Listen Well Speak Well 2
Teacher's Guide
Sam Pillay
CONTENTS (Book Two) .
Introduction 1
2
Getting to know you
Warmup exercises Grammar Power Building Your Vocabulary Listening Lab Interviews/Role Plays Let’s Read
Formal and Casual Situations How to Answer Questions Rule No.1 New Expressions for Greetings Listening ‘Keys’ Introduction Interview: GettingtoKnowPeople Greetings the World Over
What do you do in your free time?
Warmup exercises Grammar Power Building Your Vocabulary Listening Lab Interviews/Role Plays Let’s Read
Naming Leisure Activities How to Answer Questions Rule No.2 Word and Phrases for Leisure Key Words Interview: Leisure Activity Blindness No Barrier to Leisure
Travel Conversation How to Answer Questions Review Travelrelated Vocabulary Key Words / Helping Sound Interview: Travel/Vacation Travel The Great Teacher
Describing Kinds of Food The Problem with ‘ALMOST’ Food/Eating Vocabulary Dropped Sound / Weak Sound Role Play At A Restaurant Food the Good, the Bad, and the Soothing
Store Names and What They Sell Making Sense of the Present Perfect Tense 1 Shopping Vocabulary Mixed Sound Role Play At the Store Shopping Mind Games
Listening Keys Chart Preposition Practice Do? Go? Play? Answering ‘WH’ Questions Food Collocations
Have a nice trip
Warmup exercises Grammar Power Building Your Vocabulary Listening Lab Interviews/Role Plays Let’s Read
4
That really tastes nice!
Warmup exercises Grammar Power Building Your Vocabulary Listening Lab Interviews/Role Plays Let’s Read
5
Warmup exercises Grammar Power
3
The shopping experience
6
Review Unit
Building Your Vocabulary Listening Lab Interviews/Role Plays Let’s Read
How’s the weather today? 7
8
All in the family
Warmup exercises Grammar Power
Weather Description Making Sense of the Present Perfect Tense 2 Weather Terms Linked Sound Role Play Weather Conditions Weather or Climate?
Warmup exercises Grammar Power
Building Your Vocabulary Listening Lab Interviews/Role Plays Let’s Read
Family Description Making Sense of the Present Perfect Tense 3 Family Tree / Vocabulary Omitted Words Interview : Getting to Know the Family The Wonder of Family
Warmup exercises Grammar Power Building Your Vocabulary Listening Lab Interviews/Role Plays Let’s Read
Health Keywords Quite Lost about the Word ‘Quite’? Types of Exercise and Diet Soft ‘t’ / General Review Interview : Health and Exercise Health Fads and You
Building Your Vocabulary Listening Lab Interviews/Role Plays Let’s Read
9
In the best of health
10
How do I get to...?
11
What do you do?
12
Review Unit
Audio Scripts Extra Activities Answer Key
Warmup exercises Grammar Power Building Your Vocabulary Listening Lab Interviews/Role Plays Let’s Read
Traffic Signs The Subjunctive Part 1 Directions Vocabulary Review: Key Words/ Helping Sound Dropped Sound / Weak Sound Role Play : Asking for Directions Making It Hard to Get Lost
Warmup exercises Grammar Power Building Your Vocabulary Listening Lab Interviews/Role Plays Let’s Read
Job Descriptions The Subjunctive Part 2 Occupational Terms Review: Mixed Sound / Linked Sound Omitted Words / Soft ‘t’ Interview : Your Job Word of the Wise on Work
The Present Perfect Tense Family Connections Review of All Listening Keys The Subjunctive
Unit 1 Getting to know you
1. Warmup activity
A simple “What do you see in the picture,”
would be a good way to start the lesson.
Elicit several answers. You can ask easier
Ask students to use the ‘Talking Tips’ if
they have trouble forming sentences.
2. What are some ways to greet people?
‘Yes’ or ‘No’ type questions, too.
Read the answers that are already
given. Ask if they have any questions and
help them if they do.
Give a minute or two to fill in the answers
or go directly to the answers by asking
those who want to try to answer them to go
ahead.
a. For lowerlevel groups You can
ask them to give their name and
where they live only.
i) Role play the conversation with one
ii) Then get the group to form pairs.
iii) Members in each pair will take turns
iv) You can then get them to do their
b. For higherlevel groups They can use
as many of the topic hints as they want.
i) Introduce all the words in ‘Other
ii) Ask if they have questions about
how to use those words in this
situation.
iii) After they have practiced with their
partners, they can then do a role
play for the class .
Tell students they are going to learn two
rules for answering questions. In this unit
they are going to learn the first rule.
student
to start the conversation.
role play for the class.
topics.’
Extra Activity
Ask the class to complete the
formal greetings with the casual
and then ask them to explain the
difference between the two.
3. Depending on the level of the group that
you are teaching, this activity can be kept very simple or ‘upped’ for higher level
students.
1. Read the examples. Get the
students to repeat.
Look at the blurb in the middle of the
Tell students to do the answers for Nos. 110.
page. Tell the students that these are
Tell them that only prepositions can be used.
the exceptions to the rule.
Once they have finished, check the answers.
Read the two exceptions.
The prepositions used here are at, on, for, of,
in, in front of, after, and to.
Top Tips
2. Let’s Practice Extra Activity
Do the exercises in class. You can
either give students time to write the
answers down or get them to answer
as you do each question.
3. Let’s practice a little more
Tell students that now the answers are
given and that they have to make the
appropriate questions for them. Give the
students some time to write the answers
down OR you can elicit answers as you go
they’re going to listen to two
along.
conversations and that they are to
focus on the greetings.
b) Play Track 1 and let them put their
c) Play the track again so that students
d) Elicit the answers.
Ask students to make new
sentences using these
prepositions (The sentences can
be based on the theme of the
Extra Activity
You might want to give your own
questions (part of it) and answers
and ask them to fill in the blanks.
unit).
g Buildin
ocab your V
ulary!
1. a) Set the scene: Tell the students
answers in the boxes.
can check their answers.
Extra Activity
Don’t forget to do the role play, interview and other activities based on the grammar just learnt. The activities are at the back of the student book.
.
Ask students why they chose
their answers
2. a) Play the recording again and ask the
2. Play the recording (Track 2) of the
students to look for expressions of
paragraph. Then read the notes. Now ask
greetings.
them for their comments, if any.
b) Ask them to write the expressions
Then read the text in the box at the bottom
of the page.
c) Elicit the answers.
3. Read the notes and then tell students they
are going to find out why there was a
You can do the gapfill exercise at the
difference between what they heard and
back of the student’s book for the
what they see written in the text.
listening you have just finished.
Read Nos. 18 in the box below. Make sure
they understand at least the basic
down.
Extra Listening Activity
3. Review all the expressions the students
meanings of these eight points .Tell them
have just learnt. Then,
not to worry if they don’t understand
a) Ask students to look at each of the
everything because each point will be
discussed in the following units of the
b) Then ask them to write down an
book.
appropriate expression under each
picture.
c) Check the answers
each key has been given a simple name for
d) Ask why they chose the particular
ease of understanding. Here are the official
terms for each listening key:
Key words
Helping sound :
Intrusion
three pictures and describe them.
expressions for the pictures.
Listening Lab
For your reference: For listening keys 18,
:
Prominence
Tell students they are going to learn ‘keys’ to
Dropped sound:
Elision
better listening skills in these Listening Lab
Weak sound :
the Schwa
sections. These keys will cover the whole
Mixed sound
book.
Linked sound :
Liaison
Omitted words :
Ellipsis
Soft ‘t’
Flap T
1. Ask students to read the short paragraph.
Then ask them for their comments.
Ask them what is unusual about the
paragraph.
:
:
Assimilation
Let’s Interview and Communicate
1. Tell students that they are going to do
Ask students to use the Talking Tips if
interviews with other students to get to
they have trouble forming sentences.
know them.
b. Choose students to give a report to the
a. Read the four questions and make sure
b. Students have to make one original
c. Tell the students to write answers in point
d. Go around the class to help students
with questions or who are having
problems.
class.
they understand them.
question for the interview.
form in the boxes.
Higher level students can ask the
student who is being talked about
followup questions. This should be
done after the summary of that
person has been given.
LET’S READ
Challenge!
If the students have other questions of their own, encourage them to ask those questions. They can
1. Connect
write the questions and answers in a separate
Ask the students to look at the title and
piece of paper.
then ask them what it means. What are the
‘greetings’ that they know. Elicit a few
answers.
e. If you have given them a set time, you
can ask several students questions to
see if they have grasped the material
well.
Note: ‘The world over’ is an idiom which
means ‘all over the world.’
2. Conduct
2. a. They can now choose one person from
a. Ask students to read the article (For
the interviews whom they want to talk
weaker students you might want to play
about.
the recording once for them to get an
Tell them this is a summary of the
idea of the pronunciation, intonation
points they have gathered from the five
and rhythm).
questions (or more).
Note:
Intonation is knowing
where to hit the high and low notes and
where to stress. Rhythm is having the right tempo when
reading. The proper tempo will produce
smooth reading.
b. As students read you can check their
mistakes and help them along,
especially in these three areas
(including intonation).
c. d.
The other kinds of greetings are the bow, hug, kiss on the cheek, and rubbing noses. Also, the traditional Chinese greeting is one hand circling a closed fist brought to the height of the throat (accompanied by a slight bow). Answers will vary.
For lower level students, you can use
the True/False and fillintheblanks
type questions found in this manual.
4. Confirm
c. Once they have finished reading, go
over the difficult words and introduce
them. It’s good to go paragraph by
paragraph.
There is a glossary of words and expressions from the article at the back of the student book .
3. Communicate
Here is where students will have to
communicate what they have learned so far.
Go on to No. 2. The possible answers are:
a. b.
They vary from region to region and from country to country. The handshake is (probably the most common greeting).
For higher level students, you might want
to ask for a summary of the article.
Your Notes
Unit 2 What do you do in your free time? 1. Warmup activity
A simple “What do you see in these
pictures?” would be a good way to start
the lesson. Elicit several answers. You can
ask easier ‘Yes’ or ‘No’ type questions,
too.
Ask students to use the ‘Talking Tips’ if
they have trouble forming sentences.
2. Can you name some leisure or
freetime activities?
Read the answers that are already
given. Ask if they have any questions and
help them if they do.
Give a minute or two to fill out the answers
or go directly to the answers by asking
those who want to try to answer them.
Extra Activity
3. Depending on the level of the group that you
are teaching, this activity can be kept very
simple or ‘upped’ for higher level students.
a. For lowerlevel groups You can ask
them to write a leisure activity they like
and why they like that activity.
i) Then, get them to interview a
ii) Members in each pair will take turns
iv) You can then get them to do their
b. For higherlevel groups They can do
the same as above for the first step.
i) They then interview a partner.
ii) They can ask a followup question
after they get an answer for the
‘why’ question.
iii) After they have practiced with their
partners, each one can give a report
about their partner to the class. The
partner
to initiate the conversation.
conversation for the class.
You can ask the class to name
members of the class can ask
leisure activities that can be done
followup questions after each
both indoors and outdoors.
report.
Don’t forget to do the role play, interview and other
Tell students they are going to learn the
second rule for answering ‘WH’ questions.
The general rule is to keep the same verb
tense in their answer that was in the question.
1. Read the examples. Get the
students to repeat.
Look at the blurb in the middle of the
page. Read the verb tense ‘markers.’
Tell them that if these ‘markers’ are
found in the question they should us
the same the type of verb tense in their
answer.
2. Let’s Practice
Ask students to make new
Do the exercises in class. You can
sentences using these word
either give students time to write the
combinations (The sentences can
down or get them to answer as you do
be based on the theme of the unit
each question.
activities based on the grammar just learnt. The activities are in the back of the student book. Top Tips
Tell students to do the answers for Nos.
115. Tell them that only three types of
verbs do, go, and play can be used before the words in the list.
Once they have finished, check the answers. Extra Activity
leisure activities).
Extra Activity
You might want to give your own
questions and answers and ask
them to fill in the blanks.
Buildin
b r Voca g yo u
ulary!
1. One way to introduce this exercise would
be to Read the more difficult expressions
on the left using example sentences as
hints.
For example, for ‘crazy about’, you can
say, “I’m CRAZY ABOUT icecream!
I can eat it every day!”
Extra Listening Activity
i. Then let the students match the
ii. Elicit the answers.
You can do the gapfill exercise at the
answers.
back of the student’s book for the listening you have just finished.
Extra Activity
Ask students to guess how these
Listening Lab
expressions are connected with
people in the following listening
exercise. For example, you can
1. Tell students they are going to learn the
ask, “ What do you think Tom or
first ‘key’ to better listening skills
Key words.
a. Read the notes and make sure
James are crazy about?”
23 a) Play Track 4 once and get students to
students have a good grasp of stress
and pitch as two main parts of
b) Play the track again and ask students
key words.
b. You might want to ask questions on the
c) Elicit the answers.
notes to make sure students
understand the material.
c. Play the recording (Track 5) and ask
write in the answers.
to check their answers.
Extra Activity
Ask students ‘WH’ questions for
information not written in the boxes.
students to repeat.
Challenge!
4. Review all the expressions the students
You might want to ask students to make their own
have just learnt.
sentences based on Track 6 for stress, pitch,
Then, a) tell students they are to write
loudness of syllables and length of syllables.
a summary on the
information they have
2. Read the notes and examples in a. (In
gathered.
b) They can present their
information in a report form to
the class.
Words) and b.(In Sentences). Extra Activity
Ask students to give other
examples of stress in words and
sentences.
3. Read the notes and play Tracks 6,7.
a. Read the four questions and
a. Ask students to read the sentences.
b. It might be a good time to ask if
b. Students have to make one original
students have any questions or
comments.
c. Tell the students to write answers in
make sure they understand them.
question for the interview.
point form in the boxes.
4. a. Ask students to read the sentences.
d. Go around the class to help
b. Ask them to underline the stress
students with questions or who are
having problems.
c. Play the recording (Tracks 8, 9). Let
e. If you have given them a set time,
you can ask several students
d. If there is a difference in meaning when
questions to see if they have
the stress is in the wrong place, this is
a good time to point it out to the
students.
points before listening to the recording.
students check their answers.
grasped the material well.
Challenge!
If the students have other questions of their own , encourage them to ask those questions. They can write You can use the ‘Let’s Read’ article for this exercise.
the questions and answers in a separate piece of paper.
Since students learned about stress in words and sentences here, you can get students to listen to the
2. a. They can now choose one person from
reading and then spot the stress points. You don’t
the interviews whom they want to talk
have to use all of the reading. Several paragraphs
about.
might suffice.
Tell them this is a summary of the
points they have gathered from the five
Note: Before you finish, tell students that you
questions (or more).
will continue looking at key words in the next
Ask students to use the Talking Tips if
lesson, focusing on pitch, loudness, and
they have trouble forming sentences.
length of syllables.
b. Choose students to give a report to the
Let’s Interview and Communicate
1. Tell students that they are going to do
interviews with other students about their
leisure activities.
class.
Extra Activity
Higher level students can ask the
student who is being talked about
followup questions. This should
be done after the summary of that
them. It’s good to go
paragraph by paragraph.
