question
Do the task H ave Ss w rite a second question ending
w ith o r . . foi each item. Check answ ers with the class, ask a tew Ss for th e ir questions.
B Preview the task Read th e insti uctions aloud. ] lave two Ss read th e exam ple aloud Point oui how B isks a sim ilar question 1incfeuhage ss to ask follow up questions to co n tin u e each conversation Do the task Have pairs take tu rn s asking and answ ering the questions they wrote in Pai t A.
T-127 • Units 10-12 Touchstone checkpoint
Touchstone checkpoint Units 10-12 What’s the question? C om plete th e c o n v e rsa tio n w ith in fo rm a tio n q u estio n s. T hen p rac tic e w ith a p a rtn e r. A
So
wUarf A lA you A c l<?vsf v\ighf?
B
I a st night? Oh, I w e n t to see a b a n d
You d id ? ______________________________? B The Travelers. 1 hey re a new b a n d . A Y eah?______________________________? B They w ere great. We w ere th e re really late. A
A bout 2:00 a.m . So a n y w a y ,_________________ A I ju st w e n t h o m e a n d m a d e d inner. 1 h e usual. b Well, le t’s go o u t to n ig h t o r so m e th in g . B
O h OK B Well, 1 d like to see T he Travelers ag a in
A
2
A
OK. But le t’s leave before m id n ig h t.
B
Sure. T h e n we c a n go see th e m id n ig h t movie!
Do you have a balanced diet?. A
How m a n y w ords do vou k n o w for th e se categ o ries of foodv C om plete th e chart.
meat
seafood
vegetables
fruit
cUicVev\
dairy
snacks
milV
B Pair work Talk a b o u t th e k in d s of food you a te last w eek. Ask a nd a n sw e r q u e stio n s w ith H o w m u ch , H o w m any, som e, or any.
“How much meat did you eat last week?”
“Not much. I ate some chicken. Did you eat any meat?’
3 Ask a question in two ways; answer and ask a simUar question. A
1 hi nk of a yes-n u q u e stio n to add to each q u e stio n below . Tnd th e q u e stio n w ith o r
1. W h at d id you do last sum mer? I m ea n , _ <Ai<A y o u g<? giwaiy ev . .
?
2. W h at w ould you like to do th is sum m er? I m e a n ,_____________________________________ 3. W h at d id you do on y o u r last b irth d ay ? I m e a n ,_____________________________________ 4 How m an y tim es a w eek do you exercise? I m e a n ,____________________________________
B Pair WOrk Ask a n d a n sw e r th e q u e stio n s A fter you answ ei a q u e stio n , ask a sim ilar one. What did you do last summer? I mean did you go away o r . . . 7 B No. I didn’t. I didn’t take any vacation Did you do anything special?
A
127
Touchstone checkpoint Units 10-12
4
WhaVs the right exptessionl C om plete th e conversai ion w ith th e s e expressions. (Use a n y w a y twice.) T hen p rac tic e w ith a p a rtn e r. or Something / o r anything
yuud luck
anyway
Good for you
thank goodness
I know
Congratulations
B rya n H ow w as y o u r w eekend? Did you go aw ay
cr
You did Vou poor thing
king
Julia Ni i, h u t I w ent tu a karau k e club. ? So, how w as it? B ry a n Ju lia C reat I san g in a co n te st and won i iftv dollars. B ry a n _______________! I d id n â&#x20AC;&#x2122;t know you w ere a singer. Julia Well, I p ra c tic e d every day for a m o n th
Bryan __________________I J u lia A nd
I practiced! l e r of m y frien d s
w ere th ere. S o . . did you do a n y th in g special? B ry a n N ot really. I had to s tu d y for a n exam on S atu rd ay a n d Sunday. Ju lia _______________! You n e e d to go out m ore. B ry a n Yeah _______________. . . . _W ell,_______________ , I have
to go. I w a n t to stu d y my notes. Bui a fter i he exam , le tâ&#x20AC;&#x2122;s m e e t for c o ffe e _______________. Ju lia OK. So, w ith y o u r exa m.
5 Show some interest! A
C om plete each s e n te n c e w ith a sim ple pasi verb. Then add tim e ex p ressio n s to five se n te n c es to m ak e th em tru e for you. . on a n ice trip,
1. I.
2. I
som e new clothes,
3. I
so m e o n e fam ous.
4. I.
. a n in te rn a tio n a l ph o n e call.
5. 1
. to a g rea t party. . Ita lia n food. in th e o cean .
6. I 7.
T
8. I
9. I. 10. I I wen*
jg
How sure are you about these areas'" Circle the percentages. - I grammar 20%
40%
60%
80%
100%
80%
100%
vocabulary 20%
40%
60%
E nglish w ith a to u rist,
conversation strategies
som e m oney,
20%
lost in th e city. oh
Self-check
nice fvlp lovsf
vaohEK.
B Pair work Take tu rn s tellin g a p a rtn e r y o u r sen ten ces. R espond w itn \ou d id ? a n d ask q u estio n s.
40%
60%
80%
100%
128
A a
Study plan
What Jo you want to review7 Circle the lessons grammar
conversation strategies
A A A A
10C
A
10A
103
11A 118
12A 12B
vocabulary A I went on a nice trip last month B You did? Where did you go? . . .
a
10A 10B
11C
11A 11R 12A 12B
12C
A
What’s the right expression? cd
This task recycles tw o conversation strategies: using ap p ro p riate responses like Congratulations! and Good luck! a n d th e use of or som ething an d or anything. It also lecycles th e expressions You did?. Anyway, and I know.
■ Set the scene tell b>s to look at th e picture an d th in k of
a questio n to ask about it te.g., w here are the people? lat a karaoke club! W hat's the w om an doing? [She's singing.}). Have Ss ask a p a rtn e r th e ir question.
Answers bryan Julia Bryan Julia Bryan Julia bryan Julia
■ Preview the task Read th e in stru ctio n s an d the exam ple
aloud. Point out th at Ss need iu use each expression at least o n ce an d 1hey will u se a nyw ay tw ice. ■ Do the task Have Ss com plete rhe conversation Tell Ss to check an sw ers in pairs: SI reads B ryan’s lines, and S2 reads Julia’s lines. T hen check an sw ers w ith th e class.
How was your weekend? Did you co away or anything? ho, out I went to
e karaoke ciub?
You did? So how w as it? Great! I sang iu a contesl and w or fifty do"ars. Congratulations! I didn't knuw you were a smger. Well, I practiced every day for a month. Good for y c u ! And thank goodness I practiced' Ten friends of mine were there So, anyway, dia you do anything special?
Bryan Not really I had to study for an exam on Saturday and Sunday.
Julia You poor thing’ You need tc go out mote Bryan Yean, ijy rq y . Well, anyw ay. I have to go I want to study my notes Bui after the exam let's meet for coffee or so mething.
Julia OK. So, good luck with y c jr exam.
■ Practice Tell Ss to practice the conversation in pairs,
taking tu rn s playing each role.
Show some interest! CD This task recycles sim ple past tense verbs, tim e expressions, a n a responses w ith You did? A ■ Preview tne task Read th e in stru c tio n s aloud. W rite the first sentence on th e board: / on a nice trip. Ask Ss
to call out a sim ple p ast verb to com plete it. [went] ■ Do the task Have Ss com plete th e se n te n re s with a
sim ple p ast verb. Tell Ss th a t th ere m ay be m ore th an one correct answ er for som e sentences. ■ Check answ ers w ith th e class- call on Ss to read th eir statem ents an d ask if o th e r Ss have differeni answ ers
Possible answers
■ Call on a S tc read th e first sentence again. Ask. “W hen did you go on a nice trip ?’ Ask th e S to anstvei with tru e inform ation. Write the sentence w ith th e tim e expression on th e board (e.g., J w ent on a nice trip last year.). ■ Have Ss choose five sentences a n d add tim e expressions to the sentences tc m ake tru e statem en ts aboui them selves.
Extra activity - pairs Ss each w iite ten incom plete sentences like th e ones in th e S tu d en t’s Book, Encouiage them to look b ark over th e u n its for expressions to use. Ss exchange papers w ith a p artn er and do th e tas^.
1. I went on a nice tr.p 2
1 bought / wore some new clothes.
3. 1 met / saw someone fam ous. 4. 1 made an international phone call. 5. 1 went to a great party. 6. 1 made / ate / cooked Ital an tood. 7. 1 swam / went snorkeling / got a sunburn in the ocean. B 1 spoke English with a tourist. 9. 1 spent / won some money 10. 1 got lost in the city.
B ■ Preview the task Read th e in stru ctio n s aloud. Mode) the
task by reading th e firsl line of th e exam ple. Call on a S to read the second line, and th e n lespond, continuing th e conversation w ith the S ■ Do the task Have pairs take tu rn s reading th e five
sentences they w rote in P art A. Tell Ss tc respond with You did? and ask questions to continue the conversation.
Self-check, Study plan ■ Present Self Check Read th e in stru c tio n s aloud. TeU Ss
to look at th e item s th a t they circled as they did th e tasks becau se they were not su re of th e answ ers. Tell Ss to use th e inform ation to com plete th e Self-Check C hart. ■ Present Study Plan Read th e in stru c tio n s aloud. Tell Ss
to look hack at th e lessons in U nits 10-12 and com plete th e Study Plan. T hen have Ss tell a p a rtn e r w hat they
plan to review. Have Ss set a date by v. hicr they will have review ed th e item s ir. th e ir ch arts Tell Ss they m ust report back to th e ir nartnei s b \ th a t date. ■ Have Ss han d in a piece of p ap er w ith th e ir n am e an d a schedule show ing w hat they p la n to review an d w hen. Review or reteach th e se language item s in a fu tu re class
Units 10 12 Touchstone checkpoint
• T-128
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SELF-STUDY IIDIDCD ~ CD-ROM
Self-study listening Unit 1 A
Track 1 Listen to the conversation on page 8. Alicia starts a conversation with Adam in the
B
Track 2 Listen to the rest of their conversation. Make these sentences true for Alicia
HI
and Adam. Circle the correct words.
Alicia: Adam: 1. “My name is Alicia, or Ally / Alice. 4. “My favorite name is Alicia / Katherine ” 2 “My last name is Jones / Smith" 5. “I’m on vacation / not on vacation.” 3. ‘ My middle name is Katherine / Alicia. ’ 6. “i ’m a music / an English student.”
Unit 2 A
Track 3 Listen to the conversation on page 18. Ming-wei and Sonia are in English class.
B
Track 4 Listen to the rest of the conversation. Who asks these questions? Check ( / ) the name.
1. 2. 3. 4. 5. 6.
1 Ming-wei 11 Sonia 11 The teacher 1 “Can I borrow your dictionary, please? ” □ u i — i “Where's my bag?” i_i '‘What’s the answer, please?" □ □ “Can you repeat the question, please?’ □ “How do you spell calendar?" □ “Where’s my dictionary?”
Unit 3 A Track 5 Listen to the conversation on page 28. Mark and Eve talk about Eve’s friend Natasha. B 1. 2. 3. 4. 5. 6.
Track 6 Listen to the rest of their conversation. Complete the sentences with
is or isn’t. K g
Mark says Natasha’s painting___________interesting. Natasha__________ very outgoing. Eve___________22 years old. Eve’s best friend. Natasha . in a band with Natasha’s boyfriend. Eve s brother pleased about Natasha’s boyfriend. Mark_______
Unit 4 A
Track 7 Listen to the conversation on page 38. lin a starts a conversation with Ray in a coffee shop.
B
Track 8 Listen to the rest of their conversation. Check ( / ) ti ue or false for each sentence.
1. 2 3. 4. 5. 6.
Tina really likes Laguna Beach. Tina's house is near the beach. Tina goes to the beach on Saturdays. Ray plays on a softball team. Tina plays softball at a park near the coffee shop. Ten guys play on Tina's softball team.
True I False □ □ □ □ □ □ □ □ □
\ r ^stiidy listening • T -1 2 9
Unit 5 A Track 9
Listen to the conversation on page 48. Adam and Lori are talking after class.
Track 10
B
Listen to the rest of their conversation. Choose the right answer. Circle a or b.
1. What does Lori say about Fabio’s ? a. It’s always very busy b. The food is really bad.
3. Why is Adam so busy? a. Fie goes out with his fiiends a lot. b. Fie has a job and goes to school.
2. When is Adam usually free? a. On Mondays and Thursdays. b. On Tuesdays and Wednesdays.
4. Why does Adam say “Oh no!" to Lori? a. Fie doesn’t go out on Thursdays. b. He doesn't want dinner at Fabio’s,
Unit 6 A
Track 11
B
Track 12 Listen to the rest of their conversation. Circle the correct words.
1. 2. 3. 4. 5. 6. 1.
Listen to the conversation on page 58. Jessica and Ben are hungry.
There are some restaurants at the mall near the park. Ben has / doesn’t have a lot of money today Ben doesn 't want French food / fast food today. Ben’s / Jessica’s neighborhood is thirty minutes away. The French restaurant is fifteen f fifty minutes away. Jessica wants a snack before / after lunch. Jessica usually eats lunch at noon / 2:30.
Unit 7 Track 13
B
Track 14
Listen to the conversation on page 70. Kate. Ray, and Tina are at a barbecue.
Listen to the rest of the conversation. Check ( /) true or false for each sentence.
7 2. 3. 4. 5.
Ray hates the beach. Ray is a good swimmer Ray is giving Tina swimming lessons. Ray practices swimming every day. People from the softball team are at the barbecue.
□ □
I □
D □ □
□ □
Unit 8 A
Track 15
Listen to the conversation on page 80. Saiah s talking to a clerk.
B
Track 16
Listen to the rest of the conversation. Circle the correct words.
1. 2 3. 4. 5 6.
Sarah wants to pay for the bracelet with cash / a credit card. The necklaces cost $70 / $17. The clerk says the necklaces / earrings are beautiful on Sarah. Sarah thinks the earrings are cheap / are expensive. Sarah needs / doesn't need new earrings. Sarah uses / doesn’t use her credit card to pay for the jewelry.
T-130 • Self-study listening
- LL*LLf L'[' L'L.'L!LJLk! L!L*L!LT I*
A
Self-study listening
Unit 9 A
Track 17 Listen to the conversation on page 90. Yuki and Adam are ordering food at a coffee shop.
B
Track 18 Listen to the rest of the conversation. Choose the right answer. Circle a
3. Why does Yuki call the server? 1. What’s a smoothie? a. It’s a kind of drink. a. She wants a smoothie. b. She wants some sprinkles. b. It’s a kind of ice cream. 4. What’s the problem with the order? 2. What are smoothies like? a. Yuki doesn’t understand the server. a. They’re like coffee with milk. b. They’re like a milk shake with fruit. b. The server doesn’t understand Yuki.
Unit 10 A
Track 19 Listen to the conversation on page 102. Eve is telling Mark about her busy
B
Track 20 Listen to the rest of their conversation. Complete the sentences. Choose a
Mark wrote his last history paper . 1 Mark tells Eve that a. with his new computer a. he didn’t have a very busy week b. with Eve’s laptop b. he did a lot this week 4. This week Mark _ on his 2. Eve is happy about Mark’s new new computer. computer because . a. watched DVDs a. she needs to borrow it b. Mark doesn’t need to borrow her laptop now b. wrote a paper
Unit 11 A
Track 21 Listen to the conversation on page 112. Jessica and Ben are talking
their weekend.
B
1. 2. 3. 4. 5.
Track 22 Listen to the rest of their conversation. Answer the questions.
Why did Ben have a p a rty? ___________________________________________ Why didn't Jessica go to his p a rty? _______________ Why didn t Jessica get Ben’s e-m ail? _____________ What happened on Jessica's bike trip ? ___________ What does Jessica want to do for Ben’s birthday?
Unit 12 A
Track 23 Listen to the conversation on page 122 Emily and Matt are talking about lunch
B
Track 24 Now listen to Emily and Matt's conversation in the restaurant. They’re
ordering lunch. Complete the sentences. Choose
1. Matt thinks that the restaurant_________ a. has really good food b has really good service 2 Gazpacho is a Spanish soup w ith _____ a. fish, potatoes, and rice b. tomatoes, cucumbers, and peppers 3. Emily orders . a a sandwich and coffee b. soup and a sandwich
a or b. 4. Matt wants to start w ith . a. cheesecake b. gazpacho 5. Emily is surprised because . a. Matt said he didn’t want a big meal b. Matt said he didn't want soup 6. Matt changes his order because ______ a. he doesn’t have much money b. he's not very hungry Self-study listening • T-131
SELF-STUDY AUDIOCD CD-ROM
Self-study listening scripts and answer keys Unit 4 Unit 1 Adam Alicia Adam Alicia Adam Alicia
Adam Alicia Adam Alicia Adam Alicia Adam Alicia
Ray Tina Ray Tina Ray Tina
Your nam e is Alicia? Yeah, Alicia or Ally. Ally? Yeah. Ally Jones. Alicia's a nice name. Thank you. Actually, it’s my middle name. My first nam e is Katherine. Really? How do you spell it? With a Kor a C? With a K. It’s K-A-T-H-E-R-I-N E. Huh. My friend’s nam e is Katherine. It’s my favorite name. So, you’re on v acation.. Yeah. How about you? Uh, I’m a student here, a music student. Oh, right! Sorry. Well, nice meeting you. Yeah. So, enjoy the c<»ncert. Thanks! You too. Bye.
Unit 2 Ming-wei Sonia . . . S o n ia.. . . Excuse me. Sonia! Can 1 borrow your dicl ionary, please? Sonia Sure. It’s, um Oh. Where is it? Ming-wei I thi nk it’s there - in your bag. Sonm Oh, thanks Uh. where’s my bag? Ming-wei On the floor. Look - under your chair. Sonia Oh! OK.. . . Here. Ming-wei Thanks. Sonia Sure. Ms. Larsen Sonia? Sonia? Sonia U h -o h .. Yes? Ms. Larsen W hat’s the answer, please? Sonia I’m sorry. Can you, uh, repeat the question, please? Ms. Larsen Sure How do you spell calendar? Sonia Oh! It’s, um . . . C-A-L. u m Sorry. I don’t know .. . . Excuse me Ming-wei, where s my dictionary?
Unit 3
E”e What is it? It’s a . . . I think it’s a . . . hmm I don’t know. But I th ink it’s amazing. Mark Yeah, it’s, uh, yeah It’s really interesting. So. w hat’s Natasha like? Eve She's really nice- but she’s shy. Mark Really? She's, uh really good-looking. How old is she? Eve Well, we re the same age. So she’s 22. Mark Oh. So is she your best friend? Eve U m . . . no. We’re friends because her boyfriend and my brother are in the same band. Mark H e r. . . boyfi ienil. Huh. Eve Yeah Her boyfriend’s the singer. He’s really good. And their new CD is out now. It's great! Mark Really? T hat’s, um . . . nice, leally nice.
Ray Tina Raj Tina Ray 7 ma Rgv Tina,
Unit 5
Lon You work at Fabio’s? Oh! We.l, I mean, the service isn’t 'eally bad It’s just always, um, very busy. Adam T hat’s OK. We are really busy. Lori Is it a part tim e job? I mean, how ofter. do you work there? Adam Well, I work every night on the weekends. And sometimes on Tuesdays and Wednesdays Lori Huh. So you don’t have a lot of free time. Adam No, I don't. I usuallv just study, go to classes, go to wo k Lori So what do you do for fun? Do you go out with friends? Adam Yeah. Sometimes, but not very often. Lori Oh, th a t’s noi g o o d .. . . Listen, come and have dinner with me and mv friend tonight. I mean, it’s Thursday night, so you’re free - right? Adam Yeah, I am Lori Good. I know a great restaurant. It has really good food and the service is, uh . . . Adam Terrible? You mean Fabio's* Oh, nc!
Unit 6 Jessica Well, there are some restaurants at the mall near here. Ben Are they cheap? Uh, I d an’t have a lot of money with me, so . . . Jessica You know, thev’re, like, fast-food places. Ben Hmm. I don’t really warn fast food today. Uh, what about my neighborhood? There are some cheap restaurants there. Jessica But, uh, your neighborhood is 30 m inutes from here by bus. And I’m really hungry. It’s 2:30, vou know. B^n Right. So. how about u rn .. Oh, I know! T heR ’s a little French restaurant near here. It’s good and it’s not expensive. Jessit a OK. So lei s go there. Is it far? Bev It's about 15 mi nutes from here. Jessica Fifteen minutes. Well, OK. But let s get a snack first. Look. There’s a superm arket right over there. Ben OK Boy, you are hungr)! Jessica Wei), I usually have lunch at noon
Answer key Unit 1 1 Ally 2 Jo n es 3 Alicia 4. Katherine 5. not on vacation 6. a m usic
Unit 2 L M in g - w e i 2 Sonia 3. The teacher 4 Sonia b. The teacher 6.
Sonia
Unit 3 1. is 2. isn ’t 3. is 4. isn ’t b. is 6. isn ’t
T-132 • Self-study listening scripts and answer keys
So, how do you like Laguna Beach? Oh, it’s great. I live right near the beach. N ice!. . . By the way, my nam e is Ray. I’m Tina. Nice to meet you. Yeah. So. do you go to the beach a lot? Yeah, on the weekends, Well I go every Sunday. I play softball on Saturdays. I’m on a team. Really? I play softball, too. Oh. Do you play on a team? Well, not right now. So, come and join our team. We play at a park near here Uh, do guys play on your team? Sure they do. We have, u i, ten women and five guvs. Hmm. Interesting. Well, we have practice every Saturday morning. Just come on Saturday, and see how you like it
Unit 4 Unit 5 Unit 6
1 True 2 True 3. Fa’se 4. la ls e b. lru e
6. fa lse
1a 2 a 3. b 4. b 1at the mall 2 doesn’t have 3 fast food 4 Ben s 5.
fifteen 6 before 7. noon
Unit 7 Kate Ray Kate Tina Kate Tina Ray Tina Ray Tina Ray Tina Ray Tina Ray
Unit 8
So, Ray, uh, do you scuba dive? No, I don't I love the beach, but, uh, I don t swim. H u h .. . . Oh here’s Tina. Hi. Sorry about the phone ca 11. So. what are you guys talking about? Ray’s telling me that he doesn’t swim. Oh, yeah, I know ... . But he’s taking lessons! Yeah. Tina’s my teacher! Ray’s not a bad student but he hardly ever practices. Hey! We have a lesson every week! Oh, look' Some guys from the softball team are here Really? Where? Look over there Oh, yeah Hi. you guys! Watch out! The pool. Oh. n o !. . . Ray, are you OK? Oh, I’m just fine. But th at’s enough swimming for this week.
Clerk OK This is a beautiful bracelet. Are you paying cash or with a credit card? Sarah Um let me see. Um, cash Clerk OK Uh what about you? Do you need anything? We have some new necklaces. They’re only $70 Sarah Oh, they’re really nice but $70 is a lot of money Clerk Well, what about these earrings? Oh, look - they ’re beautiful on you. Sarah Hmm. They really are How much are they? Clerk Uh, they're $99.99 . . . No, wait. They're on sale 50% off. Uh, they’re $49 99 Sarah The earrings are on sale? 50% off? Clerk Uh-huh. Sarah $49 isn't bad. And I need some new earrings. Clerk They are very nice. Sarah Um. well. OK. I guess I’ll take them. Clerk OK. So, that 's $105.94. You're paying cash, right? Sarah It’s $105 94? Um well actually, I think 111 use a (red it card
Unit 9
Yuki Adam Yuki Adam Yuki Adam Yuki Adam Yuki Adam Yuki Adam Yuki Server Yuki Server Yuki
What are they called again? Sprinkles. They’re good on ice cream or on a smoothie On a what? A smooth -? A smoothie A smoothie? W hat’s that? Is it a kind of drink? Yes, it is. So. what’s it like? Coffee or an ice-cream soda o r... ? It’s, um. kind of like a milkshake, but with fruit. It sounds good. Yeah, and smoothies are good for you, too Do they have sm oothies here? Uh let me see Um . . . yeah, they do. Good Uh, excuse me? Yes. W hat can I do for you? Can I cha nge my ordei? I want to try a smoothie. Sure Bluebeiry? Banana? Orange? Raspberry? Uh, blue . . . ? I’m sorry, can you repeat all that, please?
Eve Thanks Yeah I really want to work there. So, how about you? Did you have a busy week? Mark Um Well. no. I mean. I didn t do a lot. But I bought a computer Eve You did? Thank goodness! Now you don’t, uh, need to borrow my laptop. You had it for two weeks last time. Mark Yeah, sorry about that . I wrote my history paper on it. Thanks again, by the way. Eve Sure. No problem. So how do you like your computer? Mark Oh. it s really cool I use it every day. Eve Really? Are you using it for class? I mean, you’re working on a paper now, righl? Mark Uh, yeah I am But I don’t use it tor class. Eve So, what do you use it for? Mark Um, actually, I just watched DVDs on it all week
Unit 11_______________________
Jessica Ben Jessica Ben Jessica
Ben Jessica Ben Jessica Ben Jessica Ben Jessica
Unit 12 Matt Emily Matt Emily Matt Enuly
Matt Server Emily Matt
Emily M att
Server M att Answer key Unit 7 1 False 2. False 3. False 4. False 5 True Unit 8 1 cash 2. $70 3 earrings 4 are cheap 5.
Unit 9 1 a
needs 6 u ses 2. b 3. a 4. a
Wait, Ben. Did you say you had a party Saturday? Yeah. You didn’t know about it? It was my birthday. No, I didn t. Yeah, I invited you. I sent you an e-mail last week Are you sure? I d id n ’t get i t .. . . Oh, you know what? I didn't tell you I have a new e-mail address. Oh. I’m sorry. Oh. that s OK But I was. uh. kind of upset that you weren’t there. Really? I’m upset, too. And that bike trip was just awful. We got lo s t. . . for four hours! Oh, th a t’s terrible Listen, let’s go out for lunch together this week. I want to do something for your birthday. Oh, you don’t have to do anything. I know, but I want to. OK. That's really nice of you Really.. . . So, anyway, I have to go now I have a meeting at 9:30. OK, see you later And, uh, happy bvrthday!
Hey, this is a great menu Yeah, I know. Sc, do you want soup or . . . ? I don’t know There a^e a lot of interesting fish d?shes. Well, they have some of that Spanish soup - gazpacho. W hat’s it called? Gazpacho? Yeah. It ’s a kind of cold soup with tomatoes, cucumbers, and peppers. It comes with bread Hmm. Well it’s not hot, but it sounds good. So, can I take your order? What would you like? I’ll have a chicken sandwich and some coffee. And I d like to start with some gazpacho.. . . And then I want that fish w th rice some potato salad, uh. iced te a .. . . A nd some cheesecake. Heyr you said you didn’t want a big meal I did-but everything looks so good. Wait, where’s my wallet?. Oh, no. f left my wallet at the office! I only have five dollars in my pocket' . Excuse me. sir. Yes Would you like something else? Can I change my o: der? I d just like some of that soup - gazpacho - with. uh. a lot of bread and butter.
Unit 10 1 a 2. b 3. b 4. a Unit 11 1 It w as his birthday. 2 She didn’t get Ben’s e-m ail. 3. She has a new e-mail address
4. She got lost for four hours.
5. She w ants to go out for lunch with Ben.
Unit 12 1 a 2. b 3 a 4 b 5 a 6. a
Self-study listening scripts and answer keys • T -1 3 3
Homework ideas Unit 1 Lesson A
Lesson C
Ss w rite a ‘ hello conversation, like M att an d Sarah's conversation on p. 2. In th e next class, Ss form pairs and take tu rn s reading th eir conversations aloud.
1, Ss copy th e club app.ication in Exercise 4, Part B, and fill it out for them selves. In th e next class, Ss form groups an d read each o th e r’s com pleted applications
Lesson B L. Ss w rite th re e tru e sentences about them selves. Ss can use th e g ram m ar c h a rt or an y th in g else in th e ’esson for ideas (e.g.. I ’m Kelly. My m iddle nam e is Jane. I ’m not m arried .). In th e next class, Ss form p airs an d take tu rn s reading th eir sentences aloud. 2. Ss p ractice spelling th e ir nam es in English quickly. In th e next class. Ss form groups an d take tu rn s spelling th eir nam es aloud. Group m em bers listen carefully an d w rite dow n each n am e as it is spelled.
2. Ss find a n app] ication on th e Internet; such as ones for subscriptions to online new spapers or new sletters. They prin t out th e application and fill it in. Ss can m ake up inform ation if they w ant to keep their personal inform ation private. In th e next class, Ss form pairs a n d read each o th e r’s com pleted applications. Lesson D Ss w rite a conversation like th e one in Exercise 1, P art A, w here they m eet som eone for th e first tim e. Ss should include at least one How about you ? question. In th e next class, Ss form pairs and practice th eir conversations.
Unit 2 Lesson A
Lesson C
Ss w rite at least five q uestions about any of th e p ictures on p. 12 or p. 13 (e.g., Are Connie a n d Dan a t work?). In the next class, Ss form p airs and take tu rn s asking and answ ering th eir questions.
Ss m ake a “c h a rt” sim ilar to th e one in Exercise 1, Part B. for th ings in th eir b edroom s at hom e. Ss w rite six prepositional phrases for locations of item s (e.g., under m y bed, on m y desk, on ihe floor, on the w alls), Ss th en w rite th re e item s th a t are in th eir b edroom s u n d er each ph rase In th e next class, Ss form groups and com pare th eir charts.
Lesson B Ss find tw o m ore item s (or pictures of item s) th a t a stu d en t m ight b ring to class. They can use a dictionary to find th e nam es of th e item s in English. In th e next class, Ss play a gam e, Ss take tu rn s holding up th eir item s or pictu res an d asking, W hat's this? ox W hat are these? The first S to call out th e correct n am e gets a p oint. The S w ith th e m ost p oin ts at th e end is th e w inner.
T-134 • Homework ideas
Lesson D Ss w rite th ree instru ctio n s to give to an o th e r S. Ss can give in stru ctio n s th a t use the S tu d en t’s Books (e.g., (1) Turn to page 5, a n d look a t the conversation in Exercise P. Part A. (2) Find Jenny s last name. (3) Write it.). In th e next class. Ss form p airs an d take tu rn s giving th e ir in stru ctio n s to th e ir p artners,
Unit 3 Lesson A
Lesson C
Ss find pictures in m agazines of five celebrities and w rite tw o sentences about each one (e.g.. I'm a Bono fan. His voice is am azing!). In th e next class, Ss form groups and take tu rn s show ing th eir p ictures and reading their sentences aloud. Group m em bers agree or disagree.
Ss find photos of several of th eir fam ily m em bers and w rite tw o to th ree pieces o f ;nform ation about each person (e.g., This is m y grandpa He's 71 He's friendly.). In the next class, Ss form pairs and take tu rn s introducing th eir fam ily m em bers to th eir partner.
Lesson B
Lesson D
Ss choose six w ords from th e lesson to d escribe people they know or celebrities, an d use each one in a tru e sentence (e.g., Tom Cruise He's sm art a n d interesting.). In th e next class. Ss form groups and take tu rn s reading th e ir sentences aloud For celebrities, group m em bers agree or disagree
Ss w rite as m any sentences as th ey can about tw o of th eir friends. In th e next class Ss form groups, exchange papers, and read about one a n o th e r’s friends. Group m em bers report on th e people they heard about th at they w ould like to m eet
Unit 4 Lesson A
Lesson C
Ss w rite six sentences about typical m ornings in th eir hom es. Ss say w hat they or th e ir fam ily m em bers do and do not do. In th e next class, a few Ss tell th e class about th e ir fam ily m em bers m ornings
Ss w rite four questions th a t they th in k are good to ask w hen th ey m eet som eone for th e first tim e. Ss th en answ er those questions w ith th eir own inform ation, startin g th e ir answ ers w ith Yeah, Nc, or Well. In th e next class, each S asks tw o o ther Ss th e questions to see if any of th e ir answ ers are th e sam e. W hen Ss answer, rem ind them to answ er m ore th a n just yes and no and to use Well if they need tim e or th e answ er is not a sim ple yes or no
Lesson B Ss w rite th re e questions for a quesl ion n aire on weekly routines. Ss c an n o t repeat any of th e questions or inform ation asked for in Exercise 2. In th e next class, Ss form pairs, look at b oth sets of questions, and choose four of the questions for a questio n n aire. Each pair then joins an o th e r pair. Pairs th en take tu rn s asking and answ ering th e questions. E ncourage Ss to give m ore inform ation th a n sim ple yes and no answ ers.
Lesson D Ss find a p a rtn e r and w rite dow n each o th e r’s e-m ail addresses. Before th e next class, SI sends S2 an e-m ail m essage about daily routines or interests. S2 responds to th e m essage. If Ss do not have access to a com puter, th en they each w rite a paper “e m ail' m essage to th e ir partn ers, exchange m essages ir. th e next class, and w rite a reply.
Homework ideas
• T-135
Uiht 5 Lesson A
Lesson C
Ss w rite six q uestions to ask a classm ate about his or her free-tim e activities (e.g., How often do you eat out ?). In th e next class, Ss form p airs an d take tu rn s asking and answ ering th eir q uestions, m aking su re to reduce do you
Ss w rite th eir ow n conversations, using th e conversation strategies in Exercises 1 and 2: asking questions in two ways a nd using I m ean Ss can use th e conversation on p. 48 as a m odel or use an y th in g else in Lesson C to help them . In th e next class, Ss form pairs and practice th eir conversations.
Lesson B 1. Ss w rite five sentences about th e ir TV-watching habits. Ss can look at p. 47, Exercise 4, for help. Ss th e n use th o se sentences to w rite a short p arag rap h ab o ut their TV-viewing habits. In th e next class, Ss form groups an d take tu rn s p resen tin g th eir paragraphs. 2. Ss m ake a list of th e ir five favorite TV shows, th e types of show s th ese are, an d how often they w atch them . In th e next class, Ss form groups and take tu rn s sharing th eir lists. *
Lesson D 1. Ss w rite five sentences w ith frequency adverbs about
th eir use of com puters and th e In tern et f.e.g., I never shop online. I som etim es pay bills online. I watch DVDs once or twice a m onth.). In th e next class, Ss form pairs and take tu rn s reading th eir sentences aloud. 2 . Ss w rite a follow-up to th e e-pal m essage in Exercise 3,
P art A and give additional ir form ation about them selves, such as th eir routines, th eir family, or th eir favorite TV show s and actors. In th e next class, Ss form p airs and take tu rn s sharing th eir m essages. P artn ers ask for m ore inform ation,
Unit 6 Lesson A
Lesson C
1. Ss rew rite th e sentences in Exercise 2 , Part A mak ing th em tru e for th eir neighborhoods. In the next class, Ss form groups and take tu rn s read in g th eir sentences aloud.
Ss w rite th re e positive and th re e negative statem ents about th e neighborhood around th e ir school (e.g., I like this neighborhood. There are no good restaurants around here. 1. in th e next class. Ss w alk aro u n d th e class and try to find one classm ate w ho agrees and one classm ate who disagrees w ith each statem ent.
2. Ss w rite six sentences about w hat is in a neighborhood th ey like, or in an o th e r tow n or city they know. In the next class, Ss form groups a n d take tu rn s read ing their sentences aloud.
Lesson B Ss w rite five m ore questio n s like th e ones in Exercise 4, P art A. In th e next class, Ss form p airs and take 1urns asking an d answ ering th e ir questions.
T-136 â&#x20AC;˘ Homework ideas
Lesson D W rite on th e board: W hat's the heading fo r the ad? W hat does it advertise? W hy do vou like it? Ss copy th e questions on a piece of p a p e r At hom e Ss find an interesting classified ad and use it to answ er th e th ree questions. In th e nexi class. Ss form groups and take tu rn s show ing th eir ads and asking and answ ering th e q uestions about them .
Unit 7 Lesson A
Lesson C
1. W rite on th e b o a rd : a day out skiing, a day a t the beach, a day a t the library, a d ay a t work. Ss choose one of th ese situations an d p rep are a phone m essage about it to leave for a friend. In th e m essage, Ss say w here they are w hat th e place an d w eather is like, w hat they are doing, an d any o th er in form ation they w ould like to add. In the next class, Ss form pairs a n d take tu rn s read in g th e ir m essages aloud.
W rite on th e board: 1 school a n d classes; 2. favorite celebrities; 3. fa m ily members; 4. daily routines; 5. free-tim e activities; 6. neighborhoods; 7. sports and exercise. Ss copy th e topics on a piece of paper. At home, Ss w rite a piece of personal inform ation related to each topic. In th e next class, Ss form pairs an d take tu rn s reading th e ir inform ation aloud. P artn ers respond w ith a T h a t's. . . expression.
2. Ss find w eather inform ation about a foreign city or co u n try in a new spaper, on th e Internet, or in a guidebook, an d w rite th ree or four tru e an d false statem en ts about th at c o u n try ’s w eather (e.g., It's hot a n d h u m id in Rom e in the summer. Canada has a rainy season.). In th e next class, a few Ss n am e th eir city or co u n try a nd read th e ir statem en ts aloud. O ther Ss raise th e ir h an d s if they th in k th e statem enls are true. In large cla sses, th is task can be done in groups. t
Lesson D Write on th e board; W hat do you think about w alking? Ss copy th e question on a piece of paper. At hom e. Ss w rite a short p arag rap h in answ er to the question. In th e next class. Ss form groups^ read each o th e r’s answ ers an d see if they share any of th e sam e opinions
Lesson B W rite th e foi lowing question on th e board: How are you staying healthy these davs' Ss copy it on a piece of paper. At hom e, Ss w rite th re e or four sentences in answ er to th e question, w riting about any sports or exercise they are doing. In th e next class, Ss form pairs, ask th e question, a n d th e n ask o th er q uestions about the answ ers (e.g.. So, you re walking a lot this m onth. Are you w alking every day?).
Unit 8 Lesson A
Lesson C
1. Ss w rite an answ er to each question in Exercise 3. P art B. In th e next class. Ss form pairs, read each o th e r’s answ ers, a n d th e n ask follow-up questions. 2. Ss choose th eir ow n topic an d w rite a like to, w ant to, need to, an d have to question about th a t topic. Ss can use U nits 4 to 7 for ideas. In th e next class, Ss form pairs an d take tu rn s asking an d answ ering their questions.
Ss w rite four sentences or q uestions to tell or ask a p a rtn e r on the topic of shopping (e.g., I usually d o n ’t carry a lot o f m oney in m y wallet How do you usually pay fo r things you buy?]. In th e next class, Ss form pairs an d take tu rn s startin g cor.xersations w ith each of their questions or sentences. P artners respond an d react using "conversation sounds' and, if necessary, expressions for taking tim e to think.
Lesson B
Lesson D
1. Ss w rite four sentences ab o u t clothes a n d c o lo r s th a t are currently popular. In th e next class, Ss form groups a n d share th e ir opinions.
Ss choose th re e questions from Exercise 3 and w rite their answ ers, giving reasons using because In th e next class, Ss form pairs and take tu rn s reading th e questions and th eir answ ers aloud.
2. Ss look for ads or Web sites selling clothes th a t have p n ees in dollars. Ss find four clothing item s th at they have stu d ied in th eir Student's Books an d note the item s an d th e prices. In th e next class, Ss foim groups a n d take tu rn s sharing th eir clothing item s an d the prices Group m em bers say if thev th in k th e clothes are cheap, expensive, or reasonably pi iced.
Homework ideas
• T-137
Lesson A
Lesson C
1. Ss w rite five q uestions for a travel article about their city, tow n, or area and th e n w rite th e answ ers (e.g., Where can you eat good ice cream? Where can you get really good cheap food? W hat can you do a t night?). In th e next class, Ss form groups an d take tu rn s reading th eir q uestions an d answ ers aloud. Group m em bers agree or disagree.
Ss review th e four questions in Exercise 2, and w rite four m ore questions to ask about their country. In the next class. Ss form groups and take tu rn s asking their questions. Each group decides on the best answ er for each question.
2. Ss w rite six sentences about th in g s people can and ca n n o t do in a p a rtic u la r place (e.g., In a m ovie theater: You can’t talk loudly during the movie. You can eat a n d drink. You can't get in w ithout a ticket.). In th e next class Ss form pairs an d take tu rn s reading their sentences aloud. P artn ers agree or disagree.
Lesson B 1. Ss m ake a list of five co u n tries an d find th e n am es of th eir capital cities. In th e next class, Ss form groups and take tu rn s ‘q u iz z in g ' one an o th e r ab o u t them (e.g., SI: Australia. 32: Sydney. SI: No. S3: Canberra. SI: Yes.). 2. Ss choose a co u n try th ey are interested in and research five facts ab o u t it for exam ple, its capital city, its seasons an d w eather, its currency, its nal ional foods, its typical products. Ss p rep are a short o n e-m in u te p resen tatio n about th e country, using th o se facts. In th e next class, Ss form groups and take tu rn s giving th eir p resentations.
