CAMBRIDGE UNIVERSITY PRESSPOMLISHED RY THE PRESS SYNDICS FR OF 9H LAIVEHSITY OF CAMMAMGE he Pin oiling, Tuespinglon reo Cambedge, Unites! Kings 477 Willmpiowsn Koad, Povt MeFoounns, VIC 3207, Auuraia Ruiede AbsO 13.2014 Made, Spain Dock Howse, rhe Waterffo. Cap Town 8001, Seats AE aps cambeidge ong “© Comovidge Uninc Pron 99 “Ths bok is i euperah Subset un stony exexptio’ aud w zhe provisemm of elevat soles lcomsing ages, to pants oF ay pur may take ple wtho.n the vtios permisiue of Cambridze Univseity Mess, Fin pulsed 2997 Dial pating 240 ou faoeiohany Smaoe’s wk 2 ae been develope om fsereoye Saket» Book first pablinhed be Carnage Giverny Pues 1991, ated in Hone Kong, Chica ypc Now Contry School Sere Quark Pre” [an Retain econ for this honk sabe rst Bi Laat ‘New inven: Fingtish fo irvemeriona comnts sess bok 2 Jack C, Kicherds with Jonathan Hall aed Sean Proctor, fren Rev, co Inicchange Finalist: dor insemnional wnt salons bode. 1991 ISN 0-s21-02%0a-& 1. Linghsh nguape ~ Texthooks fee forvien speakers (Coccammcatier,Intseational~ Peoblets. exercises te, [CHa Junainan, 1 Proctor, uaa I Richards. dbx, Inferangs, WV. Title PENDS RAS3 1077 2242 ck “40 cr SSON (0821 62842 6 Steers Honk 2 {SON 0.521 62R61 X Stent Bonk 24 ‘900 0 990 6236 1 Stes Bok 206 Isms 0.92) GNSS Workbwok 2 159 0521 G2RSK.X Workinok 2A as 0821 62X87 1 Wentchook 28 1909 19521 628563 Teacher's Canin 2 wan 9521 6ARS5 $ Teacher's Mae? eas 1927 6AKSE 7 Chase Attn Canseten 2 tus 1521 ONS20 Suaei> Adi Caste 2A Ls 1521 624028 Senders Aun Casey 2B (SUN ALS21 A2KSS Cou Au CDs 2 fy (1521 62461 2 Susents Asulia CD20 sas 597 62850 Suadem’s Aude CD 28 pos 521 95019 Analy Sampler 1 5 Ati avcitabie ss 0 $21 28490 Widen 2 (TSC srt 5321 62848 2 Videu 2 (PAL) Fst (1521 24474 Video 2 (SECAMY 199 521 62526 6 Vadow Acnvity Book 2 190m (1521 628288 Video Teacher's Cid 2 tame (1521 914K1 7 Vio Supe Ka-3 ts 0521 68994 8 CD-ROM APC Me formats 909 0531779792 Lab Guike 2 ton 092) 77378 4 Lab Cansouss 2 BON 92: MISTS 9 Teacher Training Vidou with Vio Manual 1 0.521 628K 2 Now leverage mares Plsccment ant Fealusion Packays: Rr sign. a direction. and layomt versions: Adwoneare Mews, NYC sttusolyes: Aceestute House, fuk asl J Kevin Spaeiing, Mill Thorson. Sams Viviane Pho neeaa: SylosP Blick DeCaraenticé, Ramly Jones, Sus ues, Mare Kian,(THE NEW EDITION New Interchange ix 1 revision of Interchange. ‘one af the world’s most successful and popular English courses, New Interchange incorporates many improvements sugyested by Leachors and students from around the world. Some major changes include many new Conversations, Snapshots, and Readings; more extensive Grammar Focus models and activities; a greater variety and amount of listening materi extensive changes to the Tereher’s Edition and Warkbook; and additions to the Video. New Interchange is 2 multi-level covrse in English aa a second or foreign language for young adults and adults. The course covers the four skills of listening, speaking, reading, and writing. us well as improving pronunciation and building vocabulary. Particular emphasis is placed on listening and speaking. The primary goal of the course is to teach communicative competence, that is, the ability ta communicate in English according: to the situation, purpose. and roles of the porticipants. The language used in New Interchange is American English; however, the: course reflects the fact that English is the major language of international communi- cation and is not limited to any one country, region, or culture, This level is for intermediate students und takes them from the low- intermediate up to the intermediate level. This level builds on the foundations for accurate and fluent communication already established in prior levels by extending grammatical, lexical, and functional akills. Because the syllabus cov- ered in this Student's Book reviews language fea- ures taught al the prior level, students who have not previously used New uterchange can successfully study at this level I COURSE LENGTH +h full level of Nen: Interchange eantains between 70 and 120 hours of class instynction time. For classes where more