There is a glossary of words and expressions from the article at the back of the book.
person has been given. 3. Communicate
LET’S READ
Here is where students will have to
communicate what they have learned so
Go on to No. 2. The possible answers are:
far. 1. Connect
Ask the students to look at the title and
then ask them what it means. Elicit a few
answers.
2. Conduct
a. Ask students to read the article (For
weaker students you might want to play
the recording once for them to get an
idea of the pronunciation, intonation
and rhythm).
a. b. c. d.
They can still choose activities they can do with the other senses, namely, hearing, touching, smelling, and tasting. They are: listening to books on tape or other media, enjoying music, crafts, cooking, and horticultural activities. They need to maintain an interest in leisure activities and hobbies to reduce stress and have challenges in their lives. The answer will vary.
Note: For lower level students, you can use
Intonation is knowing where to hit the
high and low notes and where to stress. Rhythm is having the right tempo when
reading. The proper tempo will produce
smooth reading.
b. As students read you can check their
mistakes and help them along,
especially in these three areas.
(including pronunciation)
c. Once they have finished reading, go
over the difficult words and introduce
the True/False and fillintheblanks
type questions found in this manual.
4. Confirm
You can ask students to give a short
summary of the article.
Unit 3 Have a nice trip 1. Warmup activity Extra Listening Activity
“What do you see in these pictures?”
You can do the gapfill exercise at the
would be a good way to start the lesson.
back of the student’s book for the
Elicit several answers. You can ask easier
listening you have just finished.
‘Yes’ or ‘No’ type questions, too.
2. a. Read the instructions:
b. Get several students to read the
sentences in the boxes. Make sure
they understand the meaning of
the sentences.
c. Play Track 11 twice. Students can
d. Get students to give the answers.
check their answers
Review the two rules. Let’s Practice
Rule No. 1 You can elicit answers one at
a time or ask students to fill in all
the answers and then elicit.
3. Tell students to write the remaining pieces
of information in the space below the
Rule No. 2 You can do the same as
answers in the box.
above for this activity.
a. Play Track 11 again (twice, if
b. Elicit the answers.
4. a. Read the instructions.
Don’t forget to do the role play / interview activity
b. Give time to students to write down
in the Student Book.
c. Go around the class to help students
d. Elicit the answers.
necessary).
their answers. Top Tips
with problems.
a. Tell students they are going to fill in
prepositions for travelrelated sentences.
b. Give time to students to write the answers
c. Elicit the answers.
Listening Lab
down.
Extra Activity
You can ask students to make
sentences similar in structure but
with change of key content words.
This will give them confidence to
use the prepositions in their
own words.
b r Voca g yo u Buildin
ulary!
1. a. Read the expressions and elicit
Key Words
1. Read the instructions.
a. Play Track 12 and ask students to
repeat. Make sure students understand
the high and low pitches in the
sentences.
b and c. Play Tracks 13 and 14. Ask
students to repeat. Make sure they
understand the importance of the
loudness and length of syllables in
prominence.
2. a. Read the Instructions.
b. Play Track 15 twice and get students
answers for their meanings. If students have difficulties introduce the
expressions.
c. Elicit the answers.
b. Read sentences a I and make sure
c. Then give students time to fill in the
d. Elicit the answers.
2. a. Ask students to choose any three
expressions and make their own
sentences with them.
b. Elicit the answers and make the necessary corrections.
to match the answers.
Challenge!
students understand the sentences.
Ask students to make their own example sentences
blanks.
of these three parts of prominence.
Helping Sound
1. Read the instructions.
a. Play Track 17 once. b. Read each sentence and make sure
students know where the helping
sound occurs.
2. Play Track 16 again and ask students to
b. Students have to make one original
c. Tell the students to write answers in
repeat.
question for the interview.
3. a. Ask students to read the sentences
point form in the boxes.
and make sure they understand the
d. Go around the class to help students
meaning of the sentences.
with questions or who are having
b. Then ask students to underline the
problems.
places where they think the
e. If you have given them a set time, you
helping sound occurs.
can ask several students questions to
c. Play Track 17. Let students check their
see if they have grasped the material
d. If there are students who still cannot
spot the helping sound play the track
again.
well.
answers.
Challenge!
If the students have other questions of their own , encourage them to ask those questions. They can write the questions and answers in a separate piece of paper. You can use the ‘Let’s Read’ article for this
2. a. They can now make a short report
exercise. Since students learned about high and
about each person from the interviews.
low pitches, loudness and length in syllables
Tell them this is a summary of the
besides the helping sound, you can get students to
points they have gathered from the five
listen to the reading and then spot these points
questions (or more).
in the reading. You don’t have to use all of the
b. Choose students to give a report each
reading. Several paragraphs might suffice.
to the class.
LET’S READ
Let’s Interview and Communicate
1. Tell students that they are going to do
1. Connect
interviews with other students about their
Ask the students to look at the title and
travel experiences or vacations.
then ask them what it means. Elicit a few
a. Read the four questions and make
answers.
sure they understand them.
2. Conduct
a. Ask students to read the article (For
weaker students you might want to play
the recording once for them to get an
when reading. The proper tempo will
produce smooth reading.
b. As students read you can check their
the True/False and fillintheblanks
mistakes and help them along,
type questions found in this manual.
especially in these three areas
(including intonation)
c. Once they have finished reading, go
idea of the pronunciation, intonation and rhythm). Note: Intonation is knowing where to hit the high and low notes and where to stress. Rhythm is having the right tempo
Go on to No. 2. The possible answers are:
a.
Travel teaches that all people in the world are basically alike; that everyone regards himself or herself as wiser or better than other people; that travel makes us care about strangers; that not everyone shares your beliefs; and that there is more than one solution to a problem. It also teaches you to be a minority. Lastly, and probably most important of all, it teaches humility. b.d. Answers may vary.
For lower level students, you can use
4. Confirm
over the difficult words and introduce
You can ask students to give a short
them. It’s good to go paragraph by
summary of the article.
paragraph. There is a glossary of words and
expressions from the article at the back of the book.
3. Communicate
Here is where students will have to
communicate what they have learned so
far.
Unit 4 That really tastes nice! 1. Warmup activity
3. Depending on the level of the group that
you are teaching, this activity can be kept
“What do you see in these pictures?”
very simple or ‘upped’ for higher level
would be a good way to start the lesson.
students.
Elicit several answers. You can ask easier
‘Yes’ or ‘No’ type questions, too.
a. For lowerlevel groups You can:
i) Choose the more familiar ones in
If you want to do the quote below the
pictures, ask students what ‘Eating is
ii) Ask students to give a one
both business and pleasure ,’ means .
sentence description only for the
Elicit the answers.
dish that they chose.
(Answer: Eating is business because it
iii) Help them by giving them a
will determine whether our body will
sentence with blanks so that they
can fill in the blanks instead of
function well or not. If we have good eating habits our body will do the hard work of
having to write the whole sentence.
turning it all into a healthy body for us and
viceversa. On the other hand, eating is
b. For higherlevel groups You can:
also pleasure because of the enjoyment
i) Ask them to choose any dish they
we get when we eat nice food).
ii) Ask them to feel free to describe as
the countries on the right. Get students to repeat.
iii) Ask other members in the class to
ask followup or clarification
the list of dishes.
want.
2. a. Read the food list in the circle and
b. Give some time for them to match the
questions as one student is
answers or go directly to the answers
giving the description.
by asking those who want to try to
answer them to go ahead.
c. Elicit the answers.
clearly as they can about the dish.
Top Tips
a. Tell students to match the verbs and
nouns by drawing lines. Introduce ‘collocation’ if necessary.
1. a. Read the instructions. Then ask
students to make sentences with the
b. Read all the verbs and make sure
word ‘almost.’
b. Elicit the answers.
c. Give time to students to do the activity.
c. Then read the definitions of ‘almost’
d. Elicit the answers.
d. Tell them that you are going to focus
e. Read the instructions below b.
2. a. Read the words in the box.
b. Ask students to fill in the blanks with
c. You can either give them time to do it
students understand what they mean.
in a and b . Extra Activity
on the meaning of ‘almost’ in b.
Ask students to give other
examples of collocations using
the verbs.
the words in the box.
g Buildin
ocab your V
ulary!
or elicit answers as you go along.
1. a. Read the instructions.
b. Play Track 19 and ask students to only
Ask students to make their own sentences using the
c. Play the track again, stopping at key
words and expressions in the box.
points; and now ask students to fill in
the answers.
d. If necessary, play the track again.
e. Elicit the answers.
Don’t forget to do the role play, interview and other
2. a. Tell students that they will have to try to
activities based on the grammar just learnt. The
guess the meanings of the expressions
activities are at the back of the book.
in the box as they listen to the track
again.
b. Before playing the track, Read the
Challenge!
listen to the recording.
words and get students to repeat.
c. Play the track once, or twice, if
2. a. Read the instructions and ask students
to read all the sentences to make sure
d. If students have difficulty guessing the
they understand the meaning.
meanings, you can give other example
b. Play Track 21 twice and ask students
sentences using the expressions in
to spot the dropped sounds in the
order to give them more hints.
sentences.
c. Elicit the answers.
3. Play Track 21 and this time make the
necessary.
Extra Activity
Ask students to make sentences
with these words and phrases
corrections (if there are any).
Extra Listening Activity
The Schwa You can do the gapfill exercise at the back of the student’s book for the
1. Tell students they are going to learn the
listening you have just finished.
next listening ‘key’ the weak sound.
Read the notes and introduce all the
variations of the schwa.
2. Play the recording (Track 22). Ask
Listening Lab
Dropped Sound
1. Tell students they are going to learn the
3. a. Read all the sentences and make sure
next listening ‘key’ dropped sounds.
students to repeat .
students understand their meaning.
b. Play Track 23 and ask students to
a. Read the notes and make sure
students get a basic understanding of
the meaning.
c. Elicit the answers.
b. You might want to ask questions on the
notes to make sure students
understand the material.
c. Play the recording (Track 20) and ask
d. Point out in each case the consonants
You can use the ‘Let’s Read’ article for this exercise.
Since students learned dropped sound and the
underline all the schwa.
4. Play Track 23 and make the necessary
corrections.
students to repeat.
that are dropped.
weak
sound (schwa), you can get students to listen to the
pay cash or with a credit
reading and then spot these two ‘keys’ You don’t
card? Customer: Cash. Here you are / Credit card.
have to use all of the reading. Several paragraphs
Here you are.
for the dropped sound and several other Waiter:
paragraphs for the schwa might suffice.
Thank you. And here’s your change .......,................ . / Thank you. It won’t take a moment. Here’s your
Let’s Roll with Role Plays
card and this is your receipt. 1. Tell students that they are going to do a
Please do come again. Good bye.
restaurant and /or cafe role play.
a. Read all the words and expressions
in the menus and introduce if
necessary.
b. Then, read the roles and make sure
students know their roles well.
You might want to do a model role
1. Connect
play with a student at this point.
Ask the students to look at the title and
c. Pair up the students and ask them to
then ask them what it means. Elicit a few
start. Go around the class to help
answers.
students with questions or who are
having problems.
2. Conduct
d. Once they are ready, you can get them
a. Ask students to read the article (For
weaker students you might want to play
the recording once for them to get an
idea of the pronunciation, intonation
and rhythm).
to perform the role play for the class.
Challenge!
Customer: Good bye.
LET’S READ
Since the menus have prices, you can do an ‘afterthe
Note:
meal’ continuation of the role play. It can go like this:
Intonation is knowing where to hit the
(After the meal)
high and low notes and where to
stress. Rhythm is having the right tempo
Customer: Waiter, can I have the bill, please? Waiter:
Certainly. That would be
when reading. The proper tempo will
$........................ . Would you like to
produce smooth reading.
b. As students read you can check their
mistakes and help them along,
especially in these three areas
(including intonation)..
c. Once they have finished reading, go
over the difficult words and introduce
them. It’s good to go paragraph by
paragraph. There is
a glossary of words and expressions from the article at the back of the book.
3. Communicate
Here is where students will have to
communicate what they have learned so
far.
Go on to No. 2. The possible answers are: a. There are five categories of food
b.e. The answer will vary.
mentioned in the article
For lower level students, you can use the True/False and fillintheblanks type questions found in this manual.
4. Confirm You can ask students to give a short summary of the article.
Your Notes
Unit 5 The shopping experience
1. Warmup activity
ii) Other students can ask followup
questions on the information that has
A good way to start the lesson would be
been shared. This can include
to ask, “What do you see in these
questions like:
pictures?” Elicit several answers. You can
ask easier ‘Yes’ or ‘No’ type questions,
.............have/?
too.
Does it sell only these things?
How big is this store?
What are the departments in this store?
How many floors does the
2. a. Read the instructions.
b. Ask students to name the stores they
know and help them with words and
terms that they have a problem with.
c. Give them time to fill out the answers.
3. Depending on the level of the group that
1. Tell students they are going to learn nine
you are teaching, this activity can be kept
rules for the usage of the present perfect
very simple or ‘upped’ for higher level
tense. They will learn three rules in this
students.
unit.
a. Read the three rules and ask
a. For lowerlevel groups You can ask
students to read the examples.
them to:
b. Make sure they understand the usage
i) First, share their information with
ii) Then, they can tell the class.
b. For higherlevel groups They can do
You can either give students time to write
the same as above for the first step.
the down or get them to answer as you do
i) They can then share the information with the class.
each question.
with these three rules.
their partners. 2. Let’s Practice
(Answers: Rules No. 3, 1 ,2, 3 g Buildin
respectively)
ocab your V
ulary!
Extra Activity
1. a. Read the instructions.
Ask students to give example
b. Tell students to use the hints in the
sentences of all three rules.
c. Elicit the answers.
(Possible answers: department store; sports
shop; video shop; mall; hypermarket;
superstore)
Don’t forget to do the role play, interview and other
2. a. Set the scene: Two people are talking
activities based on the grammar just learnt. the
activities are in the back of the book.
b. Tell students to match the people with
c. Play Track 25 twice.
d. Elicit the answers.
Top Tips
bubble to find answers.
about their shopping experiences.
what they did.
a. Tell students to match the words on the
(Answers: Marie shopped for a long time;
bought too many things.
b. Give time for the exercise or you can even
John went to look around only.
Sandra wanted to buy many things
(Answers:
but didn’t; wants to go to a friend’s
bookstore: magazines, pens and pencils;
garage sale; looking out for the
department store: tie, pillows, sweater;
next sale).
two sides.
do it as you go along.
flea market: used clothes;
supermarket: shopping cart, spaghetti,
3 a) Play Track 25 again and let students
frozen food;
figure out the meanings of the
drug store: cough medicine.)
expressions.
b) Play the track again if necessary.
c) Elicit the answers.
Extra Activity
Ask students to give examples of
(Answers:
other things that can be found in
Shopping binge means to shop too
these places.
much;
Clearance sale means the
selling of goods at a store at reduced
prices to make room for new goods.
You might want to ask students to make their own
Buying spree means buying too much;.
sentences with the mixed sound.
Challenge!