Lesson D 1. Ss fi nd an interesting Web page about travel or a travel destination. Ss w rite a short report using the inform ation on th a t Web page. In th e next class, Ss form groups and take tu rn s reading their reports aloud. 2 . W rite th e following questions on th e board:
1. Do you w ant to win a trip to Hawaii? W hy or why not? 2 Do you have an unusual photo o f a popular tourist attraction? Write about it, and bring it to class if you can. 3. W hat's the current exchange rate o f your local currency with the U.S dollar? 4. Choose two cities in the world. W hat's the weather like right now there? 5. W hat's your ideal vacation? Ask fo r a travel tip fo r that vacation. Ss copy them on a piece of paper At hom e, Ss w iite answ ers to th e questions. In the next class. Ss form groups and take tu rn s readm g th eir answ ers.
Unit 10 Lesson A
Lesson C
1. Ss w rite five thin g s they did not do th e previous day. In th e next class, Ss form pairs, take tu rn s reading their sentences aloud, an d note a ny activities neith er of th em did.
Ss choose five past life events or situations e.g.. birthdays, graduation getting a driver's license) and w rite a sentence about each one. In th e next class. Ss form groups and take tu rn s reading their sentences aloud Group m em bers respond w ith You aid? and ask a n o th er question (e.g., SI: I took m y driver's test last week. S2‘ You did? Did you pas>? SL Yes, I did ). If tim e perm its. Ss can aiso practice responding w ith t hat 's expressions e.g. S2: That s great.).
2. Ss w rite five sentences about thin g s th a t th eir family m em bers did th e previous day. or five things th at they did in th eir last class. In th e next class. Ss form pairs an d take tu rn s reading th eir sentences aloud.
Lesson B Ss use th e bold ed veibs u nder each of th e p ictu res in Exercise 1, Part A. and w rite at least th re e tru e sentences for each one (e.g., I h a d a test last month. I h a d a party fo u r m onths ago. I h a d a big breakfast this morning.). In the next class. Ss form groups, take tu rn s reading their sentences aloud, and note who h ad sim ilar sentences to theirs.
T-138 • Homework ideas
Lesson D Ss w rite a jo u rn al in Eng! ish for one week, w riting at least six sentences for each day. In th e next class, Ss form pairs and take tu rn s reading at least th re e or th eir journal entries. W hen pairs finish, ask questions such as D id you enjoy writing the journal? Why? Why not? W hat topics d id you write about? Did i ou learn anything fro m the experience?
Unit 11 Lesson A Ss w rite a sh o rt p arag rap h ab o u t one of th e ir strongest m em ories. In th e next class, Ss take tu rn s reading th eir p arag rap h s aloud P artn ers ask questions to get m ore inform ation.
Lesson B 1 Ss choose two go expressions an d two get expressions a n d one of rhe topics in Exercise 3, P art C. Ss wi ite a tru e or m ade-up story based on th a t topic, using all four expressions. In th e next class, Ss form groups and take tu rn s reading th eir stories aloud. Each group then chooses one story to read to th e class.
Lesson C Ss w rite as m uch as they can rem em ber of one of the conversations about th eir w eekend they had in Exercise 3, Part C In th e next class, Ss find th e classm ate w ith w hom they had th e original conversation, an d share th eir w ritten version of th e conversation.
Lesson D Ss w rite a short letter to a m agazine on a topic of th eir choice. In th e next class, Ss form groups an d take tu rn s reading th eir letters aloud
2 Ss w rite four tru e sentences w ith go or get expressions
(e g., I went hiking last w eekend ). In th e next class, Ss form pairs and take tu rn s reading th e ir sentences aloud. P artn ers ask follow-up questions.
Unit 12 Lesson A
Lesson C
Ss w rite a tru e answ er for each question in Exercise 3. In the next class, Ss form groups, read one an o th er's answ ers, an d decide w hose answ ers are th e m ost like theirs.
Ss w rite th ree yes-no questions th a t end w ith o r . . ? about m eals or food (e g.r Do you cook dinner every day or. . . ?). In th e next class, Ss form groups and take tu rn s asking an d answ ering th eir questions
Lesson B
Lesson D
W rite th e following food item s on th e b oard, chicken, egg, tomato, carrot, bread, m ilk, lettuce, rice, onion, apple, cereal, cookie. Ss copy them on a piece of pap er At hom e, Ss w rite sentences about th e food item s they have and do not have in th e ir kitchens (e.g., We don't have any cookies. We have six onions.). Rem ind Ss to add -s to th e countable nouns. In th e next class. Ss form pairs an d take tu rn s asking D id you h a v e . . . ? questions (e.g., Did you have any cookies a t home?). Ss give t rue answ ers.
1. Ss see if they can find a re stau ran t review in Enghsh on th e Internet or in a new spaper or m agazine Ss read if for th e m am ideas an d decide if th e review is good or bad. Ss th en underline th e p a rts th a t help them d eterm in e th e answ er. In th e next class, Ss form pairs, exchange reviews, and say w hether they th in k th e review is good or bad. 2 Ss w rite a review of a restau ra n t th at they do not like
an d w ould thus not recom m end In th e next class, Ss form groups an d take tu rn s reading th e ir reviews aloud.
Homework ideas
â&#x20AC;˘ T-139
Language summaries Unit 1 Adjectives beautiful favorite new
Nouns Personal information first n am e last n am e m iddle n am e m iddle initial nicknam e e-m ail address ID n u m b er p assp o rt nu m b er phone / telephone n u m b er Titles Miss Mr.
Mrs. Ms.
School class room stu d en t teacher
Verbs am (be)
Languages English French Free time concert (gym] pass (gym] m em ber
m arried single
sam e different
are i be)
Adverbs here not today Prepositions' at = @ for
in
Possessive adjectives my your
Numbers four zero one five six two seven th re e
Determiners a an th e
Basic vocabulary and No. Yes.
Saying hello Hello. / Hey. / Hi. Good m orning. How are you? How are you doing? I m fine, (thanks). How about you? OK. / Good. I P retty good. Nice to m eet you.
Personal information My nam e is (David), I'm (Emily Kim). Liz is short for E lizabeth. W hat's your nam e? How do you spell (your nam e]? W h at’s your (e-m ad address)? It’s |vlnpez 6 <^cup.org). Are you a stu d en t here? I'm here on business / on vacation.
Pronouns I you
we
it
Saying good-bye Have a nice day. Have a good evening. You too See y o u . See vou later / tom orrow / next week. Good bye. / Bve. Good night Talking about classes Are you here for (a French class I? Am I in Room B? We re in different classes. Oh, no! We’re not in th e sam e class. Polite language please T han k you. / T hanks. Sorry I’m late.
T-140 • Language summaries
eight nine ten
Taking time to think Um . . . Wait. Introducing an idea By th e way I’m fAdam). So (are you a stu d en t here)? Other conversational expressions It’s a beautiful day. Yeah, it is. I'm here on vacation Nice. I'm here for th e concert. Me too
P h o to r o p i a b le © <C a m b rid g e t Jnivei s ify P r e s s
Unit 2 Nouns Personal items address book bag cell phone credit card glasses key MP3 player sunglasses toy um b iella w allet w atch
People child (children) m an (men) w om an (women)
Things for class book d ictionary English book eraser h ighlighter hom ew ork (paper) notebook pen pencil scissors
Things in a classroom board m ap calendar poster CD player table TV chair clock VCR com puter video desk w astebasket
Parts of the body foot head Places in a room closet floor wall w indow
Food orange snack
Clothes coat jeans
Talking about things W hat s th is / that? It's a .. , W hat are these? They re . . . Is th is your w atch? Yes. it is. / No, it isn t. Are th ese your keys? Yes. they are. I No. th e y ’re not. Talking about places W here s (the teacher's coat)? It s (on th e desk). W here are (the stu d e n ts’ papers)? T hey’re (on th e floor). Giving instructions in class A nsw er th e q uestions on page 9. Listen to th e conversation Look at Exercise 1 O pen your books to page 4. W rite th e w ord in your notebook.
Pronouns he she this th ese
they
Adjectives asleep late (for class) sick Verbs are (be) is (be)
listen (to) look (at)
w rite
Adverb again Location expressions at hom e / work at (the library) in class in (the closet) in front of (the board) next to (the window) on (the table) on the w all / floor over there right here under (your chair)
Asking for help in class How do you spell (book)? Can 1 borrow (your pen)? W hat s th e w ord for th is in English? Excuse me, can you repeat that, please? Responding to Thank you and l m sorry T hank you. I'm sorry. You're welcome. T hat's OK. T hanks. I m sorry. I d o n ’t know Sure T h a t’s OK. T hanks any way Other conversational expressions Here you go. Oh, right. I th i n k . . . Oops! M aybe .. . Uh-oh Oh
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Language summaries
• T-141
Unit 3 Nouns
Adjectives
Family p aren ts m oth er mom) father (dad) h u sb an d wife children daughter son sister broth er gran d p aren ts g ran d m o th er (grandm a) gran d fath er (grandpa)
Categories of people b est friend boss celebrity classm ate co-worker (tennis) fan guy neighbor stu d en t a friend from high school a friend of m ine
Professions actor singer a rtist w riter p ain ter
Sports (tennis) m atch (soccer) player sport team
does (do)
his
I'm
13 thirteen 14 fourteen 15 fifteen
h as (have)
you're
h e ’s
she's
w e re
they're
be in questions Am I . . . ? A re you I we t th e y . . . ?
School and work college high school job
Is she > he / i t . . . ?
be in negatives pm n o t .. You’re / We’re / T hey’re n o t . . . She's / He’s / It’s n o t . .
Adverbs our
her
th eir
always now really
Numbers 10 ten 11 eleven 12 twelve
General descriptions busy easy tired
be in statements
Possessive adjectives your
Describing people fam ous good-looking pretty
Verbs
Free time b and m ovie CD m usic
my
Positive descriptions am azing exciting good great interesting w onderful
Describing personality friendly outgoing fun quiet lazy shy nice sm art OK strict
22 twenty-two
16 17 18 19
sixteen seventeen eighteen nineteen 20 twenty 21 tw enty-one
23 24 25 26 27
tw enty-three twenty-four twenty-five twenty-six twenty-seven
so very
28 29 30 40 50 60
twenty-eight tw enty-nine thirty forty fifty sixty
Asking and giving personal information
Talking about celebrities
W here are your g ran d p aren ts from (originally)? T hey're from (Texas). How old are you? (I’m! tw enty-three (years oldf. W hat ’s (your g ra n d m o th e r like? She’s very sm art. How a re your parents? They're fine, th an k s. W here are they today? They're at home. W hat are th e ir nam es? (Linda) and (Carlos). I love ., . I ’m a te n n is fan.
His new movie is great. Her voice is am azing. T heir m atches are exciting. T heir new CD is out now. Friends is our favorite TV show.
Identifying people
Good. Really? Oh?
W ho’s this? I t’s (my g ran d m o th ei). This is . . . W ho s th a t guy? Oh, look. It s (Sean Penn). And th e re ’s (N orah Jones).
T-142 • Language summaries
70 seventy 80 eight) 90 n.nety 100 one hundred 101 a hundred and one
Showing interest and reacting positively She’s from London London? Wow. Is she a stu d en t heie? She's a painter. A painter? Really? Her p ain tin g s are wonder] ul Look. Oh. Interesting. (Angela)? T h a t’s a nice nam e. Great! Wow! Oh
Other conversational expressions Hmm. I know. Right?
Wake up! You k n o w ,.. ,
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UnilA Nouns
More verbs
Meals breakfast d in n e r lunch
Drinks coffee (can of) soda tea
Free time chess (club I exercise gam e (loud) m usic new spaper softball
Places (the i beach co u n try house (the) ocean restau ran t
Categories of people law stu d en t people from oth er countries teenager
School hom ew ork work Things at home alarm clock radio
Adjectives big crazy
Sports activities play on a team play sports / soccer 1 ten n is Learning activities do (hom ework take a class / lessons
Auxiliary verbs do d o n ’t does d o esn ’t
Prepositions in ithe business school) on average on th e (com puter / phone) w ith
Time expressions
noisy sm all
after class at night before breakfast every day on (M onday) / onM ondayis) on *the) w eekends / on th e weekend in th e m orning I afternoon / evening in th e m orning! s) i afternoonisl / evening(s’ early lin th e m orning) late (at night)
Adverbs a lot p retty fquietl together
Verbs Routine verbs com e know d rin k like drive live exercise read
Free-time activities belong to a club go out listen to (CDs) play (gam es on the com puter) read l th e newspaper) spend tim e w ith lyour family) w atch (TV / videos)
see sing study talk
Routine activities check (m y) e-m ail clean th e house do th e laundry eat (breakfast I get up (early / late) go shopping have (breakfast / coffee)
w atch work
Location expressions about 2 0 m iles away aro u n d here
have a busy week have a p art-tim e job have a weekly ro u tin e m ake phone calls sing in th e show er sp en d tim e <on th e phone) spend tim e o nline
in bed n ear Ith e beach / ocean)
Frequency expressions one night a week th ree tim es a day 1 week five hours a m onth
Days of the week M onday Tuesday
W ednesday Thursday
Friday Saturday
Sunday
Saying more than yes or no
Talking about routines
Do you com e here every day? No Well, I have breakfast here before class. So do you live aro u n d here? Well. I live abo u t 20 m iles away. Arc you from C alifornia? Well, I'm from Chicago o rig in ally ,. ..
Do you go to a class in th e evening? Yes, I do. / No, I d o n ’t. Does your m other work on th e weekends? Yes, she does. / No, she doesn’t. Do you and your friends play sports aftei class? Yes, we do. / No, we don't Do your friends call you at nighi? Yes, they do. / No, they don’t.
Asking for personal information Do Do Do Do
you you you you
have b ro th ers and sisters? live w ith your parents? know people from o th er countries? read a lot?
Conversational expressions It’s crazy! I’m p retty busy. Well, not really.
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Language summaries
• T-143
Units More verbs
Nouns Television shows carto o n d ocu m en tary gam e show reality show sitcom soap opera talk show (the) com m ercials th e late m ovie th e m o rn in g shows th e news
Free time club com puter gam es gym hobby m usic (th e 1 movies Categories of people boyfriend girlfriend
delicious
Frequency expressions
terrible
Verbs Free-time activities eat out go out for coffee go to a club go to th e movies m ake (new) friends m eet (my) friends play CDs relax rent (a movie)
Prepositions in (English) in (your neighborhood) in front of (the TV)
The computer th e In tern et Web site
Adjectives cheap
Using the computer buy I shop online chat find inform ation (online) go on th e In tern et / go online look at digital photos pay bills online practice English send / check e-m ail
Routine activities buy feel tired get hom e go shopping go straig h t hom e need a break sleep late
always usually often som etim es hardly ever never
once a week tw o or th re e tim es a week tw ice a m onth
Time expressions d u rin g (the com m ercials) every night in (your) free tim e on Friday night(s) on w eeknights
Linking words and
but
Talking about likes
Asking about routine activities
I love . . . I really like . . . I like (movies) a Int. The food's good. This soup is delicious. How do you lik e . . . ?
W hat do you do (in your free tim e / after class )7 W hen do you usually go out? W ho do you go out with? W here do you go? How often do you eat out? Do you take th e subw ay or th e bus? Do you go straight hom e? Do you go som ew here nice?
Talking about dislikes I hate . . . I c a n 't stan d . . I d o n ’t like . . . The service is terrible.
T-144 • Language summaries
Other conversational expressions I m e a n ,. . . Actually, . . . I'm sorry, what? Are you serious?
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Unit 6 Nouns
Quantity expressions
Places in cities and neighborhoods city store m all a p a rtm e n t b uilding m useum fast-food place park m ovie th eater school o utdoor cafe stad iu m (your local) su perm arket statio n th e b est neighborhood in tow n Free time art exhibit jazz concert play seat soccer m atch sportin g event sw im m ing pool yoga
Advertising ad billboard fu n n y costu m e m agazine pop-up ad spam u n w an ted e-m ail
Adjectives beau tifu l boring convenient expensive free
h ungry little rich starving
Verbs advertise fini sh work / school go to bed leave twork / school) need sta rt
no (There’s no mall.) som e
a lot of a couple of
Time expressions about (seven o’clock) aro u n d (seven o ’clock) at (five) o ’clock betw een (9:00) an d (5:00) from (6 : 0 0 ) to ( 10 : 0 0 ) tom orrow night M onday th ro u g h Saturday Stores open f close at (9:00). Buses sta rt ru n n in g at (5:00 a.m.) The last tra m leaves at m idnight.
Asking and saying the time W hat tim e . . . ? W hat tim e is it? It s (eleven; o ’clock. It's (ten) to (ninei. It's 2:00 p.m. It's 10:00 a.m. It's ten-thirty. It’s a q u arte r after (two) It’s a q u a rte r to (nine). It’s six-forty-five. It's (five) after (two). It's m idnight. It's noon.
Describing a neighborhood
Making suggestions
T here’s (a park). T here are a lot of (restaurants). There are a couple of (movie theaters). T here’s no fm allj. There's no place to go. I t’s a great place to live.
Let’s go. Let’s m eet at six-forty-five.
Reacting positively to a suggestion
Showing you agree or understand
Other conversational expressions
It h as som e great restau ran ts. Right. But th e y ’re expensive. Yeah, I know.
I b e t... In th a t c a s e ,. . . kind of (expensive) som ew here else
Showing you’re similar
T hat sounds good. T hat sounds like fun.
I’m not rich. Me neither. I’m starving! Me too.
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Language summaries •
T -1 4 5
UniL7 Auxiliary verbs (present continuous)
Nouns
am are is
Seasons fall spring sum m er w inter
Weather dry season rainy season weal her w ind
Sports athlete baseball gam e professional athlete scuba diving
School and learning course exam
Adjectives
Weather rain snow
Weather cloudy cold cool hot
hum id sunny w arm w indy
Location expressions
Verbs Sports and exercise bike sw im bowl tra in ru n walk ski w in d su rf get exercise do aerobics do karate do w eight tra in in g go biking go bowli ng go ru n n in g play basketball play volleyball play football
aren't isn’t
Learning activities learn study bu siness / law take a course study for an exam work very hard Free-time activities be on vacal ion com e over have fun have a good tim e Other basic verbs enjoy find sleep stop talk (about)
at th e beach / lake away for th e w eekend I’m calling from Lake Tahoe.
Time expressions for a week in th e dry season / rainy season in the spring / su m m er I fall / w inter in (two) hours right now th ese days this m orning this season / sem ester this week / m onth / year
Making suggestions
Talking about right now
Come and join us Give m e a call. / Call me. I'm not doing anything, so let s get together Try a n d study for your exams.
(Lisa] and I are skiing today. We re skiing today. (Marcos) and I aren t sw im m ing. We re not sw im m ing. (Marcos) isn t w orking He s not working. W hat are you doing right now? Are you studying! Right now I’m w atching a baseball game. W ho’s playing?
Talking about the weather W hat's th e w eath er like? Its (not) snow ing / raining. It's w indy / cloudy. It’s (too) cold. It’s cool. It’s hot and hum id It’s w arm and sunny. It’s so beautiful. In th e w inter, it rains / snows.
Conversational expressions How’s it going 7 Really well. E verything’s great. Enjoy th e game! You too.
Talking about sports and exercise Are you getting enough exercise? W hat are you doing for exercise? How m uch are you walking? Are you playing on a sports te a m 7 How ’s your team doing th is season?
Showing interest and asking follow-up questions I’m here for a week. That ’s cool / great / w onderful. Are you enjoying Laguna Beach 7 I’m taking a sw im m ing class. T h a t’s interesting / nice / good. Do you like your teacher 7
Talking about these days W hat are you doing th ese days? Are you studying for exam s? I'm w orking very hard th is sem ester.
T-146 • Language summaries
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U a iL 8
Adjectives
Nouns Clothes baseball cap belt (silk) blouse boots coat designer clothes dress gloves hat (high) heels jacket jean s outfit p an ts scarf shoes skirt sneakers socks suit sw eater tie top T-shirt uniform
Jewelry (silver' bracelet earrings necklace ring Personal items backpack briefcase cam era a p a ir of sunglasses p u rse Celebrations gift (birthday) p resent People acco u n tan t advertising executive high school stu d en t Stores bookstore electronics (store) m all
Talking about clothes casual (som ething) com fortable dressy old ' p o p ular
Colors black blue brow n gray green orange pink red w hite yellow
Verbs Shopping be on sale carry cash com pare prices get look (for, pay cash spend m oney on . clothes)
Clothes look (good) put on w ear w ear a suit and tie Other basic verbs have to (do som ething) like to 'd o som ething) need to <do som ething) w ant to (do som ething)
Time expression tonight
Pronouns th is th ese th is (scarf) th a t (watch)
Feelings angry surprised
Linking word
th a t those th ese i.gloves) those Isunglasses)
because
Shopping
Taking time to think
C an I help you? I’m looking for (a b irth d ay present). I w an t to buy (a flat-screen TV I How m uch do they cost? How m uch does it cost? How m uch is / are . . . ? I like to wear black. I’ll take it. Is it a gift?
How often do you go shopping? Um, web. U h . . . Well, le t’s s e e . . . Let m e think, I have to th in k about it.
Showing you’re listening Is it a gift? U h-huh. / T h a t’s right.
Saying prices
Showing surprise
$2.99 Two dollars an d n in ety -n in e cents / Two nin ety -n in e $125 = A h u n d re d an d tw enty-five (dollars) $475 = Four h u n d re d an d seventy-five (dollars)
This bracelet is $55-95. Oh, T h a t’s a lot.
Showing you agree or understand I’m looking for a bracelet. OK, / All rig h t.
Other conversational expressions I guess .. . Not again! Of course.
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Language summaries
• T-147
Unit 9 More nouns
Nouns
Continents and regions N orth A m erica Central America South Am erica Africa A ntarctica Asia Europe O ceania the C aribbean
Languages Arabic C hinese French G erm an Italian Japanese Korean Portuguese Russian S panish Thai Turkish
Sweets and snacks cake candy chocolate m ilk shake pancake sprinkles sugar
Other food and drink bread diet soda spicy food yogurt Natural world island m osquito river sunset
Adjectives
Travel and tourism boutique bridge castle palace pyram id river souvenir statu e tem ple tow er zoo capital city historic d istrict / area / site to u rist attractio n trad itio n al outfit Cities London Rome San Francisco Tokyo
Nationalities A m erican Brazilian British C hinese French In d ian Italian
Japanese Korean M exican Peruvian S panish Thai
Verbs Modal verbs can c a n ’t Tourist activities get a view of Ith e city) go to th e top of (a tall building) sit at an outdoor cafe visit historic areas walk a ro u n d a neighborhood
see a show take a bus tour take a ferry (toi take a walk take a w alking tour travel abroad
Adverb first
|I liI M p II
Other conversational expressions It's a deal. You're right. Oh, com e on.
Ii
Explaining things It's a type of food / drink. They 're a kind of (candv). It's kind of like la m ilk shake). Sprinkles are like sugar
»«1
Ordering in a restaurant Are you ready to order? Can I have .. . ?
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1
T-148 • Language summaries
I» ( H
»
Talking about tourist activities W hat can you do in New York? You can do a m illion things. You can go to th e top of a tall building. Can you take a w alking tour? Yes, you can. / No, you can t. W hat h istoric sites / neighborhoods can you see? You can walk a ro u n d a historic neighborhood. W hat kinds of m useu m s can you go to? You can go to an a rt m useum . Can you go to a castle? Yes. you can. / No. you c a n ’t.
l« 4
Jl
Prepositions th ro u g h IC entral Parki on l a rainy dayl like
J
Countries A ustralia Brazil C anada Chile C hina Costa Rica France G erm any Great Britain India Italy Japan Kenya Mexico M orocco New Z ealand Peru Puerto Rico Russia South Korea Spain T hailand Turkey the U.S.
Unit 10 Nouns
More verbs
Celebrations b irth d ay p arty w edding a n n iv ersary
Free time com puter gam e flute video gam e
Personal items list note daily p lan n er weekly plan n er
Other cold (have a cold) driver's test interview hospital problem refrigerator
Adjectives aw ful bad exhausted relaxing
Verbs Routine activities cook d in n e r rem em ber stay hom e w rite a list w rite notes Work activities do (a lot of i work get a job have a n ap p o in tm en t have an interview work late w rite a report
Free time go sw im m ing go w indsurfing have a p iano lesson invite (over) practice (the flute) take a trip volunteer Learning activities pass a test take a test / an exam take (my) driver's test try to Ido som ething)
Past tense endings: regular verbs ch atted (chat) invited (invite) played iplay) studied (study) w atched (watch) Past tense endings: irregular verbs ate (eat) bought (buy; did (do) got (get) had (have) m ade (make) m et i meet) read (read) saw (see) took (take) w ent (go) w rote (write)
Adverbs just th en
Prepositions after Iclass) before (class)
Time expressions yesterday tw o days ago last Friday r w eekend last night / week I m onth / year last su m m er all week
Conjunctions after before so
th en w hen w hile
Talking about past activities
Showing you’re interested or surprised
Did you go out a lot last week? Yes. I did. I w ent to a m ovie an d a party. No, I didn 1.1 d id n ’t go out a lot.
I passed my driver’s test. Finally! / You did? / Did you?
Offering good wishes C ongratulations! H appy birthday! Good luck (with th e interview)! 1 h a n k goodness (for that)!
Other conversational expressions Good for y o u r You poor thing! T hat's it. You know - th e usual.
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Language summaries
• T-149
Nouns
More verbs
autograph custom er group hill lead singer kid (em barrassing; m istake su n b u rn w edding your first pet my first day of work / school
Free-time activities with go go cam ping / hiking go parasailin g / snorkeling go on a (road) trip go to see t a band]
Adjectives em barrassin g first relaxed young Feelings glad happy pleased nervous scared (of i
Verbs with get get a n autograph get back (from a trip) get lost get m ai ried get a present get scared get sick get a s u n b u rn
Other verb expressions have a m eeting have a p arty m ake a m istake
be in the simple past was w asn’t were w eren t
Adverbs either exactly only
Prepositions across (Canada,) on (our) honeym oon
Quantity expression lots of
Location expression oui in th e co untry
Time expressions by th e end of th e day th a t day
Talking about past experiences
Managing a conversation
Were you nervous? Yes I was. / No, I w asn ’t. Was it fun? Yes, it was. / No. it w asn ’t. Were they nice? Yes, they were, / No. they w eren’t. So how was your weekend? Great. I w ent 'b ik in g in th e co u n try ',
A nyw ay,. . . I have to go. It’s getting late. Anyway, w hat did you do? I forgot to tell you.
Talking about vacations
Showing you agree or understand Yeah, I bet.
Other conversational expression I have a ton of work for you.
How was your v acation 2 W here w ere you exactly 2 How long were you there? W hat w as th e w eather like? W here did you go? W hat did you do? W ho did you go with? Did you do a n y th in g fun? W hen d id you get back?
T-150 • Language summaries
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Unit 12 Nouns Fruit apple banana m ango m elon pineapple straw berry Vegetables carrot cucu m b er garlic green b eans lettuce om on p epper potato spinach tom ato Sweets and snacks cookie dessert ice cream m uftin p ean u ts potato chips sugar
Adjectives Meat beef chicken ham burger lam b steak Fish salm on seafood shellfish shrim p
Physical states allergic (to) th irsty Food tasteless tasty
Eating out slow (service) special (dinner) u nfriendly (servers)
Verbs h ang out (with friends) recom m end (a restaurant) take a break
Carbohydrates bread cereal French fries pasta rice Milk and eggs b u tter cheese egg m ilk Other words grocery store oil picky eater vegetarian w ater
Eating habits be on a (special) diet eat betw een m eals have good / bad eating habits have lunch have lunch alone have som ething light for lunch skip m eals
Quantity expressions Determiners any (chicken) m any vegetables) m uch (rice) Pronouns any (We don t have any.) m any (I d o n ’t eat many.) m uch (I d o n ’t drin k m uch.) s o m e (W e n e e d s o m e .I
Polite language
Talking about food ana eating
Would you like to (go out)? No. I d like to (stay hom e). W hat w ould you like? I'd like som e (chicken). Would you like som e (tea)? Yes. please. / No, thanks.
How m any (eggs do vou eat a week)? How m uch (milk do you di ink a day)? I d rin k a lot of (milk). I d o n ’t eat m any (eggs). I d o n ’t d rink m uch (m ilk). Do we have any (in the freezer)? Yes, we have some. I No, we don't have any.
Making questions less direct W ould you like to go out or . . . ?
Other conversational expressions
Vague language
I have a n o th er idea I need som e help fast.
I don t w ant a big m eal or a nything. 1 just w an t a sandw ich or som ething. I’d like so m eth in g hot. I can have a salad or som eth in g like th at
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Language summaries
• T-151
Touchstone testing program Contents Written quizzes A dm inistration an d scoring guide Quiz 1 Quiz 2 Quiz 3 Quiz 4 Quiz 5 Quiz 6 Quiz 7 Quiz 8 Quiz 9 Quiz 10 Quiz 11 Quiz 12 Quizzes audio scripts Quizzes answ er key
T-153 T-154 T-156 T-158 T-160 T-162 T-164 T-166 T-168 T-170 T 172 T-174 T 176 T-178 T-182
Written tests A dm inistration and scoring guide Test 1 Test 2 Tests audio scripts Tests answ er key
T-189 T-190 T-196 T 202 T 204
Oral quizzes A dm inistration and scoring guide Oral quiz assessm ent sheet Oral quiz 1 Oral quiz 2 Oral quiz 3 Oral quiz 4 Oral quiz 5 Oral quiz 6 Oral quiz 7 Oral quiz 8 Oral quiz 9 Oral quiz 10 Oral quiz 11 Oral quiz 12 Oral quizzes sam ple answ ers
T-206 T 207 T-208 T-209 T 210 T-211 T-212 T-213 T 214 T 215 T-216 T-217 T 218 T-219 T-220
Oral tests
T-152
A dm inistration and scoring guide Oral test assessm ent sheet Oral test 1 Oral test 2 Oral tests sam ple answ ers
T 224 T-225 T 226 T-227 T-228
Scoie lecord sheet
T 230
Written quizzes
Administration and scoring guide Contents and purpose The written quizzes help teachers assess students’ m astery of the m aterial in T ou ch sto n e Level 1. Each of the twelve quizzes covers one unit in the Student’s Book. All quizzes assess grammar, listening, vocabulary, and conversation strategies. Reading is covered, beginning in the quiz for Unit 4. Students’ perform ance on the written quizzes helps determ ine what language has been successfully acquired and what may need more attention. Quizzes can be used as part of student grading and assessment. They also give Ss a sense of accom plishm ent. Note that oral quizzes appear separately, beginning on page T-206. They can be given in conjunction with the written quizzes.
Getting ready for a written quiz ■ Plan to give a quiz shortly after Ss have completed a unit. Tell Ss that there is going to be a quiz and when it is to be done. Tell Ss to review the entire unit to be tested. If Ss have difficulty with any particular language point, suggest that they spend extra time reviewing it. Encourage Ss to work together and help one another or to ask you for additional help as needed. ■ Explain the purpose of the quiz: Tell Ss that the quiz helps them to see how well they have learned the language and what language they may need to review further. Explain how their score will be used, especially if it will be used as part of a final grade. ■ Photocopy the quiz - one for each S in the class. ■ Schedule about 30 m inutes of class time for the quiz. ■ Locate the recorded Exercise A for the quiz listening task on the audio program. (The audio scripts are included in this Teacher s Edition, beginning on page T 178)
Giving a written quiz in class ■ On the day of the quiz, have Ss use a pencil and an eraser. Tell Ss they are not allowed to use their Student's Book> or dictionaries during the quiz. ■ Hand out one photocopy of the quiz to each S. ■ Encourage S>>to take a few m inutes to look through the quiz without answering any of the items. Go through the instructions to make sure Ss understand them ■ Tell Ss they will have 30 m inutes to complete the quiz. Write this tim e on the board:
■ Tell Ss that about five m inutes of the quiz tim e will be used for the listening in Exercise A. Although this is the first exercise in the quiz, it can be done at the beginning or the end of the quiz time. ■ When giving the listening section of the quiz, you may choose to pause the audio program it you feel that Ss require more time to complete their answers. You may also choose to play the lister ing section a second time. ■ After the quiz begins, change the tim e shown on the board every five m inutes so that Ss know how much tim e is left.
Giving a written quiz as homework ■ It is possible to give a quiz as homewo-k. Hand out one photocopy of the quiz to each S. Tell Ss to complete all parts of the quiz at home except the Exercise A listening task. ■ Tell Ss to spend 25 m inutes on the written portion of the quiz. ■ Remind Ss that they may not use books, dictionaries, or notes when doing the quiz ■ Tell Ss not to talk to other Ss about the quiz. ■ In class - either the class session preceding or following the homework quiz - complete the listening task, Exercise A, according to the instructions in Giving a Written Quiz in Class.
Scoring a quiz ■ You may collect quizzes and grade them on your own. Alternately, have Ss correct their own quizzes by going over the answers in class, or having Ss exchange quizzes with a partner and correcting each other 's answers as you go over them. ■ Each quiz has a total score of 50 points, (Exercises and individual questions vary in their point value. Use the Teacher Scoring Section on the quizzes themselves to help you total the points.) ■ Scores may be interpreted roughly as follows: 45-50 points = Excellent 40 -44 points = Good 35-39 points = Average 34 points oi helow= Needs improvement ■ To record quiz results, use the Score Record Sheet on page T-230.
3 0 m in u te s
Written quizzes • T-153
Unit 1
Quiz
Teacher Scoring Section
Nam e: Date:
A 8 points
A
Listen to th e four conversations. C heck ( / ) th e correct answ ers.
(2 points each)
1. D avid is. □ a new stu d e n t M ary’s friend th e teach er
3. The French class is in R o o m . □ A □ 3 □ B
1 . ___
3.
2. W h at’s Linh’s last nam e? □ N guyan. Nguyen. □ N juyun.
4. W h at’s Liz’s nicknam e? Lizzie. Yoshida. Yo-yo.
2 . ___
4.
CD CD CD
CD CD CD
B C om plete th e conversations. W rite Add
am,’m , are, or ’re.B 16 points
n o t w here necessary. Use capital letters w here necessary.
1. A We
h ere for the concert. How a b o u t you?
B Yeah, I
2. A
3. A
too.
you Ellen?
1 .A
3 . A ___
B
B ___
you a gym m em ber?
2. A
4 . A ___
B No. I__________ a m em ber.
B
B ___
B No, I’m not._I___ Rachel.
I in your class?
4. A
B No, you__________ . You’re in Class 6.
C W rite q u estio n s for the answ ers. Use th e w ords in paren th eses. E x a m p le :
WU<nPs yoiw )<nsf B It’s Lim.
A
___________ ? (last nam e)
_A______
1.
(2 points each)
.? (first nam e)
C 8 points (2 points each)
1.___
B Jenny.
A _______
2.
? (phone num ber)
2 .___
B It’s 555-3204.
3. A _____________
.? (e-m ail address)
3 . ___
.? (teach er’s nam e)
4 . ___
B It’s jal044@ cup.org.
A _______________________
4.
B D aniel B arton.
D C heck ( / ) th e correct n a m e for each p erson.
D 3 points (1 point each)
1. David Sm ith is single. D Mr. Sm ith □ Mrs. Sm ith
G
2. Alicia G om ez is m arried. G Mr. G om ez O Mrs. G om ez
I i Miss G om ez
2 .___
3. Liz Silva is single. Mr. Silva
O Ms. Silva
3 . ___
G
■154 • Unit 1 Quiz
G
Mrs. Silva
Miss Sm ith
Photocopiable © Cambridge University Press
1.___
E 5 points
E M atch th e q u estio n s w ith th e answ ers. Use each answ er only once.
(1 point each)
1. Hey, S arah!
a. I’m fine, thanks.
1.___
2. How are y o u ?
b. OK. See y o u later.
2
3. Hi. Nice to m ee t y o u .
c. Thanks. You too.
3.___
4. Bye. See y o u to m o rro w .
d. Hi. How are you doing?
4. ___
5. G ood-bye. Have a nice d a y .
e. Nice to m e e t you.
5. ___
.__
F Cross o u t th e p a rt o f each con v ersatio n th a t m ea n s “How a b o u t you?” Rewrite th e sentence. E x a m p le :
F 6 points
(2 points each)
A Are you h ere for an English class? B Yes. Arc you h ere for an English class, too? How
you?
1. A Are you here for th e concert? B Yeah, I am . Are yo u h ere for th e concert, too?
2. A Are you a stu d e n t here? B No, I’m h e re o n vacation. Are you a student?
2 ..
3. A Are you n ew here?
3..
B Yes, I am . Are y o u n e w here, too?
G Look at th e Video Club M em bership Card. T h en check ( / ) th e m e m b e r’s
(1 point each)
answ ers to th e questions.
1. A W h at’s your last nam e? B □ Isabel. 2. A W hat’s y o u r first nam e? B J Isabel. 3. A W h at’s your m iddle nam e? B It’s A nna.
EH
1..
□ Aguilar. 2.
D Aguilar. 3.. □ It’s C atherine.
4. A W h at’s y o u r e-m ail address? B □
It’s iaguilar773@ cup.org.
G 4 points
4.. □ It’s 607-555-9980. Total:
. out of 50 Photocopiable © Cambridge University Press
Unit 1 Quiz • T-155
Unit2Quiz oir
Teacher Scoring Section
A '•
A 8 points (2 points each)
Listen to th e conversation in a classroom . M atch th e q u estio n s w ith th e answ ers.
1. W here’s S arah ?
a. In class.
l . ___
2. W here’s M ichi?
b. In th e cafeteria.
2.___
3. W here are Victor a n d E m ily?
c. She’s sick.
3.___
4. W here’s A ndy?
d. O n vacation.
4.___
B C om plete th e conversations w ith th e w ords in th e box. Use each w ord only once. Use capital letters w here necessary. are
h e ’s
1. A W here
is
’s
sh e’s
B 12 points & Points each)
th ey ’re l.A ___
David?
B I d o n ’t know. I th in k ___________ sick.
B
___
2. A ___________ M att a n d Sarah here?
___
B N o ,__________ late again.
3. A
b
A na in class today?
3
___
B N o ,__________ a t hom e.
C
b
1. A Are th is / th e s e your sunglasses?
1.
B No, it’s / th e y ’re Jun’s sunglasses.
2.
B No, I th in k it’s / th e y ’re th e te a c h e r’s um brella.
______
3.A_
B I th in k it’s / th e y ’re a n MP3 player.
b
4.
4. A Are th is / th e s e your pens? B Yeah, it is / th e y are. Thanks.
a desk
keys
som e p o sters
a w allet
in a b a g
o n th e w all
in a c la ssro o m
1.
3.
5.
2.
4.
6.
Photocopiable © Cambridge University Press
___
a ______ b
W hat things are in th ese places? C om plete th e c h a rt w ith th e w ords in th e box. Use each w ord only once.
T-156 • Unit 2 Quiz
______
B ___
3. A W h at’s th is / these?
a c o m p u te r
a
B ___
2. A Is th is / th e s e D avid’s um brella?
a clock
___
C 8 points (1 point each)
Circle th e correct w ords.
D
___
___
D 6 points d point each)
E 8 points E C om plete th e q u estio n s w ith W h ere’s or W here are. T h en look at th e picture. A dd n e x t to, on, or u n d e r to th e answ ers.
(1 point each)
1. A _
1. A _ _ _ 3 . A _ _ _
M arios bag?
3. A ___
B It’s ______________ th e chair.
2. A _______
B It’s .
. M ario’s pens?
4. A ___
B T hey’r e _______________th e desk.
B It’s.
M ario’s dictionary? . th e desk. M ario’s um brella?
B ___
2 . A _ _ _ _ A. A _ _ _
. th e floor.
F C om plete th e conversations. Use th e expressions in th e box.
B ___
B ___
B ___
F 8 points
(2 points each)
How do you spell W h at’s th e w ord for this
Can I borrow y our C an you rep e a t th a t
1. A ____________________________________ in English?
L
B It’s a wallet.
2. A O pen y o u r books to page 9, please.
2.
B Ms. L arsen ? ____________________________________ , please? A Yes. Turn to page 9.
3. A ____________________________________ pen?
3 . ___
B Sure. H ere you go.
4. A W h at’s this?
4 . ___
B It’s a cell p h o n e.
Total:
A _________________________________
?
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out of 50
Unit 2 Quiz • T-
Unit 3
Quiz
Teacher Scoring Section
Name: Date:
A 8 points A <t? John a n d D ana are looking at photos. Listen a n d check ( / ) th e correct answ ers.
(2 points each)
1. W ho’s Ellen?
1..
3 ..
2 ..
4 ..
3. How old is Laura?
□ D an a’s sister.