time is available, the Teacher's Edition gives detailed suggestions for Optional Activities to extend each unit. Where less time is available, the amount of time spent on Interchange Activities, Reading, Writing, Optional Activities, and the Workbook can be reduced. Each split edition contains approximately 35 to 60 hours of classroom material. ‘The Student's Book, Workbook, and Student's Audio Cassettes or CDs are available in split editions, COURSE COMPONENTS ‘The Student's Book contains 16 six-page units, cach divided into two topiealifunctional “evel as well as four review units. At the hack of the book are 16 communication Lasks, called. “Interchange Activities.” and summaries of grammar and vocabulary taught in each unit. The full-color Teacher’s Edition features detailed teaching instructions directly across from the Student's Book pages, along with audio scripts, cultural notes, answer keys, and optional activities. At the hack af the Teacher’s Edition are instructions for Tnterchange Activities, an Optional Activities Index, » Workbook Answer Key, and four photocopiable Achievement Tests. with andio scripts and answer keys. ‘The Workbook provides « variety of reading, writing, and spelling exercises to reinforce the grammar and vocabulary taught in the Student's Book, Bach six-page unit follows the same teaching sequence as the Student's Book; os recycle Leaching points from pre~ vious units in the context of the new topic. ‘The Workbook can be used for classwork ‘The Class Audio Program, available on caxsette or CD, is intended for classroom use. ‘The Conversations, Grammar Focus models, Pronunciation exercises, and Listening activities in the Student's Book are all recorded naturally with a variety of native and some non: accents. Recorded exercises are indicated with the symbol ef. The Student's Audio Program provides opportunities for self-study. It eontains record- ings of all Student's Book exercises marked with the symbol ets, except for the Listoning tasks, which are intended only for classroom use. These tasks appear exclusively on the Class Audio Program and are indicated by the symbol Sf.Introduction a The Video offers entertaining dramatic or documentary sequences that review and extend language learned in each unit of the Student's Book. The Video Activity Book contains ‘comprehension, conversation, and language practice activities, and the Video Teacher's Guide provides instructional support, answor keys, and photocupitible transcripts of the video sequences. The CD-ROM, appropritite for home or lnhoratory use, offers a wenlth of additional practice. Fach of the 16 unite is based on a sequence from the Video. Four tests help students monitor their progress. ‘The Placement Test helps determine the most appropriate level of New Interchange for incoming students. A booklet contains the four-skills test on photocopiable pages. as well a nstructions for test administration and seoriny. A cassette accompanies the listening section af the test, The Lab Cassettes provide self-study activities arcas of grammar, vocabula pronunciation, listening, and functional use of English. ‘the Lab Guide contains photocopinlle payges that guide students through the activi The Teacher-Training Video offers cleay guridance for teaching exch section of the Student’s Book and professional development activities appropriate for individual or group use IB APPROACH AND METHODOLOGY New Interchange waches students to use English for everyday situations and purposes related to school. soeial life, work, and leisur ‘The underlying philosophy is that learning a second or foreign language is more rewird meaningful, and effective when the language is used for authentic communication. Throughout New Interchange, students arc presented with natural and useful kinguage. In additi students have the opportunity to personalize the language they learn, make use of their own knowledge and experiences, and express their ideas and oj KEY FEATURES Adult and International Content New Interchange deals with contemporary topics Uat are of high interest and relevant to both students und