Window shopping means looking at
things in shops but not buying anything;.
2. a. Read the instructions and the
Garage sale means a sale of used
sentences to make sure they
household things held outdoors at the
understand the meaning of the
home of the seller.)
sentences.
b. Ask them to indicate where the
mixed sound takes place in each
sentence.
c. Elicit the answers.
3. Now play Track 27 and ask students to
4. a. Read the notes on the dropped sound
and the mixed sound taking place at
the same time.
b. Play Tracks 29,30,31. Play them again
and ask students to repeat as best they
can.
Extra Activity
Ask students to make their own
sentences using these
expressions. Extra Listening Activity
You can do the gapfill exercise at the
check their answers.
back of the student’s book for the listening you have just finished.
Listening Lab
1. Tell students they are going to learn the
next ‘key’ to better listening skills
the mixed sound.
a. Read the notes and make sure
students have a basic grasp of what
the mixed sound is.
b. You could briefly give an example.
c. Play Track 26 and ask students to
repeat.
Extra Activity
Ask students to make their own
sentences with these examples.
5. a. Ask students to indicate where the
b. You might want to give hints if they
mixed sound occurs in the sentences.
really need help.
6. Then play Track 32 and check the
answers.
Challenge!
If you have higher level students, you might want to ask them to use their own expressions and do the role play without looking at the words (as naturally as possible).
LET’S READ
You can use the ‘Let’s Read’ article for this exercise. Since students learned about the mixed sound here, you can get students to listen to the
1. Connect
reading and then spot the mixed sound. You don’t
Ask the students to look at the title and
have to use all of the reading. Several paragraphs
then ask them what it means. Elicit a few
might suffice.
answers.
2. Conduct
a. Ask students to read the article (For
weaker students you might want to play
Let’s Roll with Role Plays
1. Set the scene: Tell students that they are
the recording once for them to get an
at a department store.
idea of the pronunciation, intonation
a. Read all the items in the picture and
and rhythm).
b. Read the conversationflow steps on
c. Model a role play with a student to
d. Tell students they can use the ‘Other
when reading. The proper tempo will
Useful Expressions’ box to expand on
produce smooth reading.
the role play. Read the expressions
in the box to make sure students
b. As students read you can check their
understand. Move around the class to
mistakes and help them along,
help students with questions or who
especially in these three areas
are having problems.
(including pronunciation).
e. Pair students up to do the role play.
Note:
introduce if necessary.
the left.
Intonation is knowing where to hit the
high and low notes and where to
stress. Rhythm is having the right tempo
show how it’s done.
c. Once they have finished reading, go
over the difficult words and introduce
them. It’s good to go paragraph by
paragraph. There is
a glossary of words and expressions from the article at the back of the book.
3. Communicate
Here is where students will have to
communicate what they have learned so
far.
Go on to No. 2.
(Answers: a.e. The answer will vary.)
For lower level students, you can use
the True/False and fillintheblanks
type questions found in this manual.
4. Confirm
You can ask students to give a short
summary of the article.
Your Notes
Unit 6 Review
Note: You can give this review chapter as
2. i. For higherlevel students, you can do it
homework and then check it in class.
one at a time and elicit the answers as
However, if you choose to do it in class
you go along.
you can use the following format:
ii. For lowerlevel students, write the
following prepositions on the board: off, by, by, on, on, on, to, in, for
1. a. Read all the sentences on the right
making sure that the students
understand what they mean.
b. Give time for them to match the
c. Elicit the answers.
a. Tell the students they can choose
from these prepositions.
b. Elicit the answers.
3. a. Tell students they are going to use the
three verbs do, go, and play for the
sports and recreational activities.
b. Read all the words and introduce
c. Ask students to write the answers.
d. Elicit the answers.
4. a. Review briefly the ‘keepthesame
b. Ask students to fill out the answers.
c. Elicit the answers.
answers.
OR
a. Read all the sentences on the right
making sure that the students
understand what they mean.
b. Then ask students to close the left
c. Read the sentences one by one and
section.
ask them what each stands for.
Challenge!
any if necessary.
verbtense’ rule.
Challenge!
Ask students to give examples of their own for each of the listening keys.
Ask students to cover the questions. With only the answers before them, ask them to figure out the question.
5. a. Read and introduce all the verbs in
the box. Introduce vocabulary, if
necessary.
b. Ask students to write in the
c. Elicit the answers.
collocations.
Challenge!
Ask students which of the verbs in the box could be used more than once.
Your Notes
Unit 7 How’s the weather today?
1. Warmup activity
i) You can ask questions like, “At
what point does water turn to ice?”
“What do you see in these pictures?”
ii) Another hint is, “What do you say
would be a good way to start the lesson.
Elicit several answers. You can then ask
iii) One more could be, “How would
students to describe the weather and tell
you describe a sky that is blue and
what time of the year it is in both the
without a cloud?”
pictures.
Ask students to use the ‘Talking Tips’ if
b. For lowerlevel groups You can ask
they have trouble making sentences.
students ‘or’ questions like:
i) When the sky has no clouds, is it
2. a. Ask students to repeat all the words for
weather that they used and list them in
ii) When the weather is nice do we say
the boxes.
b. Now ask them to think of new words
iii) When the weather makes your skin feel dry. do you call the weather dry.
that they can use for the weather in the pictures.
c. Give a minute or two to fill out the
answers or go directly to the answers
by asking those who want to try to
answer them to go ahead.
(Possible answers: sunny, clear, snowy,
cold, freezing, fine, warm, dry, windy)
Note:
a. For higherlevel groups You can give hints if they have difficulty getting answers.
when there is a lot of wind?”
clear or clean?
it is fine or healthy?
1. Tell students they are going to learn three
more rules for the present perfect
tense. These are rules Nos. 4,5, and 6.
Read the rules and their examples. Get
the students to repeat.
Extra Activity
Challenge!
You might want to ask students to
try making their own sentences
using the three rules.
Ask students to make new sentences using these idioms. b r Voca g yo u
ulary!
2. Let’s Practice
Do the exercises in class. You can either
give students time to write the answers
1. a. Tell students that they are going to
down or get them to answer as you do
listen to a conversation about the
each sentence.
weather between Margie, Greg
and Lee.
b. Tell them to check the statements that
Don’t forget to do the role play, interview and other
c. Read all the statements to make
activities based on the grammar just learnt. The
sure students understand their
activities are in the back of the book.
meaning.
d. Play Track 33 twice
e. Elicit the answers.
Buildin
are true.
Top Tips
a. Tell students they are going to learn
2. a. Tell them they are going to listen to the
b. Read each sentence and make sure they understand the meaning of key words.
b. This time they have to write down in
the three separate boxes all the words
about weather in the conversation.
c. Play Track 33 twice.
d. Elicit the answers.
3. a. Ask students to look at the list of words
here. Tell them to check to see if most
of the words they wrote down in pt 2
are found here.
weather idioms.
c. Ask students to try to find hints from the
boldface words.
d. Give time for students to figure out the
e. Once they have finished, check the
answers.
answers.
recording again.
Extra Activity
b. Now read all the words on the left
and their definitions on the right to
make sure the students
understand the meanings of the key
words.
c. Ask students to match the answers.
d. You can either give students time to
3. a. Ask students to read the sentences
match the answers or get the answers
and make sure they understand the
as you go along.
meaning of the sentences.
b. Play Track 38 once and ask them to
Extra Listening Activity
Ask students to give other
examples of the two special
situations here.
only listen.
c. Play it a second time and tell students
You can do the gapfill exercise at the
to rewrite the sentences showing
back of the student’s book for the
where the linking occurs.
listening you have just finished.
d. Play the track one more time for
e. Read the answers and make the
4. a. Ask students to do the model
students to check their answers.
necessary corrections.
Listening Lab
1. Tell students they are going to learn the
next ‘key’ to better listening skills Linked
b. Now, ask them to underline the places
Sounds.
a. Read the notes and make sure
5. a. Play Track 39 and let students check
students have a good grasp of the
basic meaning of linked sounds.
b. Make the necessary corrections.
b. You might want to ask questions on the
notes to make sure students
understand the material.
c. Play the recordings (Tracks 3437) and
You can use the ‘Let’s Read’ article for this
exercise. Since students learned about linked
ask students to repeat.
conversation with a partner.
where the linking occurs.
their answers.
sounds here, you can get students to listen to the
2. Read the notes and the examples.
LET’S READ
reading and then spot the linking. You don’t have to use all of the reading. Several paragraphs might suffice.
Let’s Roll with Role Plays
1. Connect
Ask the students to look at the title and
then ask them what the article is going to
be about. Elicit a few answers.
1. Tell students that they are going to do role
2. Conduct
plays on the weather.
a. Ask students to read the article (For
a. Read the instructions.
weaker students you might want to play
b. Read all the key vocabulary on the
the recording once for them to get an
idea of the pronunciation, intonation
c. Ask students to give their own town
and rhythm).
d. For No. 4, ask students to also draw
page.
names for Nos. 2, 3, and 4.
the weather symbols of their choice.
2. a. Play Track 34 and get students to
repeat the dialog
Note: Intonation is knowing where to hit the
high and low notes and where to
stress. Rhythm is having the right tempo
when reading. The proper tempo will
b. Read and introduce key words so
produce smooth reading.
that students understand them.
b. As students read you can check their
c. Get students to start doing the role
mistakes and help them along,
especially in these
three areas (including pronunciation).
c. Once they have finished reading, go
over the difficult words and introduce
You can ask students to use the model only as a
them. It’s good to go paragraph by
guide and do a dialog for No 4 without looking at
paragraph.
plays .
Challenge!
the words. They must make the dialog as natural as possible.
There is a glossary of words and expressions from the article at the back of the book.
3. Communicate
Here is where students will have to
communicate what they have learned so
far.
Go on to No. 2. The possible answers are: a. The confusion happens because of a
lack of understanding of the principles
used for the meanings of the two
words.
b. One way is by understanding that
weather refers to conditions over a
short period of time and that
climate refers to atmospheric behavior
over a longer period of time.
The other way is by remembering that
climate is what you expect and
weather is what you get.
cd. Answers may vary.
For lower level students, you can use
the True/False and fillintheblanks
type questions found in this manual.
4. Confirm
You can ask students to give a short
summary of the article.
Your Notes
Unit 8 All in the family
1. Warmup activity
ii) Each member in the pairs will take turns to initiate the conversation.
A simple “What do you see in these
pictures?” would be a good way to start
the lesson. Elicit several answers. You can
ask easier ‘Yes’ or ‘No’ type questions,
too.
check the boxes.
Ask students to use the ‘Talking Tips’ if
i) They then interview a partner.
they have trouble forming sentences.
ii) They can ask a followup question
iii) You can then get them to do their conversation for the class.
b. For higherlevel groups They can
after they get an answer.
2. (for a. and b) Read the instructions and
then get students to check the appropriate
partners, each one can give a report
boxes.
about their partner to the class. The
c . Pair students up and ask them to
other members of the class can ask
interview their partners.
followup questions after each
Read the prompts for questions, if
report.
necessary.
iii) After they have practiced with their
Challenge!
Depending on the level of the group that you are teaching, this activity can be kept very simple or ‘upped’ for higher level students.
a. For lowerlevel groups You can ask them to check the appropriate boxes. i) Then, get them to interview a partner
1. Tell students they are going to learn the
last three rules for the present perfect
tense.
a. Read the rules (Nos. 7,8, and 9).
b. Make sure that they have understood
the principles involved.
2. Let’s Practice
b. They have to write as many words as
a. Ask students to fill in the answers with
they can that are related to family in the
conversation.
b. Elicit the answers
c. Play Track 42 twice.
c. You can also ask students to make
d. Elicit the answers.
e. Introduce unfamiliar words.
2. a. Tell students they have to now fill in the
family tree as they listen to the
recording again,
Don’t forget to do the role play, interview and
b. Play Track 42 again (twice if
other activities based on the grammar just learnt.
The activities are in the back of the book.
c. Elicit the answers
the correct rule for each.
their own sentences with the rules.
necessary).
Extra Listening Activity
Top Tips
You can do the gapfill exercise at the
a. Tell students to fill in the blanks with the
appropriate words to complete the idioms
on the family.
b. Read the sentences to make sure
students understand their meanings.
3. a. Read all the words on the left and
c. Give students time to fill in the answers.
right and make sure students have a
d. Elicit the answers.
basic understanding of their meanings.
b. Then ask them to match the words on
c. Elicit the answers.
Challenge!
back of the student’s book for the listening you have just finished.
the left with those on the right.
Ask students to make new sentences using these idioms. Challenge! lary! ocabu your V g in d Buil
Ask students to make their own sentences with the words on the left.
1. a. Tell students that they are going to
listen to a conversation about family.
Listening Lab
1. Tell students they are going to learn the
next listening key Omitted Words.
a. Read the notes and make sure
students have a good grasp of the
definition of omitted words.
b. You might want to ask questions from
the notes to make sure students
understand the material.
c. Play Tracks 43 and 44 and then go
over the sentences again to make sure
students have understood
them.
Note: If students do ask about grammar problems when words are left out (elided) in
3. a. Get a pair of students to read the
b. Then tell the class that they have to
rewrite the conversation omitting words
wherever necessary.
c. Stress that this is a casual situation.
4. a. Go around the class and help students
b Elicit the answers by going over line by
c. Ask a pair or two to read their rewritten
5. a. Now play Track 45 and let students
b. Ask students to make the necessary
conversation.
with questions.
line.
versions.
check their answers.
corrections.
sentences, tell them that in casual speech this is acceptable. In formal speech omitting words (ellipsis) should be avoided if the grammar of the sentence is wrong. You can use the ‘Let’s Read’ article for this exercise. Since students learned about omitted words here, you can get students to listen to the reading and then spot the omitted words, if there are any. You don’t have to use all of the reading. Several paragraphs might suffice.
2. Let’s Practice
a. Read the notes and the
sentences on the left . Introduce any
word or phrase if necessary.
b. Then, tell students to write in the elided
c. Elicit the answers.
words in the blanks on the right.
Let’s Interview and Communicate
1. Tell students that they are going to do
interviews with other students about
family.
Extra Activity
a. Read the nine questions and make
b. Students have to make one original
c. Tell the students to write answers in
d. Go around the class to help students
with questions or who are having
problems.
e. If you have given them a set time, you
can ask several students questions to
see if they have grasped the material
sure they understand them.
question for the interview.
Higher level students can ask the
student who is being talked about
followup questions. This should
be done after the summary of that
point form in the boxes.
well.
person has been given.
LET’S READ
1. Connect
Ask the students to look at the title and
then ask them what it means. Elicit a
few answers.
Challenge!
2. Conduct
If the students have other questions of their own , encourage them to ask those questions. They can write the questions and answers in a separate piece of paper.
2. a. They can now choose one person from
the interviews whom they want to talk
about.
Tell them they have to write a summary
of the points they have gathered from
the five questions (or more).
b. Go around the class to help students
who might be having trouble forming
sentences.
c. Choose students to give a report to the
class.
a. Ask students to read the article (For
weaker students you might want to
play the recording once for them to
get an idea of the pronunciation,
intonation and rhythm).