□ Twenty.
□ D ana’s friend. □ D ana’s co-w orker.
Ej Tw enty-one. C7 Twenty-two. 4. W h at’s Laura like? □ She’s shy. □ She’s outgoing. □ She's am azing.
2. W here’s Ellen from? □ London. □ M iami. □ San Diego.
B P ut th e w ords in th e correct o rder to m ake questions. T h e n co m p lete th e answ er to each q u estion. E x a m p le :
(tired / is / she) A Is s h e R Yes,
B 12 points Points each)
?
reA H
sUe is 3. (I / am / for class / late)
1. (the VCR / n ew / is) ?
A R No.
?
A R
No.
l . A ____ 3 . A _
B ___
2. (your co-w orkers / are / nice) ?
A R
l . A ___ B ___
Yes.
C 6 points C Circle th e correct w ords.
(1 point each) 3. A H ow old is y o u r / you’re brother?
1. A I’m / My a G iants fan. R
Really? They’re / T heir m y favorite
B He’s / His tw enty-seven.
}.A____ 3 B ___
B_
team . 2. A We’re / O ur from Florida. R
l . A ___
Florida? I’m / My from Florida, too.
B ___ D 4 points
D M atch th e q u estio n s w ith th e answ ers. Use each answ er only once.
(1 point each)
1. H ow are y o u r sister a n d brother?
a. She’s seventy-tw o.
1.____
2. W hat are your p a re n ts like?
b. T hey’re interesting.
2 . ____
3. W hat are th e ir nam es?
c. T hey’re fine, thanks.
3 . ____
4. How old is your grandm a?
d. Sonia a n d Carlos.
4 . ____
T-158 • Unit 3 Quiz
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E 5 points E Com plete the family tree with the words in the box. Use each word only once. brother
father
grandfather
grandm other
(1 point each)
m other
1.
2 ______
4.__
5.___
F C om plete th e conversations. W rite a negative s ta te m e n t w ith a p ro n o u n (/, y o u , he, she, it, we, they). Use th e w ord in p aren th eses. E x a m p le :
F 6 points (2 points each)
H ow ’s y o u r French class? IPs v\oV gg’vsv______________________ . (easy)
A B
1. A W hat are your co-w orkers like?
1.
B ____________________________________ . (friendly)
2. A W here’s y o u r father today?
2.
B I d o n ’t k n o w .____________________________________ . (at hom e)
3.
A
W hat’s h e r n e w CD like?
3___
B _____________________________________ (very good)
G M ake conversations. P ut th e se n te n c es in th e correct order. .H is n a m e ’s Phong. 2
E x a m p le :
3 I 1. ____
G 9 points (1 point each)
Phong? W here’s h e from? W ho’s your b e st friend?
Really? W hat a b o u t your boss?
1.
My n e w co-w orkers are nice. She’s great. A nd she’s n o t very strict. 2. ____
My favorite player is Tuncay.
2.
I’m a soccer fan. Soccer? Really? W ho’s your favorite player? 3. ____ W here are you from?
3.
M iami? Really? I’m from M iam i, too. I ’m from M iam i. Total:
out of 50 Photocopiable © Cambridge University Press
Unit 3 Quiz • T-
Unit 4
Quiz
Teacher Scoring Section
Name: Date:
A < Listen to E lizabeth a n d D avid talk a b o u t th eir day. C heck ( / ) th e correct answ ers. 3. E lizabeth s tu d ie s □ in th e library
1. D avid eats breakfast _ □ late □ early
□ in th e cafeteria
□ o n w eekends
□ at hom e
2. He □ □ □
.
4. Elizabeth sleeps at h e r p a re n ts’ h o u s e . □ o n M ondays a n d Tuesdays □ o n W ednesdays a n d T hursdays □ o n Fridays a n d Saturdays
reads a n d s tu d ie s . in th e m o rn in g in th e a fte rn o o n in th e evening
B C om plete th e q u estio n s a n d answ ers. Use th e verbs in th e box.
exercise
E x a m p le :
Do B Yes, I
A
live
talk
you w^EcU I w tnfcL
you a n d your b r o th e r .
1.
B Y e s,w e _______ .W e __________
2. A _______ yo u r m o th e r. B No, s h e _______ . She _
3.
. y o u r co-w orkers B No, th e y .
.. But th e y .
4. A _______ yo ur te a c h e r. B Yes, h e _______ . H e __
your b e st f rie n d .
5.
B No, h e _______ .H e _____
C
1.__
3.___
2.__
4.___
B 20 points
w ork
/ w a tc h
. TV in th e evening? TV every night. after school?
1.A ______
________ B
. a t th e gym o n M onday, W ednesday, a n d Friday. _ in th e cafeteria?
2. A ________
_ in th e library. th eir e-m ail o n th e w eekends?
B
_______
3. A ________
th eir e-m ail o n w eekdays. . a lot in class?
_________ B
4. A ________
________ B
. only in English. a ro u n d here?
5. A ________
________ B
. 20 m iles away.
Read th e sentences. T hen correct th e u n d e rlin ed w ords.
E x a m p le :
(2 points each)
(1 point each)
Use capital letters w here necessary. check
A 8 points
Jun’s friends go to th e library every day. They d o n ’t talk a lot. They stu d y a n d do th eir laundry. WowevwovU
C 6 points (2 points each)
1. My h o u se is crazy in th e m orning. My sister listens to CDs, a n d m y b ro th e r plays gam es o n th e com puter. It’s so quiet!
1.. _
2. My sister is a m usic fan. She plays ten n is a lot, a n d she w atches soccer o n TV.
2. __
3. D avid gets u p early every day. He reads th e n ew sp a p e r a n d eats lu n ch every m orning.
3.
T-160 • Unit 4 Quiz
Photocopiable © Cambridge University Press
D Read th e q u estio n s a n d answ ers. Add m ore in fo rm atio n to each answ er. C hoose one of th e se n te n c es in th e box. Use each se n te n c e only once.
D 8 points (2 points each)
I e a t breakfast in th e car. I listen to th e radio a n d m ake breakfast. I go online every m orning. I drive w ith m y neighbor. 1.
1. A Do you have breakfast every m orning? B Yes, I do _____________________________
2
2. A Do you drive to work?
.
B Yes, I d o .____________
3.___
3. A Do you read th e n ew sp a p e r every m orning? B No_______________________________________
4.
4. A Do you check y o u r e-m ail every day? B Yes________________________________
E 8 points
E Read th e e-m ail. T h en check ( / ) th e correct answ ers.
_ © ,
Delete
is
©
_
. a
Reply Reply All Forward
o'
(2 points each)
s Print________ _________________________________________________________________
Dear Anton,
«
How are you? I’m fine, but I’m very busy at school this year. My classes are very hard work. I take English two hours a day. On Tuesday and Thursday, I take a special law class. I have a lot of homework in all my classes, so I study every day. Also, I work in the school library after class - on Monday and Wednesday nights. It’s very quiet at night, so I study at work, too. On the weekends, I go out with my friends. We go to concerts and movies. How are you? How are your classes? Are you busy? How are your parents? Bye for now. Ray 1. Ray i s _____ □ sick
G busy LJ lazy 2. Ray takes law c la s s e s__
O two hours a day LJ tw o days a w eek G after English classes
3. Ray w o rk s_____
G
h
3.___
2.__
4.___
tw o nights U before class □ o n th e w eekends 4. Ray goes o u t w ith his friends □ o n W ednesdays □ o n th e w eekends D after school Total:
out of 50 Photocopiable © Cambridge University Press
Unit 4 Quiz • T-'
Unit 5
A
Quiz
Teacher Scoring Section
Nam e: Date:
A 8 points € '* Listen to Greg a n d Nicole talk a b o u t th e ir free tim e. Circle th e correct answ ers.
(2 points each)
1. Nicole goes o u t to th e m ovies / to a club once or tw ice a week.
1.___
2. Greg goes to th e club w ith his friends / his girlfriend.
2
3. S tu d en t N ight is T hursday / Friday.
3 . ___
4. After th e club, Greg goes to a re s ta u ra n t / straig h t hom e.
4 . __
B W rite th e q u estio n s for th e answ ers. Use th e w ords in paren th eses.
B 10 points
.__
(2 points each)
Use capital letters w here necessary.
1.___
1. (how often / you / go o n th e Internet) _______________________________________________________ ?
Every day.
2. (w here / your b e st friends / go / on th e w eekends)
2 ..
.?
To a club or th e movies.
3. (w hen / your m o th e r / see h e r friends)
3 ..
.?
O n Sundays.
4. (w hat / your b ro th e r / do / in his free tim e)
4 ..
.?
He reads a lot.
5. (who / your p a re n ts / go o u t with)
5 ..
.?
W ith th eir friends. C 8 points
C
R ead each sen ten ce. Circle th e correct w ord.
1. I d o n ’t like TV.
(2 points each)
1.___
I always / often / never w a tc h TV. 2. My b ro th e r eats o u t every night.
2..
He always / often / som etim es goes to a re sta u ra n t for dinner. 3. M y p a re n ts re n t m ovies six or seven tim es a m o n th . They always / often / h ard ly ever w atch m ovies.
3 ..
4. My sister goes to a club a b o u t once a year. She usually / som etim es / h ard ly ever goes to clubs.
4 ..
D M atch th e w ords to m ake expressions. Use each answ er only once.
D 6 points
(1 point each)
1. feel.
a. a friend
1.___
2. m e e t.
b. c o m p u te r gam es
2
3. p a y _
c. bills
3 . ____
4. play.
d. your English
4 . ___
5. p rac tic e .
e. th e new s
5 . _____
6. w a tc h __
f. tired
6. ___
T-162 • Unit 5 Quiz
Photocopiable © Cambridge University Press
.__
E C om plete each conversation. Add a seco n d q u e stio n from th e box. Use each q u e stio n only once. I m ean , do you have a p a rt-tim e job?
I m ean, are you b u sy after school?
Do you go o u t a lot?
Do you ever go to clubs?
E 8 points (2 points each)
1..
1. A W hat do you do after w o rk ?_________ B No, n o t very often. T hey’re very noisy.
2. A Do you have a lot of free tim e ? ______ B Yeah, I’m p retty busy. I have a p a rt-tim e job.
2 ..
3. A H ow often do you go o u t? _________________ B Well, no, n o t really. I go o u t once or tw ice a m o n th .
3..
4. A Do you ever w ork in th e even in g ?________________
4..
B Yes, I do. I w ork in th e school library tw ice a week.
F 10 points
F Read th e article. T hen check ( / ) th e correct answ ers.
(2 points each)
A re A m erica n s
TVAddicts?
ow m any hours do you w atch TV every week? An average Am erican w atches TV for twentyeight hours every week - that's four hours a d ay They have dinner in front of the TV, they w ork in front of the TV, and som etim es they even sleep in front of the TV! Am ericans usually w atch TV in the evening. Evening shows such as sitcom s are usually on TV once a week. On the night of their H
favorite show, som e people don't go out or answ er the phone. They don't even talk to fam ily m em bers during the show. Television is an im portant p art of Am erican life. A lot of people talk about their favorite shows all the tim e - at work, at school, and on the phone. Am ericans spend a lot of tim e on com puters now, but even on the Internet, they still talk a lot about popular TV shows!
1. An average A m erican w atches TV _ . h o u rs a day. □ 4 □ 24 2. W hen do A m ericans usually w atch TV? □ In th e m orning. □ In th e afternoon.
l..
□ 28 2 ..
D In th e evening.
3. How often are show s in th e evening usually o n TV? □ O nce a m o n th .
fH O nce a week.
3.. D Twice a week.
4. The article says th a t som e p e o p le d u rin g th e ir favorite TV shows. □ d o n ’t go on th e In te rn e t □ d o n ’t talk w ith fam ily □ d o n ’t eat
4..
5. The article says som e p e o p le talk a b o u t
5..
□ th e In te rn et
a lot.
□ TV show s
D w ork Total:
_out of 50 Photocopiable © Cambridge University Press
Unit 5 Quiz • T-1
Unit 6
A
Quiz
Teacher Scoring Section
Name: Date:
Listen to th e tw o conversations. C heck ( / ) th e correct answ ers.
C onversation 1
C onversation 2
1. It’s a v e ry
n eig h borhood.
3. It’s
.
□ big
□
noon
□ co n v en ien t D expensive
D G
1:00 1:30
2. T here’s n o in th e n eig h borhood. □ su p erm ark et □ m all
4. They go t o _____ □ a bookstore □ a fast-food resta u ra n t
□ p ark
A 8 points (2 points each) 1 . ____
3 . ____
2 . ____
4 . ____
□ an o u td o o r cafe B 4 points
B C om plete th e sentences. W rite There's or There are.
(1 point each)
1. ___________________ n o fast-food resta u ra n ts in m y neig h b o rh o o d .
1.___
2. ___________________ a big p ark n e a r m y house.
2.___
3. ___________________ no sw im m ing pool in th e park.
3 . ____
4. ___________________ a couple of In te rn e t cafes a ro u n d here.
4 . ____
C P ut th e w ords in th e correct order to m ake questions. T hen w rite th e tim e in words.
C 16 points
E x a m p le :
A (the local su p erm ark et / w h at tim e / does / close) B 4:15.
A
WUmf Hvne A c e s H \e locml st\pevw<?\rV.gf c lo se __________
B
A qiA w fev ^-Pfev -Potw
1. A (you / w h at tim e I
B 7:45.
do
or
(2 points each)
Fot\r~Pi-Pfeev\_________________
I leave h o m e / in th e m orning)
^ _______________________________________________________________
1.A _ _ _
B _______________________________________________________________
B ___
2. A (w hat tim e / start / does / your favorite TV show)
B 9:30.
3. A (m useum s I
A _______________________________________________________________
2. A _ _ _
B _______________________________________________________________
B ___
do
I w h at tim e / o p e n / o n th e w eekends)
A _______________________________________________________________ B 10:00.
B _____________________________________________________________
3 . A ____
B
4. A (on Fridays / w h at tim e / get h o m e / your b est friend / does)
B 6:50.
■164 • Unit 6 Quiz
A ____________________________________________
4 .A ___
B _____________________________ ________________
B ___
Photocopiable © Cambridge University Press
D 4 points D Read each sen ten ce. Circle the correct adjective.
(1 point each)
1. T here are a lot of p eo p le in th e pool! It’s a big / a q u iet / an expensive pool.
1.___
2. A lot of stu d e n ts live in o u r a p a rtm e n t building. They listen to loud m usic all the tim e. It’s an expensive / a b o rin g / a noisy building.
2___
3. T here’s a m all n e a r h ere a n d som e great stores. This is a really
3 . ___
new / b o rin g / convenient neighborhood. 4. I b e t this is an expensive / a q u iet / a b o rin g restau ran t. There are a lot of rich p eo p le
4 . ___
a ro u n d here! E 8 points
E C om plete th e conversation. W rite M e too or M e neither.
(2 points each) Je ssica I ju st love New York.
. It’s so exciting. tn Jessica Right! T here’s a lot to do.
1..
M a risa
M a risa Yeah. T here are great th ea ters a n d restau ran ts. A nd I like th e neighborhoods.
. T hey’re so interesting. But it’s a n expensive city. (2) M a risa I know. Cities are alw ays expensive. Jessica
2 ..
Jessica Yeah, a n d th ey ’re noisy, too. I d o n ’t usually like big cities. M a risa
(3)
Jessica
(4)
. A nd I d o n ’t usually like noisy places.
3..
. But New York is a fun city for a vacation!
4..
F Read th e frien d s’ e-m ails. T hen check ( / ) five tru e statem en ts.
F 10 points
(2 points each)
To '5 q Delete
e © 9 8 Reply Reply All
Forward
0 delete
________________
1
1
9
3
Reply Reply AH Forward
Dear Amanda, How are you? I really miss you and my friends in New York! But I love Miami, and I really like my new neighborhood. There are a lot of stores, cheap restaurants, and great cafes around here. It’s perfect.
Dear Tina, It sounds like fun in Miami! You love shopping and you eat out a lot, so your new neighborhood sounds great for you. So, tell me more about Rick! How often do you go out? Let’s talk! Call me!
I’m really busy in my new job. My co-workers are very friendly. One guy is really nice. His name is Rick. He’s very good-looking. We sometimes have coffee together or go out for lunch.
My job here is OK. But the store opens at 8:00 now, so I start work at 7:30 and finish at 3:30. It’s too early for me!
I think about you every day. Write back! Tina
We miss you! Amanda
[ _ Tina h ates h e r new n eighborhood.
□ Tina lives in M iam i.
□ T here are resta u ra n ts a n d cafes in
□ A m anda lives w ith Tina.
1.__ 2.__
Tina’s n eig h borhood. Tina has a n ew job. IT! Tina’s co-w orkers are shy.
□ Tina likes sh o p p in g a n d restaurants.
3 . __ 4 . __
□ A m anda’s store o p en s at 6:30.
5. __
□ A m anda is at w ork early.
Total:
f 1 Rick is Tina’s brother.
_out of 50 Photocopiable © Cambridge University Press
Unit 6 Quiz
T-
* 7Quiz r :=
=
A € » Bill is calling Meg. Listen to the conversation. Circle th e correct answ ers.
Teacher Scoring Section
A 8 points (2 points each)
1. M eg is in San Francisco on v acation / o n business.
1.__
2. She’s visiting friends / h e r b ro th er.
2.___
3. She goes to yoga class every night / afternoon.
3 . ____
4. The w eath er is cloudy / sunny.
4 . ___
B C om plete th e p h o n e m essage. Use th e p re se n t co n tin u o u s a n d contractions.
B 10 points (2 points each)
H i, R ick. This is Je n n ife r. I
__________ (call)
a)
from h o m e . I h o pe y o u _________
(2)
(n o t w ork)
1.___ 2 .___
today. M y frie n d Alic ia _________ __________
3 . ___
from Lo s A n g e le s. It_____________________ (rain ) a n d
4 . ___
cold, so we_________
5 . ___
(3)
f4)
(5)
(n o t g o ) out.
D o y o u w ant to com e over? G ive m e a call.
C W rite q u estio n s w ith the p re se n t continuous.
C 10 points (2 points each)
1. (you / get / en o u g h sleep / th ese days)
1.___
2. (how m u ch / your b ro th e r / study / this sem ester)
2 .___
3. (w hat / your p a re n ts I d o I th ese days)
3 . ____
4. (you / sp e n d / a lot of tim e / w ith your friends / this m onth)
4 . ___
5. (your b e st friend / play / any sports / this year)
5. ___
D 6 points
D Circle the correct w ords.
(1 point each)
1. A nita is playing / doing / going basketball this season.
1.___
2. We usually play / do / go bow ling o n Saturday night.
2 .___
3. I play / do / go aerobics every M onday, W ednesday, a n d Friday.
3 . ____
4. My b ro th e rs are playing / doing / going karate this fall.
4 . ___
5. My sister plays / does / goes ru n n in g in th e p ark tw ice a week.
5 . ___
6. Fm n o t playing / doing / going soccer this year.
6. ___
■166 • Unit 7 Quiz
Photocopiable © Cambridge University Press
E C om plete th e conversation w ith th e q u estio n s in th e box. Use each q u e stio n only once. H ow ’s it going?
D o you like Hawaii?
Do you like surfing?
W hat are you studying?
E 8 points (2 points each)
O liv ia Hey, Ben, this is m y friend M arissa. B e n Hi, M arissa. Nice to m e e t you. Are you h ere on vacation? M a ris sa No, I’m h ere for school.
l __
B e n Really? M a rissa I’m studying law. B e n T h a t’s cool.
2.___
B e n T h at’s great!
3 .____
(2) M a rissa The classes are hard, b u t I’m enjoying school. (3) M a rissa Oh, it’s w onderful! The w e a th er is great, a n d I really like th e beaches. B e n I know! I sp e n d a lot of tim e a t th e beach.
(4)
4 .____
M a rissa Actually, I'm taking surfing le sso n s!. . .
F R ead th e advertisem ents. T h en correct th e false statem en ts. Cross o u t th e w rong inform ation. W rite th e correct inform ation. A re you feeling tired this w inter? Is it cold and rainy, and do you need some sun?
^ points each,.
THE
Winter Fun Vacation
TH E
ALL SUN
Do yo u like snow? Do yo u enjoy skiing? Then
VACATION
Canada is the perfect place
Well, how about a beach vacation in Mexico? I t’s hot and sunny here this winter. Come and join us. Try swimming, windsurfing, and scuba diving1. O r just relax on the beach. D on’t wait. Call All Sun Vacations at 689-555-1029. A s k a b o u t o u r v a c a tio n s in the s u n 1
E x a m p le :
F 8 points
fo r yo u r n ext w inter vacation. It's sunny, snow y, and beautiful! During the day, ski or w alk in the snow - it's great exercise! In the evening, relax in the hotel or go to the theater. Come a n d see. Call W inter Fu n Vacations a t 689-555-0093.
H ew ce Call All Sun V acations for a vacation in C a n a d a .
1. It’s h o t a n d h u m id in M exico this w inter. 2. O n th e All Sun Vacation, peo p le go sw im m ing, w indsurfing, a n d skiing.
l.. 2 ..
3 ..
3. C an ad a is a great place to enjoy w indsurfing a n d w alking in th e snow. 4. O n th e W inter F un Vacation, p eo p le relax o n th e b e a ch or go to th e th e a te r in th e evening. Photocopiable © Cambridge University Press
4 ..
To,a,: _ out of 50 U n it
7 QUIZ • T“167
Unit 8
A
Quiz
Teacher Scoring Section
Name: Date:
Listen to th e four conversations in a store. C heck (/ ) th e tru e sta te m e n t for each conversation.
1. D He’s buying a h a t for his m other.
3. D She’s looking for a dressy skirt.
□ H e’s buying a p re se n t for his girlfriend.
□ She w an ts so m eth in g com fortable.
□ H e’s looking for his scarf.
D She’s looking for pants.
2. D Baseball caps are $12.95. D C aps are $9.25. D Gloves are $12.95.
4. D She w ants to b u y som ething casual. D She w an ts to b u y a fun skirt. D She n eed s to b u y som e jeans.
(2 points each)
1.___
3.___
2. ___
4 .___
B 12 points
B C om plete th e conversations. Use th e w ords in paren th eses.
(2 points each)
1. A W hat kinds of c lo th e s _________________________________ (you / like to / wear) to work? B Actually, I _________________________________ (have to / wear) a uniform .
2. A I n e e d to go shopping to day. an y thing at th e mall?
A 8 points
(you / n e e d to / buy)
1.A ___
B
___
2. A
B Yeah, I __________________________________ (w ant to / get) a couple of things.
____ B
Let’s m eet after class. 3. A _________________________________ (your te a c h e r / have to / wear) a suit to work? B No, h e d o e sn ’t. But h e _________________________________ (have to / look) good.
C
B
___
C 8 points
Circle th e correct w ords.
(1 point each)
1. A H ow m u ch is th is / th ese purse?
1.A ___
B It’s / They’re $29.95.
B
2. A How m u ch are th a t / th ese shoes? B It’s / They’re $52.50.
___
2. A ___ B
3. A H ow m u ch are this / th o se sunglasses?
___
3. A ___
___ B
B It’s / They’re $11.50.
4. A How m u ch is th a t / th o se belt?
4. A ___
___ B
B It’s /T h e y ’re $18.00.
T-168 • Unit 8 Quiz
3. A ___
Photocopiable © Cambridge University Press
D 4 points
D C om plete th e sen ten ces w ith the w ords in the box.
(1 point each)
a backpack
a coat
jean s
a suit a n d tie
1. I n e e d to b u y ________________________ for school. I have a lot of books.
l . ___
2. I have to dress u p for work. I usually w e a r ________________________ .
2.___
3. Joe is tired after work. He ju st w ants to go h o m e a n d p u t o n _______________________
3.___
or so m eth in g com fortable. 4. It’s cold this w inter. I n e e d to b u y ________________________ .
E
4.___
E 8 points
C om plete th e conversation. Circle the correct expressions.
(2 points each) A Are you w earing th o se jea n s to the restaurant? B U h-huh. / Let m e think. Let’s go.
(i)
A I know jean s are com fortable, b u t it’s a n expensive place. B Uh, m e too. / Oh, really?
2. _
B Yeah, you look great. OK. Let’s see. / Really? W hat do I have? (3) A How a b o u t your n ew black pants?
3. _
B Oh, / Well, great! T hey’re perfect. W onderful idea! (4)
4. _
(2) A Well, I’m w earing this su it___
F
Read th e m em o to the servers in a restau ran t. T hen w rite T for th e tru e sta te m e n ts an d F for th e false statem en ts.
TO: All Servers FROM: M att H anson RE: U niform s
DATE:
F 10 points
(2 points each)
10/16
This season w e have new uniform s. All servers - m en and w om en - have to w ear the new uniform . It's orange and w hite. The pants are w hite, and the shirt is orange. The uniform also has a w hite belt, b u t you d o n 't have to w ear it. You need to w ear w hite socks, b u t there are no socks w ith the uniform . The new uniform costs $49.95. You d o n 't have to p ay for a uniform this year. The restaurant is paying for tw o uniform s for all servers. N ext year, you have to pay for all your uniform s. Thank you. 1. __ 1. 2. 3. 4. 5.
Servers have to w ear a uniform .
2.___ 3. __
The sh irt is w hite.
4. __
T here’s no belt.
5. __
The uniform s are $45.95.
Total:
_ This year, servers n e e d to pay for th eir uniform s. Photocopiable © Cambridge University Press
out of 50 Unit 8 Quiz • T-
Unit 9
A
Quiz
Teacher Scoring Section
Name: Date:
A 8 points
’ Listen to Kayo a n d Nick talk. C heck ( / ) tru e or false for each sentence.
(2 points each)
True □
False □
2. Nick can speak a little Greek.
□
□
2.___
3. Nick can play th e b o u z o u k i a n d th e guitar.
□
□
3 . ___
4. Nick plays th e bouzouki in a b and.
□
□
4 . ___
1. T here’s only o n e good Greek resta u ra n t in th e city.
1.___
B 4 points
B M ake conversations. M atch th e sentences. Use each answ er only once.
(1 point each)
a. Let’s go this afternoon.
1. W hat can you see from th e to p of th e E m pire State B uilding?____
1.___
b. You can see th e Statue of Liberty.
2. W hen can w e see a sh o w ?____
c. Yes. T here are usually a lot of seats.
2 ..
3. W here can you get a view of th e city?.
d. Actually, y o u can get a good view from the resta u ra n t in your hotel.
3 ..
4. Can w e take th e b u s to u r at 10:00
4 ..
to d a y ? ____
C
C om plete th e q u estio n s a n d answ ers. Use ca n or ca n ’t a n d th e verbs in p aren th eses. Use capital letters w here necessary.
1. A W hat kinds of m u s e u m s . B Y ou___________________
you.
(visit) in your city?
C 12 points (1 point each) l.A
___
________ B
_ (go) to h istory m u se u m s - like th e M useum of
Peruvian History. 2. A ____________ y o u . B No, y o u .
(get) good C hinese food in this neighborhood?
2. A_
(find) good C hinese food a ro u n d here. But
B.
th e re ’s good M exican food. 3.
____________y o u _____________(take) a ferry to th e island? B No, b u t y o u .
3.A.
(drive) there. T here’s a bridge.
B.
D C om plete th e se n te n c es w ith countries, nationalities, or languages. E x a m p le :
My b e st friend is C anadian, b u t she d o e sn ’t live in
D 8 points
. She
(2 points each)
lives in Brazil. 1. My fath er is from Turkey, b u t h e can ’t s p e a k _________________ .
1..
2. My fa v o rite ________ from France.
2 ..
candy store is n e a r here. They have delicious chocolate
3. My b est friend is from G erm any, b u t she d o esn ’t lik e ________________ m usic.
3 ..
4. I love C hinese silk, b u t this silk isn’t fro m _________________.
4 ..
T-170 • Unit 9 Quiz
Photocopiable © Cambridge University Press
E
C om plete th e conversation. W rite a k in d
E 8 points
o r k in d o f like.
(2 points each) Se rve r Are you ready to order? M ic h i Yes. Can I have b lin i, please? S e rv e r Sure. OK. R a y Um, w h a t’s blini?
1.___
M ic h i It’s _______________________ R ussian food.
a) S e rv e r Yeah. It’s ________________________ a pancake. (2) R a y Sounds interesting. Can I have blini, too, please?
2.___
S e rv e r OK, th en , tw o blini. A nd w hat do you w an t to drink? M ic h i C an I get a cafe a u lait, please? S e rv e r Sure. R a y Sorry. W h at’s a cafe a u lait?
3.
S e rv e r It’s _______________________ coffee drink. (3) M ic h i Yes. It’s coffee w ith milk. R a y Sounds good. Cafe a u lait for m e, too, please. S e rv e r OK. Thanks. R a y This place i s __________________
a E u ro p ean cafe.
4 .___
M ic h i Yeah, it’s m y favorite place for coffee a n d a snack.
F
Read th e page from a travel guide. T h en w rite sh o rt answ ers to th e questions.
I
f <x
x >o <x >o <x x ><x
><>o <x
k >o <x x x ><x x ><x
><><><x
x ><x x x x >o <x
><><><>x ><><x
x x x ><x >o <x x ><x ><x
F 10 points {2 points each)
><><x >
Tour of Istanbul Three hours
This tour starts at the Istanbul Hotel, in the E uropean part of the city. Istanbul sits on two continents - E urope and Asia. So first, you can walk over the Galata Bridge and get an amazing view of these two ! regions. Then visit the Topkapi Palace. This is the old sultans palace, but these days, it’s a museum. At the palace, you can look at the exhibits of art, jewelry, and traditional clothes of the sultan. Next, go shopping in the Grand Bazaar. It’s kind of like a shopping mall, but it’s old and historic! You can buy a million things in the Grand Bazaar spices, clothes, carpets, and souvenirs. Finally, enjoy some Turkish tea and coffee outside at a cafe and m eet visitors from around the world. oooo<x><><x>oo<><><>^<><><><x><><><x><><>c>^ 1.___ 1. W hat c o n tin e n ts can you see from th e G alata Bridge? 2. W hat is th e Topkapi Palace now?
_
2.__ 3 . __ 4 . ___
3. W hat can you see at th e Topkapi Palace? ___________ 4. W hat is th e G rand Bazaar like? ____________________ 5. W hat can you d rink at an o u td o o r cafe? Photocopiable © Cambridge University Press
5 . __ Total:
out of 50 Unit 9 Quiz • T-'
Quiz
Unit 10
A
Teacher Scoring Section
Name: D ate:
Ben is talking to a friend a b o u t his night. Listen a n d check ( / ) Ben or Paulo for e a ch statem en t.
A 6 points
(1 point each)
Ben □
Paulo □
i . ___
2. H e m ad e dinner.
□
□
2.___
3. He w atch ed videos a n d played m usic.
□
□
3 . ___
4. He w en t to b e d early.
□
n
4 . ___
5. He got u p a t 5:00 a.m .
□
□
5.___
6. He w ent to work.
□
□
6.__
1. H e invited friends over.
B C om plete th e paragraph. Use th e sim ple p a st a n d th e w ords in paren th eses. Liz
(not enjoy) h e r evening last night.
She but i t .
(rain), so she j u s t _____
(3)
She_ T hen s h e .
C
(4)
2. (stay) hom e.
(study) for a couple of hours.
(5)
(watch) a m ovie o n TV
(6)
But s h e _
1.___
_ (want) to go to a n o u td o o r concert,
(2)
(not like) it m uch.
(7)
go
E x a m p le :
A
have DiA
B Yes, I
1.
/m a k e you
AiA
.y o u . B No, I.
2.
A____
. A n ita .
B No, s h e .
3.
A _______ B Yes, we
4. A
_____
B Yes, I.
T-172 • Unit 10 Quiz
(1 point each)
1.A. B.
2.A.
_______ w ith Rick.
____ . W e ________
a p re se n t for your m other?
B.
3.A .
a beautiful scarf.
. your rep o rt last night? ..I.
C 16 points
_______ a k arate lesson.
. you a n d y o u r s is te r .
you
6.
a lot of p h o n e calls this w eekend? . I v^e\Ae. a b o u t eight or n in e calls.
. to th e p a rty w ith you? _. She.
4 .__
5. ___
w rite
. a p iano lesson yesterday?
., b u t I .
3 .____
7.___
C om plete th e q u estio n s a n d answ ers. Use the verbs in th e box. Use capital letters w here necessary. b uy
B 14 points
(2 points each)
Use c o n tractio n s w here possible.
m y rep o rt after dinner.
Photocopiable © Cambridge University Press
B.
4.
A. B.
D
W rite resp o n ses to th ese com m ents. Use th e expressions in th e box. Use each expression only once.
C ongratulations!
G ood for you!
G ood luck!
1. A I w orked late every n ight last week, an d I have to w ork late tonight, too.
(1 point each)
You p o o r thing! A My girlfriend p a sse d h e r
1.___
3..
2.___
4..
scuba-diving test, so I’m cooking d in n e r for her.
____________________________________ B
B ____________________________________
2. A I have a ten n is m atc h tom orrow
4. A I w o n a trip to Hawaii!
m orning.
B _______________________________
B ____________________________
E
3.
D 4 points
Read E m m a’s th re e e-m ails to Rick. T h en check ( / ) th e five tru e statem en ts.
E 10 points (2 points each)
eoe ©s Delete
g
a
Reply Reply All
Forward
8/13/05 Sent: 4:44 p.m. Dear Rick, I just read your e-mail. Yes, I love French movies, and 7:00 is a good time for me. See you tonight! Emma
s
Delete
e G
a s
Reply Reply AH Forward
Pr.nt
8/13/05 Sent: 7:19 p.m. Dear Rick, I’m sitting at home right now. Where are you? Are you coming over? I sent you an e-mail this afternoon. Did you get it? I wanted to call you, but I don’t have your new cell phone number. You’re late! Emma eoe O Delete
9 Reply Reply All
Forward
8/13/05 Sent: 11:46 p.m. Rick, Well, I saw a great movie tonight with my mother! She rented a DVD, and we watched it at home. Are you OK? You didn’t call me. Anyway, what did you do all night? I watched the movie, and then I did my homework for nexl week. What about you? Emma 1.__ □ Rick sen t E m m a an e-m ail.
D E m m a w en t to th e movies.
U Rick w a n te d to go to th e m ovies.
□ E m m a w atch ed a m ovie at hom e.
J
□ E m m a relaxed at h o m e w ith Rick.
2.__ 3 . __ 4 . __
E m m a didn't w a n t to go to th e m ovies.
□ E m m a called Rick on his cell phone.
LJ E m m a did h e r hom ew ork.
D E m m a h a d Rick's new cell p h o n e num ber.
□ Rick didn't call Em m a.
Photocopiable © Cambridge University Press
5 . __ Total:
, out of 50 Unit 10 Quiz • T-173
Unit 11
Quiz
Teacher Scoring Section
f i n iyName Date:
A 8 points
A
Chris ju st got back from vacation. Listen a n d circle th e correct answ ers.
(2 points each)
1. Chris got back from v acation o n S aturday / yesterday.
1.___
2. Chris w as o n v acation w ith tw o friends from Los Angeles / college.
2.___
3. Chris to o k sw im m ing / w indsurfing lessons.
3 . ___
4. C arm en h ad a p a rty / w orked late last week.
4 . ____
B
was,w a sn ’t,
C om plete th e paragraph. Use
I rem e m b e r m y first sw im m ing lesson. I _____________ very old - only five - a n d I very scared. I th in k th e o th e r k id s
(2)
teacher, Ju lie ,
_
nervous, too. But th e
(3)
B 12 points
were, or w eren’t. (2 points each)
very nice. We loved her, b u t th e sw im m ing didn'r go very
1.___ 2 . ___
3 .___
4 . ____
well. W e _____________ very good stu d en ts, b u t Ju lie ______________ a w onderful teacher.
5 . ___
C W rite th e q u estio n s for th e answ ers.
C 10 points
(5)
E x a m p le :
A
(6)
6 . ___
(2 points each)
How w ^ s yoiw v ^ c a H o h
B My vacation? It w as fun!
A B We w en t to N ew York.
1.
2.
1.___
A
2 .___
B I w en t w ith m y family.
A
3.
3 . ___
B It w as rainy, b u t w arm .
4.
A
4 . ____
B We w ere th ere for a week.
A
5.
5 . ___
B We saw th e E m pire State Building, th e Statue of Liberty - all th e sights!
D
C om plete th e sentences. Use each expression in th e box only once.
D 6 points (1 point each)
got a b a d s u n b u rn
got his au to g rap h
got sick
w e n t hiking
w en t o n a ro ad trip
w en t to see
I
a play last w eekend. After th e show, I m e t the lead acto r
and.
2.___
(2)
Yesterday, I ______________________w ith m y friends. It w as great, b u t it w as really (3)
h o t a n d sunny. I . I
(5)
(6)
■174
•
Unit 11 Quiz
1.___
3.___ 4.___
(4)
across the U.S. w ith m y brother. It w as awful. We b o th _ ! We h a d to stop a n d stay in b e d for th ree days! Photocopiable © Cambridge University Press
5. ___ 6. ___
E
C om plete th e co nversation w ith th e qu estio n s in th e box. Use each expression only once.
E 6 points (2 points each)
How do you like your class? W hat did you do? Do you like to play tennis, too? A W hat did you do this w eekend? B I w e n t to a p a rty w ith som e friends. It w as n ic e .______________
(i)
A Well, I took m y first skiing class. B Oh, yeah? I'm taking lessons this w inter, too. D id you enjoy it? A It w as OK. I don't really like cold w e a th e r.___________
(2)
B Oh, I love it. I take the class w ith m y son. He loves th e snow a n d w in ter sports. A Really? I th in k I like w arm w eather. B Oh, so you like su m m e r sports. Do you . . . u m . . . play tennis? A Yeah! Tennis is m y favorite sport. How a b o u t y o u ? ___________
(3)
3..
B Yeah, I do, especially in th e sum m er. My son plays, too.
F
Read th e story. T h en w rite sh o rt answ ers to the questions.
F 8 points
(2 points each) A FUN NY TH IN G HAPPENED TO M Y SISTER
T in a last m onth. She lives in Japan and teaches English. In Japan, people d o n ’t usually wear their outdoor shoes in the house or in school. So her school, like a lot o f buildings, has a special place for shoes - a shoe box. T in a teaches English in the evening. O ne Friday, she w ent to school, and she p u t her shoes in the shoe box - as usual. After class, she got ready to leave,
b u t her shoes w eren’t in the box. T here was only one pair o f shoes there, and they w eren’t her shoes! But she needed to get hom e, so she p u t on the shoes and left. O n M onday, at her next English class, her shoes were in a shopping bag on her desk! T here was a note that said, “I’m so sorry. I took your shoes by mistake!” But there was no nam e on the note. Som ebody was very embarrassed!
1. W hen does Tina teach E nglish?.
1._
2. W here did Tina p u t h er shoes o n F riday?____________
2. _
3. After class, how m an y pairs of shoes w ere in th e box?
3..
4. W here did she find h e r shoes o n M o n d ay ?__________
4..
Total:
out of 50 Photocopiable © Cambridge University Press
Unit 11 Quiz • T-175
“ A
12Quiz
Teacher Scoring Section
r
Listen to th e tw o conversations a b o u t food a n d restau ran ts. C heck (✓) th e correct answ ers.
C onversation 1
C onversation 2
1. Katie u su a lly _____ for lunch.
3. They d o n ’t have a n y
□ h as so m eth in g light
A 8 points
(2 points each)
.
1.__
3.___
2.__
4.___
_ p a sta □ chicken □ h a m b u rg e r m e a t
D has a big m eal □ goes o u t 2. T he resta u ra n t d o e sn ’t s e rv e . □ p a sta
4. T hey go t o
D
restau ran t.
a C hinese
□ sandw iches
□ an Italian
□ salads
□ a M exican B 6 points
B Circle th e correct w ords.
(1 point each)
1. A How m u ch / m an y fruit do you eat a day?
1. A
____
B
___
B Well, I have b a n a n a / a b a n a n a every day for breakfast.
2. A How m any /m u ch tim es a w eek do your p aren ts e a t m eat? B They eat beef / beefs alm o st every day.
3. A D oes your b ro th e r eat a lo t o f / m u ch eggs? B No, h e doesn't. I b e t h e eats egg / eggs a b o u t once a m onth.
2.^4 ___ B
___
3 . A ____ B
__
C 6 points C
C om plete th e qu estio n s a n d answ ers. Use som e or any.
1. A W ould you like to g e t
coffee after class?
B Sure. Let's g e t __________an d sit outside. It's so sunny.
2. A Do you h a v e
fruit or snacks? I'm starving.
B No, b u t I h a v e __________ milk. You can have that.
3. A It’s so hot. Do you w a n t to com e to o u r house? We h a v e _________ ice cream . B Sure. Do you h a v e __________ sprinkles? I love sprinkles.