teachers. The topies have been selected for their interest to oth hamogeneous and botern. gencous classes, Integrated Syllabus New /ntercheng: his an integrated, mult)-skills syllabus that links topies, communicative fonctions. and grammar. Grammar —scen as an essential component of second and foreign language proficiency and competence jways presented communica- tively, with controlled accuracy-based activiti leading to Muency-based communicative practice. In this way. there is a link between grammatical form and communicative funetion. The syllabus is carefully graded, with a gradual progression of teaching items. Enjoyable und Useful Learning Activities A variety of interesting and enjoyable activ provides thorough individual student practice and enables learners to apply the langage they learn. The course also makes extensive use of. information-yap tasks; role plays; and pair, group, and whole class activiti ‘ask-based and information-sharing activities provide a maximus amount of student-generated communication. WHAT EACH UNIT CONTAINS Snapshot The Snapshots graphically present interesting real-world information thal introduces the topic of u unit or cycle, and also develop vocab- ulary. Follow-up questions encourage: discussion of the Snapshot material and personiilize the topic Conversation ‘The Conversations introduce the new grammar af each cycle in a eommunicative context and present functional and eonversa- tional expressions, Grammar Foeux The new grammar of cach unit is presented in color boxes and is followed by controlled and freer communicative practice activities. These freer activities oflen have stu- dents use the grammar in a personal context. Kluency Exercise These pair, group, whole class, or role-play activities provide more personal practice of the new teaching point and increase the opportunity for individual student practice Pronunciation These exercises focus on impor- tant features of spoken English, including stress, thythm, intonation, reductions, and blending Listening The Listening activities develop a wide Variely uf listening skills, including listen- ing for gist, listening for details, and infereiny meaning from context. Charts or graphics ofien accompany these Lask-hased exereises to lend support to students, Word Power The Word Power activities develop students’ vocabulary through @ vari of interesting tasks, such as word maps and collocation exercises. Word Power activities are usually followed by oral or written practice that helps students understand how to use the vocab- ulary in context.troduction —$ A _roictizon Writing The Writing exercises include practical writing tasks that extend and reinforce the teach- the unit and help develop student's skills. The Teacher's Edition demonstrates how to use the models and exercises to focus on the process of writing. Reading The reading passages use various types of texts adapted from authentic cources ‘The Readings develop variety of reading skills. ling reading for details, skimming, scan- ning, and making inferenees. Also included are pre-reading and post-reading questions that use the topic of the reading as. springboard to diseussior Interchange Activities The Interchange Activities are pair work, group work, or whole class activities involving information sharing and role playing to encourage real communication. These exercises are a central part of the course and allow students to extend and personalize what they have practiced and learned in each unit. Unit Summaries Unit Summaries are located at the back of the Student's Book. They cuntuin lists of the key vocabulary and functional expressions, as well as grammar extensions for cach unit. [FROM THE AUTHORS We hope that you will like using New Iuterchange and find it useful, interesting, and fun. Our goal has been to provide teachers and students with activities that make the Knglish class a Lime to ook forward to und, at the same time, provide students with the skills they need to use Enylish outside the classroom. Please let us know how you enjoy it and good luck! ck C. Richards athan Hull ‘Stnsan Proctor sss HUCHOTS'ACKNOWLeCQmENTS