1
CONTENTS Content Chart
04
Learning Overview
06
User Guide for LivePen
08
Introduction
10
Unit 1
Greetings and Introductions
11
Unit 2
Family and Friends
21
Unit 3
Routines and Tasks
31
Unit 4
In Your Free Time
41
Unit 5
Being Social
51
Unit 6
Going Shopping
61
Unit 7
Cuisine and Culture
71
Unit 8
Entertainment and the Media
81
Unit 9
Around the City
91
Unit 10 From One Place to Another
101
Unit 11 Healthy Life
111
Unit 12 The Climate and Weather
121
Audio Transcripts
131
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CONTENT CHART
4
Unit
Topic
Listening Tasks
Skills Check
Real-World Practice
Pages
1
Greetings and Introductions
Greeting and introducing oneself Giving contact information Meeting people and making new friends
Word Stress
Telephone Message
11-20
2
Family and Friends
Sharing information about family members Recognizing people’s good and bad qualities Describing one’s friend
Sentence Stress
Entertainer’s Profile / Actor’s Biology
21-30
3
Routines and Tasks
Talking about routines Going over a schedule Multitasking
Linking Sounds
To-do List / Monthly Planner
31-40
4
In Your Free Time
Making plans for the weekend Sharing one’s hobbies and interests Discussing one’s free time activity preferences and past experiences
Reduced sounds
Scoreboard / Sports Report
41-50
5
Being Social
Comparing dating customs Giving and accepting compliments Talking about parties
Fillers
Finding Friends / Facebook Page
51-60
6
Going Shopping
Going grocery shopping Shopping for clothes Buying electronics
English Homonyms and Heteronyms
Grocery List / Selecting a Smartphone
61-70
Unit
Topic
Listening Tasks
Skills Check
Real-World Practice
Pages
7
Cuisine and Culture
Discussing favorite restaurants Ordering food Comparing eating habits at home and abroad
Linkage
Ordering Food / Menus
71-80
8
Entertainment and the Media
Discussing TV programs Talking about types of movies and TV shows Debating the qualities of advertisements
Vowel Weakening: the Schwa
TV Schedule / Radio Advertisement
81-90
9
Around the City
Running errands Searching for locations in a city Asking and giving directions
Glottal Stop
City Map
91-100
Getting around an area Commuting to work Using public transportation in a city
Pronunciation: “the” [4] & [i]
Subway Map
101-110
11 Healthy Life
Going on a diet Sharing one’s good and bad eating habits Talking about health issues
The Final “-s”: [s], [z], [6z]
Food Label / Medical Prescription
111-120
12 The Climate
Discussing the weather Comparing climates Changing plans due to the weather
Tapping/ Flapping: the Letters “t” and “d”
CNN Weather Report
121-130
10 From One Place to Another
and Weather
5
Introduction Welcome to Listen Up: Improving English Proficiency through Listening. This is the first book in a series designed for learners like you who are interested in improving their everyday listening comprehension. Understanding and communicating in ordinary, daily English is vital to successful interactions with native speakers. This book will help you succeed where it matters most: real, interpersonal, everyday communication.
In Listen Up: Improving English Proficiency through Listening, you will practice using English in common situations. Every unit is divided into three parts which all relate to the same unit topic. Each part is divided into five sections: Get the Gist, Vocabulary Builder, Get the Details, Useful Expressions, and Speak Up. Get the Gist is a general comprehension section. You will listen to a conversation and then answer a related question. Next, Vocabulary Builder will introduce you to key vocabulary words necessary to understanding and speaking about the topic. After that, Get the Details will give you the opportunity to practice your newly learned words by listening to the dialogue again and answering questions about what you heard. Next, Useful Expressions teaches several frequently used expressions that will help you understand and communicate on the level of a native speaker. Finally, in the Speak Up section you are encouraged to work with a partner or two to practice a real-life conversation. An audio sample conversation is provided for each Speak Up activity. Each of every unit’s three parts covers other related situations within that topic and follows the same format. Look at the back of the unit for a phonics skills check and a real-world scenario. This will help you apply your newfound knowledge from the unit to real life situations. Finally, each unit ends with a review quiz that consists of twelve TOEIC style questions.
Listen Up: Improving English Proficiency through Listening is separated into twelve units that cover a wide range of everyday topics and situations to help you improve your English communication skills. We know that Listen Up: Improving English Proficiency through Listening will give you the foundation you need to understand and connect with English speakers in your daily life.
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Unit
Greetings and Introductions
1
Checklist In this lesson, you will learn about . . . Greeting and introducing oneself Giving contact information Meeting people and making new friends
Getting Ready What do you say when you want to greet people? Match each statement or question with the correct response. Check your answers with a partner.
_____q Hello, Kelly.
A Good morning.
_____w Hi, what’s your name?
B I’m fine, thanks.
_____e Hey, how are you doing?
C Hello, Jenny.
_____r Good morning, Josh.
D Nice to meet you, too.
_____t Nice to meet you.
E Hi, my name is Tommy.