D
Add w o u ld y o u lik e or w o u ld y o u lik e to to th e questions. Use capital letters w here necessary.
(1 point each) 1. A
____
B
___
2.A
___
B ___
3. .4 . _ B
___
D 6 points (2 points each)
1. ____________________________________ have dinner?
1.___
2. W h a t____________________________________ for dinner?
2 . ____
3. W h e re ____________________________________go?
3 .___
176
Unit 12 Quiz
Photocopiable © Cambridge University Press
W hat kinds of foods are these? W rite th e w ords in th e box u n d e r th e correct headings. Use each w ord only once.
E
F
apples
chicken
lettu ce
salm o n
carrots
lam b
m elo n
shrim p
E 8 points (1 point each)
1. ___
3 .___
fru it
m eat
seafood
vegetables
2 . ____
4 .____
1.
3.
5.
7.
5.___
7.___
2.
4.
6.
8.
6
.
8
.__
F 8 points
C om plete th e co n v ersation w ith o r so m e th in g a n d o r a n yth in g .
(2 points each) A I’m tired. Let’s take a break.
1.___
B T h a t’s a good idea. Actually, I’d like som e c o ffe e _________ __________ . A Me too. In fact, it’s alm ost n o o n . W ould you like to go to lunch? B We ca n go out, b u t I’m n o t really hungry. I don’t w an t a big m e a l_______________
2 .___
A You d o n ’t w a n t a s n a c k ___________________ ?
3 . ___
(3 )
B I d o n ’t know. M aybe not. A Well, th e n le t’s go to a coffee shop. You can have coffee, a n d I can get a sandw ich 4 . ____ ( 4)
'
B T h at sounds fine.
G 8 points
G Read th e m en u . T hen read a b o u t th e people. W hat w ould th ey like to eat?
(2 points each)
W rite th e n a m e of a dish for each perso n . Use each d ish only once.
^
®
International Street Restaurant
Asian Stir-Fry (with tofu, add $1.00)
$9.95
^
Pizza
$6.95
Our stir-fry has lots of fresh spinach, peppers, green beans, and other vegetables. We cook the vegetables in a delicious Chinese sauce. Served with soup.
Try our delicious homemade pizza. We use real Italian cheese on all our pizzas. We recommend a traditional tomato and cheese pizza. O r add onions, ground beef, pineapple, or black olives.
Spanish Seafood
All-American
$ 10.95
This seafood dish is a tasty mix of fish and shrimp. Then we add Spanish spices for an exciting dinner. Served with rice or noodles.
$11.95
The All-American lunch is a big, traditional American meal! Enjoy a grilled steak, tasty potatoes, and fresh green beans.
1. Yuki is a vegetarian. She loves vegetables. A nd she doesn't eat b rea d or pasta. 1.___
.__
2. Jeff isn't picky. He loves m eat. And h e eats a l o t.____________ ___________
2
3. C onnie likes E u ro p ean food, b u t she doesn't eat m e a t or cheese.
3 . ____ 4 . ____
4. Ben likes everything - m eat, vegetables, seafood. But h e doesn't like to sp e n d a lot of
Total:
out of 50
m oney. Photocopiable © Cambridge University Press
Unit 12 Quiz • T-177
Quizzes audio scripts Unit 1 A 1.
(CD Track 2)
3
Man Woman Man Woman Man Woman
4
Dino Liz Dino Liz
David Good morning. I m David. Mary Hi. I’m Mary. Nice to meet you. David Nice to meet you. Are you here for an English class?
Mary Yes, I am Are you here for English, too? David (hesitantly0 Yes, I am. I m the English teacher. 2.
Link Hello, I m Linh Nguyen. Woman Lmh Nguyen. How do you spell your last name?
Lmh N-G-U-Y-E-N. Woman N-G-U-Y-E-N? Linh Yes.
Hello. Are you new here? Yes, I am I’m here for a French class OK. I’m in Class 3. OK. Class 3. So, you’re in Room B. Room B. OK. Thanks
Hello. 1m Dino I’m in your music class. Hi I m Liz, but my nickname is Yo yo Yo-yc? Yes. My last name is Yoshida. Yo yo is short for Yoshida. Dino OK. Nice to meet you, Yo-yo. Liz Nice to meet you.
Unit 2 A
(CD Track 3)
Teacher That's OK.. . . So Michi is here. But, now,
Teacher Good morning, class. Class Good morning. Teacher All right. Let’s s e e . . . where s Sarah today? Is
Michi Um . . . they re in the cafeteria. Teacher In the cafeteria. OK, {sighs) They’re late, toe.
Man Teacher Michi Teacher Michi
Sarah here? No, she s not. Sarah’s sick. Oh, she’s sick. 1 hat’s too bad OK and where’s Michi today? Is she in class? {The door opens.) I'm here! Sorry1 Michi. you re late again. I m sorry.
where are Victor and Emily?
Man Teacher Man Teacher
And how about Andy? Is Andy here today? No. Andy’s not in class. Where is be? Is he at work7 No, Andy 's on vacation. Andy’s on vacation7! OK. great! Well, let’s start. Today, we re going to . . .
Unit 3 (CD Track 4)
John This is a great photo. Dana. Who is she? Your Dana John Dana John Dana John
sister? Shes a fnend of mine. Her name’s Ellen. Ellen? That’s a nice name Yeah. She’s from Miami M-ami7 Yeah but she’s here in San Diego now. Really? Is she a student?
T-178 • Quizzes audio scripts
Dana John Dana John Dana John Dana John Dana
No, shes a singer. Her voice is amazing. Wow. .. And whos this? This is my sister Her name’s Laura Oh, youi sister? How old is she? She s twenty two What’s she like7 Laura7 She’s veiy shv. Really? That s amazing. You re so outgoing. Yeah, we re really different___
Photocopiable © Cambridge University Press
Unit 4 A
Elizabeth No, I study in the cafeteria - with some friends.
(CDTrack 5)
Elizabeth Hey, David. Is that your breakfast? David No, it’s a snack. I eat breakfast early - before Elizabeth David Elizabeth David
class. Oh. you re smart. I get up late, so I don’t have breakfast. Really? I like mornings. I get up early every day, and I have breakfast. Then I read the newspaper and study. Really? You’re busy in the morning. I don’t like mornings. I study in the afternoon - after class. Oh. do you study in the library?
We do homework together. It’s fun.
David Yeah, well, I study at home. My house is really quiet,
Elizabeth At home! Oh, no. My house is so noisy... David Is it noisy in the evening, too? Elizabeth Oh, yes All day, every day. On the weekends, I sleep at my parents’ house.
David Really? Do they live around here? Elizabeth Yeah, they do. I do my laundry at their house, too. It’s great.
David That is great!
Unit 5 A
Nicole Thursdays? No, we go on the weekend - or
(CD Track 6)
Greg So, Nicole. What do you do in your free time? I Nicole Greg Nicole Greg Nicole Greg Nicole Greg
mean in the evenings. Do you go out? Yeah, I go out once or twice a w eek. . . Uh-huh. . . . with my friends. So. um. what do you do? Do you go to the movies? No, we usually go to a club. Really? What’s your favorite club around here? We like the Dance House. Do you know it? Yeah! I go there with my girlfriend all the time. What night do you usually go? I mean, do you ever go on Thursdays?
Friday or Saturday night.
Greg Weil, Thursday nights are great. I mean, it’s Student Night, so students go for free.
Nicole Really? That is great. Greg Yeah. It’s a fun night. Nicole So, do you ever go to the restaurant next to the club?
Greg Oh, yeah (laughs) My girlfriend and I always go there after the club We have a snack, and then we go home Nicole Yeah, the food’s really good there and it s cheap. Well, listen I’m usually free on Thursday nights. See you there next Thursday Greg Yeah. See you.
Unit 6 A
Conversation 2
(CD Track 7)
Conversation 1
Woman Let’s rent an apartm ent around here. I like this neighborhood.
Man Me too. It’s not too expensive, and it s so convenient. And there are a lot of stores. Yeah There’s a big supermarket over there. Oh, yeah. And I think there’s a mall around here, too. A mall? No. The mall's about 15 miles awav. Oh. OK. Well, there are a couple of parks I think it s perfect. Woman Hey. look. 1here are some apartments for rent over there. Man Lets go look.
Woman Man Woman Man Woman Man
Man Woman Man Woman Man Woman
Hey, lei’s eat lunch here. Here? Yeah. I like this restaurant. But it’s a fast-food place. I dont like fast food. OK. But it’s 1:00, and I’m starving. Me too. I know - there’s a nice little restaurant in the bookstore over there. Man Al) right. Let’s go there Woman OK Then after lunch, let’s go and look at the new books. Man That sounds great
Photocopiable © Cambridge University Press
Quizes audio scripts • T-179
A
Bill Really? That's interesting. Are you enjoying the
(CD Track 8)
Meg Bill Meg Bill Meg Bill Meg Bill Meg Bill Meg
class?
Hello?
Meg Oh. yeah. It’s amazing. I go to a class every
[on the phone) Hi, Meg. It's Bill. Oh, hi! How are you? Good. So, how's it going? Good. You know, I’m in San Francisco this week. Oh! What are you doing in San Francisco? Are you there for work? No, I'm here on vacation. That s great! Are you visiting friends? No, I don’t have friends out here. But you know, my brother lives here, so I visit all the time. Oh, yeah. Your brother. That's cool. So what are you doing? Actually. I’m taking a yoga class.
afternoon for two hours.
Bill Wow. You really like it, huh? Meg Uh-huh, I d o ... Then I usually go out with Bill Meg Bill Meg Bill Meg Bill
my brother and his friends at night. So actually, I'm very tired. (laughs) So . . . uh . . . what's the weather like? Is it sunny? Actually, the weather’s not great . . . Oh. that’s too bad. No, no. it’s OK. It’s cloudy, but it s not raining. Well, listen. Have a great time And call me when you re home. OK. See you. Bye!
Unit 8 A 1.
(CD Track 9)
3.
Clerk Woman Clerk Woman Clerk
4.
Clerk Can I help you? Woman Yes. I want to buy something to wear to a club.
Clerk Can I help you? Man Uh. yes. I’m looking for a hat or a scarf. It's a present.
Clerk OK. Who’s it for? A ft tend? A family member? Man It’s for my girlfriend. Clerk OK, let’s see. What colors does she like? 2,
Man Excuse me. How much are these baseball caps? Clerk Oh, those are, um, $12.95. Man How about these gloves? Clerk Um, I don’t know. I need to check.
Can I help you? Yes. I m looking for some black pants. What kind? Casual o r . . . Dressy pants. They’re for work. All right. Let’s see .. how about these? They’re really comfortable, too. ..
Something fun.
Clerk Do you want something casual? Maybe jeans? Woman No. Something dressy. Maybe a skirt. Clerk Well, come over here. We have beautiful colors this season.
Unit 9 A
N ic k
(CD Track 10)
Kayo Let’s go out for Greek food tonight. Nil k OK, I love Greek fo od. Kayo Let’s see. Where can we find a good Greek Nit k Kayo Nick Kayn Nmk Kayo
restaurant? Oh I know a lot of really nice Greek restaurants in the city. My grandfather is Greek.. . Really? So. can you speak Greek? Actually, yeah, I can speak a little Greek. I can play the bouzouki. too. What’s that? It s a musical instrument from Greece. It’s kind of like a guitar Huh. Thai’s interesting. So, can you play the guitar, too?
T-180 • Quizzes audio scripts
No, I cant. The guitar is different.
Kayo Well, can I .. um ., hear you play the N ii k
Kayo Nick Kayo N ic k
Kayo N ii k
Kayo
bouza. . bouzu . . . What’s the word? It’s a bouzouki. Yeah. Can I hear you play the bouzouki sometime? [laughs) Uh, well, I don’t know. Actually, I hardly ever play these days Oh that's too bad. But you know, there’s an amazing Greek restaurant near my house. Uh-huh. Well, they have a hand. And one guy in the hand can play the bouzouki. Hey, great Let’s go!
Photocopiable © Cambridge I Tniversity errs*
A
W om an
(CD Track 11)
W om an Ben W om an Ben W om an Ben W om an Ben
W om an Ben
Hey, Ben, you look tired. Are you OK? 1 m exhausted. I didn’t sleep at all last night. You poor thing! Why not? My roommate, Paulo, invited some friends over. Really? Did he have a party again? No. I mean, yes. Kind of. Uh-huh. Well, his friends came over, and he cooked an amazing Brazilian dinner. You remember. Paulo is from Brazil? Yeah, yeah. I remember. Well, that sounds like fun___ Yeah, anyway, we had a good time. But then after dinner, Paulo’s friends stayed over - all night! He and his friends watched videos and played music and . . .
Ben W om an Ben W om an Ben W om an Ben
W om an Ben
Did you stay up, too? No, I went to bed early But I didn’t sleep at all They made so much noise! Oh, that’s terrible! Yeah, I just read for a while. I hen, at about 4:00, they finally left. Four a.m.? Yeah, I slept for about an hour - maybe. Then I got up and had some coffee. What about Paulo? He got up around 6:00 In fact, we had breakfast together. Then he had to go to work When he left, I went to bed again and slept for about two hours. I’m real ly sorry. Maybe you can get more sleep this afternoon. Yeah. Maybe.
Unit 11 A
C h r is
(CD Track 12)
C a rm e n C h ris C a rm e n C h ris C a rm e n C h ris C a rm e n
Welcome back, Chris! How was your vacation? Oh, hey, Carmen! It was great. The weather was perfect. That s wonderful. Did you just get back yesterday? No, no. We got home on Saturday We? Who were you in Los Angeles with? A couple of friends from college. I didn't tell you that? No, I didn’t know. That's cool. So, anyway, what did you do? Did you go to the beach?
C a rm e n C h r is C a rm e n C h r is C a rm e n C h r is C a rm e n C h ris C a rm e n
Oh. yeah. Every dayr I went swimming. . oh, and I took some windsurfing lessons. You did? How did it go? Pretty well. Yeah, I’m surprised. I think I’m a pretty good windsurfer now Good for you! Anyway, how were things here at the office last week? Well, things were OK, but I was really busy.. . . Uh-oh. Did you have to work late? No, actually, I didn’t have to stay late. But did you forget? It was my birthday! I had a big party. Oh. my gosh! Yeah. 1 m sorry. Happy birthday! Thanks!
Unit 12 A
Conversation 2
(CD Track 13)
W om an
Conversation 1 K a tie B ill K a tie B ill K a tie B ill K a tie B ill K a tie B ill K a tie B ill K a tie B ill
Hey, Bill. Do you want to go get some lunch? Sure. Katie. Where do you want to go? Uh. actually. I don’t know. Um. I don’t usually go out for lunch. Oh! Well, what do you usually have? Oh. just something light, like a salad or something- How about you? Well, I usually have a pretty big meal for lunch. I get hungry! Oh. OK. Uh. well, where can we go? Um. well. I know a great restaurant near here. It’s called Marco’s. Do you know it? No. What do they serve? They have great food - really good pasta and pizza.. . . Um, do they have salads o r . . . ? No, they don't have salads. But they have some really nice sandwiches. Sandwiches? That's perfect. OK. Let’s go.
M an W om an M an W om an M an W om an M an W om an M an W om an M an W om an
So, what do you want for dinner tonight? I don't know. What do we have? Let me see. Uh, there's some pasta. How about a nice pasta dish? No. I don’t want pasta. Maybe chicken? Do we have any in the freezer? Um, no. No chicken. We have some hamburger meat. No, I don t want hamburgers. Well, would you like to go out? Yeah, I think so. Whai do you want'1Do you want. uh. Italian food o r . . . 7 Um, how about Chinese food? Maybe. Well. no. I don’t think I want Chinese tonight. Oh! What ahout Mexican food7 OK, yeah. There's a new Mexican place near here I hear they have great food Great. Let's go.
PhotncopiabJe © Cambridge University Press
Quizzes audio scripts • T-181
Quizzes answer key U nitl D
A 1. 2. 3. 4.
the teacher Nguyen B Yo-yo
B 1. A re B am 2. A Am B ’re not 3. A Are B m 4. A Are B ’m not
c 1. 2. 3. 4.
What’s your first name? What’s your phone number? What’s your e-mail address? What’s your teacher s name?
1. Mr, Smith 2. Mrs, Gomez 3. Ms. Silva
E 1. 2. 3. 4. 5.
d a e b c
F 1. Yeah, I am. Are you here for the concert,-too? How about you? 2. No, I’m here on vacation Are you a student? How about you? 3. Yes, I am. Are you new here, too? How about you?
G 1. 2. 3. 4.
Aguilar, Isabel, It’s Anna It s iaguilar773(S'Cup.org.
Unit 2 D
A 1. 2. 3, 4,
c a b d
B 1. A s B he’s 2, A Are B they’re 3. A Is B she’s
c 1. A these B they’re 2. A this B it’s 3, A this B its 4. A these B they are
1. in a bag keys a wallet 2. on the wall: a clock some posters 3. in a classroom: a computer a desk
E 1. A Where’s B under 2. A Where are B on 3. A Where's B next to 4. A Where’s B on
F 1. Whats the word for this
2. Can you repeat that 3. Can I borrow your 4. How do you spell
T-182 • Quizzes answer key
Unit 3 A 1. 2. 3. 4.
Dana’s friend. Miami. Twenty two. She’s shy.
B A B 2. A B 3. A B
Is the VCR new? No, it’s not. Are your co-workers nice? Yes. they are. Am I late for class? No. you’re not.
c 1. A I’m B They’re 2. A We’re B I'm 3. A your B He’s
D 1. 2. 3. 4.
c b d a
1. They're not friendly. 2. He’s not at home. 3. It s not very good.
G 1. 2 1 3 2. 3 1 2 3. 1 3 2
Really? What about your boss? My new co-workers are nice. She’s great. And she’s not very strict. My favorite player is Tuncay. I’m a soccer fan. Soccer? Really? Who’s your favorite player? Where are you from? Miami? RealJv? I’m from Miami, too. I’m from Miami.
UnltA c
A 1. 2. 3. 4.
early in the morning in the cafeteria on Fridays and Saturdays
B 1. A Do, exercise B do: exercise 2. A Does, work B doesn't; works 3. A Do. check B dont: check 4. A Does, talk B does: talks
1. noisy 2. 3.
n l. I eat breakfast in the car. 2. 3. 4. I go online every morning
Fm Em 1.
2. 3. 4,
5. A Does, live B doesn't; lives
Quizzes answer key • T-183
Unit 5 D
A 1. 2. 3. 4.
to a club his girlfriend Thursday to a restaurant
B 1. 2. 3. 4. 5.
6. e
How often do you go on the Internet? Where do your best friends go on the weekends? When does your mother see her friends? What does your brother do in his free time? Who do your parents go out with?
c 1. 2. 3. 4.
1. f 2. a 3. c 4. b 5. d
never always often hardly ever
E 1. Do you ever go to clubs? 2. I mean, are you busy after school? 3. Do you go out a lot? 4. I mean, do you have a part-time job?
F 1. 4 2.
In the evening.
3. Once a week. 4. don’t talk with family 5. TV shows
Unit 6 A
D
I- convenient 2. mall 4. a bookstore
1. 2. 3. 4.
B
E
1. There are 2. There’s 3. There’s 4. There are
1. 2. 3. 4.
3. 1:00
c
F
1. A What time do you leave home in the morning? B Seven -forty-five. / A quarter to eight.
/ / / / /
2. A What time does your favorite TV show start?
B 3. A B 4. A
Nine-thirty. What time do museums open on the weekends? Ten o’clock. / Ten What time does vour best friend get home on Fridays? B Six-fifty. ' Ten to seven.
5. A What time does the concert start? B Eight-fifteen. I A quarler after eight.
T-184 • Quizzes answer key
a big a noisy convenient an expensive
Me too. Me too. Me neither. Me neither.
There are restaurants and cafes in Tina’s neighborhood. Tina has a new job. Tina lives in Miami. Tina likes shopping and restaurants. Amanda is at work early.
Ov » v » o v Uv > J k v l v U U i ^ i U J l U v i O v l v l v U . M J I
Unit 7 E
A 1. 2. 3. 4.
on vacation her brother afternoon cloudy
What are you studying? How’s it going? Do you like Hawaii? Do you like surfing?
F
B 1 2 3. 4. 5.
i. 2. 3 4
’m calling re not working s visiting s raining re not going
c 1 2. 3. 4
Are you getting enough sleep these days? How much is your brother studying this semester? What are your parents doing these days? Are you spending a lot of time with your friends this month? 5. Is your best friend playing any sports this year?
sunny 1. It’s hot and humid in Mexico this winter. 2. On the All Sun Vacation, people go swimming, windsurfing, and skiing, scuba diving skiing 3. Canada is a great place to enjoy windsurfing and walking in the snow in the hotel 4. On the Winter Fun Vacation, people relax on the beach or go to the theater in the evening.
D 1. 2. 3. 4. 5. 6.
playing go do doing goes playing
Unit 8 A 1. 2. 3. 4.
D He’s buying a present for his girlfriend. Baseball caps are $12.95. She’s looking for pants. She wants to buy a fun skirt.
1. 2. 3. 4.
B
E
1. A do you like to wear B have to wear 2 A Do you need to buy B want to get 3. A Docs your teacher have to wear B has to look
1. 2. 3 4.
c
1. 2. 3. 4. 5.
1. A this B It’s 2. A these B They're 3. A those B They re 4 A that B It’s
a backpack a suit and tie jeans a coat
Uh-huh. Oh. really? Let s see. Oh.
F T F F F F
Quizzes answer key • T-185
Unit 9 A
D
1. False 2. True 3. False 4. False
1. 2. 3. 4
B
E
1. 2. 3. 4.
b a d c
1. 2. 3. 4.
c
F
1. A can, visit B can go 2. A Can. get B can’t find 3. A Can, take B can drive
1. 2. 3. 4. 5.
Turkish French German China
a kind of kind of like a kind of kind of like
Europe and Asia. A museum. Art, jewelry, and (traditional- clothes (of the sultan'. A shopping mall. (Some) Turkish tea and coffee.
Unit 10 D
A 1. 2. 3 4 5. 6
Paulo Paulo Paulo Ben Ben Paulo
B 1. 2. 3. 4 5. 6. 7.
didn’t enjoy wanted rained stayed studied watched didn't like
c 1. A Did have B didn’t, had 2. A Did, go B didn't; went 3. A Did, buy B did; bought 4. A Did. write B did; wrote
T-186 • Quizzes answer key
1. 2. 3. 4.
You poor thing! Good luck! Good for you! Congratulations!
E / / / / /
Rick sent Emma an e-mail. Rick wanted to go to the movies. Emma watched a movie at home. Emma did her homework. Rick didn’t call Emma.
Unit 11 D
A 1. 2. 3. 4.
on Saturday college windsurfing had a party
B 1. 2 3. 4. 5. 6.
wasnâ&#x20AC;&#x2122;t was were was werent was
c 1. 2. 3. 4. 5.
Where did you go? Who did you go with? What was the weather like? How long were you there? What did you do? / What did you see?
1. 2. 3. 4. 5. 6.
went to see got his autograph went hiking got a bad sunburn went on a road trip got sick
E 1. What did you do? 2. How do you like your class? 3. Do you like to play tennis, too?
F 1. 2. 3. 4.
In the evening. In the shoe box. One. In a shopping bag on her desk.
Unit 11 A 1. 2. 3. 4.
E has something light salads chicken a Mexican
B 1. A much B a banana 2. A many B beef 3. A a lot of B eggs
c 1. A some B some 2. A any B some 3. A some B any
D 1. Would you like to 2. would you like 3. would you 1ike to
fruit: 1. apples 2. melon meat: 3. chicken 4. lamb seafood: 5. salmon 6. shrimp vegetables: 7. carrots 8. lettuce
F 1. 2. 3. 4.
or something or anything or anything or something
G 1. 2, 3. 4
Asian Stir-Fry All-American Spanish Seafood Pizza
Quizzes answer key â&#x20AC;˘ T-187
Written tests Administration and scoring guide Contents and purpose
The written tests help teachers assess students mastery of the m aterial in T o u ch sto n e Level 1. Test 1 covers Units 1 through 6. Test 2 covers the entire book, but focuses on Units 7 through 12. Both tests assess grammar, listening, vocabulary, conversation strategies, and reading Students perform ance on the written tests helps determ ine what language has been successfully acquired and what may need more attention. The tests can be used as part of student grading and assessment They also give Ss a sense of accomplishment. Note that oral tests appear separately, beginning on page T-224. They can be given in conjunction with the written tests.
■ Tell Ss they will have 60 m inutes to complete the test Write this time on the board 60 m in u te s
■ Tell Ss that about ten minutes of the test tim e will be used for the listening in Exercises A and B. Although these are the first exercises in the test, they can be done at the beginning oi the end of the testing time. ■ When giving the listening section of the test, you may choose to pause the audio program if you feel that Ss require more time to complete then answers. You may also choose to play the listening section a second time. ■ After the test begins, change the time shown on the board every five minutes so that Ss know how much tim e is left.
Getting ready for a written test
Giving a written test as homework
■ Test 1 should be given shortly after Ss complete the first six units of the Student’s Book. Test 2 should be given at the end of the Student s Book.
■ It is possible to give a test as homework. Hand out one photocopy of the test to each S. Tell Ss to complete all parts of the test at home except Exercises A and B listening tasks.
■ Tell Ss that there is going to be a test and when it is to be given. Tell Ss to review the units to be tested. You can also recommend that Ss review by going over the appropriate Checkpoints. If Ss have difficulty with any particular language point, suggest that they spend extra tim e reviewing it Encourage Ss to work together and help one another or to ask you for additional help as needed. ■ Explain the purpose of the test: Tell Ss that the test helps them see how well they learned the language and what language they may need to review further. Expla in how their score will be used, especially if it is to be used as a final grade. ■ Photocopy the test - one for each S in the class. ■ Schedule about 60 m inutes of class time for the test ■ Locate the recorded Exercises A and B for the listening tasks on the audio program. (The scripts are included in this Teacher s Edition, beginning on pageT-202.) Giving a written test in class
■ On the day of the test, have Ss take out a pencil and an eraser. Tell Ss they are not allowed to use their Student’s Books or dictionaries during the test. ■ Hand out one phoiocopy of the test to each S. ■ Encourage Ss to take a few minutes to look through the test without answering any of the items. Go through the instructions to make sure Ss understand them
■ Tell Ss to spend 50 minutes on the written portion of the test. ■ Remind Ss that they may not use books, dictionaries, or notes when doing the test. ■ Tell Ss not to talk to other Ss about the test. ■ In class - either the class session preced ng or following the homework test - complete the listening tasks. Exercises A and B according to the instructions in Giving a Wi itten Test in Class. Scoring a test
■ You may collect tests and grade them on your own. Alternately have Ss correct their own tests by going over the answers in class, or having Ss exchange tests with a partner and correcting each other’s answers as you go over them. ■ Each test has a total score of 100 points. (Exercises and individual questions vary in their point value Lise the Teacher Scoring Section on the tests themselves to help you total the points.) ■ Scores may be interpreted roughly as follows: 90-100 points - Excellent 80-89 points - Good 70-79 points = Average 69 points or below - Needs improvement ■ To record test results, use the Score Record Sheet on page T-230
Written tests * T-189
Test 1 A
Teacher Scoring Section
Nam e: Date:
A 8 points
Listen to Paula a n d John talk a b o u t th e ir classm ate Ana. C heck ( / ) th e correct answ ers.
(2 points each)
3. W here does A na live?
1. How does A na get to class? □ She takes th e bus.
□ She lives n e a r John.
□ She drives.
D She lives n e a r th e m all. How often does Paula drive to school? D Three tim es a week. □ Everyday.
2. W here is A na before class usually? □ At hom e. □ At work.
B 4r* Ben a n d Sandra are teachers. Listen to th eir conversation.
1..
3 ..
2. .
4 ..
B 8 points
(2 points each)
C heck ( / ) tru e or false for e a ch sentence. T rue □
False □
l.
2. Ben’s wife is a t hom e.
□
□
2.
3. Ben’s d a u g h te r gets h o m e a ro u n d 3:15.
□
□
3.
4. S andra’s class starts at 4:30.
□
□
4.
1. Ben calls his d a u g h te r after work.
C
C om plete th e conversation. Use th e w ords in th e box. Use capital letters w here necessary. are
I’m
it’s
L is a Hey, Steve, this is m y friend A dam . Adam_
A d a m N o ,.
(1 point each)
w h a t’s
w e re
a) . yo u h ere o n vacation?
Steve Hi, Adam . So, um ,
C 6 points
. from Vancouver.
1.. 2..
(2) . a n ew stu d en t.
3 .
(3 )
Steve Oh, really? A d a m Yeah. I sta rt classes o n Friday. Steve W h at’s y o u r first class? A d a m Uh, I have French w ith Mr. Cass. Steve Hey, I have French w ith Mr. Cass o n F riday..
(4)
in th e sam e class.
4 ..
A d a m T h a t’s great. Steve Yeah
S o ,____________ V ancouver like?
A d a m Vancouver? I th in k .
(6)
. a really fun city. Really beautiful.
Steve U h - h u h .. . .
T-190 • Test 1
5 ..
(5)
Photocopiable © Cambridge University Press
6..
D C om plete th e conversation. W rite
too or M e neither.
D 4 points (1 point each)
Je ssica I th in k Johnny D epp is so good-looking. M a ris a _________________. A nd h e’s a n am azing actor.
a) Je ssica Yeah. I like his m ovie P ira te s o f the C a rib b ea n .
1.___
.__
M a ris a
But you know, I d o n ’t go to m ovies a lot th ese days.
2
Je ssica
T hey’re so expensive.
3 . ____
Je ssica I know! T hese days, I ju st ren t th e DVD. M a r is a _________________.
4 . ____
( 4)
E 6 points
E Circle th e correct w ords. 1.
A
(1 point each)
I’m /M y a Yankees fan.
1.A ___
B Really? They’re / T heir m y favorite team .
2.
A
We’re / O ur gran d p a re n ts are from C anada.
B
2. A ___
B Really? I’m / My m o th e r is from C anada.
3.
A
W h at’s yo u r / you’re b ro th e r’s nam e?
B
___
3. A ___
B He’s / His n a m e is Ray.
J
___
B
___
F Read each sen ten ce. Circle th e correct words.
F 4 points (1 point each)
1. I don't like coffee.
1.
I always / usually / never drin k coffee. 2. My sister plays soccer every day after school.
2
.__
She often / hard ly ever / never plays soccer. 3. My d a d goes o n th e In te rn et a b o u t once a m o n th . He always / often / h ard ly ever goes o n th e Internet. 4. My b e st friend goes to a club every Saturday.
3 . ____
4 . ___
She always / som etim es / hard ly ever goes to a club o n Saturday. G 5 points G M atch th e q u estio n s w ith th e answ ers. Use each answ er only once.
(1 point each)
1. W hat’s your p h o n e n u m b e r?
a. It's ejonesl7@ cup.org.
1. ___
2. W hat’s your e-m ail a d d re ss?
b. It’s 555-4448.
2
3. W here are you fro m ?
c. I’m 16.
3 . ____
4. How old are y o u ?
d. T hey’re really nice.
4 . ____
5. W hat are your p a re n ts like?
e. I'm from Los Angeles.
5. ___
Photocopiable © Cambridge University Press
.__
Test 1 • T-191
H
H 6 points
Read th e answ ers. T hen co m p lete th e questions.
(2 points each) E x a m p le :
cyo u e<nf ouT A
A How often
■
B I usually eat o u t once or tw ice a week.
1.___
B
W h e n __________________________________________________________ t My p a re n ts usually go o u t o n th e w eekend.
2. A
W h e re _________________________________________________________ \
2.___
1. A
B
3.
A W h a t_________________________________________________________ • B
I
I usually go o u t to a re sta u ra n t or club o n S aturday nights. 3___
My girlfriend? She goes to th e gym a n d exercises in h e r free tim e.
Look at th e picture. C om plete th e answ ers w ith n e x t to, on, in , or under.
I 4 points (1 point each)
1. A W here’s th e w astebasket?
3. A W here’s th e table?
B It’s ______________ th e table.
J
4. A W here are th e books? th e chair.
live
Exam ple:
A
/re n t
2.
4.__
th e backpack.
J 12 points (1 point each)
Do________ you rent-
movies on the weekends? c.I rentA movies a lot.
___________ your m o th e r___________ at the mall?
1.A_______
B No, s h e ____________S h e ____________in an office.
B _______
A
______ you and your friends ev er____________ after class?
A
B No, w e
3.
2. ____
w ork
B Yes, I .
1.
B T hey’r e
C om plete th e q u estio n s a n d answ ers. Use th e sim ple p rese n t a n d th e verbs in th e box. Use capital letters w here necessary. go o u t
3.__
B It’s _______________th e bed.
2. A W here are th e CDs? B T hey’r e
1. ____
A
■192 •
1
________ B
. But we som etim es____________ on the weekends.
___________ your boyfriend
B Yes, h e
2. A _______
_
around here?
.H e ___________ next to the park. Photocopiable © Cambridge University Press
3. A _______ B
_
K 4 points K Read each sentence. Circle th e correct adjective.
(1 point each)
1. My m o th e r is very o u tg o in g / b o rin g / shy. She talks a lot, a n d she h as
1.
a lot o f friends. 2. Rick likes parties. He h as a lot o f friends. He alw ays goes out. He’s s m a rt / fu n / q u iet.
2 .___
3. Erika usually gets u p late. She never does h e r hom ew ork. A nd she
3 .___
w atches TV a b o u t five h o u rs a day. She’s in te re s tin g / lazy / nice. 4. M ark studies all th e tim e. He takes a lot o f classes, a n d h e is very good in school. He’s very frie n d ly / lazy / s m a rt.
4 .___
L M ake conversations. P u t th e se n te n c es in th e correct order.
L 4 points (1 point each)
E x a m p le :
2 3 1
1.
H er n a m e ’s Regina. She’s really outgoing a n d fun. Regina? W here’s she from? W ho’s your b e st friend?
Yeah, I get u p at a b o u t 6:00. How a b o u t you?
1.___
Do you get u p early? I get u p a ro u n d 10:00 or 10:30! 2.
Do you drive to work?
2 .___
Me too. But som etim es I take th e train.
a
0
No, I d o n ’t. I usually take the bus. 3.
Really? Is she in a band? Yeah, she is. She sings at a club in th e city.
3 .___
My sister is a n am azing singer. 4.
Do you know Ray’s Pizza? It’s great. I m ean , th e food’s good.
4 .___
W here do you go? I m ean , do you go som ew here nice? S om etim es I m ee t a friend for d in n e r after class.
40 40
M 5 points
40
M C om plete th e sentences. W rite T h e re ’s or There are.
(1 point each)
1.
no nice stores in m y neig h b o rh o o d .
1.___
2.
a sw im m ing p ool n e a r m y house.
2.___
3.
som e fun cafes n e a r th e park.
3. _
4.
n o cafeteria in m y office building.
4.___
5.
a couple o f in terestin g m u se u m s n e a r here.
5 .___
Photocopiable © Cambridge University Press
Test 1 •
T-193
N
N 4 points f 1 point each)
R ead each sen ten ce. Circle th e correct w ord.
1. O n M onday afternoon, Erika takes / goes / does a c o m p u te r class.
1.___
2. O n w eekends, Rick plays / m akes / goes soccer.
2.
3. In h e r free tim e, M ari goes / m akes / takes shopping.
3 .___
4. I do / m ake / have p h o n e calls in th e evening.
4___
0
0
C om plete each conversation. Add a seco n d q u e stio n from th e box. Use each q u e stio n only once.
4 points (1 point each)
Do you go o u t to a club o r restaurant? I m ean , can I u se it after class? I m ean , do you ever e a t o u t in this neighborhood? Is it E-R-I-N? 1. A Do you like th e food a ro u n d h e re ? __________________________________
1..
B No, I d o n ’t. A lot of th e resta u ra n ts in this n e ig h b o rh o o d are very noisy.
2. A C an I b orrow your d ictio n a ry ?______________________________________
2 ..
B No, I’m sorry. I n eed m y dictionary.
3..
3. A H ow do you spell your n a m e ? _____ B Yeah, th a t’s right.
4..
4. A W hat do you do in th e even in g ? ___ B I’m really busy. I usually w ork or have a class in th e evening.
P
Read th e store hours. T h en look at th e tim es in th e answ ers. W rite th e questions.
P 6 points (2 points each)
REXDER^J CHOICE BOOKSTORE O pen Every Day 9 a.m .-lO p.m.
E x a m p le :
A
Alberto's Superm arket Open M onday-Saturday 8 a.m .-9 p.m. Open Sundays 8 a.m .- 6 p.m.
Harry’s Restaurant Open Seven Days a Week 12:00-midnight
Hvng <Aoes H \e stApevt*A<?wUeb opgv\
B At eight in th e m orning.
1._______ A _________________________________________________________ B At noon. 2.
_______________________________________________ A
l._
2 ..
B At te n o’clock.
3.
3. _ B At six.
T-194 • Test 1
Photocopiable © Cambridge University Press
Q Read Greg’s e-mail. Then check (/) the five true statements.
Q 10 points (2 points each)
C3^
0
m
fae e Delete
H
9
S
Reply Reply All Forward
FROM:
Greg Evan s
TO: Erin Lee su b jec t :
SENT:
My paper for our art c la ss 11:48 p.m.
Dear Erin, I’m sorry this e-mail is so late! I never have any free time on Mondays! Yes, let’s meet and work on my paper together tomorrow. But w hen? I’m really busy tomorrow, too. I work from 6:00 to 11:00. (I’m a server at Copper Cafe, and the breakfast hours are really crazy!) Then I have a c h e s s club meeting from 12:00 to 1:30. But luckily, I don’t have my afternoon cla ss tomorrow. My
' (< c »'»' c r <<i' o o c r* n r i> »* r
teacher has a meeting out of town. So , let’s meet tomorrow at 2:00. Is that O K ? My paper on the Louvre Museum needs a lot of work! There’s som e great information about the Louvre on the Internet. (You speak French, right? Som e of the W eb pages are in French, and I don’t speak French.) There’s a very good computer in Room A-13, and it’s quiet there, too - there are usually only a couple of people in there. So, let’s meet there and find the information. O K ? By the way, can I borrow your notes from c la s s on Friday? Thanks again for all the help! Call me! 555-0098 Greg
. . Greg isn’t b u sy o n M ondays. □ Greg w orks o n Tuesday m ornings.
l._
2 ..
_ Greg serves lu n ch at a restau ran t.
3..
ZD Greg is in a chess club.
4..
_ Greg h as class at 2:00 tom orrow .
Zl Greg n eed s in fo rm atio n a b o u t th e Louvre for his paper. ZD Greg d oesn’t sp eak French.
5..
] Room A -13 is usually very noisy. J Erin a n d Greg are in th e sam e a rt class.
"J
Greg asks Erin
for a n answ er by e-m ail.
i< Total:
out of 100 Photocopiable © Cambridge University Press
T6St 1 • T-195
Teacher Scoring Section Date:
A
Erica a n d Tim are talking a b o u t Tim’s schedule this sem ester. Listen a n d check ( / ) th e tru e inform ation.
1. □ Tim is getting a lot of sleep th ese days.
A 8 points (2 points each) 1. _____
□ Tim is very tired th ese days. 2. □ H e’s studying a lot. □ H e’s w orking full tim e.
2 .___
3. D H e’s eating th ree good m eals every day. G He’s skipping m eals an d eating fast food.
3_____
4. □ He played football in th e cold last Saturday,
4___
f i He sat ou tsid e in th e cold last Saturday.
B
E than a n d Lora are talking a b o u t th e w eekend. Listen a n d check ( / ) th e correct answ ers.
1. W here did Lora go last w eekend?
3. W ho did E than d an ce with?
□ To h e r friend A ngel’s party.
G
A ngel’s girlfriend.
□ To h e r sister’s house.
D Angel’s sister.
2. W hat kind of food did Angel serve? □ M exican. D Brazilian.
C
4. How often does Angel have parties? □ A couple of tim es a m o n th . O nce a m o n th .
A W here
(2 points each) 1 . ____
3 . ____
2.
4___
_
G
Read th e answ ers. T hen co m p lete th e questions. Use th e verb be or th e sim ple present.
E x a m p le :
B 8 points
w e y o u -Prow______________
C 10 points (2 points each)
?
B I’m from M exico City.
A Wh a t______________________________________________ ?
1.
1. _____
B My sisters? T hey’re very friendly a n d outgoing.
2. A W h e re ________________________________________________ ?
2 .___
B My p a re n ts are a t h o m e today.
3. A ________________________________________________ o n th e w eekends? B Yes, she does. My m o th e r w orks every w eekend.
A
4.
?
3 . ____
4 . ___
B Yeah, th e stu d e n ts in this class are very sm art.