A yreal number of people contributed to the development of New Interchange. Particular hanks ave owed Wo the following: ‘The reviewors using Lhe first edition of Interchange in the following schools and institutes ~ the insights. and suggestions of these teachers and their students, have helped define the content and formar of the new edition: slorge Huber Resguo. Centro Cultural Brasil-Estados Unidos (CCREU), Belém, Brazil; Lynne Roceklcin, Gifu University, Japan; Mary Oliveira und Montsorrnt M, Djmal, Lnstitute, Brasil-listados Unidos (IBEL), Rio de Janeiro, Liliana Baltea, Instituto Chileno Norte- Americano, Sanbagn de Chile; Ulanea Arazi and the teachers at Institute Cultural Argentino Norteunericano (ICANA), Buenos Airer, Argentina; Mike Millin and Kelley Seymour, James English School, Japan; Matilde Legerreta and Manuol Hidalgo, Kratos, 8.4. de C.V., Mexico DF: Pog Danner, Rieia Doren, and Andrew Sachar, Raneho Santiago College Centennial Education Center, Santa Ana, Califurnia, USA; James Hale, Sundai EIS, Japan; Christopher Lynch, Sunshine College, ‘Tokyo. Japan; Valerie Benson, Suzugamine Women’s ee ee ee College, Hirvchima, Japan: Michael Barnes, ‘Tokyu Be Seminar, Japan: Claude Arnaud tand Paul Chris McVay, Toye Women’s College, Tokyu, Japan; Maria Emilia Rey Silva, UCBEU, Sav Paulo, Brazil; Lilix Ortega Sepulveda, Unidad Lamon Hermosit, Mexico D.F.,; Bric Bray. Kyoto YMCA English School, Kyoto, Japan; John Pak, Yokohama YMCA English School, Yokohama, Japan; and the many teachers around the world who responded to the ingerchange questionnaire. The editorial und production vesin: Suzette André, Sylvia P. Blach, John Borrell, Mary Carson, Karon Davy, Samuel Rekstut, Randeo Falk, Andrew Gitzy, Christa Liansen, Pauline Trelund. Stephanie Karras, Penny Laporte, Kathy Niemezyk, Kathleen Schultz, Rosie Stamp, and Mary Vought And Cambridge University Press staff and advisors: Carlos Barbiseu, Kathleen Cortey, Kate Cory-Wright, Riitta da Costa, Petor Davison, Peter Donovan, Robert Gallo, Cecilia Gomer, Colin Hayes, Thares Keeree, dinsnok Kim, Koen Van Landeghem, Alex Martinez, Carine Mitchell, Chuanpit Phalavadhana, Sabina Sahni, Lelen Sandiford, Dan Schulte, lan Sutherland, Chris White. Janaka Williams, and Ellen Zlotnick.+ Fan of Che book Title/Topics Functions Cee A time to remember People; childhood; reminiscences Introducing yourself, talking about yourself exchanging personal information; remembering your childhood; asking about someone's childhood Caught in the rush ‘Transportation: transportation problems; city services ‘Talking about transportation and transportation problems: ovalusting ily services; asking for and giving information mA ren Grammar Past tense; used to for habitual actions Adverbs of quantity with countable and uneountable nouns: fo0 many, tou much, not enough, more, fetcer, less; indivect questions from Wh-qnestions ‘Time for a changel Houses and apartments; lifestyle changes: wishes Describing positive and negative features; making comparisons; talking about lifestyle changes: expressing wishes [ony PE I've never heard of that! ‘Talking about food; expressing likes and dislikes; describing a favorite snack; giving instructions cooking. og Going places ‘Travel; vacations; plans PARES Describing vacation plans; giving travel advice; planning a vacation Loo Sure. No problem! Making requests: accepting and Complaints; household chores; refusing requests; eamplaining; requests; excuses: apologios apologizing: xiving excuses Ce What's this for? Describing tochnology; giving Technology; instructions inslructions; giving udvice Cio es Let's celebrate! Describing holidays, festivals, Holidays; festivals; eustorns; customs, and special events: celebrations as vi Evalnations and comparisons with adjectives: not... enougl, 00. not 15... 