Note: Intonation is knowing where to hit the
high and low notes and where to
stress. Rhythm is having the right tempo
when reading. The proper tempo will
produce smooth reading.
b. As students read you can check
their mistakes and help them along,
especially in these three areas.
(including pronunciation)
c. Once they have finished reading, go
over the difficult words and introduce
them. It’s good to go paragraph by
paragraph. There is
a glossary of words and expressions from the article at the back of the book.
3. Communicate
Here is where students will have to
communicate what they have learned so
far.
Go on to No. 2. The possible answers are:
a. No they don’t.
b. Answers may vary.
c. Family breakdown affects many
facets of society.
For lower level students, you can use
the True/False and fillintheblanks
type questions found in this manual.
4. Confirm
You can ask students to give a short
summary of the article.
Your Notes
Unit 9 In the best of health
Depending on the level of the group that you
1. Warmup activity
are teaching, this activity can be kept very
simple or ‘upped’ for higher level students.
a. Ask the students what they can see in
b. Ask students to use the Talking Tips to
a. For lowerlevel groups You can ask
describe how the pictures are part of
them to write down their own answers
health.
in the boxes on the left.
c. Elicit several answers.
i) Then, get them to initiate a
simple conversation asking their partners about their choices.
the pictures. Elicit several answers.
2. a. Ask students for the four key words
they would use to describe the four
ii) They then write them down in
pictures.
b. Elicit the answers.
c . The answers may vary but generally
b. For higherlevel groups They can do
as in a. and i) above.
ii) They can ask a followup question
iii) After they have practiced with their
partners, each one can give a
they should be along the lines of: a. Exercise
c. Diet
b. Recreation
d. Rest
the boxes on the right.
after they get an answer.
3. a. Ask students to write down the things
report about their partner to the
from the pictures that they themselves
class. The other members of the
do in the left section.
class can ask followup questions
b. After they have finished doing it, they
after each report.
are supposed to ask their friends about
what they do and write them down in
the section on the right.
Top Tips
a. Tell students to fill in the blanks with the
appropriate prepositions.
1. a. Read the notes and then read the
b. Read the sentences to make sure
four definitions of the word ‘quite.’
b. Make sure students understand each
c. Give students time to fill in the answers.
definition and how it is used in the
d. Elicit the answers.
examples.
c. Make special mention of the definitions
of ‘quite’ that cannot be used in the
negative sense.
Challenge!
Ask students to make new sentences using prepositions in sentences about health.
Extra Activity
Ask for examples of other
formations of the word ‘quite’ for
the four definitions.
students understand their meanings.
r y!
bula r Voca g yo u Buildin
1. a. Ask students to name the pictures in
2. Let’s Practice
a. Read the sentences and make sure
b. Tell students that they are going to
b. Ask students to fill in the answers with
c. Play Track 47 (twice, if necessary) and
ask students to only check the items
c. Elicit the answers
that they hear about in the recording.
d. You can also ask students to make their own sentences with ‘quite.’
d. Play Track 47 again. Now, they have to
write the name of the items that they
checked.
e. Elicit the answers.
2.. a. Play Track 47 again and tell students
Don’t forget to do the role play, interview and other
they have to write down the kinds of
activities based on the grammar just learnt. The
exercises and other things that the
activities are in the back of the book.
three people do for health.
students know the meaning.
the correct ‘quite’ for each blank.
the boxes. Elicit the answers.
listen to a conversation about health.
b. Play Track 47 again and let students
c. Play Track 49 and let students check
c. Elicit the answers.
3.
Get students to do the dialog in pairs.
check their answers.
their answers.
3. Ask students who they think does the most
(Remind them that they don’t have to
for health of the three people in the
be perfect but just to be aware of such
recording.
pronunciation in native English).
Students must give reasons for their
answers.
Review
1. Tell students that this will be a general
review of all the listening keys.
You can do the gapfill exercise at the
a. Ask students to fill in the blanks to
back of the student’s book for the
listening you have just finished.
b. Elicit the answers.
Extra Listening Activity
complete all the listening keys.
2. a. Read all the definitions on the left.
Listening Lab
1. Tell students that this will be the last in the
series of listening keys the Soft ‘t’ (or
Flap T)
a. Read the notes and play Track 48.
b. Go over each of the five instances
c. Ask students for example of other
d. Elicit the answers.
Introduce any terms if students still
have problems with them.
b. Ask students to fill in the blanks on the
right with the appropriate listening
keys.
c. Elicit the answers.
where the Flap T occurs.
words in each category. You can use the ‘Let’s Read’ article for this exercise.
2. a. Ask two students to read the dialog.
b. Then, tell the students to mark the
places where they think the soft ‘t’
occurs.
Since students reviewed Prominence and Intrusion here, you can get students to listen to the reading and then spot these points in the listening. You don’t have to use all of the reading. Several paragraphs might suffice.
Let’s Interview and Communicate
b. Go around the class to help students
who might be having trouble forming sentences.
1. Tell students that they are going to do
interviews with other students about
c. Choose students to give a report to the
health.
a. Read the seven questions and make
b. Students have to make one original
Higher level students can ask the
student who is being talked about
c. Tell the students to write answers in
followup questions. This should be
done after the summary of that person
d. Go around the class to help students
with questions or who are having
problems.
e. If you have given them a set time, you
can ask several students questions to
see if they have grasped the material
well.
Extra Activity
sure they understand them.
question for the interview.
point form in the boxes.
Challenge!
class.
has been given.
LET’S READ
1. Connect
Ask the students to look at the title and
then ask them what it means. Elicit a few
answers.
If the students have other questions of their own , encourage them to ask those questions. They can
2. Conduct
write the questions and answers in a separate piece
a. Ask students to read the article (For
of paper.
weaker students you might want to play
the recording once for them to get an
2. a. They can now choose one person from
idea of the pronunciation, intonation
the interviews whom they want to talk
and rhythm).
about.
Note:
Tell them they have to write a summary
Intonation is knowing where to
of the points they have gathered from
hit the high and low notes and where to
the eight questions (or more).
stress.
Rhythm is having the right tempo
For lower level students, you can use
when reading. The proper tempo will
the True/False and fillintheblanks
produce smooth reading.
type questions found in this manual.
b. As students read you can check their
mistakes and help them along,
especially in these three areas
You can ask students to give a short
(including pronunciation).
summary of the article.
c. Once they have finished reading, go
over the difficult words and introduce
them. It’s good to go paragraph by
paragraph.
There is a glossary of words and expressions from the article at the back of the book.
3. Communicate
Here is where students will have to
communicate what they have learned so
far.
Go on to No. 2. The possible answers are:
a.
It is man’s neverending search
for greater physical health or
cure for a disease.
be.
Answers may vary.
4. Confirm
Your Notes
Unit 10 How do I get to...? 1. Warmup activity
a. Ask the students what they can see in
b. If they have difficulty, ask students to
c. Elicit several answers.
2. a. Read the instructions.
b. Read all the vocabulary. Introduce, if
c . Ask students to choose the right words
d. Elicit the answers.
(Note: Tjunction can also be called
Tintersection in American English)
the picture.
use the Talking Tips as a guide.
necessary.
a. Ask students if it sounds strange. If
b. Read the notes and make sure
students understand what the
subjunctive means.
c. Read the list of verbs that are used
with the subjunctive.
(Note: Here are two other verbs that
are used with the subjunctive
they say it does, ask them why?
command, and propose).
d. Read the example sentences and
ask students to repeat.
for each traffic sign.
Extra Activity
For higherlevel groups: Once
you have elicited the answers, ask
students when or where these signs
usually appear.
2. Let’s Practice
a. Read the sentences and make sure
b. Ask students to fill in the answers with
the appropriate verb combination for
the subjunctive.
(Note: There could be more than one
appropriate verb combination for each
sentence.)
c. Elicit the answers
students know the meaning.
Challenge!
1. Warmup: Ask a student to read the
You can also ask students to make their own
sentence at the top of the page: ‘I
sentences with these verb combinations.
suggested that he turn left’
2. a. Read the instructions.
b. Read all the items in the right column
and make sure students know what
Don’t forget to do the role play, interview and other
they mean.
activities based on the grammar just learnt. The
c. Play Track 51 (twice, if necessary).
activities are in the back of the student book.
d. You can stop the recording at key
e. Elicit the answers.
Top Tips
a. Tell students to fill in the blanks with the
appropriate prepositions for directions.
points to help the students.
Directions Quiz
a. Ask students to look at the diagrams
b. Read the sentences to make sure
and then Read the sentences below
students understand their meanings.
them.
c. Give students time to fill in the answers.
b. Ask them to write down the appropriate
d. Elicit the answers.
c. Elicit the answers.
Extra Activity
Ask students to make new
sentences using prepositions in
sentences related to directions.
word in each blank.
Extra Listening Activity
You can do the gapfill exercise at the back of the student’s book for the listening you have just finished.
g Buildin
ocab your V
ulary!
Listening Lab
1. a. Set the scene: Jane is giving directions
to Ashley
1. a. Review :Tell students they have to
b. Read the statements on the left.
listen to the recording and rewrite the
sentences, pointing out the key word(s)
c. Ask students to check the answers in
and the helping sound.
b. Play Track 52 twice.
d. Play Track 51 (twice, if necessary).
c. Play recording one more time, if
e. Elicit the answers.
necessary, and let students check their
answers.
Make sure students understand them.
the appropriate boxes.
d. Elicit the answers.
2 a. Read the instructions.
You can use the ‘Let’s Read’ article for this
b Use the example answer and explain
exercise. Since students reviewed the dropped
how this exercise should be done.
sound and the schwa here, you can get students to
Make sure students understand what
listen to the reading and then spot these keys in
they are supposed to do.
the listening. You don’t have to use all the reading.
c. Play Track 53 twice. Let students
d. Elicit the answers.
3. a. Tell students they will do a review of
Tell students that this is a role play exercise.
two other points, the dropped sound
and the weak sound (Schwa).
i. Ask students to write down the
diagram. Tell students not to forget to
sentences as they hear them in the
use the compass as an aid to give
recording.
directions.
ii. Play Track 54 twice. It is advisable
c. Ask two students to read the dialog.
to stop regularly to give time to
students to write the
d. Remind students that they can go back
sentences.
to the first three pages of this unit and
iii. Elicit the answers.
use words and expressions they
learned there (Talking Tips).
Several paragraphs might suffice.
check their answers.
Let’s Roll with Role Plays
a. Read the instructions. b. Read all the places mentioned in the
Introduce terms, if necessary.
b. Read the instructions.
e. Get students in pairs and ask them to
i. Give time to students to rewrite the
sentences showing where the
f. Go around the class to help students
elision and schwa occur.
with questions or who are having
ii. Elicit the answers.
problems.
g. Get students to do their role plays for
c. Play Track 54 and tell students to
check their answers.
begin.
the class.
b. As students read you can check their
mistakes and help them along,
Ask students to do the conversation without
especially in these three areas.
looking at the example dialog. This should be done
(including pronunciation)
after several pairs have done their role plays for
c. Once they have finished reading, go
the class.
over the difficult words and introduce
them. It’s good to go paragraph by
paragraph.
Challenge!
LET’S READ
There is a glossary of words and expressions from the article at the
1. Connect
Ask the students to look at the title and
then ask them what it means. Elicit a few
answers.
back of the book.
3. Communicate
2. Conduct
Here is where students will have to
a. Ask students to read the article (For
communicate what they have learned so
weaker students you might want to play
far.
the recording once for them to get an
Go on to No. 2. The possible answers are:
idea of the pronunciation, intonation
and rhythm).
Note:
b. It was first used in the Gulf War in
Intonation is knowing where to
c. It is being used to monitor earthquakes, to locate vessels lost at sea, for navigation, cropdusting, aerial photography and surveying. It is also being used in cars. d.f. Answers may vary.
hit the high and low notes and where
to stress. Rhythm is having the right tempo
when reading. The proper tempo will
produce smoothes reading.
a. It is a network of 24 satellites that orbit the Earth.
1991 by the US Air Force.
For lower level students, you can use
the True/False and fillintheblanks
type questions found in this manual.
4. Confirm
Your Notes
You can ask students to give a short
summary of the article.
Unit 11 What do you do? 1. Warmup activity
a. Ask the students what they can see in
b. If they have difficulty, ask students to
c. Elicit several answers.
the picture.
b. Tell students that now they are going to
use the expression ‘It is....’ With the
subjunctive.
c. Read the list of combinations with ‘It
2. a. Read the example sentences and
make sure students have a good grasp
of the usage.
b. Ask students to repeat.
(Note: There could be more than one
appropriate verb combination for each
sentence.)
3. Let’s Practice
a. Read all the sentences and make
b. Ask students to fill in the answers.
c. Elicit the answers.
is...’
use the Talking Tips as a guide.
2. a. Read the instructions.
b. Read all the vocabulary. Introduce
c . Ask students to match the occupations
d. Elicit the answers.
the words and phrases, if necessary.
with their descriptions.
Extra Activity
For higherlevel groups: Ask
students to make sentences with
the words (occupations) they have
sure students know their meanings.
just learnt. Challenge!
You can also ask students to make their own sentences with these combinations of verbs. 1. Tell students that this section is a
continuation of the last grammar section
on the subjunctive.
a. As a warmup activity you might want
Don’t forget to do the role play, interview and other
activities based on the grammar just learnt. The
to review the points learned in Unit 10.
activities are at the back of the student book.
Extra Listening Activity
Top Tips
You can do the gapfill exercise at the
a. Tell students to fill in the blanks with the
back of the student’s book for the
listening you have just finished.
b. Read the sentences to make sure
students understand their meanings.
3. a. Read the instructions.
c. Give students time to fill in the answers.
b. Read all the words and make sure
d. Elicit the answers.
c. Give time to students to write in their
d. Elicit the answers.
appropriate prepositions for jobs.
students know the meanings.
Extra Activity
Ask students to make new
sentences using prepositions in
sentences related to jobs.
b r Voca g yo u Buildin
answers.
Extra Activity
ulary!
Ask students to name other
occupations in each category
Listening Lab
1. a. Set the scene: Some old friends are
b. Tell students they have to fill in the boxes with the appropriate answers.
1. a. Tell students they will do a review of
two more keys the mixed sound
c. Play Track 56 twice.
and linked sound.
d. Elicit the answers.
b. Read the example sentences as a
c. Make sure students remember how to
meeting each other at a party.
quick review of the two keys.
2. a. Tell students they now have to write
down other pieces of information about
the three people.
b. Play Track 56 twice.
2. a. Ask students to write down what they
c. You can stop the recording at key
b. Play Track 57 twice. It is advisable to
d. Elicit the answers.
stop regularly to give time to students
to write the sentences.
c. Elicit the answers.
points to help the students.
apply these points.
hear.