5. A W h e re ________________________________________________ ? B My friends a n d I usually go for coffee after class.
196 •
Photocopiable © Cambridge University Press
5 . ___
D C om plete th e sentences. Use th e p re se n t co n tin u o u s a n d th e w ords in p aren th eses.
D 6 points (1 point each)
Use c o n tractio n s w here possible. Exam ple: A A re yoi\ le a rn in g _______ (you / learn) a n ew sp o rt this w inter? B Yeah, w e 'r e fa k in g ___________ (we / take) bow ling at th e s tu d e n t center. (your b e st friend / exercise) en o u g h th ese days?
1. A
B
____
l. A
____
(he / walk) to school this sem ester.
B Well, _
(your p a re n ts / do) right now?
2. A W h a t.
____ B
(they / run) in th e park.
B _______
3. A ____
(you / enjoy) th e b each today?
3. A _______
___ B
(I / n o t have) any fun. It’s too cold a n d windy.
B No,.
E
l . A ____
E 5 points
Read a b o u t a neig h b o rh o o d . Circle the correct w ords.
(1 point each)
I really like m y n eig h borhood. T here’s a / a couple of ch eap
1____
2____
m ovie th e a te r a n d an / som e excellent restau ran ts. And th ere are (2)
one / a couple of great stores. T here are no / a lo t of nice
3 .___
14)
(3 )
places, b u t th ere ’s no / a m all. We n e e d a mall!
4 ._____
5___
(5 )
F
F 4 points
C om plete th e conversation w ith th e q u estio n s in th e box. Use each q u e stio n only once. I m ean , w here can you h e a r good m usic? Are you studying law, like Joe?
(1 point each)
Are you a student? W hat do you play?
Joe Hey, Linda. This is m y friend Marco. Linda Hi. It’s nice to m eet you. Marco Nice to m ee t you. Joe M arco’s from Italy. Linda Italy? Really? So are you a stu d e n t here? Marco No, I’m ju st o n vacation. How a b o u t y o u ? .
1.
a)
Linda Yes. Joe a n d I go to th e sam e school. Marco Really?__________
2 ( 2)
.
Linda No, I ’m studying m usic. Marco T h a t’s interesting. ____
3. (3 )
Linda The piano. I like it a lot. Marco Great. So, um , do you ever go to co n certs here?
(4 )
4.
Linda Oh, th ere are som e great jazz clubs in M ia m i...
Photocopiable © Cambridge University Press
Test 2 • T-197
G Read th e sentences. T h en correct th e u n d e rlin ed w ords.
® 6 Points (1 point each)
1. It w as h o t a n d rainy today. David w as at th e beach. He got a b a d su n b u rn ._______________ 1.__ 2. My sister is a t th e gym right now. She’s going aerobics.__________________________________ 2
.__
3. I like to w ear dressy clothes after work. I usually go h o m e a n d p u t on jea n s a n d a_________3.__ T-shirt. 4. This n e ig h b o rh o o d is very exciting. T here’s no place to go. T here’s n o m all o r m ovie______ 4.__ th e a te r - ju st a lot o f a p a rtm e n t buildings. 5. I love seafood. I e a t a lot of chicken, beef, a n d lam b.____________________________________ 5.__ 6. I w en t on a trip w ith m y brother. It w as terrible. We d id n ’t go along.______________________6.__
H
C om plete th e q u estio n s a n d answ ers. C hoose th e correct expressions from th e box, a n d use ca n or ca n ’t. (Do n o t use all th e expressions.)
see a lot of fam ous people take a bus tour go to a show or concert Exam ple: A
C<nv\
you
H 6 points point each)
spend a day at the beach sit at an outdoor cafe / s e e a different movie see ot Ai-P-Perevd- vnovie
every night in this
neighborhood? B No, you
cgtyvh
T here’s only one m ovie theater.
1. A _________ y o u _________________________________ at night? B No, y o u _________ . The resta u ra n ts a n d stores close early a ro u n d here.
2. A _________ y o u __________________________________on th e street?
i . a ___ B
2. A___
B Yes, y o u _________ . There are a lot of celebrities a ro u n d here.
3. A _________ y o u __________________________________o f th e island? B Yes, y o u __________ Or you ca n w alk a ro u n d a n d see it. It’s really sm all.
I
Circle the correct w ords.
A Do you e a t m a n y / a lo t o f fruit? B Well, I have a n a p p le / a p p le every day. A How m a n y / m u c h coffee do you d rin k a day? B Actually, I d o n ’t drink so m e / any. I d o n ’t like coffee.
4.
3. ___ B
___
(1 point each)
B N ot really. But I eat a lot of p o ta to / p o ta to e s.
3.
___
I 8 points
1. A Do you e a t m a n y / m u c h vegetables?
2.
___
A H ow m a n y / m u c h snacks do you eat a day?
i .a
__
b
___
2. ___ b
___
3. a ___ b
__
4. a ___
B I d o n ’t usually have snacks. But I eat a lo t o f / m a n y ice cream !__________________________ b _ _ _
T-198 • Test 2
Photocopiable © Cambridge University Press
J
C om plete th e conversation. Circle th e correct w ords.
J 5 points (1 point each)
A Let’s take a break. I’m hungry. B Me too. / Let m e think. W ould you like to go out? T here are som e good lu n c h places
1.___
a ro u n d here. A Well, I’m o n a diet, so I d o n ’t w a n t a big lu n ch o r so m ething / o r anything.
(2j B OK. Let’s see. / Really? How a b o u t th e coffee shop n e a r here?
2
.__
3 .____
(3 )
A Oh, th a t’s great. It’s right next door to th e electronics store. I n e e d to go th ere after
lunch. I w a n t to get m y n eig h b o r’s son a GameCube® for his birthday. B A GameCube®? W h at’s that? A Oh, it’s a kind of / k ind of like video gam e. He really, rea lly w an ts one. A nd h e ’s a
4 . ____
really great kid. B Oh, th a t’s nice. H appy birthday! / Good for you.
5.___
(5)
K
C om plete th e q u estio n s a n d answ ers. Use th e sim ple p a st a n d th e verbs in p arentheses. Use capital letters w here necessary.
1. A _________ y o u __________(do) an y thing fun last night? B N ot really. I j u s t __________ (stay) hom e.
2. A W h e re __________ (be) your p a re n ts last w eek ? _________ (be) th ey hom e? B No, th ey
_______(be) on vacation in Alaska.
3. A W h e re __________your_b r o th e r __________ (go) Saturday night? B He
(meet) som e friends for dinner.
4. A _________ y o u __________(check) your e-m ail yesterday? B No, b u t I _________ (chat) w ith som e friends online.
L
K 12 points (1 point each) 1.A _______ B ___ 2. A _ _ _ _ _ _ _ _ B ___ 3. A _ _ _ _ _ _ _ _ B ___ A. A _ _ _ _ _ _ _ _ B
L 6 points
Circle th e correct w ords.
(1 point each)
1. A W hat do you like to / w ould you like to do tonight? B I ’d like to / like to stay hom e. T here’s a football gam e o n TV.
2. A Do you like to / w an t to go to the b e a ch tom orrow ? B Yeah! I don’t have to / need to w ork tom orrow .
3. A Do you w ould like to / n eed to shop for clothes? B Yeah, I do. In fact, I w an t to / like to go sh o p p in g today!
Photocopiable © Cambridge University Press
1 . A ___ B ___ 2 . A ___ B ___ 3. A ___ B ___
Test 2 •
T-199
M Read the e-mail. Then check (/) the answers to the questions.
M 8 points
[0
(2 points each)
0
0
0
Delete
&a
Reply Reply AM Forward
FROM: TO: SUBJECT: SENT:
,
&
-
-
.
i
Rick Barton Sarah Jones A friend in Japan? 9:17 a.m.
Dear Sarah, Well, how is Tokyo? Are you studying hard? Do you have any free time? Can you take any vacation? I talked to my aunt, and she knows a woman there. Her name is Keiko Noguchi. Keiko lived in New York for two years and studied art history. Now she’s back in Japan and living in Tokyo. She’s studying at a university there, and she works part time in a museum. Anyway, I bet Keiko’s English is pretty good. My aunt sent an e-mail to Keiko, so Keiko knows you’re in Japan. You can e-mail her at knoguchill32@ cup.org. Keiko wants you to go to Kyoto with her. Kyoto is famous for its gardens and historic temples. And she says you can go and see a traditional show together. She saw a show there last week. She can tell you about it.
I
Anyway, everybody misses you! And I think about you all the time. Please send me an e-mail soon! Rick
1. W h at’s Sarah doing in Japan? □ She’s going to school.
□ She’s working.
□ She’s o n vacation.
D In Kyoto.
n In Tokyo.
D At a m u seu m .
□ At a university.
2. W here does Keiko live? □ In New York. 3. W here does Keiko work? Q At a n English school.
4. W hat did Keiko go a n d see last week? D A fam ous garden.
T-200 • Test 2
EH A h istoric tem ple.
4 ..
□ A trad itio n al show.
Photocopiable © Cambridge University Press
N Read the poster. Then check (/) the four true statements.
N 8 points (2 points each)
Come to the
In the Student Center TODAY (Friday) Do you like to try new foods? Do you want to help your school? Now you can do both! D on't buy your lunch in the cafeteria today. Come to the Student Center, and take an eating tour of foods from around the world. You can enjoy delicious food from m any different countries! Students in the International Club are making dishes like spicy Mexican seafood, hot Italian pizza, and Vietnamese noodles w ith vegetables. Or try wonderful desserts. We have specialties like tofu ice cream or sweet, sticky rice. Even picky eaters can find something good. The money from each sale at the Worldwide Food Fair goes to help buy new computers for our club. And prices are low! All you can eat for $7. Or you can buy a snack for just $3.
Come join us for fun and food: 11:30 a.m .-l :00 p.m.
] The food fair is in the cafeteria. D Students are cooking a lot of different dishes. □ They’re serving Italian noodles and Mexican pizza. D You can try rice ice cream. D The food fair is good for picky eaters. The m oney from the food fair goes to the International Club. . The food fair prices are expensive. □ Lunch is only $3. . _ The lunch starts at 11:30 p.m. The lunch finishes at 1:00 p.m.
1.___ 2
4- —
Total:
out of 100 Photocopiable © Cambridge University Press
Test 2 • T-201
Test 1 audio scripts A [CD Track 14) P a u la Jo h n P a u la Jo h n P a u la Jo h n P a u la Jo h n P a u la Jo h n P a u la Jo h n P a u la Jo h n P a u la Jo h n P a u la
B (CD Track 15)
Hey, John___Where's Ana today? Oh, hi, Paula. Uh, I think she’s just late. She’s always late. Does she drive or take the bus? Um, she doesn’t have a car. So actually, I think she takes the bus. I guess the buses are often late. So does she come to class from her home? Usually, yeah. I think she works one day a week, but she usually comes from her house. Where does she live? Does she live near you? No. no. She lives, um. near the mall. Hey, me too. I live near the mall. Really? I bet you live near A na.. .. Yeah. There are a lot of students in my neighborhood. Do you drive to school? Yeah. I drive to school every day, and it’s expensive! And do you come to school from home? Oh! Well, not every day. Some days I drive from work. But I come from home three times a week. Well, let’s talk to Ana Maybe you can drive her to school some days, and she can pay you something. Sounds like a good idea. Great!
Ben S a n d ra Ben S a n d ra Ben
S a n d ra Ben
S a n d ra Ben S a n d ra Ben S a n d ra Ben S a n d ra Ben
T-202 • Test 1 audio scripts
Hey, Sandra, can I borrow your cell phone? My phone’s in my car. Yeah, sure. Here you go. . Thanks. I always call my daughter after she finishes school___ Is she at home? (d ia lin g ) Yeah, she goes straight home after school. But no one is there. I’m not there, my wife isn’t there, so .. { rin g in g so u n d ) Huh. My daughter isn’t hom e.. . What time is it? Um. it s . . . 3:10. Oh, it’s early. She s not there yet. She gets home around 3:15. Thanks anyway, Sandra. Here’s your p h o n e.. . . Oh no, keep the phone You can use it and call home again later. I have a class now. Really? Yeah. I have class from 3:30 to 4 30. so I don’t need it right now What’s your classroom? It's D 7. OK, then , .. great. So, see you in your room after your class - at 4:30. Sure. Thanks, Sandra.
Phntncopiable © Cambridge University Press
Test 2 audio scripts A (CDTrack 16)
B
Erica Tim Erica Tim
Ethan Hey Lora. I didn t see you at Angel s party on
Erica Tim Erica Tim Erica Tim Erica Tim
Erica Tim Erica Tim
You don’t look good, Tim Are you OK? No, I'm not. I m exhausted You poor thing! Why? Are you getting enough sleep? No, I'm only sleeping about four or five hours a night. Why? What’s going on? It s ju s t. .. I’m working part time, and I’m studying a lot this semester, too. So. I’m always busy. Well, um . . . are you eating right? I mean, are you having good meals? Well, kind of. But I m only eating one good meal a day. And I m having a lot of fast food and snacks,. . . you know. Ob, that’s not good. No, it’s not. And now I think I’m getting sick. You do? Why? Well, I had to go to my brothers football game last Saturday, and the weather was awful. And the game was really long, so I was outside in the cold for hours. Oh, Tim! Well, of course you’re getting sick! Yeah, I know. Anyway, I . . . I have to go. I really need to get some rest. Well, listen, you go home and lie down. I’ll call you later and see how you are. Ob, thanks. That’s so nice of y o u .. . .
(CD Track 17)
Saturday.
Lora Oh, hey Ethan. Yeah, well, I went to my sister’s Ethan Lora Ethan Lora Ethan Lora Ethan Lora Ethan Lora Ethan Lora Ethan Lora Ethan Lora
house for the weekend. Uh. how was the party? Was it fun? Oh, yeah it was great There were a lot of people there. And the place looked terrific. His house looked like a nightclub. Really? Was there music? Did people dance? Yeah He played a lot of Brazilian music Everybody danced! It sounds like fun. It was. And Angel made some delicious food. Yeah, Angel’s a great cook. Uh-huh. He made tortas. Tortas? What are tortas? They re a kind of Mexican food. They’re kind of like tortillas. Right. And how was Angel? Did you guys, uh talk? Ob, yeah, we talked He's good. Um , his sister, Diana was there. Oh! And his new girlfriend What's her name? U h ,.. . Karen! Really? What s she like? Oh, she s really outgoing and fun. In fact, we danced together a couple of times__ Great Good for you. .. WeE, anyway, I'm sorry I missed the party. Yeah well Angel has a party every m onth. You can come next time. Yeah. I d like to___
Photocopiable © Cambi ldge University Press
Test 2 audio scripts • T-203
Test 1 answer key J
A 1. 2. 3. 4.
She takes the bus. At home. She lives near the mall. Everyday.
B 1. 2. 3. 4.
False False True False
c 1. 2. 3. 4. 5. 6.
’s are I’m We’re what's it’s
D 1. 2. 3. 4.
Me too. Me too. Me neither. Me too.
1. A B 2. A B 3. A B
I’m They're Our My your His
F 1. 2. 3 4.
never often hardly ever always
G 1. 2. 3. 4. 5.
b a e c d
H 1. do your parents usually go out 2. do you go on Saturday nights 3. does your girlfriend do in her free time
I on under next to in
T-204 • Test 1 answer key
1. A Does, work B doesn’t: works 2. A Do, go out B don't; go out 3. A Does, live B does: lives
K 1. 2. 3. 4.
outgoing fun lazy smart
Yeah, I get up at about 6:00. How about you? Do you get up early? I get up around 10:00 or 10.30! Do you drive to work? Me too. But sometimes I take the train. No, 1 don't. I usually take the bus. Really? Is she in a band? Yeah, she is. She sings at a club in the city. My sister is an amazing singer. Do you know Ray’s Pizza? It’s great. I mean, the 4. food’s good. Where do you go? I mean, do you go somewhere nice? 1 Sometimes I meet a friend for dinner after class
M 1. There are 2. There s 3. There are
4. There s 5. There are
N 1. takes 2. plays
1. 2. 3. 4.
3. goes 4. make
I mean, do you ever cat out in this neighborhood? I mean, can I use it after class? Is it E- R- I-N? Do you go out to a club or restaurant?
1. What time does the restaurant / Harry s Restaurant open? 2- What time does the bookstore / Readei’s Choice Bookstore close? 3. What time does the supermarket / Alberto’s Supermarket close on Sundays2
Q / / / / /
Test 2 answer key A 1. 2. 3. 4.
Tim is very tired these days. He's studying a lot Hes skipping meals and eating fast food. He sat outside in the cold last Saturday
B 1. 2. 3. 4.
To her sister’s house. Mexican. Angel’s girlfriend. Once a month.
c 1. are your sisters like 2. are your parents (today) 3. Does your mother work 4 Are the students in this class smart 5. do you (and your friends) go after class
1 1. A many B potatoes 2. A a lot of B an apple 3. A much B any 4. A many B a lot of
J 1. 2. 3. 4. 5.
Me too or anything Let s see. a kind of Good for you.
K
1. A Is your best friend exercising B he's walking 2. A are your parents doing B They’re running 3. A Are you enjoying B I m not having
i. A Did do B stayed 2. A were. Were B were 3. A did. go B met 4. A Did, check B chatted
E
L
D
1. 2 3. 4 5.
a some a couple of a lot of no
1. A would you like to B d like to 2. A want to B don t have to 3. A need to B want to
Are you a student? Are vou studying law. like Joe? What do you play? I mean, where can you hear good music?
M
F 1 2. 3 4
G 1. 2 3 4 5. 6.
sunny doing comfortable / casual boring meat get
1. 2. 3. 4
Shes going to school. In Tokyo At a museum A traditional show.
N / Students are cooking a lot of different dishes / The food fair is good for picky eaters / The money from the food fair goes to the International Club 5 The lunch finishes at 100 p.m.
H 1. A Can, sit at an outdooi cafe B can’) 2 A Can, see a lot of famous people B can 3. A Can, take a bus tour B can
Test 2 answer key • T-205
Oral quizzes Administration and scoring guide Oral quizzes in the Touchstone series are optional. Decide whether or not to adm inister the oral quizzes based on your goals, students’ i nterests, and available class time.
Contents and purpose
The oral quizzes examine students’ ability to com m unicate orally using the language presented in T ou ch ston e Level 1 The twelve oral quizzes each cover one unit. Oral quizzes may cover any of the language in a unit, and always ask Ss to use a conversation strategy presented in the un it. The oral quizzes can be used in conjunction with the written quizzes. Like the written quizzes, students’ perform ance on the oral quizzes helps determ ine what language has been successfu lly acquired. The oral quizzes can be used as part of student grading and assessment.
Pairs: Quizzes can be taken by pairs of Ss. Assign the Ss in each pair the roles of Students A and B or of Students C and D. Give each S a photocopy of only his or her part. Ss take turns asking and answering questions. Pair testing may take D/2 to 2 minutes per pair. Groups (3 or 4 Ss]: Group test ng is sim ilar to pair testing. Assign each S one set of questions - Student A. B, C. or D. Give each S a photocopy of omy his or her part. Ss take turns asking and answering then questions. This may be structured in any of several ways: ()) Each S consistently asks questions to the same partner; (2) Ss ask their questions either to ihe Ss sitting on their right or on their left. Group testing may take 2 to 3 minutes per group. Format summary
■ Several factors may affect whether you test individually, in pairs, or in groups. Among these are time, classroom space, and classroom size. Use the following table to make your decision
Getting ready for an oral quiz
■ Plan to give a quiz shortly after the class has completed a unit. The oral quizzes should be given either on the sam e day as the written quizzes, or in the class period before or after. ■ Suggest that Ss prepare for each quiz by reviewing the unit and by practicing speaking to a classmate or friend in English. (Make sure that Ss complete the Free Talk for each un it before each quiz since it specifically provides speaking practice.) ■ Photocopy the quiz and any art that accompanies it. Cut up the question bank into its individual pieces: S tu d e n t A , S tu d e n t B S tu d e n t C, and S tu d e n t D ■ Photocopy the Oral Quiz Assessment Sheet - one for each S, ■ Schedule class tim e by determ ining the testing format you will use and multiplying it by the num ber of Ss, pairs, or groups. ■ On the day of the quiz, arrange an appropriate space for oral testing. Giving an oral quiz
■ Each oial quiz consists of a bank of items divided into four sets: S tu d e n t A , S tu d e n t B, S tu d e n t C, and S tu d e n t D . Each set tests sim ilar language points. ■ Oral quizzes can be adm inistered in several ways: Individuals Lead a one-on-one conversation with a single S. Take the role of S tu d e n t A , and assign the S the role of S tu d e n t B. Give the S a photocopy of only his or her part. Take turns asking and answering the questions. You may choose to include other questions and prompts of your own Individual testing may take 1 to IV2 m inutes per S.
T -206 • Oral quizzes
Oral Quiz
lim e
Recommended Questions
Individuals
1-1 Vj minutes
Students A & B; develop own
Pairs
l 1/? 2 minutes
Select Students A & B or Students C & D
Groups (3 or 4 Ss)
2-3 minutes
Students A. B. C. & D as needed
■ No m atter how the quiz is adm inistered, it is recom m ended that you attend each oral session to listen to all Ss to ascertain their grades. Scoring an oral quiz
■ Each oral quiz is worth 25 points. Ss are graded in five categories: Communication, Grammar. Vocabulary, Conversation Strategy and Fluency. (See the category guidelines on the Oral Quiz Assessment Sheet on page T-207.) Each category is worth five points 1 is low 5 is high. ■ To score the oral quizzes, use an Oral Quiz Assessment Sheet I fse a separate sheet for each S. ■ Scores may be interpreted as follows: 22-25 points = Excellent 18 21 points = Good 14-17 points = Average 13 or below = Needs work ■ It is im portant to provide Ss with written comments and positive feedback, 1 here is space nn the Oral Quiz Assessment Sheet tor these comments. ■ To record quiz results, use the Score Record Sheet on page T-230.
Oral quiz assessment sheet
“
Name: Unit:
Date:
Poor
Fair
Good
Very good
Excellent
1
2
3
4
5
Grammar
l
2
3
4
5
Vocabulary
l
2
3
4
5
Conversation Strategy
1
2
3
4
5
Fluency
1
2
3
4
5
Communication
Total:
Comments and suggestions:
out of 25
Communication: ability to comprehend, interact, and make him self or herself understood; volume; pronunciation Grammar: accurate use of gram m ar structures Vocabulary: correct and effective use of vocabulary
-5
-3
"3
Conversation strategy: effective, natural use of strategies Fluency: speed, flow, naturalness, and comfort with words
Oral quiz assessment sheet
Name: Unit:
Date:
-3
"3 "3
r
Poor
Fair
Good
Very good
Excellent
Communication
1
2
3
4
5
Grammar
1
2
3
4
5
Vocabulary
1
2
3
4
5
Conversation Strategy
1
2
3
4
5
Fluency
1
2
3
4
5
Comments and suggestions:
Total:
_out of 25
"3
-3 ^3
Communication: ability to comprehend, interact, and make him self or herself understood; volume; pronunciation Grammar: accurate use of gram m ar structures Vocabulary: correct and effective use of vocabulary Conversation strategy: effective, natural use of strategies Fluency: speed, flow, naturalness, and comfort with words Photocopiable © Cambridge University Press
Oral quiz assessment sheet
•
T-207
“"JLLOralyuiz
.................... ...........
Student A Ask these questions. Answer your p artn er’s
StudentC Ask these questions. Answer your p artn er’s
questions.
questions.
1. 2. 3. 4.
1. 2. 3. 4.
Hi. How are you? W hat’s your last name? How do you spell your last name? W hat’s your phone num ber?
Hi. How are you? W hat’s your first name? W hat’s your phone num ber? How do you spell your teacher’s first name?
Now ask this question. Answer your partn er’s question. Use the Conversation Strategy: After you answer, ask,
Now ask this question. Answer your partn er’s question. Use the Conversation Strategy: After you answer, ask,
How about you?
How about you?
5. Are you an English student?
5. Are you a new student?
I ___________________________________________________
Student B Ask these questions. Answer your p artn er’s
; Student D Ask these questions. Answer your p artn er’s
questions.
;
questions.
1. 2. 3. 4.
; ! ; !
1. 2. 3. 4.
Now ask this question. Answer your p artn er’s question. Use the Conversation Strategy: After you answer, ask,
How about you?
! ; !
How about you?
5. Are you new here?
I
5. Are you here for a French class?
W hat’s your first name? W hat’s your m iddle name? W hat’s your e-mail address? How do you spell your teacher’s last name?
Now ask this question. Answer your partn er’s question. Use the Conversation Strategy: After you answer, ask,
W hat’s your last name? How do you spell your last name? W hat’s your m iddle name? W hat’s your e-mail address?
______________________ JL______________________
T-208 • Unit 1 0ral quiz
Photocopiable © Cambridge University Press
m2 Oral quiz
Student A Ask these questions. Answer your partner’s
Student C Ask these questions. Answer your partner’s
questions.
questions.
1. 2. 3. 4. 5.
(Point to the computer.) W hat’s this? (Point to the pens.) What are these? (Point to Frank’s bag.) Is this Sonia’s bag? Where’s the teacher’s desk? Where are the dictionaries?
Ask your partner two m ore questions about the picture. Use your own ideas and the Conversation Strategies:
1. (Point to the map.) What’s this? (Point to the chairs.) What are these? (Point to Frank’s desk.) Is this Sonia’s desk?
2. 3. 4. 5.
Where’s Sonia’s desk? Where are the textbooks?
Ask your partner two more questions about the picture. Use your own ideas and the Conversation Strategies:
How do you spell. ..? What’s the word fo r . . . i n English? ^ Can you repeat that, please?
How do you spell.. . ? What’s the word fo r . . . i n English? Can you repeat that, please?
___________________________ _________ ________ _________
Student B Ask these questions. Answer your partner’s
Student D Ask these questions. Answer your partner’s
questions.
questions.
1. 2. 3. 4. 5.
(Point to the CD player.) What’s this? (Point to the erasers.) What are these? (Point to Sonia’s desk.) Is this Frank’s desk? Where’s the clock? Where are the bags?
1. (Point to the clock.) What’s this? 2. 3. 4. 5.
(Point to the pens.) What are these? (Point to Sonia’s chair.) Is this Frank’s chair? Where’s the map? Where are Sonia’s glasses?
Ask your partner two m ore questions about the picture. Use your own ideas and the Conversation Strategies:
Ask your partner two m ore questions about the picture. Use your own ideas and the Conversation Strategies:
How do you spell. . . ? What’s the word for . . . i n English? Can you repeat that, please?
How do you spell. . . ? What’s the word f o r . . . i n English? Can you repeat that, please?
Photocopiable © Cambridge University Press
Unit 2 Oral quiz • T-209
UniJ.LQraLquiz Student C Ask these questions. Answer your partner’s
Student A Ask these questions. Answer your partner’s questions.
questions.
Use the Conversation Strategy: After your partner answers, show you’re interested. Say Really? and add a question.
Use the Conversation Strategy: After your partner answers, show you’re interested. Say Really? and add a question.
1.
1.
2. 3. 4. 5.
How old are you? Where are you from? What’s your m other like? Are you a sports fan? W ho’s your favorite actor?
2. 3. 4. 5.
Where are you from? How old are you? W ho’s your best friend? Are your friends outgoing? What’s your favorite band?
Student B Ask these questions. Answer your partner’s
Student D Ask these questions. Answer your partner’s
questions.
questions.
Use the Conversation Strategy: After your partner answers, show you’re interested. Say Really? and add a question.
Use the Conversation Strategy: After your partner answers, show you’re interested. Say Really? and add a question.
1. 2. 3. 4. 5.
1. 2. 3. 4. 5.
Where are you from? What’s your father like? Are you a m ovie fan? W ho’s your favorite singer? Is your best friend shy?
___________________________
T-210 • Unit 3 Oral quiz
j.
Where are you from? How old is your best friend? Are your neighbors fun? Is your m other busy? Who’s your favorite actor?
__________________________
Photocopiable © Cambridge University Press
Unit 4
Or.al.quiz
Student A Ask these questions. Answer your partner’s
StudentC Ask these questions. Answer your partner’s
questions.
questions.
Use the Conversation Strategy: Say more than yes or no w hen answering.
Use the Conversation Strategy: Say more than yes or no w hen answering.
1. 2. 3. 4. 5.
1. 2. 3. 4. 5.
Do you exercise every day? Do you take any lessons or classes? Do your friends play sports? Do you live w ith your parents? D oes your father know people from other countries?
Do you eat lunch every day? Do you read the newspaper? Do you take any lessons or classes? Do your friends live around here? D oes your m other work on the weekends?
Student B Ask these questions. Answer your partner’s
Student D Ask these questions. Answer your partner’s
questions.
questions.
Use the Conversation Strategy: Say more than yes or no w hen answering.
Use the Conversation Strategy: Say m ore than yes or no w hen answering.
1. 2. 3. 4. 5.
1. Do you make a lot of phone calls? Do you belong to a club? 3. Do your friends watch TV a lot? 4. D oes your m other play sports? 5. Do you sing in the shower?
Do you eat breakfast every day? Do you and your friends study together? Do you drive to class or to work? Do you have brothers and sisters? D oes your best friend play gam es on the computer?
2.
Photocopiable © Cambridge University Press
Unit 4 Oral quiz • T-211
Uni,.LQr.al.quiz. Student A Ask these questions. Answer your partner’s
Student C Ask these questions. Answer your partner’s
questions.
questions.
Use the Conversation Strategy: Ask each question in two ways. Follow the exam ple of question 1.
Use the Conversation Strategy: Ask each question in two ways. Follow the exam ple of question 1
1. How often do you go out? I m ean, do you go out every weekend? 2. W hen do you usually study? I m ean, do you . . . ? 3. How often do you eat out? Do you . . . ? 4. Do you ever go out for coffee? I m ean, do you . . . ? 5. Where do you go in your free time? Do you . . . ?
1. How often do you go to the movies? Do you go every week? 2. Do you spend a lot of tim e on the Internet? I m ean, do you . . . ? 3. How often do you go shopping? I m ean, do you . . . ? 4. Who do you go out with? Do you . . . ? 5. What do you do at night? I m ean, do you . . . ?
_________________________________________________
StudentB Ask these questions. Answer your partner’s
Student D Ask these questions. Answer your partner’s
questions.
questions.
Use the Conversation Strategy: Ask each question in two ways. Follow the exam ple o f question 1.
Use the Conversation Strategy: Ask each question in two ways. Follow the exam ple of question 1 .
1.
1. How often do you read the newspaper? Do you read the paper every day? 2. What do you do in your free time? I m ean, do you . . . ? 3. Do you study a lot? I m ean, do you . . . ? 4. How often do you go out for dinner? Do you . . . ? 5. What do you do on weekends? I m ean, do you . . . ?
2. 3. 4. 5.
Where do you go on weekends? Do you go to restaurants? Who do you study with? Do you . . . ? Do you like sports? I m ean, do you . . . ? How often do you watch TV? Do you . . . ? What do you do on Friday nights? I m ean, do you . . . ?
T-212 • Unit 5 Oral quiz
Photocopiable © Cambridge University Press
Unit
6.Oral.quiz.
Student A Ask these questions. Answer your partner's
StudentC Ask these questions. Answer your partner's
questions.
questions.
1. What tim e do you get up on weekends? 2. What tim e do you have breakfast? 3. What tim e is your favorite TV show?
1. What tim e is it now? 2. What tim e do you get up on weekdays? 3. What tim e do you get hom e on Tuesdays?
Now take turns making true statem ents. U se the Conversation Strategy: Respond to your partner's statem ents using M e too or Me neither. Then say more.
Now take turns making true statem ents. Use the Conversation Strategy: Respond to your partner's statem ents using Me too or Me neither. Then say more.
4. I live in (a boring / an exciting) neighborhood. 5. I (like / don’t like) shopping.
4. I (go / don’t go) to concerts. 5. I (like / don't like) art exhibits.
Student B Ask these questions. Answer your partner’s
StudentD Ask these questions. Answer your partner’s
questions.
questions.
1. What tim e do you go out on weekends? 2. What tim e does your local supermarket open? 3. What tim e do you eat dinner?
1. What tim e do you eat lunch? 2. What tim e do you leave work or school in the afternoon? 3. What tim e do you get hom e on Fridays?
Now take turns making true statem ents. Use the
Conversation Strategy: Respond to your partner’s statem ents using M e too or M e neither. Then say more. 4. I (like / don’t like) the restaurants around here. 5. I (watch / don’t watch) soccer a lot.
Now take turns making true statem ents. Use the Conversation Strategy: Respond to your partner’s statem ents using Me too or Me neither. Then say more. 4. I (like / don’t like) the stores around here. 5. I (go out / don’t go out) a lot.
Photocopiable © Cambridge University Press
Unit 6 Oral quiz • T-213
Unit
LQr.al.quiz.
Student A Ask these questions. Answer your partner’s
Student C Ask these questions. Answer your partner’s
questions.
questions.
Use the Conversation Strategy: After your partner answers, try to ask a follow-up question. Follow the exam ple o f question 1 .
Use the Conversation Strategy: After your partner answers, try to ask a follow-up question. Follow the exam ple of question 1 .
1.
1. Are you studying a lot this semester? Follow-up question: Do you have a lot of homework? 2. How are your classes going? 3. Are you driving to school this year? 4. Are you taking any fun classes? 5. Are you playing any sports?
2.
3. 4. 5.
Are you getting enough sleep these days? Follow-up question: What tim e do you usually go to bed at night? Are you taking any exercise classes? How m uch are you walking these days? What sports are you w atching these days? Are you playing on a sports team this season?
StudentB Ask these questions. Answer your partner’s
StudentD Ask these questions. Answer your partner s
questions.
questions.
Use the Conversation Strategy: After your partner answers, try to ask a follow-up question. Follow the exam ple o f question 1 .
Use the Conversation Strategy: After your partner answers, try to ask a follow-up question. Follow the exam ple of question 1 .
1. Are you enjoying school this semester? Follow-up question: W hat’s your favorite class? 2. What other classes are you taking? 3. How m uch are you studying these days? 4. Are you using a com puter in your classes? 5. Are you working these days?
1. Are you having fun these days? Follow-up question: What are you doing in your free time? 2. How m uch are you reading these days? 3. Are you going to the m ovies a lot? 4. What are you w atching on TV these days? 5. Are you spending a lot of tim e at hom e this month?
T-214 • Unit 7 Oral quiz
Photocopiable © Cambridge University Press
Unit8 QraLqwz Student A Ask these questions. Answer your partner’s
Student C Ask these questions. Answer your partner’s
questions. D iscuss the topics.
questions. D iscuss the topics.
Use the Conversation Strategy: Take tim e to think w hen answering. Say, Uh, Um, Well, Let's see, or Let me think.
Use the Conversation Strategy: Take tim e to think w hen answering. Say, Uh, Um, Well, Let's see, or Let me think.
1. 2. 3. 4. 5.
1. 2. 3. 4. 5.
What kinds o f clothes do you like to wear? Do you ever have to wear a uniform? Do you like to wear jewelry? Do you ever wear a hat? How m uch does a backpack cost?
How often do you go shopping? What kinds of clothes do you like to wear? Do you have to wear nice clothes at work or school? Do you ever wear boots? How m uch do sunglasses cost?
b ...................
Student B Ask these questions. Answer your partner’s
Student D Ask these questions. Answer your partner’s
questions. D iscuss the topics.
; ;
questions. D iscuss the topics.
Use the Conversation Strategy: Take tim e to think w hen answering. Say, Uh, Um, Well, Let's see, or Let me think.
!
Use the Conversation Strategy: Take tim e to think w hen answering. Say, Uh, Um, Well, Let's see, or Let me think.
1. 2. 3. 4. 5.
What do you wear in the winter? Do you need to go shopping this weekend? Do you like to wear suits? What do you like to wear on weekends? How m uch do nice shoes cost?
! ;
1. 2. 3. J 4. ! 5.
How often do you wear dressy clothes? What do you like to wear at home? Do you often wear T-shirts? Do you like to go to the mall? How m uch does an umbrella cost?
______________________________L _____________________________
Photocopiable © Cambridge University Press
Unit 8 Oral quiz • T-215
Unit
9Oral quiz
a kilt
Student A Ask these questions. Answer your partner’s questions. D iscuss the topics.
Student C Ask these questions. Answer your partner’s questions. Discuss the topics.
1. 2. 3. 4.
Where are good places to visit around here? What kinds of restaurants can you go to around here? 3. Where can you have good coffee? 4. Do you like Brazilian music?
What can you do around here? What m useum s can you visit? Where can you get a good view around here? Do you like American movies?
Take turns asking your partner to explain two of the things in the pictures. Point to a picture and ask, What's that? Answer your partner’s questions. Use the Conversation Strategies and your own ideas w hen answering:
It's a kind o f . ..
It's kind of like...
1.
2.
Take turns asking your partner to explain two of the things in the pictures. Point to a picture and ask, What's that? Answer your partner’s questions. Use the Conversation Strategies and your own ideas w hen answering:
^ It's a kind o f . ..
It's kind of like... .
-
StudentB Ask these questions. Answer your partner’s
StudentD Ask these questions. Answer your partner’s
questions. D iscuss the topics.
questions. D iscuss the topics.
1. 2. 3. 4.
What can you do on a rainy day around here? Where can you see a show around here? 3. What kind of food do you like? Do you like Korean food? 4. Do you like American bands?
What can you do on weekends around here? Where can w e sit at an outdoor cafe? What kind o f concerts or shows can you go to? Do you like M exican food?
1.
2.
Take turns asking your partner to explain two o f the things in the pictures. Point to a picture and ask, What's that? Answer your partner’s questions. Use the Conversation Strategies and your own ideas w hen answering:
Take turns asking your partner to explain two of the things in the pictures. Point to a picture and ask, What's that? Answer your partner’s questions. Use the Conversation Strategies and your own ideas w hen answering:
It's a kind o f . ..
Its a kind o f . ..
T-216 • Unit 9 Oral quiz
It's kind of like...
Photocopiable © Cambridge University Press
It's kind of like...
“"[ILOral.quiz.................... questions. D iscuss the topics.
Student C Ask these questions. Answer your partner’s questions. Discuss the topics.
1. 2. 3. 4. 5.
1. 2. 3. 4. 5.
Student A Ask these questions. Answer your partner’s Did you go out last night? Did you see your friends last weekend? Did you make a lot o f phone calls last week? Did you go to a concert last month? Did your family take a trip last year?
Did you Did you Did you Did you Did you
cook dinner last night? make any phone calls last night? go out last weekend? take an exercise class last week? visit an interesting m useum last month?
Now take turns making statem ents. Use the Conversation Strategy: Respond to your partner’s statem ents using Congratulations, Good luck, Good for you, or You poor thing. Then say more.
Now take turns making statem ents. Use the Conversation Strategy: Respond to your partner’s statem ents using Congratulations, Good luck, Good for you, or You poor thing. Then say more.
6.
6.
I w on m y tennis m atch yesterday! 7. My soccer team has a big gam e tomorrow.
I start m y n ew job today! 7. I helped m y brother clean his room.
I Student B Ask these questions. Answer your partner’s questions. Discuss the topics.
I
________________________________________
! ;
Student D Ask these questions. Answer your partner’s questions. Discuss the topics.
; ! ; ! ;
1.
Now take turns making statem ents. Use the Conversation Strategy: Respond to your partner’s statem ents using Congratulations, Good luck, Good for you, or You poor thing. Then say more.
; ! | !
Now take turns making statem ents. Use the Conversation Strategy: Respond to your partner’s statem ents using Congratulations, Good luck, Good for you, or You poor thing. Then say more.
6.
! !
6.
1.
2. 3. 4. 5.
Did you Did you Did you Did you Did you
go to bed late last night? go to the gym yesterday? have to study a lot last week? see any m ovies last weekend? read a good book last month?
I got an A on m y test! 7. I feel really sick today.
2. 3. 4. 5.
Did you Did you Did you Did you Did you
get up early yesterday? go shopping last week? do laundry last weekend? have a lot o f free tim e last week? m eet any new people last month?
I’m exhausted. I didn’t sleep at all last night. 7. I have a job interview today.
____________________________________________ L ____________________________________________
Photocopiable © Cambridge University Press
Unit 10 Oral quiz • T-217
**.1LQraLqwz_
..........
questions. D iscuss the topics.
StudentC Ask these questions. Answer your partner’s questions. D iscuss the topics.
Use the Conversation Strategy: Answer your partner’s questions, and ask similar questions to continue the conversation.
Use the Conversation Strategy: Answer your partner’s questions, and ask similar questions to continue the conversation.
1. 2. 3. 4. 5.
1. What did you do in your free tim e w hen you were a kid? 2. Were you a m em ber of any clubs? 3. Did you have a lot of friends? 4. What shows did you watch on TV? 5. Did you have or w ant a pet?