Listening Task A1. Get the Gist
A
Track 001
Listen to the audio. Answer the question by checking (√) the correct picture.
Q: Which group is Michelle in?
A q Chess club
B q Art club
C q Drama club
D q Basketball team
E q Rock band
F q Dance club
A2. Vocabulary Builder Fill in the blanks with the correct words or phrases. If necessary, make changes to the words or phrases.
check sth. out
free
gym
head over
schedule
show
theater
q There is a new TV _____________ on channel 30 at 9 p.m. tomorrow.
w After dinner, they plan to _____________ to their friend’s house.
e I feel like I am getting too fat, and I need to go to the _____________ more often.
r He looked at his _____________ and saw he had a meeting at 2 p.m.
t There was a concert last night, and my friend asked me if I wanted to _____________.
y She is _____________ this weekend because she doesn’t have to work.
u We had trouble finding a seat because the movie _____________ was full.
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A3. Get the Details
Track 001
Listen to the audio again. Then answer the questions by choosing a, b, c, or d. q A Her cell phone
q A An art show
q B The man’s schoolbook
q B A drama club show
q C Her homework for her next class
q C A rock band show
q D The man’s name
q D A TV show
e Where is Tommy going when he meets Michelle?
r Why might Tommy not be able to go to the show?
q A To the gym
q A He has dinner plans.
q B To the store
q B He is going to the chess club.
q C To the library
q C He has homework to do.
q D To the theater
q D He has to go to work.
A4. Useful Expressions—Greetings
Track 002
Hi
How are you?
Fine.
Hello./Hey. Good morning/afternoon/ evening.
How are things? How are you doing? How is it going?
Pretty good. Great. All right.
How about you?
Good to meet you.
Bye.
What about you? And you?
Nice to meet you. It’s nice meeting / to meet you. It’s a pleasure to meet you.
Goodbye. See you later. Have a good day.
A5. Speak Up
Greetings and Introductions
w What kind of show is Michelle a part of?
Unit 1
q What does Michelle forget?
Track 003
Work in a group of three. Create a conversation using the cues. Take turns with each role. Then listen to track 3 to compare your conversation. A:
(Introduce yourself to Student B.) What’s your name?
B:
(Introduce yourself to Student A.) How are you?
A:
(Tell Student B how you are.) What about you?
B:
(Tell Student A how you are.) (Introduce Student C to Student A.)
C:
Hello, (A’s name). It’s nice to meet you.
A:
It’s nice to meet you, too. 13
Listening Task B1. Get the Gist
B
Track 004
Listen to the audio. Answer the question by checking (√) the correct picture.
Q: How does Gordon want Michelle to contact him?
q A By phone
q B By e-mail
q C By text message
q D On Facebook
q E On Twitter
q F By messenger
B2. Vocabulary Builder Fill in the blanks with the correct words or phrases. If necessary, make changes to the words or phrases.
be in trouble
B : I _____________, but John thought it was just OK. B : Sorry, I didn’t know you were studying. B : The _____________ couldn’t make it, so he called it off. B : I think you are going to _____________. We have a big test today.
u A : What time are you getting dinner?
B : That’s Tammy. Let me _____________ you.
y A : I didn’t go to that class this week.
B : No, it was really _____________.
t A : Why didn’t you have class today?
message
r A : Can you please turn the music down. I can’t _____________.
introduce
e A : How was the show?
have a blast
w A : Who is your friend?
focus
q A : Did you like the movie?
boring
B : I’m not sure. I’ll send you a(n) _____________ when I know.
i A : I can’t believe she cut in line!
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B : I know! That is really _____________.
professor rude
B3. Get the Details
Track 004
Listen to the audio again. Check (√) whether the statements are True or False. Statement
True
False
Unit 1
1. Tommy had a lot of fun at the show. 2. Michelle and Gordon are both in the same English class.
Greetings and Introductions
3. Michelle enjoys her class with Gordon. 4. Gordon tells Michelle to call him if she has any questions. 5. Michelle wants to go to Tommy’s next basketball game.
B4. Useful Expressions
Track 005
Asking for Contact Information Can I get your (phone number / e-mail address), please? What is your (phone number / e-mail address)? What is your name on Facebook? What is your Twitter handle? What is your (Skype/Line/ WhatsApp) ID?
B5. Speak Up
Giving Contact Information My cell phone number is (517-3385751). You can (call/text) me at this number. My e-mail address is (steven@email. com). You can add me on Facebook. My name is (Bill Jackson). Follow me on Twitter. My username is (@steven). I am on (Skype/Line/WhatsApp). My user ID is (stevenUSA).
Track 006
Create a conversation using the cues. Take turns with each role. Then listen to track 6 to compare your conversation. A:
Can I get your (phone number / e-mail address), please?
B:
Sure. (Give your phone number / e-mail address to Student A.)
A:
Great. (Ask Student B if he/she uses certain social media and which one it is.)
B:
(Tell Student A that you use social media and what it is. Give his/her your social media information.)
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Listening Task C1. Get the Gist
C
Track 007
Listen to the audio. Match the names with their birthplace by writing the name on the line under each country.