3. a. Ask students to mark the places where
8. Now, get students to try to read the
b. Elicit the answers.
c. Play Track 58 and let students check
4. a. Ask two students to read the
You can use the ‘Let’s Read’ article for this
exercise. Since students reviewed omitted words
b. Now ask them to mark the places
and the soft ‘t’ in this unit, you can get students to
where they think the mixed and
listen to the reading and then spot these keys in
linked sounds occur.
the listening. You don’t have to use all of the
c. Elicit the answers.
the mixed and linked sounds.
corrected version of the dialog.
their answers.
conversation as it is.
reading. Several paragraphs might suffice. Let’s Interview and Communicate
5. a. Play Track 59 and let students check
their answers.
b. Elicit the answers.
1. Tell students that they are going to do
c. Now ask students to try to do the dialog
interviews with other students about jobs.
6. a. This will be a review of the final two
a. Read the seven questions and make
keys omitted words and the soft ‘t’
b. Ask students to read the conversation.
b. Students have to make one original
c. Introduce any words or expressions, if
c. Tell the students to write answers in
d. Ask them to mark the places where
d. Go around the class to help students with questions or who are having problems.
e. If you have given them a set time, you
can ask several students questions to
see if they have grasped the material
well.
with the corrections.
necessary.
they think the omitted words and the
soft ‘t’ occur.
e. Elicit the answers.
7. a. Play Track 60 twice and let students
b. Elicit the answers.
check their answers.
sure they understand them.
question for the interview.
point form in the boxes.
Challenge!
If the students have other questions of their
2. Conduct
own, encourage them to ask those questions.
a. Ask students to read the article (For
They can write the questions and answers in a
weaker students you might want to play
separate piece of paper.
the recording once for them to get an
idea of the pronunciation, intonation
and rhythm).
2. a. They can now choose one person from the interviews whom they want to talk
about.
high and low notes and where to
Tell them they have to write a summary of the points they have gathered from
stress.
the eight questions (or more).
Rhythm is having the right tempo
b. Go around the class to help students
when reading. The proper tempo will
who might be having trouble forming
produce smooth reading.
sentences.
b. As students read you can check their
mistakes and help them along,
c. Choose students to give a report to the class.
especially in these three areas.
(including pronunciation)
c. Once they have finished reading, go
Higher level students can ask the student
over the difficult words and introduce
who is being talked about followup
them. It’s good to go paragraph by
questions. This should be done after the
paragraph.
summary of that person has been
Challenge!
Note: Intonation is knowing where to hit the
There is
LET’S READ
a glossary of words and expressions from the article at the back of the book.
1. Connect
Ask the students to look at the title and
then ask them what it means. Elicit a few
answers.
3. Communicate
Here is where students will have to
communicate what they have learned so
far.
Go on to No. 2. The possible answers are: a. The main thoughts are that work is
important, to be enjoyed, and done
well. (There could be others answers.)
b.e. Answers may vary.
For lower level students, you can use
the True/False and fillintheblanks
type questions found in this manual.
4. Confirm
You can ask students to give a short
summary of the article.
Your Notes
Unit 12 Review
Note: You can give this review chapter as
iv. Elicit the answers.
However, if you choose to do it in class
3. a. Read the instructions.
you can use the following format.:
b. Get students to turn to Unit 1 and use it
as a guide to give answers in this
exercise.
c. Ask a couple of students to read the
d. Now ask students to fill in the answers.
e. Give ample time to students to figure
out the answers. Go around the class
to assist students needing help.
f. Elicit the answers.
4. a. Tell students they will now listen to the
b. Play Track 62 twice stopping at every
paragraph to give time to students to
check their answers.
c. Elicit the answers as heard in the
d. Make the necessary corrections for the
students by writing the article with the
corrections on a whiteboard or
blackboard.
homework and then check it in class.
1. i. Read the instructions.
ii. Go over the rules.
iii. Then, read the sentences and make
sure students understand their
meanings.
iv. Ask students to fill in the number of the
v. Elicit the answers.
rule in the boxes.
Challenge!
Ask students to give examples of their own for each of the rules for the present perfect tense.
2. i. Read all the words and terms on the
right. Make sure students understand
the meanings. Note: ‘Second cousin’ means child of
one’s first cousin.
ii. Read all the sentences on the left
and make sure students understand
their meanings.
iii. Ask students to fill in the answers.
article to the class (twice).
recording of the article
recording.
Challenge!
Ask students to read the corrected version of the article.
5. i. Read and introduce all the verbs in
the box. Introduce any words, if
necessary.
ii. Then read the sentences and make
iii. Ask students to fill in the answers
iv. Elicit the answers.
sure they understand them.
Note: There could be more than one
answer to each sentence
Your Notes
Audio Scripts UNIT 1 Track 1
Conversation A:
(Sounds of a university or school setting) Alan: Hey, Joey, is that you? Joey: Alan, yeah of course, don’t tell me you have forgotten how I look. Just how are you doing, buddy? Alan: Fine, Joey, fine. How’ve things been with you? Joey: Couldn’t be better. You are studying here too? Alan: Yeah. Freshman. And how about you? Joey; I’m in my junior year. Alan. We must meet up for a meal soon. Alan: Sure thing. You free this weekend? Joey: Yes, I am! See you on the weekend. Got to go now.
Conversation B:
Mr Brown: Mr Reynolds, what a pleasure to meet you, sir. I’ve heard so much about you already. Mr Reynolds: No, Mr Brown. The pleasure is mine, indeed. How do you do, sir? Mr Brown: Fine, thank you. Well, welcome to you new department . Mr Reynolds: Thank you. Thank you very much. Mr Brown: This way, Mr Reynolds. I’d like to you to meet some of our colleagues. Track 2
What a wonderful thing it is to meet people and make friends. Human relationships are sometimes difficult to understand but they are fascinating. I am always impressed by the way people from different cultures and countries try to get to know each other better. Some bow, others shake hands. Could you imagine a world without greetings? I want to learn as much as I can about how people greet each other. Don’t you?
Track 3
As in ‘Let’s Read’ on page .....
UNIT 2 Track 4
Tom: Hey, James, what are you doing there? James: Don’t you know about my favorite pastime? Making model planes!
Tom: James: Tom: James:
I don’t know if it’s a leisure activity but I watch comedy movies a lot just for the amusement. Want to try making some cool planes. They’re guaranteed to bring some more fun into your life. Tell you what James. You make the planes and I’ll come and fiddle with your remote control after watching my favorite comedy. OK, OK, couch potato!
Track 5
a. b. c. d.
He likes to play badminton his wife doesn’t. Are you coming tomorrow or today? Don’t touch that! It’s dangerous. Yesterday was a long, long day for me!
Track 6
a. In Words
i. His conduct was bad in class. She conducts a choir at the university.
ii. The desert is a place where with very little water. He begged his friend not to desert him. Track 7
b. In Sentences
i. He wants to post the letter tomorrow morning. If we change the point of stress this sentence, the emphasis of the message will also change. For example, He wants to post the letter tomorrow morning.
ii. James will bring some sausages to the barbeque party. James will bring some sausages to the barbeque party.
Track 8
In Words:
a. b. c. d.
This object was found under the table. He objects to everything I say. This is my present to you I’d like to present this poster to the class.
Track 9
In Sentences:
a. I said I will come tomorrow, not tonight!
b. Mary said John was late for the meeting. c. Can you tell me where the toilet is? d. He thinks he is the only one who can solve the problem.
Track 10
As in ‘Let’s Read’ on page .....
UNIT 3 Track 11
Tom: Taro: Tom: Taro: Tom: John: Taro: Mary: John: Tom: John: Mary: John:
Taro and Tom: Yes, Mary, yes!
Track 12
a.
i..
Will he travel to Tokyo in the morning?
ii.
You have to travel to Tokyo in the morning.
Track 13
Taro, that vacation in Hawaii was fabulous wasn’t it? It was like a dream. Five nights there and it was unforgettable, indeed. The two things that really won me over were the weather and the things we could do there. For me it was just the surfing and the food! Waikiki beach was just fantastic. The hotel we stayed at was great too, I must say. Hey, here come the Browns. John, Mary how are things? Great, guys. How was your vacation in Hawaii. We’re just talking about it. All we can say is, your next vacation destination should be Hawaii! We just came back from Saipan, Taro. It was snorkeling and scuba diving every day. Saipan is small but the sea is beautiful. We couldn’t go to many places but hotel was great and outdoor activities kept us busy. By the way, how’s the food there? Hotel food! It was great international cuisine but, still, hotel food! We are not fussy about food so it was fine for us. Yeah, I guess so. Maybe we should try Hawaii next, John. Ohoh! Plans are already being made guys!
b.
i.
I told you NOT to do that!
ii.
Don’t come here, go THERE!
Track 14
c.
Track 15
i.
It’s REALLY far from here.
ii.
All these LATE nights are making you sleepy during the day!
2.
a. b. c. d.
I need the money TOMORROW. What did you say your name was? They like to travel in their HUGE car. “Madam, open your bag.”
Track 16
2.
a.
‘The experience’ is spoken as ‘the ‘y’ experience’.
b.
‘Go on a cruise’ is spoken as ‘go ‘w’ on a cruise’.
c.
‘We are coming’ is spoken as ‘we ‘y’ are coming’.
d.
‘Go to a park’ is spoken as ‘go to ‘w’a park’.
Track 17
3.
a.
He wants to be a doctor.
b.
Have you ever gone fishing in a river?
c.
He is her husband.
d.
They’re going to go in one car.
e.
She is giving the money to one of her sisters.
f.
His father was tired at the end of the day.
g.
He alone helped the old lady when nobody else did.
h.
There was no one at the park yesterday evening.
i.
He will be at the office tomorrow morning.
j.
The soldier fired two shots at the enemy.
Track 18
As in ‘Let’s Read’ on ...
UNIT 4
Track 19
(Scene: Three friends standing by a buffet table at a restaurant)
Suzy: Hey, this buffet is gorgeous. I think I’m going to pig out today! Mike: Eating too much might not be good for your health, Suzy. Amy: I can’t blame her, Mike. It’s great food . Actually, I’m so hungry I can eat a horse! Suzy: Let’s get our food and go to our table.
(At their table)
Amy: Mike, do you eat out often? Mike: No. Not really. My wife is a good cook. I love her cooking. We usually go to Italian restaurants when we do eat out. We both love pasta and pizza. But, one place we do not go to is French restaurants. They’re food is just too little. And you, Amy? Amy: I like eating out. Being single and busy, I have no choice! I just don’t like fast food restaurants. I used to love them when I was younger, but not anymore. I tend to splurge when I go to restaurants. I must try to cut down on that and save some money! Suzy: Hmm. These hors d’oeuvres are delicious. Mike: Yeah, Suzy. They make great appetizers here. Suzy: You guys are a little choosy, aren’t you? I can eat almost anything. I guess I am still young enough to try anything I like. The only thing I don’t eat is raw meat. So, sushi and sashimi are out. I love Japanese food, though when it is not raw!
Track 20 a. He told her to go to the office. He tolder to go to the office.
b. She’ll make him a cup of tea. She will makeim a cup of tea
c. You must come tomorrow. You mus come tomorrow
d. That’s the best CD player. That’s the bes CD player.
e. Can I have a sandwich? Can I have a sanwich? f.
f. Mary and John are going. Mary an John are going.
Track 21
a. He was the first to come home b. What was he and Tim drinking.
c. d. e. f. g. h. i. j.
His mother coked him some spaghetti. The landscape was breathtaking. What are you buying for Christmas? She is sitting for the test tomorrow. The boss praised her for the presentation. Making his father angry was such a big mistake! They are the greatest team I’ve ever met. The boy will never forget your kindness.
Track 22
about, certain, holiday, continue
stadium, famous, foreigner
mountain, ocean.
Track 23 a.
The men came and sat around the table.
b.
She ordered a pizza and a pie.
c.
The melody of that song was beautiful.
d.
They sat on a sofa and drank soda.
e.
The Caesar salad was delicious.
f.
There was a grammar lesson in the magazine.
g.
The mother protected her baby from the animal.
h.
He admitted that he was wrong.
i.
Her father lived in Japan for thirteen years.
j.
There was a fountain in the garden.
Track 24
As in ‘Let’s Read’ on ... UNIT 5
Track 25
(Husband and wife talking about their shopping experience at home)
Marie: That was a great day of shopping, wasn’t it John?
John: For a guy who was just looking around, it was quite the opposite, Marie.
Marie: Sorry, John. I guess I got overexcited at the clearance sale. I completely forgot about you.
John: Yeah. You were on a shoptillyoudrop trip weren’t you. You bought too many things and that was the longest shopping trip we have ever been on. By the way, what did your friend Sandra get?
Marie: Poor Sandra. She wanted to get many things but she promised to go to a friend’s garage sale next week. So, she did mostly window shopping, I guess. John: So, when’s the next buying spree going to be. Looking out for the next sale, huh? Marie: John, I’m finished with shopping. Sandra is looking forward to the next sale. Hey, it was not all for me, you know. It was also for us! And, my dear, here’s something for YOU.
Track 26
a. Could you bring me the book?
This is spoken as: Cujew bring me the book? b. c. d. e. f.
Would you come with me to the party? This is spoken as: Wujew come with me to the party? Did you tell him about the meeting? This is spoken as: Dijew tell him about the meeting? Can I meet you tomorrow? This is spoken as: Can I meechu tomorrow? Won’t you be there tonight? This is spoken as: Wonchu be there tonight? Do you want to go there? This is spoken as: Deyew want to go there?
Track 27
a. What time would you like to meet him? b. I couldn’t open the door, could you? c. She’ll meet you at the office tomorrow. d. Won’t you be coming to the picnic? e. Do you like to watch action movies? f You’d like to see Mike, wouldn’t you? g. Did you tell them that the meeting was at two o’clock? h. Would your brother be at the mall, too?
Track 28
i. I’m using the sandpaper.
The ‘d’ drops and the ‘n’
becomes an ‘m’. You then get:
I’m using the sampaper.
ii. ‘Give me the handbag’ becomes: Give me the hambag. iii. ‘It’s in my drawer’ becomes It’s im my drawer.
Track 29
i. ii.
‘Mary can go now’ becomes: Mary cang go now. ‘That job is incomplete’ becomes: That job is ingcomplete.
Track 30
i. ii.
‘Is he a good boy?’ becomes Is he a goob boy? ‘She’s not a bad girl’ becomes She’s not a baeg girl.
Track 31
a. I’m on my way to the bank. b. He is in Canada now. c. John lives in San Bernardino. d. That’s a good group to join. e. That child loves sand castles. f. I’m going to Brown Park now. g. You can give it to her now. i. Jane poured coffee into her cup. Track 32
As in ‘Let’s Read’ on... UNIT 7
Track 33 (Three colleagues having a conversation over lunch)
Margie: Greg: Margie: Lee: Margie: Greg: Lee: Greg: Lee: Margie: Greg:
I have been on this project for five weeks now. Boy, would I love to go on a short vacation! Yeah, you have been working so hard, Margie. You deserve a break. By the way, I just came back from my short break. Really. Tell me about it. Where did you go? Greg and I went on an adventure trip. We started in Thailand and ended up in Egypt. That sounds like a pretty adventurous trip to me. Well, Thailand was great. The food was wonderful. But the weather was a little difficult for me. It was sweltering heat there. The humidity was pretty high. But the evenings were a little breezy and nice, don’t you think, Greg? Yeah, a little. Egypt was interesting. Scorching heat during the day. And the nights, chilly. I remember I was somewhere in Europe once and it was bitter cold. What made it worse was the high winds. There was sleet too. I dreaded the wet snow. Pretty uncomfortable! So, Margie where would you like to go?