Student A Ask these questions. Answer your partner’s
What was your first teacher’s name? What was your teacher like? Was he or she strict? Was she or he a good teacher? Were you a good student? Did you learn a lot?
_________________________________________________________________
i
Student B Ask these questions. Answer your partner’s
; Student D Ask these questions. Answer your partner’s
questions. Discuss the topics.
;
questions. D iscuss the topics.
Use the Conversation Strategy: Answer your partner’s questions, and ask similar questions to continue the conversation.
; ! ;
Use the Conversation Strategy: Answer your partner’s questions, and ask similar questions to continue the conversation.
1. 2. 3. 4. 5.
| I I ! J
1. 2. 3. 4. 5.
Do you rem em ber the first CD you bought? Where did you buy the CD? How m uch was the CD? Did you listen to the CD a lot? Do you have the CD now?
T-218 • Unit 11 Oral quiz
Who was your best friend in high school? Where did you m eet your best friend? What was your best friend like? What did you and your friend like to do together? Do you see your friend now?
Photocopiable © Cambridge University Press
Unll12Qralquiz Student A Ask these questions. Answer your partner’s questions. Discuss the topics.
StudentC Ask these questions. Answer your partner’s questions. D iscuss the topics.
1. 2. 3. 4.
1. 2. 3. 4.
What did you have for dinner yesterday? Do you usually have dinner at 7:00, o r . . . ? Do you have any bad eating habits? How m any vegetables do you eat?
What’s your favorite fruit? What kind of food do you like w hen you’re sick? Do you like to go out for dinner, o r . . . ? How m any snacks do you eat a day?
Now ask this question. Answer your partner’s question. Use the Conversation Strategy: W hen answering, give a specific answer, and then add or something or or
Now ask this question. Answer your partner’s question. Use the Conversation Strategy: W hen answering, give a specific answer, and then add or something or or
anything.
anything.
5. What do you usually have for lunch?
5. What do you usually eat for breakfast?
I __________
Student B Ask these questions. Answer your partner’s questions. D iscuss the topics.
! StudentD Ask these questions. Answer your partner’s ;
questions. Discuss the topics.
1. 2. 3. 4.
;
1. What did you have for lunch yesterday? Do you like to have lunch alone, o r . . . ? 3. Are you allergic to any kinds of foods? 4. How m uch water do you drink in a day?
How often do you eat meat? Are you allergic to any kinds o f foods? Do you eat out on weekends, o r . . . ? How m uch sugar do you use in your coffee or tea?
Now ask this question. Answer your partner’s question. Use the Conversation Strategy: W hen answering, give a specific answer, and then add or something or or
2.
Now ask this question. Answer your partner’s question. J Use the Conversation Strategy: W hen answering, give a specific answer, and then add or something or or
anything. 5. What do you usually have for dinner?
anything. \
5. What do you usually have for a snack?
________________________________ j . ________________________________
Photocopiable © Cambridge University Press
Unit 12 Oral quiz • T-2T9
Oral quizzes sample answers The answers below are possible responses to the questions and prompts posed by Students A. B. C and D in each unit quiz. Units 3 5, and 7 also provide examples for the Conversation Strategy second questions and follow-up questions
Unit 1 Sample responses to... Student A
Student B
1. I ’m fine, thanks.
1.
My last name’s Lenski. 3. L-E-N-S-K-I. 4. It’s 112-555-7790. 5. Yes, I am. How about you?
2
2.
3. 4. 5.
My first name’s Maria. My middle name's Carmen. It’s chanson78(^cup.org. B-A-R-T-O-N. No, I’m not. How about you?
Student C
Student D
1. 2. 3. 4. 5.
1. 2. 3. 4. 5.
Pretty good, thanks. Ellen. Its 112-555-0922. V-I-C-T-O-R. Yes, I am. How about you?
Gomez. G-O-M-E-Z. It’s David. It’s david8891(f1cup.org No. I’m not. How about you?
Unit 2 Responses to. . . Student A
Student B
Student C
Student D
1. It’s a CD player. 2. They’re erasers 3. No, it s not. It’s Sonia’s desk. 4. The clock is on the wall. 5. The bags are under the chairs.
1. It’s a map. 2. They’re chairs. 3. No, it’s not. It’s Franks desk. 4. It s next to Frank's desk. 5. They’re on the teachei s desk.
1. It's a clock. They’re pens. 3. No, it’s not. It’s Sonias chau. 4. It s on the wall. 5. They're on Sonia's desk.
Student B
Student C
Student D
1. 2. 3. 4.
Tm from Texas. My father is smart. Yes, I am. My favorite singer is Elton John. 5. No, he's not. He's very friendly
1. I'm from Mexico. 2. I’m 19. 3. My best friend is Carlos Rivera, 4. Yes, they are. They’re great. 5. My favorite band is Black Eyed Peas.
1. I’m from Japan. 2. Shes 17. 3 No. they’re not They’re shy. 4, Yes, she is. She’s very busy. 5 My favorite actor is Brad Pitt.
Second question examples for... Student A
Student B
Student C
Student D
^. Really? How old are your parents? 2 Really? Where are you from in Florida? 3. Really? Aie you shy too? 4. Really? Are you a music fan? 5. Really? What s your favorite Julia Roberts movie?
1 Really? Where are you from in Texas? 2. Really? And what s your mother like? 3. Really? What’s your favorite movie? 4. Really? What's your favorite Elton John song? 5. Really? What’s his name?
J. Really? Where are you from in Mexico? 2. Really? How old ave your parents? 3. Really? What s he like? 4. Really? Where are they today? 5. Really? What’s theii music like?
1 Really? Where are you from in Japan? 2 Really? What’s she like? 3. Really? Where are they from originally ? 4. Really? Where is she today? 5. Really? What’s your favorite Brad Pitr movie?
1. It’s a computer. 2. They’re pens. 3. No, it’s not. It’s Frank’s bag. 4. The teacher’s desk is in front of the board. 5. The dictionaries are in the closet.
2.
Unit 3 Sample responses to... Student A 1. 2. 3. 4. 5.
I’m 21 I’m from Florida. My mother is shy. No 1in not a sports fan. My favorite actor is Ju lia Roberts.
T-220 • Oral quizzes sample answers
Unit 4 Sample responses t o . . . Student A
Student B
Student C
Student D
1 Yes, I do. I have a big breakfast every morning. 2. Yes we study English together in the afternoon. 3. No, I don’t. I don’t have a car. 4 Well, I have one brother. 5. No, she doesn’t. She doesn’t have time.
1. Yes, I eat a big lunch every day at work. 2 Yes, I read the newspaper in the morning. 3. Well, I take an English class. 4. No, they don’t. They live in .. a n d ___ 5. Well, no, my mother doesn’t have a job.
1 Well. yes. I make calls every n'ght. 2. Yes. I belong to a sports club. 3 Yes, my friends watch TV and videos a lot. 4. Yes, she does. She plays tennis. 5 No. I don’t sing in the shower, but I sing in the car.
Student B
Student C
StudentD
1 Do you go to restaurants? 2. Do you study with friends? 3. I mean, do you play any sports? 4. Do you watch TV a lot? 5. I mean, do you go out?
1. Do you go every week? 2 . I mean, do you go on the Internet every day? 3. I mean, do you go shopping every weekend? 4. Do you go out with friends? 5. I mean, do you have a job in the evening?
1 Do you read the paper every day ? 2 . 1 mean, do you go to the movies? 3. I mean, do you study every day'? 4. Do you go out to restaurants a lot? 5. I mean, do you go out with friends?
Student B
Student C
Student D
1. No. On weekends I go to the movies. 2. Yes. 1 usually study with my friends after school 3 Yeah. I play soccer every day 4. Yes, I watch 3 V every night 5. No, I work on Friday nights.
1. Yeah, I go to the movies every week. 2. No. I go on the Internet once a week. 3. No, I hate shopping! 4. Yes. But sometimes I go out with my brother. 5. No, I don't I go to school at night.
1. No, I don’t. I read the newspaper on Sundays. 2. Yeah I often go to the mo\ les with friends 3. No. I usually don't study on Fridays and Satuidays 4. No, I go out to dinner once a month. 5. No, I usually relax at home on weekends.
Sample responses t o. . . Student A
StudentB
Student C
Student D
1.
1. 1
1
1. No, I don’t I exercise on Monday and Saturday. 2. Yes. I take English and math classes. 3. Yes. they do. They play soccer. 4. No, I don’t. I live with a friend 5. Well, yes, my fathers parents live in Mexico.
Unit 5 Second question examples for. Student A 1. 2.
3. 4. 5.
I mean, do you go out every weekend? I mean, do you ever study in the morning? Do you eat out every week? I mean, do you go to Coftee Express? Do you go to clubs?
Sample responses t o . . . Student A 1. No, I don’t. 1 go out twice a month. 2. No, I usually study in the evening 3 No. I hardly ever eat out. 4. Yes 1 go to Coffee Express a lot. 5. No, 1 don’t like clubs.
Unit 6
2.
3. 4. 5.
I always get up early. I usually have breakfast at about 7-00 My favoi ite show is at 9*00 (on Wednesdays!. Me too / Me neither.. . . Me too. / Me neither. . . .
never gn out on weekends. 2 At 9-00 a.m. 3 I eat dinner late. Around 10:00
4 Me too. / Me neither 5. Me too. / Me neither.. . .
2. 3. 4. 5.
It’s a quarter after three. I get up around 9:00. I get home at 7:00 on Tuesdays Me too / Me neither. .. Me too. / Me neither. ..
1 . I eat lunch at noon. 2. 1 leave work at 4:00. 3. I get home around midnight 4. Me too. / Me neither.. . . 5. Me too. / Me neither.. . .
Oral quizzes sample answers • T-221
Unit 7 Sample responses t o. . . Student A 1. No, I’m not. 2 Yes, I am. I’m taking aerobics. 3 I walk about a mile every day. 4 I don’t watch sports. 5. No, I’m not.
Student B
Student C
Student D
1.
1. Yeah, I’m studying about two hours a day. 2. Really well. 3 No I m not. 4 I'm taking an art class. Its fun. 5. I’m skiing on weekends.
1 No. 1 m not. I'm studying a lot. 2 . I m reading every day. 3 No. I m not. 4. I m watching a lot of sitcoms. 5. Yes, I always spend a lot of time at home
Student C
Student D
1 What’s your favorite class? 2. Is English easy for you? 3. When do you study? 4. Do you ever use a computer in English class? 5. Where are you working?
i . Do you have a lot of homework? 2. What’s your favorite class? 3 How do you get to school? 4. What are you doing in art class? 5. Who do you ski with?
1
Student B
Student C
StudentD
] Well, it’s very cold in the winter, so I wear sweaters a lot___ 2. Well, yes, I do. I need to buy a co a t.. . . 3. No, I don’t. I think suits are uncomfortable___ 4 Um, I like to wear jeans and a T-shirt comfortable clothes___ 5 Well, let’s see . . . nice shoes cost about $60 . . .
1 Um, I go shopping about once a month 2 I like to wear dressy clothes. I like to dress u p .. . . 3. Yes, I do. But I really like to wear dressy clothes___ 4. Let’s see Sometimes I wear boots when it’s snowing___ 5. Weil, sunglasses cost about $ 10 . . .
1.
Student B
Student C
Student D
1. You can go out to a club and go dancing.. . . 2 You can go to the Sidewalk Cafe.. . 3 You can go to a jazz concert.. . . 4. No. I don’t really like Mexican fo o d ... .
1.
1.
2.
3 4. 5.
Yes, I really like my classes. I m taking math and English. I’m studying about two hours a day. We use computers in my math class. Yes, I am.
Follow-up question examples for. Student B Student A 1. What time do you usually go to bed at night? 2 Are you enjoying the class? 3 Is it fun? 4 What are you watching on IV these days? 5. What are doing these days?
2 3 4 5
What are you doing in youi free time? What are you reading? How often do you go to the movies? What’s your favorite sitcom? Do you live with your family?
Unit 8 Sample responses t o . .. Student A 1
2. 3. 4
b.
I like to wear comfortable clothes. Um, something casual___ Yeah, we have to wear uniforms at school___ Yes, I wear earrings every day.. . . Well, I guess some! imes I wear a hat in winter.. . . Um, some backpacks are very expensive. About $150___
2.
3. 4. 5.
Um, I don’t wear dressy clothes very often I usually wear jeans I like to wear jeans at hom e___ I only wear T-shirts in the sum m er.. . . No: I don’t I dont like shopping.. . Let me think. It depends on the umbrella Uh they cost about $20 ___
_ Unit 9.___________ Sample responses to . . . Student A 1 . You can go to a park.. . . 2. You can go to the Museum of F ood... 3. You can get a good view from the beach. . 4. Yes, I think American movies are really exciting.. . .
►
T-222 • Oral quizzes sample answers
Oh, places like the art museum or . . . 2 You can go to a lot of different restaurants . .. 3. You can have good coffee at the Italian ca fe.. . . 4. Yes, I do. I love Brazilian m u sic.. ..
You can go shopping at the mall . . o You can see a show at the Mam Street Theater 3 Yeah, I like Korean food. But my favorite food is . . . 4. Yes, I do. Black Eyed Peas is my favorite band___
-
Unit 10 -
Sample responses t o . . . Student A
StudentB
Student C
Student D
1.
1.
1. No my father made dinner last night. 2 . Yes, I made one or two calls last night.. . 3. Yes, I went to a club with my boyfriend.. . . 4. Yes, I took an aerobics class. .. 5. No, I didn’t. I don’t like museums___ 6 . Congratulations! 1 Good for you!. . . 7. Good luck!. . .
1.
2.
3.
4. 5. n 6.
7.
Yes, I did. I went out for di m e r .. . . Yes, I invited some friends over. We watched a m ovie.. . . Yes, I did. I always make a lot of calls to friends.. . . No, I didn 1.1 never go to concerts.. . . No, we didn’t take a trip last year.. . . Good luck!. . . Good for you !. . .
2. 3. 4. 5. 6.
7.
No. I didn’t. I always go to bed early.. . . Yes, I did. I go to the gym a lo t... . Yes, I studied for eight or nine hours... . No, I didn’t go to the m ovies.. . . Yes, I did. I read the new Stephen King book .. . . Congratulations! / Good for you !. . . You poor thing!. . .
2.
3.
4. 5. 6. 7.
Yes, I oid. I get up early every day.. Yes. I needed to buy some new shoes. .. No, 1 didn’t. I usually do my laundry on Wednesday.. . . No, I didn’t. I had a lot of hom ework... , Yes. I met a couple of interes ing p eop le.. . . You poor thing . . . Good for you! / Good luck!
9
Unit 11__________ Sample responses t o . .. Student A
9
1. His name was Mr. Evans.. .. 2 . No, he wasn’t strict. He was very friendly.. . . 3. Yes, he was really a great teacher.. . . 4. Yes, I was. I loved sch o o l.. . 5. Yes. And 1 had a lot of fun!.
Student B
Student C
StudentD
1. Yes, It was Britney Spears.. . . 2 . At the mall___ 3. 1 1 hink it was about $ 1 2 .00 . . . . 4. I listened to it every day.. . . 5. No, I don 1.1 think I sold it___
1.
1. My besi friend in high school was Maria D iaz.. . 2 . We met on the school bus. 3. She was outgoing and friendH in high school___ 4. We went shopping and we went o u t.. . . 5. Yes, I do. I see her every week!..
2. 3. 4. 5.
I played soccer a lo t.. . . Well, I was a member of a swimming p o o l.. . . No, but I had a couple of really good friends. ., I watched a lot of cartoons.. . . I really wanted a d o g ..
Unit 12 Sample responses to . . . Student A
Student B
Student C
Studem D
1.
1.
1.
1.
2. igP
3. 4.
-
5.
I had a big salad some chicken, and rice. . . . No. I usually eat dinner at 5:00 or 6:00___ Yes, I eat a lot of meat . I love vegetables. 1 eat a lot of vegetables___ I usually have a sandwich or som ething.. ..
2.
3.
4. 5.
I eat meat twice a week . . No. I’m not allergic to anything. . . . Yeah. I eat out on Friday and Saturday nights a lo t.. . . I don't use much sugar in my coffee___ I usually eat pasta or something light.. . .
2. 3. 4. 5.
I like strawberries.. . . When I’m sick. I don’t eat anything.. . . No. I usually eat dinner at hom e___ I eat two or three snacks a day . I usually have eggs or som ething..
2. 3. 4. 5.
I had soup and a sandwich . No. I like to ha\ e lunch with friends.., Yes, I’m allergic to shellfish.,. I drink a lot of wa.er every day.. . . I usually have cookies or something . . .
Oral quizzes sample answers • T-223
Oral tests Oral tests in the Touchstone series are optional. Decide whether or not to administer the oral tests based on your goals, students’ interests, and available class time.
Pairs: Tests can be taken by pairs of Ss. Assign the Ss in each pair the roles of Students A and B or ol Students C and D. Give each S a photocopy of only his or her part. Ss fake turns asking and answering questions. Pair testing may take 3 to 5 minutes per pair.
Contents and purpose
Groups 13 or 4 Ss): Group testing is similar to pair testing. Assign each S one set of questions - Student A, B, C, or D. Give each S a photocopy of only his or
The oral tests exam ine students’ ability to com m unicate orally using the language presented in Touchstone Level 1. There are two oral tests. Oral Test 1 covers Units 1 through 6 . Oral Test 2 covers the entire book, but focuses on Units 7 through 12. The oral tests may cover any of the language in the units, and also ask Ss to use conversation strategies.
her part. Ss take turns asking and answering their questions. This may be structured in any of severa ways: (1) Each S consistently asks questions to the sam e partner: (2) Ss ask their questions either to the Ss sitting on their right or on their left. Group testing may take 6 to 9 minutes per group.
The oral tests can be used in conjunction with the written tests. Like the written tests, students’ performance on the oral tests helps determ ine what language has been successfully acquired. The oral tests can be used as part of student grading and assessm ent.
Getting ready for an oral test
Format summary ■ Several factors may affect whether you test individually in pairs, or in groups. Among these are time, classroom space, and classroom size. Use the following summary table to weigh your decision. Oral Test
Time
Recommended Questions
■ Plan to give Oral Test 1 shortly after the class has completed the first six units. Give Oral Test 2 at the end of Unit 12. The oral tests should be given either on the sam e day as the written tests, or in the class period before or after.
Individuals 3-4 minutes
Students A & E: develop own
Pairs
3-5 minutes
Select Studen s A & B oi Students C & D
■ Suggest that Ss prepare for each test by reviewing the appropi iate units and by practicing speaking to a classm ate or friend in English.
Groups (3 or 4 Ss)
6 -9 minutes
Students A, B, C, & D as needed
■ Photocopy the test. Cut up the question bank into its individual pieces' Student A, Student B, Student C, and
Student D. ■ Photocopy the Oral Test Assessment Sheet - one for each S.
■ No matter how the test is administered, it is recomm ended that you attend each oral session to listen to all Ss to ascertain their grades.
Scoring an oral test
■ On the day of the test. arrange a space appropriate for oral testi ng.
■ Each oral test is worth 50 points. Ss are graded in five categories: Communication. Grammar. Vocabulary. Conversation Strategy and Fluency. CSee the category guidelines on the Oral Test Assessment Sheet on page T-225.) Each category is worth ten points: 1 is low, 10 is high.
Giving an oral test
■ To score the oral tests, use an Oral Test Assessment Sheet Use a separate sheet for each S.
■ Each oral test consists of a bank of items divided into four sets: Student A. Student B. Student C. and Student D. Each set tests similar language points.
■ Scores may be interpreted as follows
■ Schedule class tim e by determ ining the format with which you will test Ss and multiplying it by the number of Ss, pairs, or groups.
■ Oral tests can be administered in several ways:
Individuals Lead a one on-one conversation with a single S. Take the role of Student A, and assign the S the role of Student B. Give the S a photocopy of only his or her part Take turns asking and answering the questions. You may choose to include other questions and prompts of your own. Individual testing may take 3 to 4 m inutes per S.
T-224 • Oral tests
43-50 points = Excellent 35-42 points = Good 27-34 points = Average 26 oi below - Needs work ■ It is important to provide Ss with written comm ents and positive feedback. There is space on the Oral Test Assessment Sheet for these comments, ■ To record test results, use the Score Record Sheet on page T-230.
Name--------
Oral test assessment sheet
T est:_________
_
Date:
Poor
Fair
Good
Very gooo
Excellent
Communication
2
4
6
8
10
Grammar
2
4
6
8
10
Vocabulary
2
4
6
8
10
Conversation Strategy
2
4
6
8
10
Fluency
2
4
6
8
10
Total:
Comments and suggestions:
out of 50
Communication: ability to comprehend, interact, and make him self or herself understood; volume; pronunciation Grammar: accurate use of grammar structures Vocabulary: correct and effective use of vocabulary Conversation strategy: effective, natural use of strategies Fluency: speed, flow, naturalness, and comfort with words
Oral test assessment sheet it
Name: Test:
Date:
Poor
Fair
Good
Very good
Excellent
Communication
2
4
6
8
10
Grammar
2
4
6
8
10
Vocabulary
2
4
6
8
10
Conversation Strategy
2
4
6
8
10
Fluency
2
4
6
8
10
Total:
Comments and suggestions:
out of 50
Communication: ability to comprehend, interact, and make him self or herself understood; volume; pronunciation Grammar: accurate use of grammar structures Vocabulary: correct and effective use of vocabulary Conversation strategy: effective, natural use of strategies Fluency: speed, flow, naturalness, and comfort with words Pbotocopiable Š Cambridge University Press
Oral test assessment sheet
â&#x20AC;˘
T-225
QraUesLl
------------ ------------------------------------------- 1
r
Student A Ask these questions. Answer your partner’s
Student C Ask these questions. Answer your partner’s
questions. Discuss the topics.
questions. Discuss the topics. Use the Conversation Strategies:
Use the Conversation Strategies:
• Show interest when you listen Respond and ask questions: Really? Soccer? When do you usually play? Ask: How about you? Use: Me too. /M e neither. • Show interest when you answer Say more than yes or no: Yes, I do. In fact, I play soccer with my friends every weekend.
• Show interest when you listen Respond and ask questions: Really? Soccer? When do you usually play? Ask: How about you? Use: Me too. /M e neither. • Show interest when you answer Say more than yes or no: Yes, I do. In fact, I play soccer with my friends every weekend. 1. 2.
3. 4. 5. 6. 7. 8.
9. 10 . 11. 12 .
1.
How are you? What’s your last name? How do you spell your last name? Are you ever late for class? What tim e do you usually get up? How often do you go out? I m ean, do you go out a lot? Who do you go out with? I m e a n ,. . . ? Are you a sports fan? How often do you watch TV? I m e a n ,. . . ? What kind o f TV shows do you like? What tim e does your favorite TV show start? Do you ever watch cartoons in the morning?
2.
3. 4. 5. 6. 7. 8. 9. 10 . 11. 12.
How are you? What tim e is it now? What’s your best friend’s name? Where do you live? Do you drive to school? I m ean, do you have a car? What do you do after class? What do you do on weekends? I m e a n ,. . . ? Do you exercise every day? How often do you go to the movies? How often do you eat out? I m e a n ,. . . ? Who do you eat out with? What do you do in your free time?
k .
__________________________
Student B Ask these questions. Answer your partner’s
Student D Ask these questions. Answer your partner’s
questions. Discuss the topics.
questions. Discuss the topics.
Use the Conversation Strategies:
Use the Conversation Strategies:
• Show interest when you listen Respond and ask questions: Really? Soccer? When do you usually play? Ask: How about you? Use: Me too. /M e neither. • Show interest when you answer Say more than yes or no: Yes, I do. In fact, I play soccer with my friends every weekend. 1. 2.
3. 4. 5. 6. 7. 8. 9. 10 . 11. 12 .
Where do you live? W hat’s your neighborhood like? Do your friends live near you? What tim e do you get up on the weekend? Do you eat breakfast every morning? How often do you read the newspaper? What do you do in your free time? I m ean, do you go out? How often do you go shopping? Where do you go shopping? I m e a n ,. . . ? Do you spend a lot of tim e on the Internet? I m e a n ,. . . ? What do you do online? What’s your e-m ail address?
T-226 • Oral test 1
• Show interest when you listen Respond and ask questions: Really? Soccer? When do you usually play? Ask: How about you? Use: Me too. /M e neither. • Show interest when you answer Say more than yes or no: Yes, I do. In fact, I play soccer with my friends every weekend. 1. 2.
3. 4. 5. 6. 7. 8. 9. 10 . 11. 12 .
What’s your m other’s name? What’s your m other like? How often do you see your family? What do you do in your free tim e at home? Do you like sports? I m ean, do you play sports or watch sports on TV? W hat’s your favorite sport? I m e a n ,. . . ? Do you take any lessons or classes? W hen do you usually study? Who do you study with? I m e a n ,. . . ? How often do you go out? W hen do you usually go out? Who do you usually go out with?
Photocopiable © Cambridge University Press
-------
Qraltest.2 - - — -w - --------- ---------------------------------------- ---1 Student A Ask these questions. Answer your partner’s
Student C Ask these questions. Answer your partner’s
questions. D iscuss the topics.
questions. D iscuss the topics. Use the Conversation Strategies:
Use the Conversation Strategies:
• Show interest when you listen
• Show interest when you listen Respond and ask a follow-up question: That's
Respond and ask a follow-up question: That's
great! How's it going?
great! How's it going?
Respond and ask similar questions: Anyway,
Respond and ask similar questions: Anyway,
how was your weekend? • Take time to think when you answer Use: Um, Uh, Well, Let's see, and Let me think.
how was your weekend? • Take time to think when you answer Use: Um, Uh, Well, Let's see, and Let me think. 1. 2. 3. 4. 5. 6. 7. 8.
1. 2. 3. 4. 5.
How m uch are you reading these days? What kinds o f clothes do you like to wear? What can you do around here on Saturday nights? Did your family take a trip last year o r . . . ? What did you do in your free tim e w hen you were a kid? 6 . What shows did you watch on TV? 7. Are you allergic to any kinds o f foods? 8 . Do you have any bad eating habits?
Take turns making statem ents. Use the Conversation Strategy: Respond to your partner’s statem ents using Congratulations, Good luck, Good for you, or You poor thing. Then say or ask more.
Take turns making statem ents. Use the Conversation Strategy: Respond to your partner’s statem ents using Congratulations, Good luck, Good for you, or You poor thing. Then say or ask more. 9. I passed m y driving test! 1 0 . I feel sick. I have a cold.
How m uch are you studying these days? How often do you go shopping? How m uch do sunglasses usually cost? What kinds of restaurants can you go to around here? Did you go to the gym last week? What was your first teacher’s name? What do you usually eat for lunch? Did you get up early today o r . . . ?
9. I had an interview last week, and I got a part-tim e
j **
j ° b10 .
I have a big test tomorrow. _________________ ____________________________
Student B Ask these questions. Answer your partner’s
Student D Ask these questions. Answer your partner’s
questions. D iscuss the topics.
questions. Discuss the topics.
Use the Conversation Strategies:
Use the Conversation Strategies:
• Show interest when you listen
1. 2. 3. 4. 5. 6. 7. 8.
• Show interest when you listen
Respond and ask a follow-up question: That's
Respond and ask a follow-up question: That's
great! How's it going?
great! How's it going?
Respond and ask similar questions: Anyway,
Respond and ask similar questions: Anyway,
how was your weekend? • Take time to think when you answer Use: Um, Uh, Well, Let's see, and Let me think.
how was your weekend? • Take time to think when you answer Use: Um, Uh, Well, Let's see, and Let me think.
Are you getting enough exercise these days? Do you have to wear a uniform at work or at school? What m useum s can you visit around here? Did you make a lot o f phone calls last week? Did you read any good books last summer? Who was your best friend in elem entary school? Do you see your friend now o r . . . ? What do you usually eat for breakfast?
Take turns making statem ents. Use the Conversation Strategy: Respond to your partner’s statem ents using Congratulations, Good luck, Good for you, or You poor thing. Then say or ask more. 9. I’m volunteering at the hospital these days. 1 0 . I w ent hiking last w eekend, and I got lost!
1 . What are you watching these days? 2. What do you wear in the summer? 3. What kind of concerts or shows can you see around here? 4. Did you have a lot of free tim e last week? 5. Do you rem em ber the first CD you bought? 6 . How was your last vacation? 7. How often do you eat meat? 8 . Do you eat out on w eekends or . . . ?
Take turns making statem ents. Use the Conversation Strategy: Respond to your partner’s statem ents using Congratulations, Good luck, Good for you, or You poor thing. Then say or ask more. 9. I helped m y brother with his hom ework last night. I have to sing in a concert tomorrow night!
10 .
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Oral test 2 • T-227
Oral tests sample answers The answers below are possible responses to the questions posed by Students A, B, C, and D in each test.
Test 1 Sample responses t o . . . Student A 1. I’m fine, thanks.. . . 2. My last name is Gomez----3. G-O-M-E-Z... 4. No, I’m not usually late for class. 5. I usually get up at 6:45. 6 . No, I don’t go out a lot. but I usually go out on the w eekend.. . . 7. Second question: I mean, do you go out with friends? Response: Yeah, I go out with my soccer teammates___ 8 . Yeah, I love sports. Soccer is my favorite----9. Second question: I mean, do you watch TV a lot? Response: No, I don't watch TV a lot. I usually watch ahout an hour a day.. . . 10 . I like the news and docum entaries.. . . 11. I watch the evening news. It starts at 6:00. . . . 12. No, I don’t. But my daughter watches cartoons on Saturday mornings___ Student B 1 . I live near school. 2. It s a very convenient neighborhood. It’s near school. And there are a lot of shops and restaurants... . 3. No. A lot of my friends live in other countries.. . . 4. I get up really late on Saturday - 10:00 or 1 1 :0 0.... 5. Yes, I do. I have breakfast and coffee every m orning.. . . 6 . I read the newspaper every evening.. . . 7. Well, I don’t go out to clubs, but I often have coffee with friends___ 8 . Well. I hardly ever go shopping.. . . 9. Second question: I mean, do you go to the mall? Response: No. I usually go shopping in my neighborhood.. . . 10. Second question: I mean, how often do you go online? Response: I spend about an hour a day online. .. 1 1 . I check my e-mail. Sometimes I chat with friends.. .. 1 2 . It's mpark^cup.org. . . .
T-228 • Oral test 1 sample answers
Student C 1. 2. 3. 4. 5. 6. 7. 8. 9.
10. 1 1. 12 .
Good, thanks___ It’s 1 :3 0 .... It’s Liliana___ I live about 10 miles away... I have a car but I usually take the b u s.. . . I usually go straight hom e___ Second question I mean are you very busy? Response: Yes, I am. I work on w eekends.. . . No, I don’t. I exercise two or three times a week. .. I hardly ever go to the movies, I go about twice a year.. . . Second question: I mean, do you eat out a lot? Response: Yeah, I eat out once or twice a week. I often go to restaurants with my family. Sometimes I eat out with my friends___ I spend a lot of time online___
Student D 1.
2. 3. 4. 5. 6.
7. 8. 9.
10 . 11 12
My m others name is Catherine. It’s my grandmother’s name, too___ She's outgoing and very funny.. I see my parents once or twice a year I usually relax in front of the TV.. . . Yes. I love sports. I play a lot of sports... Second question: I mean, do you like soccer? Response: Yeah, I like soccer, but my favorite sport is tennis___ Yes, I take a kaiate class___ I usually study in the morning - before school .. Set ond question: I mean, do you ever study with friends? Response: Yeah, sometimes I study with my best friend. . . . I go out a lot - four or five times a month__ 1 usually go out on the weekend___ I usually go with my sifter and her friends.
Test 2 Sample responses t o.. Student A 1. 2. 3. 4. 5. 6.
7. 8. 9. 10 .
I’m reading a lot for class. And I read the newspaper every day.. . . I like to wear jeans and T-shirts.. .. You can go to a club or a movie or a ca fe.. . . Yes, we drove to Texas.. . . In the summer, we went swimming in the river near our house. . I liked to watch game sh ow s.. . . I’m allergic to seafood.. . . Yes, I do. I eat a lot of snacks at night.. . . Congratulations! / Good for you!. . . You poor thing!. . .
Student B 1. 2.
3. 4. 5. 6. 7. 8. 9. 10 .
Yeah, I am. I walk to school every day.. . . No, we don t wear uni form s.. You can go to som e great art m useum s.. . . Yes, I did. I talk on the phone a lo t.. . . I don't often read books. I usually read m agazines.. . . My best friend s name was Marla Kane... . Yeah, we often go out for coffee.. . . I usually have a banana and coffee for breakfast.. . . Good for you !. . . You poor thing! . . .
Student C 1, 2.
3, 4. 5. 6.
7, 8. 9, 10
I’m not studying a lot. I just have one class . . . I go shopping almost every weekend I love it .. . . I think sunglasses usually cost about $ 10 . . . You can go to some very good Italian restaurants around here.. . . Yes, I went to the gym last week. In fact, I go to the gym every Thursday.. . His name was Mr. G om ez.. . . I usually have some fruit or a salad. Yes, I did. I got up at 6:00... Congratulations! / Good for you!. . . Good luck!. . .
StudentD 1 2.
3 4. 5. 6. 7. 8. 9. 10
I m watching volleyball and baseball a lot I love sports... , I usually wear shorts and a T-shirt. .. There are a lot of good concerts here every year. You can hear any kind of m u sic.. . . No, I didn’t. I had a lot of homework___ Yes, my first CD was Sting. , . It was relaxing. I went to the beach. . . I never eat meat. I’m a vegetarian . . . I don't like to eat out, I usually eat at home___ Good for you!. . . Good luck!. . .
Oral test 2 sample answers • T-229
Score record sheet You may use this scoring sheet to record both the written and oral quiz and test scores.
Students’ Names
Unit Unit Unit Unit Unit Unit Test 1 Unit Unit Unit Unit Unit Unit Test 2 7 9 10 11 12 4 8 2 6 1 3 5
Total
1. 2. 3.
/
4.
.
5. 6. 7. 8.
A
•
9. 10.
A
11. 12. r
1
13. 14. 15. 16. 1 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28.
s\ 29.
*
/
r
30.
T-230 • Score record sheet
Photocopiable © Cambridge University Press
Student’s Book audio scripts Unit 1 Al! about you Jackie It s J-L-G-8 -7-2-4 at C-U-P-dot-org. Librarian Let me check that. J-L-G-8-7-2-4 at C-U P dot-org. Jackie Yes. That’s right. Librarian OK. Good. Your library card number is . . um .. P-L, 3-4, zero-zero- 8 . Jackie Thank you. Librarian You're welcome.
p. 3
Lesson A, Ex. 2B (CD 1 , Track 4) 1.
Man Bye. Have a good evening. Woman You too. Good night.
2.
Woman Hi. How are you? Man Good, thanks.
3. Woman Bye. See you later. Man Bye. See you next week.
2.
4. Woman Hey, Oscar! Man Hi. How are you? 5.
Man Good-bye. Have a nice day. Woman Thanks. You too.
P -7
Lesson C, Ex. 4A (CD 1 . Track 14) Library Hi. I'm new to the library. OK.. . . So. what's your first name? Jackie. J-A-C-K-I-E. OK. And your middle initial? L. L for Lynne. L. OK. And your last name? Greene. How do you spell it? G -R- .. G-R-E-E-N-E. OK. And. um . . . what s your phone number? Jackie It’s 6-zero-7, 5-5-5, 3-9-zero-4. Librarian OK. 6-oh-7, 5-5-5, 3-9-oh 4. And your e-mail address?
1. Park Lake Jackie Librarian Jackie Librarian Jackie Librarian Jackie Librarian Jackie Librarian
Unit 2
Smash Hits Video Clerk Hello. Um . . . are you a member* Jon U m . . . no Clerk OK. One moment please OK. So, w hat’s your first name? Jon Jon. Clerk J-O-H-N. Jon Oh, it’s J-O-N. Clerk Sorry. J-O-N. And your middle initial? Jon It’s T. Clerk OK. And what’s your last name? Jon Nicols. That s N-I-C-0 L S. Clerk OK. And what’s your phone number 7 Jon It’s 3-1-9. 5-5-5, 2-8-6-4. Clerk 3-1-9 , .. (The computer has a problem.) Sorry. 3-1-9 5-5-5, 2-8-6-4 OK. Thanks And your e-m ail address? Jon It's J thomas-N at C-U P dot-org. Clerk OK. All righty. Here s your card with your member ID number. It’s 7-2-4-3-8-zero 7. Oh, wait - yes, that’s right- 7-2-4-3-8-zero-7. Jon OK. Thank you.
In class
p. 13 Lesson A, Ex. 3A (CD i, Track 18) 1. Teacher Good morning, everyone. How are you? Class Good, thanks. How are you? Teai her I’m fine, thanks___ All right. So. w ho’s not here today? Now. Jun? Where’s Jun? Is he at work today? Man No, he's not. He’s just late. He’s in the cafeteria. Teacher So he is here. Good.
3. Teacher And how's Laura7 Is she still sick? Woman Nc, she's not, She’s at work today. Teacher Oh, good. I mean, good she s not sick. 4. Teacher Woman Teacher Man Teacher
Now, David 7 I think David is sick. So he's at home? Yeah He is. Oh. poor Dav id OK thanks. So. just seven of you are here OK. well, let’s start. Today we r e ..
2. Teacher Um . . . and Kim’s not here. Is she in the cafeteria, too? With lun. maybe? Man I don’t know. Maybe. Woman No. I think Kim’s at the library this morn ing. Teacher The library? OK.
T-232 • Student 's Book audio scripts
Photoropiable © Cambridge Univei sitv Press
p. 19
Lesson D, Ex. 3A (cd 1 , TracK28) Ms. Park Good morning. Class Good morning. Ms. Park OK. S sssh .. . . Daniel? Thank you. Now. Where are we? OK. Turn to page eight, and look at Exercise one. Class Um . . . page eight? No, page seven. Ms. Park I'm sorry. You're right. Page seven. Turn to page seven, and look at Exercise one. Daniel Excuse me what page? Ms. Park Page seven. Daniel. 2.
Daniel (whispering) Excuse me. Can I borrow you r. . . ? What’s this in English? Woman Sorry. Daniel. I don t know. Daniel Ms. Park? What's this in English? Ms. Park Eraser. So, now write the word eraser i n your notebook. Daniel How do you spell it, please? Ms. Park E-R-A-S-E-R. Daniel Thank you (whispering) Excuse me. Can I borrow your . . . ? What is it again? Woman Eraser. Here. Daniel Thanks.
Unit 3
Lesson B, Ex. 4B (CD 1 , Track 35) Man Is she a friend from high school?
2. Woman Is she a college student? 3.
Now. Open your workbooks. What page, please? Um . . . um . . . page eight or nine? Nine. OK. Turn to page nine. So, now answer the questions on page nine. Daniel I'm sorry, can you repeat that, please? Ms. Park Oh, Daniel!
2. Woman And how about Anton? Tell me about Anton. Man Anton’s a friend of mine. He’s my best friend. He’s around my age He’s a nice guy - a fun guy. 3.
Man Is he shy?
4. Woman Is he smart? 5.
4. Ms. Park Woman Ms. Park Class Ms. Park
Favorite people
p. 25 1.
3. Ms. Park So, now class. Exercise two Here’s a conversation. Who is this? Daniel Amir. Ms. Park Amir and . . . Daniel Sun Hee. Ms. Park That’s right. Where are they? Daniel In class. Ms. Park Good. Close your books Now usten to the conversation. Ready? Daniel: Close your book
Man Is he interesting?
6. Woman Is she fun?
Man So. Gary is a friend of yours, right? Is he your boyfriend? No? Woman No. Man Who is he? Woman Gary is a friend from college, He’s very smart. His w ife’s name is Gloria.
p. 29 Lesson D, Ex. 3A (CD 1, Track 41) 1.
Man So, tell me about Amy and Olivia. Are they people from work o r . . . ? Woman Amy is a friend of m ine from the neighborhood. She's about forty-five vears old. Olivia is her daughter. She s the same age as my son.
Photocopiable © Cambridge IJniversitv Press
Student’s Book audio scripts • T-233
Unit 4
Everyday life
p. 39 Lesson C, Ex. 3A 1.
(CD 1 , Track 50)
Man Well, yeah, but not books. U h . . . I buy a lot of computer m agazines, and . . . um . . . I read the new spaper. . . um . . . Oh, and I get about a hundred e-m ails a day. (laughs)
2. Woman Well, yeah. I mean, on Saturdays, I’m really busy - like I do laundry and stuff. But then I usually go shopping with a friend in the afternoon, and maybe go to a m ovie in the evening. 3. Woman No. I don’t. But I go home on the weekends. My mom and dad don t live around here. So Mondays to Fridays. I live with my sister and her husband. They live near my school. 4.