Tommy
Michelle
Kelly
Gordon
w e q
England: Taiwan:
____________________
____________________
r
America: ____________________
Germany: ____________________
C2. Vocabulary Builder Match the word or phrase with the correct meaning.
16
____q abroad
A soldiers or people in the Army, Navy, Air Force, etc.
____w accent
B to change where a person lives
____e go without saying
C the way someone sounds when speaking a language
____r military
D to be obvious
____t move
E out of the country
____y personal
F relating to a particular person
____u raise
G to grow up
C3. Get the Details
Track 007
Listen to the audio again. Choose the correct answer for each question. q How often does Michelle go back to visit her family? q A She goes two times a year.
Unit 1
q B She goes once a year in the summer. w Why did Tommy move so much when he was younger? q A His family was in the circus.
Greetings and Introductions
q B His father was in the military, and his family moved with him. e How did Tommy know where Gordon was from? q A Because of his accent q B Because Michelle told him
C4. Useful Expressions—Where You Are From
Track 008
I was born and raised in (London). I was born in (San Francisco), but I was raised in (Miami). I am from (France), but I grew up in (Beijing). I go back every (couple of years) to visit my (friends). I was born in (Detroit), but I moved around a lot.
C5. Speak Up
Track 009
Create a conversation using the cues. Take turns with each role. Then listen to track 9 to compare your conversation. A:
Where are you from?
B:
(Tell Student A where you are from.)
A:
(Ask Student B if his/her parents are from the same place.)
B:
(Tell Student A where your parents are from.)
Culture Note The United States of America is often described as a “melting pot” because of its racial, cultural, and religious diversity. The list to the right shows the different groups of people that all live in the U.S.A.
White—63% Hispanic or Latino—16.9% Black or African American—13.1% Asian—5.1% American Indian / Alaskan Native—1.2% Native Hawaiian or Other Pacific Islander—0.2% Two or More Races—2.4%
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Skills Check
Word Stress
Understanding Syllables
Understanding the importance of syllables gives a better understanding of word stress. Almost all human languages use syllables together to make words. In English, words can be made up of one or more syllables.
Examples:
Track 010
Word
Number of Syllables
move / rude
move / rude
q
summer / problem
sum-mer / pro-blem
w
understand
un-der-stand
e
particular
par-tic-u-lar
r
refrigerator
re-fri-ge-ra-tor
t
university
u-ni-ver-si-ty
t
Why is Word Stress Important?
In English, not all words are spoken with equal stress. Speakers will stress one syllable in particular and say the rest with a softer stress. Using and understanding the correct stress on words will improve a speaker’s ability and comprehension.
Words that share the same root or the same stem do not necessarily share the same word stress, especially when belonging to different parts of speech.
Examples:
Track 011
personal (adj.)
introduce (v.)
science (n.)
memory (n.)
personalize (v.)
introduction (n.)
scientific (adj.)
memorial (n./adj.)
personality (n.)
introductory (adj.)
scientist (n.)
memorable (adj.)
personable (adj.)
Exercise
Track 012
Listen to track 12 and underline the stressed syllables of the following words. inform informative information q
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origin original w
originate
origination
history historian e
historical
historically
Real-World Practice Part A: Listening to a Telephone Message
Track 013
Listen to the audio and select the correct phone message.
A q
B q
To: Kate
Telephone Message
From: Bruce
To: Kate
From: Bruce
Message:
You left your student card in the library. Call Bruce and he will come over.
You left your book in class. Bruce said he will bring it to class tomorrow.
Phone Number: 775-4962
Phone Number: 775-4962
Greetings and Introductions
Message:
Part B: Taking a Telephone Message
Unit 1
Telephone Message
Track 014
Listen to the audio and fill in the message. The names in the conversation are in the box.
Celia Walters
Harris Industries
1/25
Shelly Turner
1:45
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Review Part A: Photograph
Track 015
Listen and choose the sentence that best describes the photo.
1.
Part B: Question and Response
Track 016
Listen and choose the best response to the sentence you hear.
2.
3.
Part C: Short Conversation
4.
5.
6.
Track 017
Listen to the short conversation and answer the questions.
7. Why is the woman going to the theater? A She is going to see a show. B She is in the drama club. C She is in the chess club. D She works at the theater. 8. Why did the man want her phone number? A He wanted to take her out to dinner. B He wanted to ask about the homework. C He wanted information on the show. D He wanted to give it to a friend. 9. Where does the woman tell the man to look? A On Twitter B On television C In his e-mail Part D: Short Talk
D On Facebook
Track 018
Listen to the short talk and answer the questions.
10. Where does the dance club practice? A At the gym B At the theater C At the subway station D At a dance studio 11. What is the purpose of the charity mentioned in the speech? A To teach children how to play music B To give children a safe place to learn to dance C To teach children ballet dancing D To raise money for sick children
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12. Where can people ďŹ nd information about the dance club? A On the club’s Web site B On posters around campus C On Facebook and Twitter D In e-mails the club sends out