Margie: You know Greg, I think Hawaii is where I want to go. No worries about the weather. I think I can totally relax there. Well, I better not start daydreaming about it. Too much work to do!
Track 34 For example: She usually makes a cup of coffee after a hard day at work.
Track 35 She usually make sa cupof coffee aftera hard dayat work.
Track 36
It’s cloudy in the morning and a little rainy in the afternoon and evening. Track 37
It’s cloudyin the morningan da little rainyin the afternoonan devening. Track 38
a. b. c. d. e. f. g. h.
Mary and John are brother and sister. They have an old and big car in the garage. Mike told him to come again tonight. Has he gone to the office yet? Will you make me a sandwich? Where are you going to go tomorrow? I don’t want to go there again! Her sister is doing a lot of housework.
Track 39
Son:
Mother: According to the weather forecast, it’s going to be cloudy in the morning,
Son:
Mother: Oh, the weather should be fine in the evening. When are you coming
Son:
Mother: Eight o’clock? Don’t you want to have dinner?
Son:
Mother: Oh, okay. Take care of yourself.
What is the weather going to be like today, mom?
and sunny in the afternoon? Why do you ask? Well, I’ve got to go for soccer practice in the evening.
home? Maybe around eight o’clock.
No, mom. I’m going to eat something after soccer practice.
Track 40
A: Hi, Joe. Would you like to go somewhere this weekend?
B: Sure. Where would you like to go? A: Well, how about Laketown? It’s a beautiful place. B: Sounds nice. How’s the weather there? A: It’ll be sunny in the morning and cloudy in the afternoon. The temperature will be about 25 degrees Celsius. B: It’s going to be a nice weekend, Tony. What shall we do there? A: We can go fishing in the morning and do some hiking in the afternoon. Track 41
As in ‘Let’s Read’ on. UNIT 8 Track 42
Carla: Ellen, I met your parents today at the supermarket. What a wonderful couple they are! You are really blessed to have parents like that. Ellen: Thanks. I really appreciate them too. Did you have a chat with them? Carla: Yeah. You know, Richard and Wanda Price are the most loving couple I have ever seen. Ellen: You are making me blush now with all your praises. Carla: Tell me about your family, Ellen. Ellen: Well, Bob and I, have three children now. You know that Frank married two years ago, right? Carla: Yes, of course. She was a lovely bride! His spouse is Patricia, right? Ellen. Yes, that’s right. And our two other kids are still in school. You probably haven’t met Lily and Brandon. Carla: No, but I’d love to see them someday soon. They’re not married, are they? Ellen: No they’re single. By the way, you know that Frank and Patricia have twins, don’t you? Carla: Twins?! Ellen: Sorry. Somehow we missed you in our mail to friends. They are Brian and Michelle. I couldn’t have asked for cuter grandchildren! Carla: Don’t forget to send a picture, at least. Ellen: Promise, I will. Carla: Does Bob have a sibling. He has a sister, Martha and she’s engaged. She’ll get married next year. Ellen: Talking about Bob’s side of the family, my mother inlaw is a unique lady. She treats me more like a daughter. I’m so fortunate to be able to get along so well with her. Carla: I know her name, Beatrice. And your fatherinlaw is Gregory. You have told me about them before. You know Ellen, you are one blessed lady! Ellen: Carla, things are not rosy all the time you know!
Track 43
That boy has three toys while this boy has two. Marilyn comforted John, and John, Marilyn.
Track 44
What time are you going to the party? becomes... What time you going to the party?
Have you given her the book? becomes ... You given her the book? Track 45
Native speaker: Hi, what’s your name? Nonnative speaker: Wang Ming. Native speaker: Where do you live? Nonnative speaker: Shanghai, in China. Native speaker: Do you have a family? Nonnative speaker: Yes, I do. Native speaker: Any children? Nonnative speaker: Yes.. Native speaker: How many? Nonnative speaker: Four. Native speaker: Are your children going to school? Nonnative speaker: Yes, they are. The first two are in junior high school and the last two are in elementary school. Native speaker: That’s great. Does your wife work? Nonnative speaker: No, she doesn’t. She’s a housewife. Track 46
As in ‘Let’s Read’ on...
UNIT 9
Track 47
Cheryl: Kenji: Cheryl: Ted: Cheryl: Kenji: Ted: Cheryl:
Oh, I’m feeling so stuffed with that burger and icecream! Cheryl, what you need is a good workout at a gym. I do go to the gym when I feel like it, Kenji. I prefer playing tennis, ONE day a week. One day a week? That’s not enough, Cheryl. You might want to include some skipping twice a week. If you teach me how to do it, Ted, I might just try it. I do go to the sauna to sweat it out sometimes. What do you do Kenji to stay in shape? I lift weights at the gym twice a week. On weekends, I play soccer with my friends. I do a lot of stretching exercises, too. I try to eat organic food as much as possible. Wow, no wonder you look so fit. My wife says I drink too much. She says my golf isn’t good enough for my health. I do play some futsal with some friends, occasionally. And I do take vitamin supplements. What do you suggest? You can go jogging around your neighborhood. Hey, I eat a lot of fruits and vegetables, when I’m not eating the fatty stuff.
Track 48
a. Litter, fatter, matter, better.
b. Bottle, hospital, little, battle
For example: It doesn’t really matter what time you come but you better come early.
For example:
He left the bottle at the hospital.
c. i. Before the “r” later, water , escalator
ii. After the “r” party, dirty, forty
iii. Between two “r”s deserter, starter, quarter.
d. Dating, writing, heating, inventor
e. For example:
She bought a pair of shoes at the shop.
I got a look at his face.
He lit a candle.
Track 49
A: What time are you leaving the office today?
B. I’ve got a letter to finish, so I think I’ll be late.
A: You are coming to the party, aren’t you?
B: Of course. I’ll come a little later. I should be there by a quarter past seven.
A: Make sure you turn the lights off after you finish writing your letter.
B: Got it. See you later.
For example:
He was writing a letter to the inventor.
Track 50
As in ‘Let’s Read’ on...
UNIT 10
Track 51 (Telephone rings)
Jane: Ashley: Jane: Ashley: Jane: Ashley: Jane: Ashley: Jane: Ashley: Jane:
Ashley, this is Jane. Are you OK? Hi, Jane. I think I’m lost. You better pull over so that we can talk. OK, give me a second. Where are you now? Well, Dick told me to go straight after seeing the ‘no parking’ sign in front of the cinema. You know, I didn’t see a ‘no parking’ sign. After that I reached a Tjunction and didn’t know whether to turn right or left. I decided to make a left. After going for two blocks, I turned left again. Then I got lost! I think I know where you are. When I took the bus, I got lost too. I had to walk three blocks to get to the cafe. Can you see a supermarket across from where you are now? Yes, I can. How did you know that? Oh, I know the place quite well. Is there a barbershop next to it. You are right again! Well, all you have to do now is go north until you come to an intersection. Go straight for about a kilometer. You will come to small rotary. Go straight again past that rotary and
Track 52
a. b. c. d. e. f. g.
She is on the way to the park. We are going to Saipan. I’ll be at my sister’s house. He met her at the entrance. We’ll be one hour late. She took me to a nice restaurant. He is the person I want to talk to.
Track 53
Jill:
Well, Jan, will you be in your room this
evening?
Jan: I think so. Why are you asking, Jill?
Jill:
Jan: Sure. What time would you like to come?
Jill:
Jan: Six will be okay for me.
Jill:
Jan: No problem, Jill. What are friends for?
Track 54
1. 2. 3. 4. 5. 6. 7. 8.
I’d like to ask you some questions on diet and exercise.
How about six o’clock?
I appreciate your taking the time to help me.
Could you tell her to have breakfast, Jon? What time are you going to the party? I had a lot of work at the office today! Did he make a mistake? Lucy and Jack have been traveling with a friend. Would you mind posting a letter on the way to the office? I can’t see anything without a pair of glasses. Is there anything wrong with her work?
Track 55
As in ‘Let’s Read’ on...
UNIT 11
Track 56
(Background noise of a party)
Noreen: Willie: Noreen: Willie: Noreen: Willie: Noreen: Willie: Noreen: Willie: Noreen: Willie: Jeff: Willie: Jeff: Noreen: Willie: Jeff: Noreen:
Willie? Willie Johnson?! Noreen! Oh, Willie you haven’t changed a bit, have you? You’re looking as young as ever, Noreen. Still in the sales department at Microsoft? Yes, ma’am. It’s been seven years now. And I’m a sales manager now. Congratulations! You are not with Shiseido anymore, are you? No. I left then two years ago to join Mary Quant. I’m the IT director there. Wow! Moving on, aren’t, you? I want you to meet someone else. OK, close your eyes. Ready? Yup. Open now! Jeff! Jeffrey Wilkinson. It has been ages. Noreen, what a pleasure! He beat us all. He’s the president of his own company. Yeah. A tiny one, Willie. I had to take over from my dad two years ago Wilkinson Hardware needed a new direction. I have about fifty people under me. I work with our three directors. They’re great. I have ten wonderful staff in my department. I meet with them three days a week. It’s a good team. I’m blessed. The sales team I have is OK. My fifteen salesmen work very hard. Business has been slow lately. We have meetings every other day! Boy, it’s hard sometimes. Hey, anyone for another round of food? Count me in. Me, too.
Track 57
a. b. c. d. e.
I forgot to give it to the secretary. Could you register at the front desk, please? You didn’t interview all the applicants, did you? “Are you making any progress, Joe?” It sounds good, doesn’t it?
Track 58
a. b. c. d. e.
Forgot to give it to the secretary. Could you register at the front desk, please? You didn’t interview all the applicants, did you? “Making any progress, Joe?” Sounds good, doesn’t it?
Track 59
A: Been working on this miniproject for eight days now. B: Finished it yet? A: No. Not yet. B: Would you like some help with it? A: Really? Could you help out with some of the typing? B: No problem.
A: Thanks a lot.
Track 60 A: Could you tell the team that we’re meeting at three to discuss the McGuire project?
B: What time is it again?
A: Three o’clock.
B: What are the things we’re going to discuss?
A: Not much, really. There are three or four items. I’ll give them to you in a moment.
B: Don’t bother. I’ll get them from the secretary.
A: Thanks. Appreciate that.
B: Welcome. By the way, do you have anything on after the meeting?
A: No. Nothing really. Why?
B: Would you be free at about 4:30?
A: Yeah.
B: Well, I’d like to talk to you about some staff problems.
A: Oops! Having trouble?
B: Not really. Just minor stuff. Just need some advice.
A: Sure thing.
Track 61
As in ‘Let’s Read’ on... UNIT 12 Track 62
It was about ten o’clock at night and I was just coming home. My mother saw me and said, ‘Would you mind coming here, John?” I asked my mother what was wrong and she said she had just slipped and fallen. I quickly ran toward her and tried to lift her up. When I did, she shouted in pain. So, I immediately called the ambulance. They came in no time and took her to the hospital. Mother was in the hospital for about two weeks. She was in great pain because she had broken her pelvic bone. I felt sorry for her. After two weeks of treatment she came home and is slowly trying to walk again. She has to use crutches and it is very difficult for her. She amazes me because through all her pain, she still manages to ask questions like, “Had your meal, John?” or “Your clothes washed?”
Unit 1 Reading Comprehension Greetings the World Over 1. True / False Questions
a. All people have the same way of greeting each other.
( )
b. Greeting styles can be different from one region to another.
( )
c. The bow is probably the most common type of greeting in the world.
( )
d. In the SouthEastAsian bow, the palms are also put together and brought to the chest.
( )
e. In Latin cultures the greeting includes a pat on the back.
( )
2. Fill in the blanks
a. In Middle Eastern cultures, the ................ on the ................. is part of their greeting.
b. The Maoris in New Zealand are famous for ............. ................ as a greeting.
c. “Have you ................. ?” is a Chinese form of verbal greeting.
d. The traditional Chinese greeting is one ................... circling a closed ........................ and
brought to the height of the ................... . It is followed by a ................... .
Unit 2 Reading Comprehension Blindness No Barrier to Leisure
1. True / False Questions
a. When people cannot see anymore, it is impossible to enjoy leisure activities.
( )
b. These people can enjoy leisure through the other four senses in their body.
( )
c. Some organizations offer recreation groups for blind people.
( )
d. It’s not important to maintain leisure after vision loss because it is useless.
( )
e. By maintaining leisure, people with vision loss can accept responsibility.
( )
2. Fill in the blanks
a. People with vision loss still have the ability to ....................... , ..................... , .................... , and
b. If they cannot read books anymore, they can .................... to books on ......................... .
c. Everyone needs leisure in their lives to reduce ..................... and have ......................... .
d. One of the things that people who take up leisure activities learn to do is set .......................... and
......................... .
....................... .
Unit 3 Reading Comprehension Travel The Great Teacher 1. True / False Questions
a. Some welltraveled people think of travel as a means of education.
( )
b. We cannot really learn anything when we are relaxing
( )
c. Arthur Fromme wrote the book, Europe on $15 A Day.
( )
d. He lists seven things that we learn as we travel.
( )
e. Fromme says that travelers learn that people in the world are very different from each other. ( )
2. Fill in the blanks
a. Every country has its own ........................... pride.
b. Travel makes us care about .......................... .
c. Travelers learn that there is more than .................. solution to a problem.
d. Travel teaches you to be a ......................... .
e. Travel teaches ............................ .
Unit 4 Reading Comprehension That Really Tastes Nice! 1. True / False Questions
a. Cuisine means food from France, China, and India.
( )
b. Junk food is also called fast food.
( )
c. Fast food is produced for its nutrition.
( )
d. The opposite of fast food is slow food.
( )
e. ‘Neutraceuticals’ refers to functional food.
( )
2. Fill in the blanks
a. Health food refers to food that is not ............................ much.
b. Functional food is also a kind of ......................... food.
c. Health food has .............................. to promote health.
d. Some appetizers are .......................... food.
e. People eat comfort to relieve ........................ .
Unit 5 Reading Comprehension Shopping Mind Games 1. True / False Questions
a. Mind games are video games.
( )
b. Mind games at a shopping mall are used to make the customer spend money.
( )
c. Even the smell of something can make you buy something you never thought of buying. ( )
d. Mind games at shopping malls have nothing to do with psychology.
2. Fill in the blanks
a. Shopping mind games use the ......................... of shopping.
b. The ................... things are arranged can affect a customer.
c. ..................... pricing also can affect customers.
d. For some people shopping has become a time to ......................... .
e The ...................... of the shopping scene does more than just satisfy physical needs.
( )
Unit 7 Reading Comprehension How’s the Weather Today? 1. True / False Questions
a. We can use a word like ‘sunny’ to describe weather.
( )
b. We can use a word like ‘warm’ to describe climate.
( )
c. There’s no real difference between climate and weather.