Man Um . . . no . . . um . . . my friends are all from around here. But, a neighbor of mine Martine - she’s French. Well, her parents are French, but they all live here now.
5. Woman Well, not every day. But I belong to a g> m, so I go there on Mondays and Fridays. And I play soccer with som e friends on Wednesdays.
p. 41 Lesson D, Ex. 2A
(cd 1. Track 51)
Man Hey, Christine, bsten to this. It's an article about the habits of an average teenager. It says. “An average teenager drinks sixteen cans of soda a week.” That s a lot!
Christine Sixteen? Yeah, I don’t drink six tee n .. . Well, I guess I drink two cans a day. And three or four on weekends. So, that is about sixteen cans a week Wow. I guess I am average. Man And Ihen it says, “Teenagers only eat dinner at home three tim es a week." Christine Only three times? I guess they don’t like home cooking! Man (laughs) I guess not. How about you? Do you eat at home every night? Christine Well, not on Saturdays, but five or six times a week. Man Huh. And do you spend a lot of time online every month? Christine Well, um . . . I spend maybe five hours a week. So, that’s about twenty hours a month. Yeah. About twen.y hours Man Twenty hours! An average teen only spends five hours a month. What do you do all that time? Christine I don’t know .. . Online shopping? Man Oh. OK. And how many hours a week do you watch TV? The average teenager watches twenty hours a week. Christine Yeah. I watch a lot of 1 V, too. (She talks to herself.) Yeah, I watch about tw em y .. um . . . twenty five hours a week, Man Twenty-five hours? So, one day e v e r y week you watch TV? Christine Is that bad? It is, huh?
Unit 5 Free tune p. 44 Lesson A, Ex. 1A
(CD 2, Track 1)
Woman Hey, Robert, listen to this. It’s a survey in my magazine. Robert W hat’s it about? Woman It’s about your free time. Robert OK. Ask me the questions. Woman Wait. Name: Robert Acosta Occupation. Student. OK. One. How often do you go out? Every night ? Once or twice a week? Other? Robert Um .. I guess I go out once or tw ice a week. Woman OK. Two. When do vou usually go out? On weekends? On weeknights? Robert On weekends. Woman How about weeknights? Robert No. Woman OK. Three. Where do you go? To the movies? To club*? To restaurants? To the gym? Other? Well, not the gym. that’s for sure___ Robert Hey! Check, uh . . . m ovies and restaurants. Woman Next question: Four. Who do you go out with? Your fam ily? Your friends? Your girlfriend? Other?
T-234 • Student 's Book audio scripts
Robert Woman Robert Woman
Robert Woman Robert Woman
Robert Woman Robei t Woman Robei t Woman Robert
Um . . . friends. Friends. No girlfriend? No, not right now. OK. Five. And how often do you eat out? Every night? Once or twice a week? Two or three times a month? No way! OK. Other? Yeah. Once a month. Last question. Six What do you do in your free tim e a t home? Do you .. .g o o n the Internet? No Relax in front o f the TV? Yeah. Rent movies? No Other? Yeah. I do surveys in magazines!
Photocopiable © Cambridge University P-ess
p. 45
Lesson A, Ex. 3B (CD 2, Track 4) 1.
M an W om an M an W om an
2.
Do you relax in your free time? Well, yes, on the weekends. What do you do? I sleep late, read, watch TV . . .
Do you go to the movies? Yes, I do. I like movies a lot. How often do you go? M a n Two or three times a week.
W om an M an W om an
p. 47 Lesson B, Ex. 3A (CD 2, Track 7) 1.
S itc o m a c to r
Oh no! What is that? (la u g h te r )
2. G a m e s h o w h o st (b u z z e r ) Oh. I m sorry. That’s the wrong answer N ow it s C ecilias turn
3.
(c a rto o n m u s ic th em e so n g a n d s o u n d effects) N e w s c a ste r
4.
Good evening Tonight’s top story: twenty thousand new jobs.
5.S o a p o p e ra a c to r
{m usic)
6 .T a lk s h o w h o st
{m usic)
7.
But, D ia n e,. . . I love you.
OK Welcome to the show. My guest tonight is an actor. His latest movie is just out this week. Ladies and gentleman, please welcom e . . .
A n n o u n c e r (tr a in w h is tle )
The first train crossed the United States in 1869.
8 . R e a lit y s h o w h o st
OK. You have thirty seconds. Are you ready? C o n te s ta n t Uh . . . yeah. I m ready!
p. 49
Lesson C, Ex. 3A
(CD 2, Track 9)
Conversation 1 So. what do you do after class? Do you just go home? W o m a n Usually. But 1 work three nights a week. M a n Oh, you have a job? So, um . . . M an
Conversation 2 Do you know any restaurants around here? Well, I often go to a nice little restaurant after class. U m . W o m a n Oh? What’s it like? M a n It’s good I m e a n .. W om an M an
Conversation 3 What do you do at night? I mean, do you go out a lot? W o m a n No, not really. I usually stay home. M a n So, what do you do? I m ea n ,. . . M an
p. 49
Lesson C, Ex. 3B (CD 2 Track 10) Conversation 1
Man Oh. you have a job? So, um . . . where do you work? Woman I work in a fast-food place. Man Oh, really? Do you like fast food? Woman No, I can’t stand it. Conversation 2 Woman Do you know any restaurants around here? Man Well. I often go to a nice little restaurant after class. Um Woman Oh? W hat’s it like? Man It’s good. I mean, the food is good. Woman OK Man Actually, it s my mother’s restaurant. Woman Oh. {laughs) Conversation 3 Man What do you do at night? I mean do you go out a lot7 Woman No, not really I usually stay home Man So what do you do? I mean, do you watch TV? Woman No Actually, I don’t have a TV. Man You don’t have a TV? No way! Everybody has a TV.
p. 51 Lesson D, EX. 2B
(CD 2 Track 1 1 )
1. Andrea Man So uh what do you use your computer for? Andrea Oh, I live in front of my computer. Man Really? Andrea Yeah. I-I m there all the time. I mean I don’t . . . I never watch TV. I watch DVDs on my computer and . . . Man Do you play CDsr too? Andrea No, I don t often listen to music Uh .. I check e mail I check e-m ail all the time. Man Uh-huh. Do you have a Web sne? Andrea No. I don’t. All my personal information on the Web? No way! 2. Yoshi Woman You have a laptop, right, Yoshi? Yoshi Um . yes. Yes, I do. Woman Uh huh. So, do you use it for school? To pract ice vour English? Yoshi Um . no. no Ilaughs) But it’s a good idea. Woman So. what do you use it for. . your computer? Yoshi Well. I have a digital camera, so I look at photos on my computer. And Te mail photos to my friends. Woman Really? So, you e-mail photos. Do you use the Internet much? Yoshi U m ., . som etim es . . . Woman Do you ever buy things off the Internet - like books and things? Yoshi No. I never shop online. Um Woman No? Yoshi No. but I go online and pay my bills every month
So, what do you do after class? Do you just go home? W o m a n Usually. But I work three nights a week. M an
Photocopiable © Cambridge University Press
Student’s Book audio scripts • T-235
Unit 6
Neighbo 2.
p. 56 Lesson B, Ex. 2 (cd 2, TracK17) DJ (music) Hi, everybody, you’re listening to KYMZ on 98.6. My name is Ross Williams. So what's on this weekend? 1.
OK. Now, on Saturday night, there’s a children's concert at the park. There’s music, dancing, and games. Huh. Sounds like a lot of fun. T he concert starts at 5:30 p.m. So, that’s 5:30 p.m. tom orrow. . . at the park.
2.
On Sunday, there’s an art exhibit at the m useum all afternoon. The exhibit is called “Computer Crazy.” There s work from local artists. So, go down to the m useum on Sunday. Um . . . it starts at twelve noon. That’s twelve o ’clock on Sunday.
3.
OK, soccer fans, listen up. The three o ’clock match on Saturday at the stadium is now at three-thirty. That's three thirty - there at the stadium
4.
Finally, if you like theater, go and see the play Are you OK? It’s on Saturday night at the City Theater. They say it’s very funny. It starts at seven-fortyfive. So, have a great weekend, folks. There s a lot to do in town here this weekend, (music)
p. 59 Lesson C, Ex. 3A (CD 2, Track 21)
Sam And it's also very convenient, with a subway station . . . and there are a lot of stores an d ... Woman How about a mall? Sam You know, there is a mall, but I never go there 1-1 like little stores. Um .. Woman Me too. Sam Because people have time for you and talk to y o u ... Woman Yeah, I know.
3. Woman There's a lot to do around here, too. Sam At night? Yeah. 1 here’s music in the restaurants on weekends. And then there’s the baseball stadium. .. Woman Oh? Sam They have bands there They get some big names. Woman Really? Sam Yeah, but I don’t like big concerts. Woman Huh. Sam Yeah, I don't like places with lots of people, you know, big crowds. Woman No. Me neither.
p. 59 Lesson C, Ex. 3B (cd 2, Track 22) 1. Sam I live in a great neighborhood.
1. Woman So, what's your neighborhood like? Sam Oh, I live in a great neighborhood. I like it a lot. Woman Uh-huh. Sam It's a great place to eat. I mean, som e places are expensive but there are cheap places, too. Woman Sounds nice. Sam Yeah, it is.
2. Sam I like little stores because people have time for you. 3. Sam I don’t like places with lots of people.
Unit 7 Out and about p. 68 Lesson B, Ex. 1A (cd 2 Track 25) 1.
(the sounds o f a volleyball gam e1
2.
(the sounds o f a basketball gam e)
3- (the sounds o f a football game) 4. (the sounds o f people weight training) 5. (the sounds o f a karate class1 6. (the sounds o f an aerobics class) 7. (the sounds o f people bowling) 8. (the soundc o f people biking) 9. (the sounds o f people running) 1. (the sounds o f a volleyball game) Narrator They’re playing volleyball.
3. (the sounds o f a football game) Narrator They're playing football 4. (the sounds o f people weight traim ng) Narrator They’re doing weight training. 5. (the sounds o f a karate class) Narrator They 're doing karate. 6. (the sounds o f an aerobics <:lass) Narrator They're doing aerobics. 7. (the sounds o f people bowling) Narrator They’re bowling. 8. (the sounds o f people biking) Nairator They're biking. 9. (the sounds o f people running) Narrator They’re running.
2. (the sounds o f a basketball game) Narrator They re playing basketball.
T-236 • Student’s Book audio scripts
Photocopiable © Cambridge University Press
p. 71
Lesson C, Ex. 3A (CD 2 , Track 32) 1.
Man I have a new job, and . . . um . . . I’m really enjoying it. The people are great, and the job is interesting. My boss is nice. I love it.
2.
Man Well, my friends are in Hawaii on vacation this week, and I’m sure they’re having a great time. And I’m here - studying for exams, and it’s raining outside. S o .. . .
3. Woman I’m not working this week. I’m taking a yoga course - at the college here. They say yoga is very good for you And I m ean my friend does yoga and she never gets sick. 4. Woman I’m on vacation for a couple of days. The weather s not great - it's cold - but that’s OK. I’m not doi ng anything special - just hanging out, seeing friends, you know. 5. Woman Well, my friend is visiting me for a moni h, and it’s not going well. I mean, she’s not doing anything in the house. Like I’m doing the shopping and cleaning, and she just watches talk shows all day, 6.
Man I’m having a great time. I’m taking tennis lessons with a professional coach, and it’s really good for my game. My coach says I’m playing like a professional tennis player.
2. Woman Good morning. It’s a beautiful day. Are you enjoying your walk? Man Oh, yes. I always enjoy my walks. I love this park. Woman Me too. Walking is great exercise. Man Yeah, I stay in shape, that’s for sure. And I meet people, too. Woman Right. Wei 1, have a nice day Man Thanks. See you again. 3.
Man Woman Man Woman Man Woman
Excuse me. S-sorry but what are you doing7 Um .. I’m practicing my yoga exercises. Oh, really? It looks very difficult. Is it hard? Nc, it's very e a sy .. . . Well, now it is. Do you enjoy it? Yes, I do. I’m here outdoors, and I like that. I mean, it’s just beautiful here. And it’s also very quiet here in the mornings, and I like that, too. Well, it’s usually quiet. Man Huh.
4. Woman Man Woman Man Woman Man Woman
p. 73
Lesson D, Ex. 2A, 2B (CD 2 , Tracks 33 . 34) 1.
Man Hi. So, are you enjoying your aerobics class? Woman Yeah. It’s fun. I go to a class every evening now. Man Wow. You really like it, huh? Woman Yeah. You know, we have a great teacher. Man Uh huh. That’s good. The teacher’s important. Woman Yeah, she plays really good music. I love the music. Man It sounds fun.
Unit 8
Man Woman
Shopping
p „ 81
Lesson C, Ex. 3A, 3B (CD 2. Tracks 43 44) 1.
Man Woman Man Woman
Hello? [on the phone) Hi, it’s me. Oh, hi! How are you doing? Good, bo, what are you doing? I'm in the park with som e old friends - from the college basketball team. Hmm. You play basketball? Yeah. We play every week. After work. I love it. I enjoy it. We always have an exciting game Really? Yeah. We re pretty good, you know. Yeah? And we re all friends, so it’s nice, too They’re fur people. Anyway, listen, let’s talk later. OK. Bye. Bye-bye
Clerk Can I help you? Woman Hello, yes. Um . .. I’m looking for a present for my son. Um . . . how much is this computer game? I want to buy him a computer game or a DVD. Clerk Let’s see . . . the game is twenty-nine ninety nine. It s on sale f hcsc games are usually forty dollars Woman Oh, OK. So, twenty-nine r inety-nine. And how m udi is this DVD? Clerk Twenty-two ninety nine. Woman So. is this computer game OK for children? I mean, a ten-vear-old? Clerk Sure. They’re popular with kids from ages nine to mnety. Woman (laughs) OK I’ll take the game
2. Woman Hi. How much are these necklaces? Clerk Let’s see . . , they’re five hundred and ni . . . uh . . . oh nor sorry. They're fifty nine n netyfive. Woman They’re very nice. Are they real? Clerk Yes, and we have these earrings, also. Woman Oh, they’re ve~y pretiy. Clerk They re forty-five dollars. Woman Oh, gosh. I like the earrings, too Um . . . but the necklace is nice. Well, I guess I’ll take the eai rings.
Photnropiablp © Canibridge University Press
Student’s Book audio scripts • T-237
3.
Min Sup Um . . , well, I like to shop at the mall. There’s a mall near my apartment. Uh . . . it’s about a ten- minute walk. Um .. and my favorite store s in there Woman Your favorite store? Min Sup Yeah, It’s a bookstore. Woman Really? Not an electronics store? Min Sup No, a bookstore. But they have a great music section, and tnere’s a placejto watch DVDs. And it’s . . . it’s pretty cneap, so .. Woman Huh. Min Sup It’s just a good place to hang out. Woman Do you go there a lot. then? Min Sup Yeah. Usually on Friday nights after work. They have a coffee shop with computers. I sit and try out the new computer games and I read their m agazines.. . Woman Do you ever buy tf ings fiere? Min Sup (laughs) Yeah I get coffee there every weekr No, seriously. I buy a lot of computer games
Clerk Can I help you? Man Um .. . no. thanks. Well, actually, yes. I’m looking at these ties. Clerk Yes, they’re very nice, and they’re o n ly . . . let s s e e . . . Man Oh, wait. Here’s the price. Seventeen fifty. Is that right? That's very cheap. Clerk Yes. They ’re very popular. Man And how about this belt? Clerk That one? Um . .. where’s the price? It’s .. . um . . . a hundred seventy-nine ninety-nine. Man Wow. That’s a lot. I’ll take the tie. Seventeen fifty is a good price, and it looks expensive.
p. 83
Lesson D, Ex. 2B
(CD 2 . Track 4 5 )
Woman Do you like shopping? Min Sup Well. I don’t like shopping for clothes, but yeah. I guess. I like to buy CDs, computer games, things like that. Woman So, where do you usually go?
Unit 9 A wide worid Melissa Hmm . . . I don’t know Korean food at all, or Thai food really. Oh, I don’t know. Man Well, there are a lot of good Chinese restaurants. Melissa Chinese? Hmm .. I like Chinese - that s always good. Man Wait - there’s a really good Mexican place near here. Maybe, let ’s just, let’s just go there. Melissa OK. I can always eat Mexican food. I love it. And then I can practice my Spanish. Man You speak Spanish? Melissa Well, I speak good restaurant Spanish. (laughs)
p. 87
Lesson A, Ex. 3B
(CD 3 Track 41
1. Woman You can see a lot of famous people. 2.
Man You can t spend a day at the beach.
3. Woman You can t take a ferry to an island. 4.
Man You can sit at outdoor cafes at night.
5. Woman You can’t see a different movie every night. 6.
Man You can go to a show or concert every weekend.
p. 89
Lesson B, Ex. 2B
(CD 3, Track 6)
Man Do you want to go out for dinner tonight? Melissa OK. Where do you want to gc? Man Oh, anywhere. I like anything. What do you like? Melissa Well, I like Japanese. That's one of my favorites. Man Yeah, me too. But the Japanese restaurants around here are kind of expensive. Melissa That's true. Well, how about Italian? I love Italian. Man Yeah, but I eal Italian food a lot. Let’s try som ething different . . . I know. How about Brazilian? Do you like Brazilian food? Melissa Mmm .. I don’t know Brazilian food. What's it like? Man It’s really good. There’s a new Brazilian restaurant on Forty fifth Street. Melissa That 's kind of far away. Let's see . .. o h ,. . . I know We can go to that French place I like French food. Man So do I. But they don’t really give you a lot of food there, and I'm hungry. Can you eat spicy food? How about Korean food? Or Thai?
T-238 • Student's Book audio scripts
p. 91
Lesson C, Ex. 3B
(CD 3, Track 8)
1.
Yuki We use a lot of English words i n Japanese. Do you use a lot of foreign words in English? Adam Yeah, there are h u n d r e d s and hundreds. For example, look at your smoothie. It has yogurt in it. Yuki Yogurt? Adam Yeah, yogurt. That s a Turkish word. Yuki Turkish? Really? Adam Yes. Yuki So now I can say I like Tt rkish food, huh? Adam Yep!
2.
Yuki Adam Yuki Adam Yuki
OK, tell me another one. Well, you see that small store over there? The clothing store? Yeah, well, it's also called a boutique. Oh, yeah? So a boutique is a kind of store So what language is it from? Is it Italian? Adam No. it’s French. It's the French word for store. Yuki So that s why boutiques are expensive! They’re French!
Photocopiable © Cambridge University Press
3. Adam And then there’s waltz. That’s another foreign word we use. Yuki What’s a w a l. . . ? How do you say it? Waltz? Adam Yeah, waltz. It s a k ind of da nee. A slow dance. Yuki Oh, OK. Adam Well, anyway, it com es from German You speak som e German, right? Yuki Um . . . well, only a little i mean, I can say my name and I can say, “I can’t speak German very w ell!’’ Adam (laughs) Oh, that’s funny!
4.
Yuki {A mosquito buzzes around. Yuki slaps it.) Ow! I hate mosquitoes. Adam . . . but they love you, huh? Yuki Yeah. They look at me and they see dinner! Adam There s another foreign word Yuki Whal? Dinner7 Adam (laughs) Nc mosquito. Yuki What is it? It sounds like a Mexican word. Like burrito. Adam Well, it is Spanish. Yuki Oh, yeah They speak Spanish in Mexico.
Unit 10 Busy lives p.
103
Lesson C, Ex. 3A, 3B
p. 105 Lesson D, Ex. 3B (CD 3, Track 19)
(CD 3, Tracks 17,18)
1. George Woman Hi George. Hey, are you OK? George Yeah, it ’s ju s t. Well, my parents are staying with me They cam e last week. It s mce, b u t. . . boy, they never relax. Like, we got up early every day. we went running, we played tennis, we went shopping, we went to see late movies, we stayed up late, and talked almost every night. P hew .. . . Woman You did? That sounds like fun. So, did your parents enjoy their stay? George Oh, yeah. They had a great time. 1 hey want to stay for another week I'm exhausted! But I said. “Yes, OK 2. Karen Man So, how did the vacation go? Did you have a good week in France? Karen Well, no. Not at all. I just watched TV all week. Man You did? What’s TV like in France? Karen I don’t know I didn’t understand a word of it. I don t speak French Man So, why did you watch n all week? Karen Oh, I got really sick and I had to stay in bed
1.
Man So, how do you remember things Angela? Angela Well, every Sunday night, I write a list of all the things I have to do that week - before I go to b ed . Like, last night, I wrote my list for this week. If I don t make a list, I can’t remember what I need to do.
2.
Man How about you, Kevin? Kevin I write little notes - you know, things like “do homework,’’ “go shopping ” “clean the house" - everything My refrigerator has little notes all over it But then I usually forget thev’re there. Man Sun Yee What do vou dc? Do you have a good memory? Sun Yee Yeah. I think I do. I mean I don’t make notes or lists I try to remember everything I have to do, and I do you know. I don’t forget things. Mmm . not a lot of things, anyway
4.
Man And Rafael, what do you do? Rafael I write things I have to do in my daily planner . . . and the tim es I have to do them. I carry it everywhere. Can t live without it!
3. Brittany Man Hey, Brittany! How are you doing? Brittany I’m doing OK. We have some customers over from China this week They’re visiting for a few days. They re really mce. and . . . um we went out for dinner a few tim es and . . Man Uh-huh. Brittany Yeah. I learned some Chinese, and they ’re really fun people. We laughed a lot And then last night, we went to a really expensive restaurant.. . . I mean, really expensive. Man Did you have to pay for dinner? Brittany No, my company paid.
Photocopiable © Cambridge University Press
Student's Book audio scripts • T-239
Unit 11
Look
p. 113 Lesson C, Ex. 3A, 3B
p. 115 Lesson D, Ex. 3B
(CD 3, Tracks 28, 29)
Woman How was your weekend7 Did you go out Saturday? Man Yeah, I went out with som e friends. It was fun. Woman What did you do? Man We went to Simon’s place. He had a party. Woman Oh, I went there, too. I didn’t see you. What time did you get there? Man H m m . . . about eleven-thirty. Woman Oh. OK. We left about ten o ’clock. We went to a club. Man Oh, that’s too bad. Did you do anything on Sunday? Woman Yeah, well, you know. Pete loves sports. He wanted to go to the Giants’ game, so we went. Man Hmm .. was it good? Woman Yeah. I guess. Pete enjoyed it I'm not really a baseball fan. Anyway, what about you? Did you do anything on Sunday? Man Yeah. We went hiking. Woman Oh. really. That sounds fun. Where did you go? Man Up in the mountains. The weather was great. Woman Oh, yeah, but it was very hot. Man Yeah, but it was cool in the mountains, so it wasn’t a problem. Yeah, we had a great time. Woman Wow. Good for you.
p. 115 Lesson D, Ex. 3A
John I remember one time I was in fifth grade, so I guess I was ten or eleven years old. Anyway, my mom and dad had people over for dinner. But they weren’t friends. It was . . . um . . . it was my dad’s boss and h s wife. Yeah, that s right. Anyway my dad’s boss said to me, “So, you have a new teacher at school ” And I said, “Yeah. She’s not very nice. I think she’s mean, and I don’t like her.’’ So, anyway, I went to school the next day, and when I saw my teacher,. . . she said to me. “Hi. John. I hear you met my father last night.”
(CD 3 , Track 3 0 )
Miranda About a month ago, I was in a department store with a friend of mine. It was after work. Anyway, my friend loves shopping, and I don’t. I hate shopping. Anyway. I was really tired, and she picked up this sweater and said, "What do you think? Do you like this sweater?’ And I didn't like it, so 1just said. “Ugh! It’s horrible. The colors are awful. Who buys sweaters like that? Yuck John I remember one time, I was in fifth grade, so I guess I was ten or eleven years old. Anyway, my mom and dad had people over for dinner. But they weren’t friends. It was . . . um . . . it was my dad’s boss and h i s wife. Yeah, that’s right Anyway my dad s boss said to me “So you have a new teacher at school.” And I sa id ,1Yeah. She’s not very nice. I think she s mean, and I don’t like her. ’ So, anyway. I went to school the next day. and when I saw my teacher,. . .
T-240 • Student s Book audio scripts
(CD 3. Track 31)
Miranda About a month age, I was in a department store with a friend of mine. It was after work. Anyway, my friend loves shopping, and I don’t. I hate shoDping. Anyway, I was really tired, and she picked up this sweater and said, “What do you think? Do you like this sweater?” And I didn t like it, so I just said, “Ugh! It’s horrible. 1 he colors are awful. Who buys sweaters like that? Yuck." . . . My fnend was very quiet. Then she said, “Actually, I bought one last week ” I felt so bad! It was awful!
Photocopiable © Cambridge University Press
Unit 12 Fabulous food p. 125
p. 121
Lesson B, Ex. 4B
Lesson D, Ex. 2A
(CD 3, Track 38)
1. Woman What would you like to do tonight? 2. Woman Would you like to go out for dinner? 3. Woman Would you like to try a new place? 4. Woman Where would you like to meet? 5. Woman What would you like to do after dinner? p. 123
Lesson C, Ex. 3A, 3B
(CD 3, Tracks 40, 41)
1. Rex Woman Hi. Rex. I’m just going out. Do you want anything to eat? Rex Um . . . sure. Woman What would you like? Rex Let me think. Um . . . can you get som e soup or something? I’d like som ething hot. Woman Just soup? That's not enough for lunch. You need a sandwich or som ething like that 2. Amy Man Amy Man Amy Man Amy
Do you want someth ing to eat, Amy? No thanks. I'm working. A sandwich? No. thanks. I’m not hungry. A drink? Coffee? Tea? Or there’s some soda. No, thanks. Really. I don't want anything right now. Thank you Man Well, it’s not good to skip lunch. You need to eat som ething in the middle of the day.
(CD 3 Tack 42)
Dave I went to a great restaurant last week. It's called Madras. Do you know it? Woman No. It sounds Indian Is it? Dave Yeah, and they have great food - really good fish and shrimp dishes, and . . . Woman So what s it like for vegetarians? I don t eat fish or meat. Dave Oh, it’s great for vegetarians. They have good vegetable curry dishes and side dishes, like spinach with cheese. Woman So what did you have? Dave I had a steak. Woman You did? In an Indian restaurant? You didn’t have curry? Dave Well, I had a small vegetable curry, too. But I like steak. Woman Oh, well. I like Indian food, and the service is usually really good in Indian restaurants, too Dave Oh, yeah, the servers were very good - very friendly. And we didn’t have to wait long after we ordered And it’s a fun place too, you know. It has a good, fun atmosphere. Lots of young people there. Woman So, you recommend it, then? Maybe you can take me there this week?
3. Omar Woman Hey. Omar. Let s go get som e lunch. Omar Good idea. I’m starving. What do you usually have for lunch? Woman Oh. just som ething light, like a salad. How about you? Omar Well, I get pretty hungi y by lunchtime I don't usually have breakfast, so 1 really need to eat a big lunch Woman So, why don t you eat breakfast? You know, breakfast is important. I can’t do anything in the morning without breakfast. Gemma Man Gemma Man Gemma Man Gemma Man Gemma
What are you getting, Gemma? Hmm . not sure. I m not very hungry. How about som e fruit or som ething7 Um . . . no. I don’t think so. I think I just want som ething to drink. What would you like to drink, then? just som e water. just water? Yeah. It’s good for you - to dunk a lot of water. You need to drink about five or six glasses a day.
Photocopiable © Cambridge Unrversity Press
Student’s Book audio scripts • T-241
Workbook answer key Unit1 All about you Lesson A Hello and good-bye pp
2 -3
A 1. 2. 3. 4. 5. 6.
a. a. b. a. b. a.
Hi Hello, Ted Nice to meet you. I m fine, thanks. See you later Bye. See you tomorrow. Good, thanks. How are you?
B 1.
Jack Anna Jack 2. Julie Sonia 3 . Mike 4 Joan Mary
Hello. Hj, Nice to meet you How are you? 1 m fine Have a good evening. Good night. See you
2. 3. 4. 5.
Yes, 1 am. I No. I m not. 1 m fine, thanks. / Fine, thanks / Good, thanks Yes, we are. / No. we’re not. Yes, I am. / No, I m not. / No, I’m single.
Lesson C Personal information pp
6 -7
Exercise 1
A zero; one: two; three; four; five; six; seven; eight; nine: ten
B
C Jenny Sandra Jenny Sandra Jenny
Good morning How I’m fine / Fine / Good; How are you? Have You
Lesson B Names pp.
4 -5
Exercise 1 name last middle spell Mrs. Exercise 2 Answers will vary. Exercise 3
A Receptionist Mi Young Receptionist Sergio Receptionist Sergio Receptionist Sergio Receptionist
Are am re Am are re Are m re: re
B David Maria Maria D avid Maria
Aie you I'm not Are vou I am; Are we we are
Exercise 4 Answers will vary. Possible answers may include 1. Yes, I am / No, I’m not.
T-242 • Workbook answer key
Exercise 2 TOUCHSTONE Exercise 3 It’s Brokaw. / Brokaw. / My last nam es Brokaw. My first name is Mark. I It’s Mark / Mark. My middle initial is A / It’s A. / A. My e- mail address is mab@cup.org. / It’s mab@cup.org. / Mab@cup.org. My (tele)phone number is 740 555 2968. 1 It’s 740-5552968. / 740 555-2968. Yes. I’m an English student. / Yes, I am. / Yes. My (English) teacher’s name is Mrs. Roberts. / Her name is Mrs. Roberts. / It’s Mrs Roberts. / Mrs. Roberts Exercise 4 Answers to the questions will vary. Possible answers may include 1. A What s your name? B My name is Elizabeth Ramos. / It’s Elizabeth Ramos. / Elizabeth Ramos. 2. A What’s your telephone number? B My telephone number is 555-8422.! It’s 555-8422 / 555 8422. / My phone number is 555-8422. / My number is 555-8422. 3. A What’s youi e-mail address? B My e mail address is dhanson@cup.org / It’s dhanson@cup.org. / Dhanson@cup.org. 4. A What's your English teacher’s name? B My lEnglish) teacher’s name is Mr, Gold / It's Mr Gold. / Mi. Gold
Lesson D Are you here for the concert? pp 8-9 Exercise 1 1. Ali Hi; How are you doing? All Pretty good.
Ali Ali 2. Clerk Joe 3. Kate Sally Sally
Yeah thanks Good evening. Thank you. Hello.; Nice to meet you. Yes: How about you? Good bye.
Exercise 2
A
A Hi. How are you doing? B Fine, thanks. / Good, thanks. / Pretty good, thanks. I OK, thanks. A Fine / Good. I OK. I Pretty good B Yeah
A Yeah B Thanks. Bye. / Thanks. See you / Thanks See you later. A Bye. / See you later. / See you.
B 2,7, 4, 5, 3, 1,6 A B A B A B A
Hello. Hi. How aie you doing? OK. Are you here for the concert? Yeah. I am How about you? Yeah me toe.
Unit 2Jn class Lesson A Classmates pp. 10-11 Exercise 1
A
1. is; Hes 2. are; They re 3. is; She’s
4. 5. 6.
B 1. A B 2. A B 3. A B 4. A B 5. A B 6. A B
Is No, he’s not. Are Yes, they are. Is No. she s not Is Yes, he is. Are No, they’re not. Is Yes, she is.
Exercise 2 Silvia Silvia Jason Silvia Silvia Jason Silvia
are Is s not ; 's Is Are re not; ’re: re s; ’s; ’s
Exercise 3 Answers will vary Possible answers may include: 1. A Paul B Yes. he is. 2. A Joseph. Paula B Yes, they arc / No, they're not. 3. A Sam B Yes, he is. / No, he's not 4. A Claudia, Ines B Yes. they are / No. they’re not 5. A la son. Lisa B Yes. they are. / No. they’re not 6. A Margaret B Yes, she is. / No, she’s not. 7. A Connie B Yes, she is. / No, she’s not.
8. A Luis, Ana B Yes, they are / No, they’re not.
Lesson B
What’s in your bag? pp 12-
3
Exercise 1 I 2. 3. 4. 5. 6. 7. 8. 9.
a pen a textbook a snack a wallet a dictionary an umbrella a bag a pair of glasses an address book
10. 11. 12. 13. 14. 15. 16. 17.
a credit card keys a notebook an eraser a watch a pencil an MP3 player a cell phone
Exercise 2 1 2. 3. 4.
This is a bag These are pens This is a cell phone. These are glasses.
5. 6. 7. 8.
This is an umbrella. This is a notebook. These are dictionaries. This is an eraser
Exercise 3 1. Ms. Simms Clerk Clerk 2. Erica Jim Jim Erica 3. Bob Jill Bob Jill Bob Jill
What’s it’s this this; Is it What thev’re these they re they Is it these
Lesson C In the classroom pp 14-15 Exercise 1
A
1 2 3 4 5. 6.
aboard som e posters a CD player a clock a computer a TV
7. 8 9 10. 11 12
some videos a wastebasket some chairs a desk a map a calendar
Workbook answer key • T-243
B
Answers to the questions will vary. Possible answers may include: 1. My English teacher’s name is Mr. Sachs. / It’s Mr. Sachs. / Mr. Sachs. 2. My friends’ names are Felix, Sylvia, and Sam. I They’re Felix, Sylvia, and Sam. / Felix, Sylvia, and Sam. 3. Some posters are on the wall vin my classroom,. / Some posters. 4. She’s I He's in class fnow). / Hes I She’s at home 'now,.
Lesson D Exercise 1 1. Callie Callie Bob Bob 2. Ruby Millie Ruby Millie 3. Yuri Yuri Exercise 2
A
1. 2. 3. 4.
on on under in
5. in 6. on 7. in front of 8. next to
B 1. 2. 3. 4. 5. 6.
Where's the teacher’s desk? Where's the closet? / Where is the closet? Where are the dictionaries? Where s the CD player? / Where is the CD player? Where are the students’ papers? Where’s the calendar? / Where is the calendar?
Exercise 3 1. What’s your English teacher's name? 2. What are your friends’ names? 3. What s on the wall in your classroom? 4 Where’s your teacher now?
What’s the word for this in English? pp. 16-17 Excuse me Can I borrow Here you go. You're welcome. please Sure.; Sorry. Thanks anyway What’s the word for this in English? How do you spell Thanks.
Exercise 2 1. 2, 1, 3 A You're late. B I’m sorry. A That’s OK. 2. 2,3, 1,4 A Can I borrow your pen, please? B Sure. A Thank you. B You’re welcome. 3. 4. 5. 3, 2. 1 A What’s the word for this? B I’m sorry I don’t know. A That’s OK. What about this? B I don't know. A That’s OK. Thanks anyway.
Unit 3 Mvorik people Lesson A
Celebrities pp 18-19
B 1
Exercise 1
A
1. 2. 3. 4. 5. 6.
. singer actor writer team player band
4 5.
&Y> B
C \
V\
A
c
s
W
P
V
0
I
V\
3
e
1
s
■■"T.....
V
€
w
c \
F
V
e
0
V
V
F
<5
F
c \
I s F
T-244 • Workbook answer key
0
U
s
7. show 8. sport 9. fan 10. movie 11. artist
3
i
11 P
)
y v\
e
V
Exercise 2 1. She’s; Her 2. We re; our 3. He’s; His
4. My; your 5. They’re; their 6. She s; Her
Exercise 3 Alicia 's Norah m: is Norah re Alicia are is; ’s
Lesson B People we know pp. 20-21 Exercise 1 1. quiet, shy 2. strict 3. smart 4 busy 5. tired 6. lazy 7. friendly / outgoing; outgoing / friendly 8. fun / interesting; interesting / fun Exercise 2 Carrie Am Josh re not; re Carrie Are Josh am; is, ’s not Josh are. Are Carrie are; ’re; ’re Josh Are Carrie re not; is Josh Is Carrie s not; s not. ’s Exercise 3 1. My neighbors aren't very nice. 2. My best friend isn't a student. 3. I'm not very shy. 4. The students in my class aren t very smart. 5. My English class isn’t easy. 6. My teacher isn’t very quiet. Exercise 4 1. Are Yes. I am I m very outgoing. / No. I m not. I’m not outgoing. 2. Is Yes, he / she is. He’s / She’s very lazy, / No, he’s / she's not. He’s / She’s not lazy. 3. Is Yes. it is. It’s very hard. / No, it's not It’s not hard. 4. Are Yes. they are They’re very smart. / No, they’re not They le not smart 5. Is Yes, she / he is. She’s / He’s a lot of fun. / No, she’s / he's not She’s / He’s not fun. 6. Are Yes, they are. They’re very nice. / No. they're not. They re not nice. 7. Are Yes. I am I’m very tired todav. / No. I m not. I’m not tired today. 8. Are Yes, we are. Were very busy after class. / No, we're not. We’re not busy after class.
Lesson C Family pp 22-23 Exercise 1 1. son 2. father 3. wife 4 children 5 sister 6 brother Exercise 2 1. sixty-five 2. eleven 3. twenty-four 4. fifteen
7. 8. 9. 10. 11. 12.
parents mother husband daughter grandmother grandfather
5 6. 7. 8.
sixteen ninety-one fifty-six seventy-seven
Exercise 3 1 How are your children? 2 What are your parents names? 3 How old is your grandfather? 4 What’s your mother like? 5. Where’s your father from? 6. How old is your best friend? Answers to the questions will vary. Possible answers include: 1 They're OK 2 Maria and Pedio. 3. He’s 57. 4 She’s very friendly and outgoing. 5. He’s from New York. 6. He’s / She’s 22. Exercise 4 1. How is Kate? 2. Who’s 1Who is her mother? 3. What are her parents like (at home)? 4. What’s / What is her favorite band?
Lesson D
This is a friend of mine, pp 2 4 - 2 5
Exercise 1 1. What are they like? Where are they from? Are they good? Are they friendly? 2. Where is she from? From Chile? How old is she? An actor? Is she good? Exercise 2 Answers will vary. Possible answers may include 1 Really? What s she like? 2 Really? A singer? Is he good? 3. Really? How old is he? 4 Alaska? Wow' What s Alaska like? 5. Oh, interesting. Is she a good teacher? 6. Really? Is it interesting? 7. Really? Is she a painter? 8. Really? Where are you from?
Workbook answer key • T-245
Unit
IEveryd
Lesson A In the morning pp.
2 6 -2 7
Exercise 1
A
4. eat 5. checks 6. reads
1. gets up; gets up 2. exercises; plays 3. listens
B 1. 2. 3. 4. 5. 6.
Kathy’s son doesn’t get up early. Kathy doesn t check her e-mail before breakfast. Kathy and her son don’t talk a lot in the morning. Kathy's son doesn’t do his homework. Kathy and her boss don't eat breakfast together. Kathy’s boss doesn’t play computer games.
Exercise 2 have; get up. work; studies; does; help; doesn’t talk; listens, sings, don’t like; likes; have Exercise 3
A
1. 2. 3. 4.
5. 6. 7. 8.
d f b a
c g h e
B Answers will vary. Possible answers may include: 1. I don’t do my homework in the morning. 2. I study English at a great school. 3. I check my e-mail at home. 4. I listen to the radio at home. 5. I don’t drive a car. 6. I don’t play games on the computer at work. 7. I read a book after breakfast. 8. I don’t use an alarm clock.
5. I make phone calls in the afternoons. I don’t watch TV in the afternoons. 6. I read a book at night I don’t read a newspaper at night Exercise 3 Cecilia Do, go Eduardo don't Cecilia Do, work Eduardo do; Do. go Cecilia do; clean: go Eduardo Does, play Cecilia does; Does, play Eduardo doesn’t Exercise 4 E Do, take 2. Does, watch 3. Do. go
Answers to the questions will vary. Possible answers may include: 1. Yes, I do. I take a Spanish class on Monday evenings. 2. Yes, he does. He watches TV every night. / No, he doesn’t. He reads the newspaper before bed. 3. Yes, we do. We go shopping every Saturday. / No, we don’t. We go shopping on Fridays. 4. Yes, they do. They check their e-mail very early. / No they don't. They check their e-mail after breakfast. 5. Yes, she does. She reads the newspaper every morning before breakfast, t No, she doesn’t, She reads the newspaper on the weekends.
Lesson C Do you come here every day? pp. A
Answers will vary.
B
B
Sunday, Monday. Tuesday. Wednesday. Thursday Friday. Saturday
I. 2. 3. 4.
2 8 -2 9
Exercise 1
A
Answers will vary. Possible answers may include I go shopping on Sundays. I work on Mondays. I have English class on Tuesdays. I clean the house on Wednesdays. I play soccer on Thursdays. I take guitar lessons on Fridays. I see my friend^ on Saturdays. Exercise 2 Answers will vary Possible answers may include: 1. I clean the house on the weekends. I don’t go to work on the weekends. 2. I do homework after school I don’t play sports after school. 3. I clean the house every day. I don't do laundry every day. 4. I go shopping on Saturdays. I don’t take a class on Saturdays.
T-246 • Workbook answer key
3 0 -3 1
Exercise 1 Yumi Mike Mike Mike Mike Mike
Lesson B Routines pp.
4. Do, check 5. Does, read
I’m new here, and I’m late. I work part-time in the cafeteria. It's fun, and the people are nice Just Mondays and Wednesdays. Em an English student. I go there Mondays after work. It’s great!
False True False False
b. True 6. True 7. True
Exercise 2 E Do you live around here? 2. Are you fiom here originally? 3. Are you a full-time student? 4. Do you have brothers or sisters? 5. Do you work on the weekend®? 6. Do you like your English class? 7. Do you get up early every day? 8. Do you live with your grandparents? Answers to the questions will vary Possible answers may include: E Yes, I do. I live about a mile away / No I don’t I live three towns away from here. 2. Well, I’m from Brazil orig nally but my family lives here now / Yes, I am But I don't like it.
3. No, I’m not. I work par t-time and go to school part-time. / Yes, I am. And I like it. 4. Yes, I do. I have two sisters and a brother. / No. I’m an only child. 5. Well, I work on Saturdays but not on Sundays. / Well, not every weekend. / Yes, I do. And I don't like it. 6. Well, it’s OK. / No, it’s very hard. / Yes, I do. My teacher is great. 7. Well. I get up very early Monday to Friday. On weekends, I get up late. / Yes, I do. I get up at 6:30 every morning. 8. No, I don’t. I live with my parents and two brothers.
Lesson D
On average. . .
pp. 3 2 - 3 3
Exercise 1
A
Answers will vary.
B spend t ime with family, go out with friends, read, go out to dinner watch TV
1. Americans dorVt usually j*o out with_friends in dye evening. 2. After work, Americans usually relax at home 3. American high school students usually study for three hours a week. 4. American high school students watch TV foy 18 hours a week. 5. 80% of Americans have hobbies. Exercise 2
A
Hi Ian! No. I don’t watch TV on Fridays. I go out on Friday nights. I watch TV on Sundays. I watch the show World o f Sports on Sunday afternoons I also watch football games on Monday nights. Joe
B Answers will vary.
Unit 5 Free time
Lesson A
Going out pp. 34-35
Lesson B
TV shows
pp. 3 6 - 3 7
Exercise 1 Answers will vary.
Exercise 1
Exercise 2
always, usually, often, sometimes hardly ever, never
A
B
1. F He goes out with friends four nightsya week. 2. 1 He goes to the library once a_week / on Tuesday afternoons / every Tuesday afternoon / every' Tuesday. 3. T 4. F He takes guitar lessons on Wednesday afternoons. 5. F He plays tennis once a week. 6. F He does the laundry once a week.
Answers will vary. Possible answers may include: 1. I hardly ever check my e-mail before school. 2. I always exerc-se in the morning. 3. I sometimes go shopping af er work. 4. I never read during dinner. 5. I often watch TV in the evenings. 6. I usually clean my house on Saturdays.
7. T
A
8. T
B 1. He goes to the gym twice a week. 2. He has classes on Mondays, Wednesdays, and Fridays. I He has classes on Monday, Wednesday, and Friday mornings. 3. He goes to a club once a week. 4. He has dinner /eats dinner / goes out to dinner with Sandra on Thursday nights. 5. He goes to the movies on Friday nigl its. 6. He plays tennis (with Bobj on Saturday afternoons. 7. He plays tennis with Bob. 8. He goes to a club on Saturday nights.
A
Exercise 2 1. 2. 3. 4.
soap opera cartoon sitcom game show
5. 6. 7. 8.
documentary talk show reality show the news
B
Exercise 3 1. Where do you go aflet class? 2. When do you do your Fnglish homework? 3. What do you do in your free time at home* 4 Where do you go on the weekends? 5. Who do vou go out with? Answers to the questions will vary. Exercise 3 Answers will vary.
Workbook answer key • T-247
Lesson C Do you go straight home? pp 38-39
Lesson D Internet addicts pt
Exercise 1 1. Lisa Lisa 2. Howard Mary 3. Paul Paul
Exercise 1 Do you do anything special? I mean, do you go every day? I mean, do you know a nice place? Do you like French? I mean do you belong to any clubs? Do you play baseball?
Exercise 2 Answers will vary. Possible answers may include: 1. I mean, is she nice? Yes, she’s very nice. I like her a lot. 2. I mean, do you have class every day? No I have class three days a week. 3. 1 mean, do you drive? No I take the bus. 4. Do you go out with friends? Yes, we go to the movies or to a club. 5. I mean, do you read every day? Yes, I do. 6. Do you ever go to clubs on Saturday nights? No, I don’t like clubs.
4 0 -4 1
A
7 or 8 hours She lives with her parents and her two brothers. No, she hardly ever sees her family. She checks her e-mail before school. She checks her e-mail, reads the news, listens to the radio, watches movies, goes shopping, and wri.es e-mail messages. 5. Answers will vary. Possible answers may include Yes. She spends too much time in tront of the computer. / No, she doesn’t have a problem. Seven or eight hours isn’t too much time. Exercise 2
A
but; and: but: and
B Answers will vary.
Exercise 3 Answers will vary.
U n it 6
Neighborhoods
Lesson A
Nice places pp. 4 2 ^ 3
Exercise 1 1. post office 2. restaurants 3. movie theater 4. swimming pool 5. apartment buildings 6. fast-food places
7. 8. 9. 10. 11. 12.
Exercise 2 new - old bad - good big - small
boring - interestin cheap - expensive noisy - quiet
cafe park supermarket club stores museum
5. It’s ten-forty: It’s twenty to eleven. 6. It’s nine-fifty; It s ten to ten.
B 3 7:55 8 9:15 1 6:25 5 12:00 4 8:45 7 5:35 2 7:20 6 5:10 9 10:30
Exercise 3 1. There are a couple of cheap fast-food places. 2. There’s a / one post office. 3. There’» no stadium. 4. There’s a / one supermarket. 5. There are no mal's. 6. There are a couple o f 1 two apartment buildings. 7. There are som e small stores. 8. There are som e expensive restaurants. 9. There’s a / one beautiful park 10, Theres a / one movie theatei.
Exercise 2 Answers will vary. Possible answers may include: 1. B What time does it close? A What time is it (now)? B Let ’s go 2. B What time does it start? B What time docs it end? B Let’s watch it. 3. B What time does it open? A What time do you get up on Saturdays? A Let s meet at the gym at 9:00.
Exercise 4 Answers will vaiy
Exercise 3 1. What time do you get up on weekdays? 2. What time does your family have lunch on Sundays? 3. What time does your English class start? 4. What lim e do you leave home in the morning? 5. What time do stores open and close in your neighborhood ? I What time do stores in your neighborhood open and close?
Lesson B
What time?
pp. 4 4 - 4 5
Exercise 1
A
1. 2. 3. 4
Its three-thirty It's nine (o’clock). It’s twelve foTlock).: It’s noon / midnight. It’s eight nh five,; It’s five after eight
T-248 • Workbook answer key
Answers to the questions will vary Possible answers may include: 1. I usually get up at 7:00 on weekdays. 2. My family has lunch at 2:00 on Sundays. 3. My English class starts at 10:00 a.m 4. I leave home at 8:00 in the morning. 5. Stores in my neighborhood open at 8:00 a.m. and close at 8:00 p.m. I Stores open at 8:00 and close at 8:00 p.m. in my neighborhood.
Lesson C It’s a great place to live,
A
3, 1,4, 2 4. a, c 5. b, c 6. a, b
B ]. have food: The food festival, The street fair 2. are on Saturday: The food festival, The street fair, The free classes 3. have a Web site: The free classes 4. are during the da>: The food festival, The street fair, The free classes 5. are at night: The pop concert 6. are outdoors: The food festival, The street fair
Exercise 2 4. T
1 F 2. F 3. T
Lesson D Advertising pp. 48-^9 Exercise 1
pp 46^7
Exercise 1 1 b. c 2. a. c 3. a. b
4. Me neither My friends ail live in the city. / Yeah? A lot of my friends live around here. 5. Me too. It’s a terrible place to live. / Really? I just love our neighborhood. 6. Yeah. I know The stores in our neighborhood are boring. / Really2 I think we have great stores in our neighborhood.
5. F
Exercise 3 Answers will vary
Exercise 2
Exercise 4 Answers will vary Possible answers may include. 1. Me too. I think it’s great. / Really? I dont like it very much. 2. Me neither. The restaurants in this neighborhood are terrible. / Reallv? There are some great restaurants in this neighborhood. 3. I know. Let’s eat somewhere else. / Really? But there are a couple of cheap restaurants here.
A
1. from, to 2. at, at
3. for, at 4. between, through
B Answers will vary
C Answers will vary,
Unit 7 Out and about Lesson A Away for the weekend pp.
5 0 -5 1
Exercise 1
A
1. 2. 3. 4. 5. 6.
Erin m eating Erin m waiting
Exercise 3 It’s hot. It’s sunny. It’s cold. It’s snowing. It’s warm. Its windy. It's cold. It’s sunny. It’s cool. It’s raining. It’s hot. It's humid
Answers will vary. Possible answers may include: 1. F I m not eating dinner right now. I m doing my homework 2. F I’m not using a computer. I'm writing in my workbook.
B Answers will vary. Possible answers may include1. We have four seasons in our city. They are winter, spiing, summei, and fall 2. My favorite season is fall because it's usually cool and sunny. 3. I like cold weather. 4. It s warm and sunny today 5. It’s usual ly warm this time of year 6. Yes, it snows in our city. It usually snows in January and Lebiuary / in the winter.
Exerclse 2 Ken Erin Ken Erin Ken
m spending re having re relaxing, ’re not doing, m reading, is swimming m not working in eating
My friends aren't working. They’re do:ng their homework. It’s not snowing. / It isn’t snowing It s raining My best fnend isn’t siding. He’s / She’s watching TV
Lesson B
Sports and exercise
pp. 5 2 - 5 3
Exercise 1
A
1. 2. 3. 4. 5.
volleyball bowling weight training running biking
6. 7. 8. 9.
basketball karate aerobics football
B People play volleyball basketball football
People do weight training karate aerobics
People go bowling running biking
Workbook answer key • T-249
c
B
Answers will vary.
1. c 2. a 3. b
Exercise i2 1. Joe What are you doing Joe Are you playing Joe are you having fun Joe Are you playing Joe are you winning 2. Janet How are you doing Kelly Are you working Kelly What are you teaching Kelly are you doing: are you swimming Janet are you doing Janet What’s / What is she doing Janet Is she meeting
Lesson C How’s it going? pp. 54-55 Exercise 1 What are you doing? What classes are you taking? Are you enjoying your classes? So. why are you studying Spanish and Portuguese? Where are you working7 Are you practic ing your languages? Exercise 2 Answers will vary. Possible answers may include: 1. do you go running; do you go 2. are they staying; having fun 3. are they from: do they visit 4. are you working, do you start work Exercise 3 Answers will vary. Possible answers may include: 1. good; What are you doing? 2. nice; What are you reading? 3. terrible; Where are you working? 4. great; Are you having a good time? 5. wonderful; How often do you go to the gym? 6. too bad; Is it hard work?
Lesson D
Staying in shape pp 56-57
Exercise 1
A
Answers will vary.
T-250 • Workbook answer key
C 1. 2. 3. 4. 5. 6.
Shes going to school, and she’s working part time. She likes exercise, buv she doesn’t have a lot of time. No, he isn’t. No, he doesn’t. tHe hates sports.] He goes (to the gym) every day He does weight training.
Exercise 2
A
Answers will vary. Possible answers may include: Write to Steven, the Sports Professional. . Help! Slowly add exercise . . . Walk or ride a bike . Don’t drive. Use the stairs . . . Clean the house or do the laundry. Just do som ething. . . Start today! Try som e dilferent exercises. On Monday, do weight training. On Tuesday, go running. And on Wednesday, play basketball. . . Try and make time. So do aerobics . . . Go to school. Then go running .
B Don’t be shy. Buy some good running shoes. Do aerobics in the morning, Don't drive to work Exercise at least five times a week Don’t watch TV all the time
C Answers will vary.
Unit 8 Shopping
Lesson A
Clothes
pp
Lesson B
5 8 -5 9
Exercise 1
A
1. 1 'k
4. , J
i
3
k
s
u
f
<5
i
e v\
e
s
"s
Vw b
0
1
W S
i o .,
e
J
f s
v\
k
e
c c \
k €
V
e
S
a necklace gloves socks a 1-shirt a purse a baseball cap a blouse a tie
i 6f
v\
0
red, yellow, black, purple, white, orange, blue, green, brown, gray
I
?
Answers to the questions will vary.
V
S
Exercise 2
Exercise 3
A S
w
S
f
B pants
Exercise 2 need to buy want to go need to get; have to get want to stay, don’t need to buy, want to check wants to go likes to wear like to wear; don t want to go; want to go don't have to change
Exercise 3 1. 2. 3. 4. 5. 6.
9. 10. 11. 12. 13. 14. 15. 16.
u
I v
jeans a dress pants boots a suit a belt a ring a hat
1
0
e
1. 2. 3. 4. 5. 6. 7. 8.
n e
£
1. Mia Rick Mia Rick 2. Will Ana Will Will
Things to buy pp 6 0 - 6 1
Exercise 1
What do you like to wear to the movies? When do you have to wear nice clothes? Do you have to wear a uniform? Do you need to buy new jeans? What clolhes do you want to buy? Where do you like to go shopping?
Answers to the questions will vary. Possible answers include: 1. 1 like to wear jeans and a T-shnt to the movies. 2. I have to wear nice clothes at work. 3. Yes, I do. / No, I don’t. 4. Yes, I do. / No. I don t. 5. I want to buy a sweatei ai id a shirt. 6. I like to go shopping at the mall.
1. Lena Lena Lena 2. Ting Seller Ting
that those these these 1 hat; These this
B 1. A B 2. A B 3. A B 4. A B
How much are those scarves? They’re $18.00. How much is that coat? It’s $99.99. How much is this backpack? It s $40.00. How much are these briefcases? They’re $325.99.
Lesson C
Can I help you? pr 6?-63
Exercise 1 You want to show you agree. I know. Right. Uh-huh, Yeah. You are surprised. Really? Oh. You need time to think. Let’s see. Let me think. Well Uh Um
Exercise 2 Answers will vary. Possible answers may include: 1. Let me thi nk. . . I guess it’s green. 2. Um. mv new gray suit. 3. Uh. I go shoppi ng for clothes once or twice a month. 4. Let me think . . . about $30 5. Um. let me see . . five. 6. Well, no, we don't
Workbook answer key • T-
Exercise 3
B
Mother Roberto Mother Roberto Mother Roberto Mother Roberto
1. Sarah 2. Kevin 3. Matt
Uh huh. Um, let s see. Oh, really? Uh, we l l . . . Oh, Let s see. Uh-huh Uh, let s see.
4. Susana 5. Matt 6. Sarah
Exercise 2
A
Lesson D Shop till you drop! pp 64-65
I like to shop online . because it's easy to compare prices; because it’s convenient; because you don't always have to pay sales tax
A
I hate to shop online . because I always buy things I don’t need; because I often get “spam” e-mails from shopping Web sites
Likes to shop online Matt. Kevin
Answers will vary.
Exercise 1
B C
Doesn’t like to shop online Sarah Susana
Answers will vary.
Unit 9 A wide world Lesson A
Sightseeing pp. 66-67
Exercise 1
A
1. 2. 3. 4. 5.
island ferry castle statue beach
6. 7. 8. 9
pyramids bridge tower (bus) tour
B Answers will vary. Possible answers may include: 1. In my area, you can visit an island. / In my area, you can’t visit an island. 2. In my area, you can take pictures from a ferry. / In my area, you can t take pictures from a ferry 3. In my area you can visit an old castle. / In my area, you can’t visit an old castle. 4 In my area you can see a statue of a famous writer. / In my area, you can’t see a statue of a famous writer. 5. In my area, you can spend a day at the beach. / In my area, you can’t spend a day at the beach. 6. In my area, you can walk around the pyramids. / In my area, you can t walk around the pyramids. 7. In my area, you can see a famous bridge. / In my area, you can t see a famous bridge. 8. In my area, you can go up a tower and get a good view. / In my area, vou can’t go up a towei and get a good view 9. In my area, you can take a (bus) tour of the city. / In my area, you can t take a (bus) tour of the city. Exercise 2
A
Answers will vary. Possible answers may include: On a rainy dav You can go to the Art Gallery of Ontario You can go to the CN Tower. You can go to Casa Loma.
On a sunny day You can go to the CN Tower. You can go to Centre Island. You can go to Casa Loma. You can go to Yorkville. You can go to the Art Gallery of Ontario. You can go to Ontario Place. In the evening You can go to the CN Tower You can go to Yorkville You can go to Ontario Place. With children You can go to the CN Tower You can go to Casa Loma You can go to Yorkville You can go to Centre Island You can go to Ontario Place
B 1.
Jill Dan Jill Dan Jill Dan Yoshi Keiko Yoshi
can can;can Can can’t can can can can can’t
Lesson B
Countries pp. 68-69
Exercise 1
A
I 2 3 4 5. 6. 7. 8.
Spain Australia Morocco Costa Rica Russia Mexico Peru France
9. 10 11 12 13 14 15.
Answers for the chart will vary.
T-252 • Workbook answer key
South Korea China Thailand India Tapan Canada Brazil
3. 4. 5. 6.
B 1. 2. 3. 4.
Japanese American Mexican Italian
Exercise 2 1. shoe 2. pancake 3. guitar 4. outfit 5. milkshake 6. sport
C Answers for the chart will vary. Exercise 2
1c
2a
N
T
N
U
A
6R
V
k
A
* ■ Bc
1 H
A
R
C
41
T
c 5a
T
1
u
A
1
° T
N
It’s a kind of sport. It’s called wrestling. It’s a kind of candy. It’s called Lotta Nuts. It’s a kind of sandwich. It’s called a sub. It's a kind of drink. It’s called a smoothie.
statue Exercise 3 1. a kind of like a kind of 2. like a kind of kind of like
u
A L
T
Y
R
H
A
A
L
V
H
1
Lesson D Exciting destinations po.
72 -73
Exercise 1 L
E
A Exercise 3 1 What sports can your best friend play? 2. Can your mother make Mexican food? 3. What languages can you speak? 4. Can your parents speak English? Answers to the questions will vary. Possible answers include: 1. He / She can play soccer. 2. Yes, she can. I No. she can’t. 3. I can speak Italian and English. 4. Yes, they can. / No, they can’t-
Lesson C They’re a kind of candy,
dp 7C-71 Exercise 1 1. It’s a kind of musical instrument. It’s called an erhu. 2, They’re a kind of shoe. They’re called clogs.
A
What are great places to visit in Paris? How can I travel around Paris? Where can you eat in Paris? What do people wear in Paris?
B 1. 2. 3. 4. 5. 6.
F F F T F F
The Louvre is a famous art museum in Paris. The Latin Quarter is a very old neighborhood. The Metro is the subway system in Paris. Cafes open early in the morning in Paris Parisians like to dress up and wear designer clothes) when they go out.
Exercise 2
A
Answers will vary.
B Answers will vary.
Unit 10 Busy lives Lesson A A night at home pp.
7 4 -7 5
Exercise 1 1. stayed home: didn’t visit her parents 2. watched TV: didn’t practice her guitar 3. studied English, didn’t cook d inner 4. played chess; didn’t watch a DVD 5. listened to CDs; didn't e-mail friends 6. invited friends over; didnt clean the house Exercise 2 enjoyed; invited; played, stayed: practiced, walked; watched, cooked, talked, didn’t talk: didn’t watch: studied, cleaned: didn’t call
Exercise 3 Answers will vary. Possible answers may include: 1. I invited a friend oven / 1 didn't invite a friend over. 2. I stayed home. / 1 didn’t stay home. 3. I studied for an exam. I I didn’t study for an exam. 4. I cleaned the house, ' I didn’t clean the house. 5. I called a friend / 1 didn't call a friend 6. I checked my e-mail. / 1 didn’t check my e mail. 7. I chatted online. / 1 didn’t chat online. 8. I practiced my English. / 1 didn’t practice mv Eng ish. 9. I listened to music / 1 didn’t listen to music. 10. I rented a DVD / 1 didn’t rent a D>TD, 11. I cooked a big meal. / 1 didnt cook a big meal. 12. I exercised. I I didn’t exercise.
Workbook answer key • T-253
Lesson B A busy week pp. 76-77 Exercise 1 1. saw: didn’t see 2. read; didn’t read 3. wrote; didn’t write 4. had; didn’t have
5. 6. 7. 8.
made; didn’t make went; didn’t go bought; didn’t buy did; didn’t do
2.
I got 100% on my English exam! Good for you! / Congratulations! 3. I finally got a job! Congratulations! / Good for you! / Thank goodness! 4. I wanted to go on vacation, but I have no money. You poor thing! / That s too bad.
Exercise 2
Exercise 2
1. 2. 3. 4. 5.
1. Lilly Lilly Beth Jun Jun Jun
A
A
Did, Did, Did, Did, Did,
go 6. Did. make have 7. Did write do 8. Didfsee eat 9. Did, speak take A nsw ers to the questions will vary. Possible answers may include: 1. Yes, I did. I went out every night last week. / No, I didn’t. I stayed home. 2. Yes, we did. We watched the news. / No, we didn’t. We ate in the dining room. 3. Yes. I did. I went to a museum and saw a great movie. / No, I didn 1.1 had a boring weekend. 4. Yes. I did. I ate at Lu igi’s. / No, I didn't. I ate at home. 5. Yes, we did. We took a vocabulary test last Tuesday. / No, we didn’t. But we took a test yesterday. 6. Yes, I did, I made a big meal every night. I No, I didn’t. My mother made dinner every night last week. 7. Yes he / she did. He / She wrote and invited me to a movie. / No. he / she didn’t. He / She never writes e-mails. 8. Yes. they did. 1 hey saw the new Tom Cruise movie. / No, they didn’t. They never go to the movies on Saturday nights. 9. Yes I did. I spoke to all my friends yesterday. / No, I didn't. I didn’t have time to speak to my friends yesterday.
B Answers will vary.
Lesson C I ’m exhausted! pp. 78-79 Exercise 1
A
You did? Good for you. You did? You did? That’s too bad. Good luck!
B Answers will vary. Possible answers may include: 1. You did? You poor thing! 2. You did? Did you pass? 3. Good for you! What was it about? 4. You poor things! Are you tired?
Lesson D A journal pp.
8 0 -8 1
Exercise 1
A
4, 1,2, 3
B 1. 2. 3. 4.
No, he didn't. He needed to study No. he didn t. The teacher never came. No, he didn’t. He fell asleep. Yes, he did. He went to the movies with his friend Louisa. 5. Yes, she did. She called and sang ‘ Happy Birthday. 6. Answers will vary,
Exercise 2
A
1. c 2. e 3. b
4. d 5. a
B Answers will vary.
1. a. Good for you! 2. c. Happy birthday! 3. c. Congratulations'
4. b. Good for you! 5. c. Good luck! 6. a. You poor thing!
C Answers will vary.
B Answers will vary. Possible answers may include: 1. I bough t a new car today. 1 got a bargain. Good for you!
Unit II l ooking back Lesson A
My first . . . pp. 82-83
Exercise 1 1, happy 2, quiet 3, scared
4. busy 5. nice 6. nervous
Exercise 2 nervous, scared: nice, friendly; good, fun; exhausted, tired: pleased, happy; nice, new
T -254 • Workbook answer key
Exercise 3 1. Grandpa SaVy Grandpa 2. Paula Kenton Paula Kenton Paula
was, was; were Were wasn’t; was was Were werent, were Were were
3.
Carla Sun Hee Carla Sun Hee Carla
was: wasn’t; was, wasnt Was was was wasn’1; was
Lesson B Vacations pp. 84-85 Exercise 1
A
1. 2. 3. 4. 5.
When was your last trip or vacation? Where did you go exactly? / Where exactly did you go? What was the weather like? What did you do there? How long were you there?
Answers to the questions will vary. Possible answers may include: 1 My last tiip or vacation was two years ago. 2. I went to the Dominican Republic. 3. The weather was hot and sunny. 4. I went to the beach and ate delicious food 5. I was there for a week.
B 1. 2. 3. 4. 5. 6.
How old was Emi? Where did she go? Who did she go wi th? What did they do (there)? What was the weather like? How long were they there?
Exercise 2
A
get back lost sick a gift scared married an autograph a bad sunburn up early or late a view of something
Exercise 1 Answers will vary. Possible answers may include: 1. What did you do? Did you do anything interesting? 2. What about you? Did you do anything fun? 3. How about you? Did you enjoy it? 4. What did you do? Were you busy, too? Exercise 2
A
Arlen Mirka Arlen Mtrka Arlen
(leave blank) (leave blank.) Anyway Anyway anyway
B Answers will vary. Possible answers may include: 1. I usually go out with friends. What about you? 2. Anyway, do you want to go out for dinner tomorrow? 3. My friends took me to a movie and dinner Anyway. I have to go, Bye. 4 It was boring Anyway, I want to go shopping next weekend Do you want to come with me?
Lesson D A funny thing happened. . .
pp. 88-89
A
1. a 2. d
3. b 4. c
B 1. She worked at Sunny s. 2. Megan / She got to work by subway I Megan / She took the subway (to work). 3. She served sandwiches and coffee. 4 . The cafe was really busy fall the time). 5. She left early (one day) because she was real’y tired 6. She went back to Sunny s because she met her friend Rick (and he wanted to go there). 7. They stayed at Sunny’s for an hour. Exercise 2
A
get and go home to bed to the movies along with som eone to see a concert / movie
Rick asked, “How did you like the cafe?” I said, “Its nice." He said “The service wasn’t very good I said, Well, one of the servers left early.” Rick said, “People aie so lazy these days.” I said, “Yes, I know '
B go go get get
Lesson C How was your weekend? pp 86 -87
Exercise 1
go hiking biking skiing camping swimming snorkeling on vacation on a road trip
1. 2. 3. 4.
Answers to the questions will vary. Possible answers may include: 1. I usually go to bed at 10:00 on weeknights. 2. I go swimming twice a week. 3. Yes, I did. I went to the beach a lot, and I got a bad sunburn a couple of times. 4. I got a dog! 5. No. I get along with everyone. 6. I really want to go to Italy. 7. Yes. I do I see concerts about once a month
5. get 6. go 7. go /
B Answers will vary.
C Answers will varv.
Workbook answer key • T-255
Unit 12 EahulausJaad. Lesson A Eating habits Exercise 1 1. meat 2. seafood 3. potatoes 4. fruit 5. chicken 6. pasta 7. vegetables 8. bread 9. rice
pp. 9 0 - 9 1
10. 11. 12. 13. 14. 15. 16. 17. 18.
eggs bananas fish milk cheese carrots beef shellfish cucumbers
Lesson B What’s for dinner?
pt.
Exercise 1 1. apples 2. shrimp 3. peppers 4. salmon 5. garlic 6. sugar 7. coffee 8. melon 9. pineapple 10. tomato
butter onions cereal lettuce green beans tea oil hamburger meat strawberries lamb
m eat and seafood shrimp salmon lamb hamburger meat fruit apples pineapple melon strawberries vegetables peppers garlic lettuce onions green beans tomato other sugar coffee cereal butter oil tea
Exercise 2
A
many; beef; chicken, fish; milk, a lot of much, a lot of; much
B Answers will vary. Exercise 3 1. How many 2. How much 3. How many
4, How much 5. How many 6. How many
Answers to the questions will vary Possible answers may include; 1. Six students in my class are vegetarians. 2 My family buys three bottles of milk every week. 3. I eat chicken twice a week. 4. No, I don’t eat a lot of shellfish. 5. All of my friends are picky eaters. 6. I don't drink soda.
T-256 • Workbook answer key
Exercise 2 1. Jim Megan Jim 2. Sen <er Server Dan Server Dan 3. Greg Sheila Greg Sheila
would you like 'd like Would you like Would you like would you like ’d like Would you like ’d like would you like ’d like Would you like ’d like
Exercise 3 1. Ming some Polly some Ming some 2. John any Ken some John some 3. Sara some Craig an}: any
11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
9 2 -9 3
Lesson C Letâ&#x20AC;&#x2122;s take a break for lunch, Exercise 1 Pete or anything Trish or anything Pete or something Trish or something Trish or something Pete or something Exercise 2 Answers will vary. Exercise 1. Paul Paul Paul Val Val 2. Sally Sally Sally Sally Kate
3 (leave blank); or
or ... or ... o r . .. o r . .. o r . ..
pp
9 4 -9 5
B 1. 2. 3. 4. 5. 6.
The first Hard Rock Cafe opened in London. The Hard Rock Cafe serves American food. The restaurant atmosphere is very casual. There are Hard Rock Cafes in 41 countries. Eric Clapton gave the restaurant its first gu tar. The Hard Rock Cafes around the world have 60,000 souvenirs 7. 1 hese days the restaurant is always very crowded 8. Many musicians visit the restaurants and give free concerts. / Many people / tourists visit the restaurants and buy T-shirts.
Exercise 2
A
wonderful; fun delicious, hot; excellent, friendly, cheap
B Answers will vary
(leave blank) o r . .. (leave blank) or...
Lesson D Great places to eat pp 96-97 Exercise 1
A
1. In London. 2 . 110.
3. 60,000
Workbook answer key â&#x20AC;˘ T-257
illustration credits Laurie Conley: 16 [bottom), 20 (top), 68 (to p ' Susan Gal: 10, 20 (bottom ), 30, 42 (bottom , 52, 62, 74, 84, 106, 116, 126 Peter Hoey: 40, 63. 100, 101 Adam Hurwitz: FT-D, T-157, T-192, T-209 Kim Johnson: 9, 35, 39, 59, 71, 78 (topi, 109, 125 Marilena Perilli: x, 5, 6. 14, 16 (top), 17, 31, 32, 57, 66, 78 (bottom), 79, 96, 110, L20, 121, FT-A (top), FT-E
Tony Persiani: 83 Andrew Shiff: 54 Andrew Vanderkarr: 4, 12, 13, 24, 25, 26. 27, 46 68 (bottom L 73, 86, 87,99, 111, 118, 119 Dan Vasconcellos: 50, 128 Filip Yip: 15, ] 9. 56 tm iddle), 81, FT-A (bottom ), FT-B, FT-G, FT H
Photography credits 2, 3. 8, 18. 19 28, 29, 34, 38, 39, 48, 49, 58, 59. 70, 71, 80 81, 102, 112. 122, SSL1, SSL2. SSL3 © Frank Veronsky I (clockw isefrom top left) ©Alamy; ©Corbis; ©Alamy 4 left to right) ©First Light. ©First Light: © G etty Im ages 6 (left to right) © O rlando M arques/F irst Light; © C habruken rGeity Im ages: ©Alamy 9 'top, left to right) © Getty Im ages: ©Anthony R edpath/C orbis II (clockwise fro m top right) ©Jose Luis Pelaez Inc./C orbis: ©M ichael G oldm an 'First Light ©Jose Luis Pelaez Inc./C orbis; © Gabe P alm er/C orbis 15 © Stephen Ogilvy 21 (clockwise fro m top right) ©Joe Me Bride/Gorbis; ©Corbis: ©RJ/ Big Pictu res USA N ewscom : ©Ariel Skellev/Corbis 22 (top, left to right) ©C<irbis: ©Kevin W inter/Im ageD irect /G etty Im ages: © C hris H ond ro s/N ew sm ak ers/G etty Im ages; (bottom ) © Frank Veronsky 23 ' top to bottom ) ©Corbis: ©Tim M osenfelder/G etty Im ages; ©Rufus F. Folkk s/C orbis; © W arner Bros. Television .'Getty Im ages; © Leonard O rtiz/N ew scom 33 (clockw isefrom top light) © G etty Im ages; ©Jose Luis Pelaez Inc./C orbis: ©Tom Stew art/C orbis; © G etty Im ages 36 (clockwise from top light) ©Rob G age'G et ty Im ages: ©Mike Okoniewski /The Im age Works; © Frank H erholdt 'G etty Im ages; © G etty Im ages; ©Bob H an d elm a n /G etty Im ages; © Brian Pieters/ M aster! ile 37 © Adrian We nbrech t/G etty Im ages 43 (clockw isefrom top light) ©Guy Cali/Alam y; © G D T'G etty Im ages; © G etty I mages: ©Ed B ock/Corbis 44 (countercloikwise fro m top right) 1 G etti Im ages: © G etty Im ages: © PhotoDisc; d 'Corbis; © PhotoDisc 45 © Rubberbalh First Light 47 (clockw se from top left) " 'W arner B ros./C oui tesy Nea 1 Peters Collection- ©Everett Collection; © R euters/C orbis; ©Everett C o lle c tio n . ©ABC'Neal Peters Collection; © NBC/N ea1 Peters Collection: ©Everett C o llectio n : © G etts Im ages 51 (left to right) ©Mark L eibow itz'M astei file: © G etty Im ages 53 (clockw isefrom top light) ©Kathev W illens/AP: ©Bruce B urkhardt, Corbis; ©Albert N orm an d in /M asterfile; © Andre Jenny/ A lamy 54 (left to right) ©Alamv; © Picture Q uest; ©Corbis 61 ‘bottom left) © G etty Im ages; rbotm m right) © Susan W erner/ G etiy Im ages 65 (clockv ise fro m top left) © Bonnie Kamin>PhotoEd it; © Getty Im ages; ©Mike Pow ell/G etty Im ages 67 im p to b o tto m ) © S akis P ap ad n p n u lo s/G etty Im ages, ‘i iLaureon M arch/C orbis 69 © R euters/C orbis 72 ©Jim C n m m in s/G e tty Im ages 75 Heft to rig h t)« 'Getty Im ages; © Picture Q uest: © P unchstork, ©Tim K iusalaas'M asterfile 76 © Stephen Ogilv y
82 (clockw isefrom left) ■■'D ennis M arsu o Corbis "^Robert H olm es/C orbis; ©Andrea Pistolesi/G eity Im ages 85 (clockwise fro m top i ight) ©Jeremy H orner/C orbis; ©Cosmo C o n d in a/G etty Im ages; ©Corbis; ©Corbis; ©Corbis 86 (left, top to bottom) ©Corbis; ©Corbis; ©Gail M ooney/Corbis; © Corbis; © Com stock 89 (clockwise from top left) < <"'Mark R ightm ire/N ew scom . © James B aigrie/G etty Im ages; © Studio SatoPhotonica; ©Zav M an so u rian / G etty Im ages; © Richard T. N ow itz/C orbis; ©Stei en N eed h am / Em ision; ©Greg E lm s/L onelyplanet: © Brian H agiw ara/G etty Im ages 90 (top) © Frank Veronsky; (botm m , left to right) © C atherine K arnow /C orbis; © Spencer G rant/P hotoE dit; © Bohem ian Nomad P icturem akers/C orbis; © Stephen Ogilvy 91 (top, left to right) © Frank Veronsky; © A dventi re H o u se; (bottom , left to right) i-'Getty Im ages; ©Pawel I ibera Alamy; ©Doug Scott' age Fotostock; © Richard T. Nowitz, Photo R esearchers 92 (top to bottom ) ©M ichael D u erinck/Im age State; ©B.S P I./ Corbis; ©Corbis; ©Ashley S im m ons/A lam y 93 ©Pablo ( lorral Vega/Corbis 97 (clockwise from top right >© Picture Q uest; ©M ichael C ogliantry/ G ettv Images; © C aiy W nLnsky/Stock Boston Inc 'P ic tu re Q uest; © M arc R om anelli/G etty Im ages 98 (clockwise from top left) © Jonathan C avendish/C orbis ©Nicolas R ussell/G etty Im ages; © G etty Im ages; ’'P icture Q uest; ©S. H am m id M asterfile; © Shaz/R otna; ©Ken R eid/G etty Im ages 103 (ttop tc bottom ) © Frank Veronsky; ©Corbis 107 (clockw isefrom top left) © G etty Im ages; © Punchstock: © G etty Im ages 108 (clockwise from tup left) © Bonnie K am in, PhotoEdit; W illiam A. B akc/C orbis. © C h ab ru k en /G ettv Im ages; €'G e tty Im ages 113 (both top) <iDFrank Veronsky, (bottom Alamy 114 © G etty Im ages 115 (left to right) ©Alamy; © Digital Vision 117 (clockw isefrom left) ©Com stock; © G etty Im ages; ©Corbis; ©Steve C o h en /G etty Im ages; © P enina/G etty Im ages; © G etty Im ages 120 © Stephen Ogilvy 123 (top to bottom ) © Frank Veronskv; © Frank Veronsky ^ P u n ch sto ck : © Punchstock, © Digital Vrsion 127 (top to bottom ) ©Alamv; © G etty Im ages FT-A (both © R euters/C orbis FT-B © R euters/C orbis FT-C (top left) ©Steve McALister/Getty Im ages FT-F (clockwise fro m top left) ©age Fotostock, © Galen Rowel I Cm bis; ©IT S fnek/Punchstock; © G etty Im ages; ©(.“had T h le rt' Get ti Im ages. © Reuters Pnoto A rchive/N ew scom : © H ollenbeck Photography/1 m age State; ©Brian H agiw ara/ G etty Im ages FT G ©Jerome risn e /G e tty Im ages T-216 (clockwise fro m left) © Punchstock, ©Alamy: © Punchstock; © Punchstock
Text credits Evei y effort has bei in madi to trace t he ow ners of co pyrighted m aterial i n th is book. We w ould be grateful to h ear from anyone w ho recognizes his or her copyi ighted m ateiial an d w ho is unacknow ledged We will be pleased to m ake th e n ecessary co rrectio n s .n lu tu re editions of th e book.
Written quiz and test CD track list TRACK
PAGE
EXERCISE Introduction
1 2
T-178
Unit 1 Quiz
3
T-178
Unit 2 Quiz
4
T-178
Unit 3 Quiz
5
T-179
Unit 4 Quiz
6
T-179
Unit 5 Quiz
7
T-179
Unit 6 Quiz
8
T-180
Unit 7 Quiz
9
T-180
Unit 8 Quiz
10
T-180
Unit 9 Quiz
11
T-181
Unit 10 Quiz
12
T-181
Unit 11 Quiz
13
T-181
Unit 12 Quiz
14
T-202
Test 1 Conversation A
15
T-202
Test 1 Conversation B
16
T-203
Test 2 Conversation A
17
T-203
Test 2 Conversation B
Free Audio CO with recordings to accompany the quizzes and tests
T eachers Ed it io n 1 Touchstone
is a groundbreaking new series that offers a fresh approach to teaching and learning North American English. It draws on the Cambridge International Corpus , a large database of conversations and written texts, to build a syllabus based on how people actually use English. The series introduces unique “conversation management" strategies, places special emphasis on teaching vocabulary and vocabulary-learning strategies, and offers exciting ideas for personalized, learner-centered interaction.
Key T eachers Editio n Features * Interleaved pages containing extra activities for every lesson * Comprehensive Language corpus information
notes with useful
* Homework options for each lesson * Audio scripts of listening activities * Written and oral testing package
Key Students Book Features
Student’s Book and Workbook answer keys
* Grammar presented in natural contexts * Vocabulary-learning strategies
T h e Auth o rs
* Strategies for managing conversation
M ic h a e l M c C a rth y is Emeritus Professor of Applied Linguistics at the University of Nottingham, where he specialized in the analysis of spoken English and contributed to the development of the Cambridge International Corpus. He is currently Adjunct Professor of Applied Linguistics at the Pennsylvania State University and the University of Limerick. He is the author of many titles of interest to teachers, including
* Inductive learning tasks * Useful facts about spoken language * Personalized speaking and writing practice * Communicative pronunciation activities * Listening strategies * Reading that leads to realistic writing tasks * Clear learning aims
Spoken Language and Applied Linguistics.
* Self-assessment tools * Self-study Audio CD/CD-ROM for Windows' and Macintosh The four levels of Tbuchstone take adult and young adult learners from the beginning through the intermediate levels of proficiency. Student's Book 1 is designed for beginners and teaches basic grammar, vocabulary, and conversation strategies for everyday interaction. Level One consists of a Student's Book with Self-study Audio CD/CD-ROM, Workbook, Teacher's Edition, and Class Audio CDs or Cassettes. The Student’s Book and Workbook are available in split editions.
J e a n n e M c C a rte n has taught English in Sweden, France, Malaysia, and the UK and has many years of experience publishing English teaching materials, specializing in the areas of grammar and vocabulary. H elen S an d ifo rd has extensive experience as an English teacher, teacher trainer, and sales and marketing specialist. She spent nine years in Japan setting up English programs and teaching in Japanese senior high schools and vocational colleges.
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