( )
d. Using time to study the difference between weather and climate is not a good method. ( )
2. Fill in the blanks
a. Weather refers to conditions of the ........................... over a ...................... period of time.
b. Climate refers to ‘.................................’ of the atmosphere over a longer period of time.
c. According to NASA, climate is what you ....................... .
d. According to NASA weather is what you ....................... .
e. ....................... can vary between days.
Unit 8 Reading Comprehension All In the Family 1. True / False Questions
a. Mothers communicate differently from fathers.
( )
b. The mother’s communication with the children is more important that\n the father’s.
( )
c. Happiness in the home comes from having a lot of money.
( )
d. It’s not easy to have a balance of love, understanding,forgiveness, and patience.
( )
2. Fill in the blanks
a. Even in ......................... times children learn lessons of life.
b. When the ..................... breaks down, it affects a lot of people.
c. ........................ suffer the most when a family breaks down.
d. The bonds and ........................... of family never really leave us.
e. Those who have built good families enjoy lifelong and ............................. relationships.
Unit 9 In the Best of Health 1. True / False Questions
a. A fad is something that is followed with excessive interest.
( )
b. All fads are bad.
( )
c. Health fads focus on both mental and physical health.
( )
d. Fads use men’s search for a cure for disease as one of the ‘baits.’
( )
2. Fill in the blanks
a. Hydrotherapy is the use of ........................... to treat disease.
b. It was started by the ....................... .
c. According to Dr Martin Brookes many early Olympic Games coaches were ........................
d. Modernday health fads can sometimes go to .......................... .
e. Some prefer to call beneficial health fads .......................... diets.
Men.
Unit 10 How do I get to..? 1. True / False Questions
a. People generally rely on a map to get to their destination.
( )
b. Some people have moved on to more sophisticated ways of getting to their destination.
( )
c. Computer technology has not been of much help to people trying to get to their
( )
d. The GPS means Global Postal Services.
( )
destinations quicker.
2. Fill in the blanks
a. The GPS is a network of ............... satellites.
b. This network was completed in ...................... .
c. The GPS made its debut in the ................. War.
d. Earth scientists use the GPS to monitor ............................. .
e. The GPS is used to locate vessels lost at .................... .
Unit 11 What do you do? 1. True / False Questions
a. Sometimes people don’t feel like going to work because of a lack of motivation.
( )
b. People learn to cope with their ups and downs at work.
( )
c. Everybody copes with their ups and downs the same way.
( )
d. Some people fail to get any real benefit from their jobs.
( )
2. Fill in the blanks
a. Every day is a perfect gift of ................. .
b. Give your very ................. to your life’s work.
c. Work is not a .................... , drudgery is!
d. “I never ................. a day in my life. It was all .............. .” Thomas Edison
e. The .................... attitude is the key to doing one’s job well.
ANSWER KEY UNIT 1
1.
Possible answers: a. They are having tea / They are talking to each other b. Yes, I think they are friends. They look like they know each other. c. They are in the kitchen / They are outside. d. I think they are talking about their families / their jobs.
2. Friends: How’re you doing? What’s new?
Strangers or formal situations: How do you do? Glad to meet you.
Grammar Power
2.
Let’s practice: a Yes, he does. b. No, they didn’t. c. Yes, I can. d No, I couldn’t. e. Yes, she would.
3. Let’s practice a little more
a. b. c. d.
Do they like to play basketball? Did she eat all the cookies I gave her? Were you at his house last night? Are you going to the picnic tomorrow?
Top Tips
Prepositions for introductions and greetings:
1. I met you last week at the party.
2. I said hello to Mike on the way to my house.
3. We met for the first time.
4. Would you like a cup of coffee?
5. Could I meet you at four o’clock?
6. Where in Japan are you from?
7. Shall we meet in front of the cafe?
8. “Welcome. Please come in .”
9. I met him just before twelve o’clock.
10. I hope to see you again.
Building Vocabulary
1. Meet for the first time
They are friends
They are both in school
They’re talking about work
They’re going to meet again
2.
a. b. c. d. e.
3. Possible answers: Clockwise
A
B
Hey, Joey... How’ve things been with you? ...how about you? ...what a pleasure to meet you sir. How do you do?
It’s a pleasure to meet you again Long time no see. How’ve you been? Hi! Aren’t you going to say, “Hi”?
Let’s Read
2. Comprehension and Discussion
a. b. c. d.
They vary from region to region and from country to country. The handshake is (probably the most common greeting). The other kinds of greetings are the bow, hugging, kiss on the cheek, and rubbing noses. Also, the traditional Chinese greeting is one hand circling a closed fist brought to the height of the throat (accompanied by a slight bow). Answers will vary.
UNIT 2 2. Indoor activities
Outdoor activities
Watching TV Listening to music Board games
Jogging Birdwatching Fishing
Grammar Power
2. Let’s Practice
a. b. c. d. e.
He has played soccer in Italy. She is going to buy it tomorrow. She is with her sister. Meg was at the office. They canceled it because it started to rain.
Top Tips
1. Go swimming 2. Play chess 3. Do gardening 4. Go on vacation 5. Play soccer 6. Do some reading 7. Go for a walk 8. Go golfing 9. Play card games 10. Go windsurfing 11. Go to a concert 12. Play the piano 13. Go to the museum 14. Go dancing 15. Go paragliding
Building Vocabulary
1.
2.
b. c. d. e.
Crazy about Fancy (something) Favorite pastime For leisure
Like something very much Like something Mostliked freetime activity For fun Tom
James
Crazy about
making model planes
Favorite pastime
making model planes
Leisure activity
watches comedy movies
For amusement
watches comedy movies
Fancies (something)
making model planes
Listening Lab
2.
In Words: a. This object was found under the table. b. He objects to everything I say. c. This is my present to you d. I’d like to present this poster to the class.
In Sentences: a. I said I will come tomorrow, not tonight! b. Mary said John was late for the meeting. c. Can you tell me where the toilet is? d. He thinks he is the only one who can solve the problem.
Let’s Read
2. Comprehension and Discussion
a. b. c. d.
They can still choose activities they can do with the other senses, namely, hearing, touching, smelling, and tasting. They are listening to books on tape or other media, enjoying music, crafts, cooking, and horticultural activities. They need to maintain an interest in leisure activities and hobbies in order to reduce stress and have challenges in their lives. The answers here may vary. UNIT 3
2. It was an unforgettable trip; Liked the hotel.... Tom
The food was nice but was typical hotel stuff....
John Mary Taro
Grammar Power
Let’s Practice
Rule No. 1
a. No, I couldn’t.
The five nights in Hawaii were fabulous..... Went snorkeling and scuba diving.....
b. c. d. e.
Oh, I’m sorry, he won’t. I’m not certain but you most probably can’t. Oh, yes. I think they are. Of course. I’m very sure he would.
Rule No 2.
a. b. c. d.
He washes his face. She was walking with her mother and sister. They usually clean them in the morning but I think they will be cleaning them tomorrow Afternoon. There was a big crowd. It was really great.
Top Tips
1. He will travel to Belgium.
2. Jay went on a trip.
3. She is vacationing in Austria.
4. I want make a trip to India.
5. Will you go on a cruise?
6. He’s flying in tomorrow.
7. I’m leaving on a plane
8. We’re taking off at 2 o’clock.
9. My brother will go on a package tour
10. I’ll make a reservation for two people.
Building Vocabulary
1.
a. travel sickness
d. Wanderlust
b. travel tips
e. travel light
c. travelator
f. Space travel
g travel agent. h. travel overland i. travel advisory
Listening Lab
Prominence
2.
a. I need the money TOMORROW.
Pitch (high)
b. What did you say your name was?
Pitch (low)
c They like to travel in their HUGE car.
Loudness of syllable
d. “Madam, open your bag.”
Intrusion
3.
Length of syllable
a.
He wants to be ‘y’ a doctor.
b.
Have you ‘w’ ever gone fishing in a river?
c.
He ‘y’ is her husband.
d.
They’re going to go ‘w’ in one car.
e.
She ‘y’ is giving the money to ‘w’ one of her sisters.
f.
His father was tired at the ‘y’ end of
g.
He ‘y’ alone helped the ‘y’ old lady when nobody else did.
h.
There was no ‘w’ one at the park yesterday evening.
i.
He will be ‘y’ at the ‘y’ office tomorrow morning.
j.
The soldier fired two shots at the ‘y’
the day.
enemy.
Let’s Read
2. Comprehension and Discussion
a. Travel teaches that all people in the world are basically alike, that everyone regards himself or herself as wiser or better than other people, that travel makes us care about strangers, that not everyone shares your beliefs, and that there is more than one solution to a problem. It also teaches you to be a minority. Lastly, and probably most important of all, it teaches humility. b. e. Answers may vary.
UNIT 4
2. Fettuccine Chijimi Bangers and Mash Gadogado Dim sum Escargot Borscht Chapatti Shabu^shabu Jambalaya
Italy South Korea England Indonesia China France Russia India Japan USA
Grammar Power
2.
i.
Almost everyone at the conference was a doctor.
ii.
He almost always gets up at six o’clock.
iii.
Almost all the cars here are made in
iv.
You can find a McDonald’s almost everywhere in
v.
She gave the pamphlets to almost every person in her neighborhood.
Japan. this city.
Top Tips
To pluck To slice To mash To peel To thaw To beat To stir To chop To grate To skin
soup mangoes ice tomatoes cheese bread onions orange eggs potatoes
Build Vocabulary
1. Amy likes eating out; to spend too much money at restaurants. She dislikes fast food restaurants
Suzy eats almost anything; She doesn’t eat raw meat (like sushi and sashimi).
Mike goes to Italian restaurants. He doesn’t go to French restaurants.
2. Pig out
Eat a lot
Eat out
Eat at a restaurant
Eat a horse
Eat a lot
Splurge
Spend a lot of money Appetizer
Hors d’oeuvres Listening Lab
2. Elision
3. Schwa
a. b. c. d. e. f. g. h. i. j.
a. b. c. d. e. f. g. h. i. j.
He was the first to come home What was he and Tim drinking. His mother cooked him some spaghetti. The landscape was breathtaking. What are you buying for Christmas? She is sitting for the test tomorrow. The boss praised her for the presentation. Making his father angry was such a big mistake! They are the greatest team I’ve ever met. The boy will never forget your kindness.
The men came and sat around the table. She ordered a pizza and a pie. The melody of that song was beautiful. They sat on a sofa and drank soda. The Caesar salad was delicious. There was a grammar lesson in the magazine. The mother protected her baby from the animal. He admitted that he was wrong. Her father lived in Japan for thirteen years. There was a fountain in the garden.
Let’s Read
2. Comprehension and Discussion
a. There are five categories of food mentioned in the article. b e. Answers will vary.
UNIT 5
1, 2 and 3 Answers will vary
Grammar Power
2. Let’s Practice. Which rule is it?
a.
Mary has been promoted twice at her new job. Rule No. 3.
b.
The Browns have donated blood twenty times Rule No. 1.
c.
John and Mary have met before. Rule No. 2.
d.
He has gone on a cruise once in his lifetime. Rule No. 3.
Tops Tips
Bookstore
magazines
tie
used clothes
Department store
pillows
sweater
Flea market
shopping cart
cough medicine
Supermarket
spaghetti
frozen food
Drug store
pens and pencils
Build Vocabulary
1. 1. Clothing store
5. Mall
2. Department store
6. Hypermarket
3. Sports shop
7. Shoe store
4. Video shop
8. Superstore
2. Marie John Sandra
Shopped for a long time Went looking around only Wanted to buy many things but didn’t Bought too many things Wants to go to a friend’s garage sale Looking out for the next sale
Listening Lab
2. Let’s Practice
5. Let’s Practice
a. What time would you like to meet him? b. I couldn’t open the door, could you? c. She’ll meet you at the office tomorrow. d. Won’t you be coming to the picnic? e. Do you like to watch action movies? f. You’d like to see Mike, wouldn’t you? g. Did you tell them that the meeting was at two o’clock? h. Would your brother be at the mall, too?
a. I’m on my way to the bank. b. He is in Canada now. c. John lives in San Bernardino. d. That’s a good group to join. e. That child loves sand castles. f. I’m going to Brown Park now. g. You can give it to her now. h. Jane poured coffee into her cup.
Let’s Read
2. Comprehension and Discussion
a. e.
Answers may vary. UNIT 6
1.
a. Key Words
b. Helping sound
c. Dropped sound
It is the dropping of sounds, syllables, or words in English.
It is a common sound in English. It is the ‘uh’ sound which has the symbol ‘ .’ When one word ends with a consonant sound and the next word begins with a consonant sound, they ‘mix’ to form a new sound.
d. Weak sound
When you get one word ending in a vowel and the very next word starting with a vowel, a ‘helper’ is introduced between them.
e. Mixed sound
These are the stressed or emphasized words in a sentence.
2.
a. He is going on a cruise this year.
b. Did you travel by train or by plane?
c. He was on a bus when his wife called.
d. I’ll make a reservation for two people.
e. Joe is going to make a trip to India.
f. My friend is flying in from Belgium.
g. He left on a plane yesterday.
h. Mary is taking off at 5 o’clock today.
3. Play squash Play baseball Go rafting Go snowboarding Go hiking Do martial arts Go kayaking Do karate Go shopping Play snooker Go hunting Go skydiving Play water sports Go diving
4.
5.
a. b. c. d. e.
I played basketball yesterday. He has given the books to John. They are coming tomorrow afternoon. I have been living in the north part of the city. He had not seen the boss because he had been sick.
a. To peel an orange
e. To steam fish
b. To bake a cheesecake
f. To chop onions
c. To grill on a barbeque pit
g. To make cookies
h. To roast a Christmas turkey i. To mash potatoes j. To grate some garlic
d. To slice carrots
UNIT 7
2. Possible words
sunny
cold
warm
clear
freezing
dry
snowy
fine
windy
Grammar Power
2. Let’s Practice
a. My uncle has not changed after all these years. Rule No. 5.
b. The novel has become a bestseller. Rule No. 6.
c. Martha has never eaten Borsch. Rule No. 4.
d. In just a few years, he has beaten every other swimmer to become the best in college. Rule No. 5.
e. I have read the book you are talking about. Rule No. 4.
Top Tips
1. 2. 3. 4. 5. 6. 7.
He has been feeling under the weather lately means: feeling unwell. You must always look on the bright side of life means: have a positive view of life. You have to save money for a rainy day means: for the future. It never rains but it pours means: when trouble comes it comes in a big way. He’s making hay while the sun shines means: taking advantage of an opportunity quickly. Every cloud has a silver lining means: there’s a positive side to bad situations. He is as cold as ice means: he does not show any emotion.
Building Vocabulary
1. a. Margie has been working on her project for four weeks. b. She really wants to go on a holiday. c. Greg and Lee went on a trip together. d. Greg loved the food in Thailand. e. Lee felt that it was very humid in Thailand. f. Lee liked the evening weather in Thailand. g. Margie had an unpleasant time in Europe once because of the weather. h. It was hot and dry when Margie was in Europe. i. She wants to go to Hawaii because it has nice weather. j. She cannot go soon because she has a lot of work at the office.
2.
3.
Lee
Margie
Greg Sweltering heat
Bitter cold
Breezy
High humidity
High winds
Scorching heat
Sleet
Chilly nights
a. b. c. d. e. f. g.
Sweltering High winds Breezy Bitter Sleet Chilly Scorching
freezing rain uncomfortably cool extremely cold extremely hot strong winds hot and humid pleasant light wind
Listening Lab
3.
4. Son:
Mother: According to the weather forecast, it’s going to be cloudy in the
Son:
Mother: Oh, the weather should be fine in the evening. When are you coming
Son:
Mother: Eight o’clock? Don’t you want to have dinner?
Son:
Mother: Oh, okay. Take care of yourself.
a. b. c. d. e. f. g. h.
Maryand Johnare brotherand sister. They havean oldand big carin the garage. Mike told him to comeagain tonight. Has he gone to the office yet? Will you makea sandwich for him? Whereare you going to go tomorrow? I don’t want to go thereagain! Her sisteris doinga lotof housework.
What is the weather going to be like today, mom?
morning, and sunny in the afternoon? Why do you ask? Well, I’ve got to go for soccer practice in the evening.
home? Maybe around eight o’clock.
No, mom. I’m going to eat something after soccer practice.
Let’s Read
2. Comprehension and Discussion
a. The confusion happens because of a lack of understanding of the principles used for the meanings of the two words. b. One way is by understanding that weather refers to conditions over a short period of time and that climate refers to atmospheric behavior over a longer period of time. The other way is by remembering that climate is what you expect, and weather is what you get. cd. Answers may vary.
UNIT 8 Grammar Power
Let’s Practice
1. Julian has been in the bathroom for 15 minutes. Rule No. 8.
2. I haven’t done my homework yet. Rule No. 7.
3. Hooray! We have just finished our final exams. Rule No. 9.
4. I have been wanting to come here for a long time. Rule No. 8.
5. Jill has not made the sweater for Heather yet. Rule No. 7.
Top Tips
1. He has the same sickness that his mother and grandmother had. It just runs .in the family.
2. I have failed to make it big in business five times. But I won’t give up. Like they say, ‘Failure is the mother of success’.
3 The new boss of the family business has not brought any new changes. He behaves just like his father. It’s a case of ‘like father, like son ’
4. The party was crowded. Everybody and their uncle was there.
5. Don’t listen to old wives’. tales. They are usually false!
Build Vocabulary
1. a. parents
e. bride
i. twins
b. couple
f. spouse
j. grandchildren
c. children
g. kids
k. sister
d. married
h. single
l. motherinlaw
2. Gregory [Fatherinlaw]
[Motherinlaw]
Martha
Ellen [ ]
[ Husband ]
Lily
Brandon
[Daughter]
[Son]
Listening Lab
2. Let’s Practice
a. b. c. d. e. f.
[ Mother ]
[ Father ]
Bob
[Sisterinlaw]
Wanda
Richard
Beatrice
She is as tall as her sister is . I won’t play soccer anymore. I’m sorry. I can’t come tonight. I have got to take it to the shop. Please help me ! Have you finished your homework?
Frank [ Son ]
Patricia [ Daughterinlaw]
Michelle
Brian
[Granddaughter]
[Grandson]
4.
Native speaker: Hi, what’s your name? Nonnative speaker:Wang Ming. Native speaker: Where do you live? Nonnative speaker:Shanghai, in China. Native speaker: Do you have a family? Nonnative speaker:Yes, I do. Native speaker: Any children? Nonnative speaker:Yes. Native speaker: How many? Nonnative speaker:Four. Native speaker: Are your children going to school? Nonnative speaker:Yes, they are. The first two are in junior high school and the last two are in elementary school. Native speaker: That’s great. Does your wife work? Nonnative speaker:No, she doesn’t. She’s is a housewife.
Let’s Read
2. Comprehension and Discussion
a. No they don’t. b. Answers may vary. c. Family breakdown affects many facets of society. d. The benefits are the pleasures of lifelong and rewarding relationships. eg. Answers may vary.
UNIT 9
2. a. Exercise
c. Recreation
b. Diet
d. Rest
Grammar Power
2. Let’s Practice
a. Yes, sir! You’re (d ) right.
b. Please give me another day with this project. I am not (d) finished.
c. Thanks for inviting me. It was (c) a party. d. She was (b) contented playing by herself.
e. That student is ( c ) a character!
f. Are you still (a) lost about the word ‘quite’?
g. You are (d) mistaken about her
behavior. She is really a good girl.
Top Tips
1. He is at the gym now.
2. What do you eat for health?
3. She is in the best of health.
4. Vegetables and fruit are good for health.
5. I take vitamin supplements in the morning.
6. Day by day Joe is getting healthier.
7. Jogging is good for you.
8. Grilling is healthier than frying.
9. I try to keep my life free from stress.
10. Fast food is something I stay away from.
Build Vocabulary
1.
Skipping
Burger
Lift weights
Fruits/Vegetables
Alcohol
Tennis
Soccer
Supplements
Ice cream
Golf
Cheryl Exercise Others Gym Sauna Tennis Fruits/ Vegetables
Kenji Exercise Lift weights Soccer
Ted
Others Exercise Organic food Golf Futsal
Others Supplements
Stretching 3. Answers may vary. Listening Lab
Let’s Practice
A: What time are you leaving the office today?
B. I’ve got a letter to finish, so I think I’ll be late.
A: You are coming to the party, aren’t you?
B: Of course. I’ll come a little later. I should be there by a quarter past seven.
A: Make sure you turn the lights off after you finish writing your letter.
B: Got it. See you later.
1.
1. 2. 3. 4. 5. 6. 7. 8.
K H D W M L O S
E E R E I I M O
Y L O A X N I F
P P K E K T T
W I P D E T
O N E S D E ‘T’
R G D O S
D
U O S
D S
S S S N U O W O
O O D N U O U
U U
N N
D D
D N R N
D D D
S
2. ‘‘Mixing’ to form a new sound when one word ends with a consonant and the next word begins with a consonant.
Mixed sound
The symbol ‘ ’ is used for this sound.
e
Schwa
The ending consonant crosses over to the next word when one word ends in a consonant and the next word begins with a vowel. It is the stressed or emphasized words in a sentence . A ‘helper’ when one word ends in a vowel and the very next word starts with a vowel. Entire words are dropped, especially in casual speech It is a ‘t’ sound that sounds almost like a ‘d.’
Linked sound
Key words Helping sound Omitted words Soft ‘t’
It is the dropping of sounds in spoken English.
Dropped sound
Let’s Read
2. Comprehension and Discussion
a. be.
It is man’s neverending search for greater physical health or cure for a disease. Answers may vary.
UNIT 10
2.
No entry
Tjunction
No parking
Turn right
Slippery road
Go straight ahead
Grammar Power
2. Let’s Practice
a. The doctor advised that he take a long rest.
b. His wife requested that he come home by 7 p.m.
c. The boss demanded that all employees work on Saturday.
d. She insisted that they remove the old chairs.
e. They recommend that you sit for the exam.
Top Tips 1. He is going in the direction of Kobe.
5. The shop is at the back of the bank.
2. She drove to San Francisco from San
6. My cafe is on the corner of Main Street and
Antonio.
McBride Street.
3. You have to go east X one kilometer.
7. My brother’s house is across from the park.
4. The plane is heading for the mountains.
8. She lives opposite X the train station.
Building Vocabulary
1. Jane Told Ashley to go straight At the Tjunction didn’t know whether to turn left or right Had to go two blocks before turning left Said that the cafe was between the bakery and bookstore. Had to walk three blocks to get to the cafe Said there was a ‘no parking’ sign in front of the cinema 2. a. b. c. d. e. f. g. h.
Turn left Go straight Across from Next to Tjunction Intersection Rotary Go north
Directions Quiz
2.
Go straight two blocks and turn right. At the end of the block on the left. In the middle of the block on the right.
Make a left Go straight ahead Opposite Beside Tintersection Crossroads Roundabout Head north
Ashley
Dick
Go one block and it’S\s on the right. Go west on block and turn right.
Listening Lab
1.
b. We are going to Saipan. e. We’ll be one hour late. We ‘y’ are going to SAIPAN.
We’ll be ‘w’ ONE hour late.
c. I’ll be at my sister’s house.
.
f. She took me to a nice restaurant. I’ll be ‘y’ at my SISTER’s house. She took me to ‘w’a NICE restaurant. d. He met her at the entrance. g. He is the person I want to talk to.
Jill:
3.
HE met her at the ‘y’ entrance.
Well, Jan, will you be in your room this evening?
H, K
Jan: A1I think so. Why are you asking, Jill?
K,H
Jill:
I’d like to ask you some questions on diet and exercise.
H, K
Jan:
Sure. What time would you like to come?
K
Jill:
How about six o’clock?
K
Jan:
Six will be okay for me.
K, H
Jill:
I appreciate your taking the time to help me.
H, K
Jan:
No problem, Jill. What are friends for?
i. ii. iii. iv. v. vi. vii. viii.
K
Could you tell her to have breakfast, Jon? What time are you going to the party? I had a lot of work at the office today! Did he make a mistake? Lucy and Jack have been traveling with a friend. Would you mind doing this for me? I can’t see anything without a pair of glasses. Is there anything wrong with her work?
Let’s Read
Comprehension and Discussion
a. It is a network of 24 satellites that orbit the Earth. b. It was first used in the Gulf War in 19991 by the US Air Force. c. It is being used to monitor earthquakes, to locate vessels lost at sea, for navigation, cropdusting, aerial photography and surveying. It is also being used in cars. d.f. Answers may vary.
UNIT 11
2. Occupation
Description
Porter
Travels to space
Mason
Skilled in making pastries
Selfemployed
A builder and worker in stone
Astronaut
Has own business
Patissier
Helps people with bags
Grammar Power
3. Let’s Practice
a. It is recommended that Mary be
b. It is best that you come home by 7 o’clock
c. It is crucial that you stay away from him for a while.
d. It is vital that she be working at her desk during office hours.
e. It is important that you not make so much noise.
Top Tips
1. She works at the supermarket.
2. He has been in the family business for many years.
3. That company executive sometimes finishes work at midnight.
4. There’s a staff at the front desk all the time.
5. My father works at Toyota.
6. The manager has ten people under him.
7. The boss has gone out for lunch.
8. One hundred employees will be laid off at the end of this year.
transferred to another department.
Build Vocabulary.
1. Name
Occupation
Company
How long?
Noreen
IT Director
Mary Quant
2 years
Jeff
President
Wilkinson Hardware
2 years
Willie
Sales Manager
Microsoft
7 years
2. Noreen Has ten staff members. Meets them three days a week.
Jeff Took over from father Has 50 people under him Works with his three directors
Listening Lab
2.
a. b. c. d. e.
I forgot to give it to the secretary. Could you register at the front desk, please? You didn’t interview all the applicants, did you? “Making any progress, Joe?” Sounds good, doesn’t it?
3.
a. b. c. d. e.
I forgot to give it to the secretary. Could you register at the front desk, please? You didn’t interview all the applicants, did you? “Making any progress, Joe?” Sounds good, doesn’t it?
Willie Works with a team of 15 salesmen Has meetings every other day
5.
6.
A: Could you tell the team that we’re meeting at three to discuss the McGuire project?
B: What time is it again?
A: (It is at) Three o’clock.
B: What are the things we’re going to discuss?
A: Not much, really. There are three or four items. I’ll give them to you in a moment.
B: Don’t bother (giving them to me). I’ll get them from the secretary.
A: Thanks. (I) Appreciate that.
B: Welcome. By the way, do you have anything on after the meeting?
A: No (I don’t have anything on). Nothing really. Why (do you ask)?
B: Would you be free at about 4:30?
A: I think 4:45 would be better.
B: OK, I’d like to talk to you about some staff problems.
A: Oops! (Are you) Having trouble?
B: Not really. (It’s ) Just minor stuff. (I) Just need some advice.
A: I’ve been working on this miniproject for eight days now. B: Have you finished it yet? A: No. Not finished yet. B: Would you like some help with it? A: Really? Could you help out with some of the typing? B: That’s no problem. A: Thanks a lot.
A: Sure thing. (Sure, I’d be glad to help you)
Let’s Practice
A: What time are you leaving the office today?
B. I’ve got a letter to finish, so I think I’ll be late.
A: You are coming to the party, aren’t you?
B: Of course. I’ll come a little later. I should be there by a quarter past seven.
A: Make sure you turn the lights off after you finish writing your letter.
B: Got it. See you later.
Let’s Read
2. Comprehension and Discussion
a. The main thoughts are that work is important, to be enjoyed, and done well.
(There could be others answers.) b.e. Answers may vary. UNIT 12
1. a. That novel has sold 2 million copies. b. He has been living here for one year. c. Mother has not finished cooking yet.
6
f. Joe has aged a lot since the last time we met.
5
8
g. She has been sleeping for ten hours.
8
7
h. They have developed the world’s fastest car.
6
9
i. I have just passed my entrance exam.
9
4
j. The secretary has not finished typing yet.
7
d. The Smiths have just arrived
e. She has never eaten French food.
2.
a. b. c d. e. f. g.
His fatherinlaw took his wife to the clinic. They all live in mansion as one big extended family. Cities usually have nuclear families because of overcrowding. As a single parent she works long hours to support her child. My second cousin lives with her mother, who is my cousin. My greatgrandparents have died but my grandparents are still alive. Her parents are divorced. She now lives with her mother.
3. 6 2 3 6 3 6 6 3 6 It was about TEN o’clock at night and I was JUST coming home. My mother SAW me and
5 3 3 6 said, “WOULD you mind coming here, John?” I ASKED my mother what was wrong and 3 6 3 3 6 6 3 3 she said she had just SLIPPED and fallen. I QUICKLY ran toward her and TRIED to lift 8 6 6 6 2 2 2 her up. When I DID, she SHOUTED in pain. So, I IMMEDIATELY called the ambulance. 8 6 6 3 6 3 6 They came in NO time and took her to the hospital. Mother was in the hospital for about 3 3 5 6 6 TWO weeks. She was in GREAT pain because she had broken her PELVIC bone. I felt 3 6 6 6 6 SORRY for her. After TWO weeks of treatment she came home and is SLOWLY trying to 66 6 6 6 2 2 walk again. She has to use CRUTCHES and it is VERY difficult for her. She AMAZES me 7 6 2 because through ALL her pain, she still MANAGES to ask questions like, “Had your 7 MEAL, John?” or “Your CLOTHES washed?”
KEY capital Letters key word
2. helping sound
3. dropped sound
4.
5. mixed sound
6. linked sound
7. omitted word
8. soft ‘t’
5. a. His teacher recommended that he take the exam again.
b. Her mother insisted that she do the homework early.
c. It is best that she not be at the meeting tomorrow.
d. The army captain demanded that everybody leave the room.
e. The student requested that he be sent to another school.
f. His wife urged that he join the health club to improve his health.
g. It is important that he not know where I am.
/ – schwa
Listen Well Speak Well is a two-level series that helps students improve their listening skills as they learn to communicate in English Also available:　 Teacher's Guide for Listen Well Speak Well 1