08, a8... a8: Evaluations ‘and comparisons with nouns: not enough .... ax many. ...as; Wish Simple pust vs. prosent perfect: sequence adverbs: first, then, next, after that, finally Future with be going to and will: ‘modals for necessity and suggestion: (don'l) have to, must, need to, better, ought to, should ‘Two-part verbs: will for responding Wo requests; requests with modals. and Would you mind ...? Infinitives and genands; infinitive complements Relative clauses of time; adverbial clauses of time: hefore, when, afterListening/Pronunci Listening to people talle about their past; listening for personal information Reduced form of used to Listening to u deseription of 9 transportation system; listening for incorreet information: listening to people ask for information Question intonation in Wh- questions and indirect questions Writing/Reading Writing an autobiography joan Chen”: Reading about an actress's career Writing a description of city’s transportation services “Stuck in an sirport?: What to do... ": Reading abont ways to spend time in an airport, Interchange Activity Ls “Class profile": Finding out about & claysmate's childhood Tr UN “Making the city better”; Suggesting ways to impenve a city Listening to descriptions of apartments for rent; fistoning to ‘comparisons; listening to people talk about lifestyle changes Sentence stress Writing about a wish “Dreams Can Come True”: Reading about people who changed their lifestyles “Wishfal thinking": Pinding out about classmates’ wishes Listening to deseriptions of foods; listening to recipes Reduced forms of eid! you und ‘hawe yon Listening for descriptions of vacation plans; listening to travel advice Reduced forms of owtht fo and have to Writing a recipe “Eating for Energy”: Reading bout how food affects physical and mental performance Crone UNIT 4 “Risky business": Collecting personal information from classmates sS _—____________ aa Writing sbout.a vacation “Getting more for less when you travel": Reading about hav ta save ‘money on travel arrangements “Fun vacations”: Deciding on @ trip Listening vo requests: listening to complaints, excuses, and apologies Stress with two-part verbs ‘Writing a persuasive letter “Summer in the Country”: Reading about the Fresh Air Fund Listening to people describe how to use technology; listening to advice Syllable stress Listoning to deseriptions of specisil days and customs Stress and rhythm ‘Writing advice about « useful item “A Day in Your Life- In the Yenr 2020": Reading about life in the future Writing about a holiday or festival “Unuswal customs”: Reading about holidays and unusual customs “That's no exense!”; Apologiziny and making excuses Po nT ‘Goud advices": Giving advi classmates “Once in & blue moon”: Finding out how classmates celebrate special days vilTitle/Topics oo Back to the future Life in the past, present, and future; changes and contrasts; consequences Cl co I don’t like working on weekends! Abilities and skills: job preferences; personality traits: carcers. It’s really worth seeing! Landmarks and monuments; aspects of countries; world knowledge Ip Is heen a long time! Information about someone's past: ee PABES 54-50 oy Sa A terrific book, but a terrible movie! Entertainment; movies and books: reactions and opinions ia Ree So that’s what it means! Nonverbal communication; gestures and meanings; emotions; proverbs; signs and meanings; drawing conclusions Functions Talking about change; comparing timo periods; describing possibilities Describing abilities and skill Lalking about job preferences: describing personality traits ‘Talking about landmarks and monuments; deseribing countries; discussing facts Gerunds; short responses; clauses with beeause Passive with by (simple past): passive without by (simple present) Asking about someone's past; describing recent experiences bing movies and books: talking abont actors and setresses; and giving reactions and Interpreting body languay explaining gestures and meanings; deseribing emotions: explaining proverbs; asking about signs and What would you do? ing aboul past and future ; describing a predicament; giving advier and suggestions Ce What's your excuse? Requests, excuses: invitations; “white hes? CTT COS Es Reporting what people requests: making invit making ina and Post-continuous vs. simple past: present perfect continuous Participles as adjectives; relative clauses Modals and adverbs: might, may, could, must, maybe, perhaps, probably; permission, obligation, and prohibition Unreal conditional sentences with if-clanses; past modals Reported speech: requests; reported speechListening/ Pronunciation Writing/Reading Interchange Activity Eo Listening to people talk about Writing about future hopes “Consider Uhe consequences”: changes; listening to possible “Are You in Love?”: Reuding about Aereeing and disagreeing with solntions to a problen the signs of being in love sleteatex Pitch TEE ao tening for job requirements; Writing a personality description “Dream job”: Hiring an employee listoning to people talk about their “Bind the job that’s right for yout": interests; listening to personality Reading about how to find the traits perfect job Final ¢in not, dov't, aud eun't BES Tin Writing about a country “Traveler's profile”: Finding out monument; listening meberea Aibalies Wont or ae bout classmates’ travel habits information about a country Were Roading abel the ssdern Linked sounds wonders of the world a Mir #2 Listening to people talk about Writing a biography “Life is like a game!; Finding out events in their careers; listening “Child Prodigies”: Reading about about classmates" lives for information about somcone’s _—_ghild prodigies recent past Contrustive stress [ bess Ns [ | LListoning for opinions; listening to Writing'« movie review “At the movies": Asking clavsmatey a movio review “Star Wars”: Reading three movie Pinions about movies and actors Word and aentence stress reviews, . : a Listening to people interpret Writing an intorprotation of “What's going on?”: Interpreting meanings; listening to people talk —_@ proverb body language about the meanings of signs: “Body Language: What Doos It Emphatic stress Say?”; Reading about body language PAGE IC 2 ma ning W people talk about Writings letter asking for advice “Do the right thing!”: Deciding what predicaments; listening to advice Ask Alien": Reading an advice todo in a difficult situation and suggestions oities Reduced form of hare = iD) SEI a 16 Listening for excuses; receiving Writing telephone messages “Excuses, excuses”: Making up telephone messages “The Truth About Lying’: Reading Cues Reduced forma of had, would, aboul “white lies” and ces NONE revev crows | sMulticultural Cities AR eae Le a ee es ee eed aa ye ONE eb Source: UN Depa for neretiona Tatk about these questions. teononte, and Socal Ars Why do you think these cities have so many immigrants? Are there any immigrants in your city? Where are they from originally? © conversation A fs" Listen and practice. Ted: Ob, I'm really sorry. Are you OK? Anu: I'm fine. But Pm not very good at this. Ted: Neither am L Say, are you from South America? Ana: Yes, I am, originally. 1 was born in Argentina. Ted: 19id you grow up there? Ana: Yes, Idid, but my family moved here cight yeara ago, when I was in hizth school ‘Ted: And where did you learn to Rollerblade? Ana: Here in the park, This is only my second tin ‘Ted: Well, it's my firs¢ time. Can you give me some lessons? Ana; Sure, Just follow me. ‘Ted: By the way, my name is Ted. Ana: And I’m Ana, Nice to meet you. OO B &J% Listen to the rest of the conversation. What are two more things you learn about Ted?A time to remember —&) Grammar Focus ‘Where were you born? was bor in South America | ‘Were you born in Brazil? ‘No, | wasn’t. I was born in Argentina. ‘Where did you grow up? {grew up in Buenos Aires. When did you move here? | maved here eight yeors ago, when | was in high school. Jo Did you fearn Sponish in high schoo!? No, | didn’. studied it in college. Did you goto college in Californic? Yes, I did. | went to college in Los Angeles. A Complete these conversations. Then practice with a partner, 1. A: Could you tell me a little about yourself”? Where you born? BI born in South As .lcocl. you grow up there? B: No, 1 I up in Canada, 2. A: Where you to high school? BI to high school in Keuador. 3. A you study English when you a child? B: Yes, I A A: How old you when you began to study English? Bl eleven years old. B Pair work ‘Take turns asking the questions in ng part A. Give your own information when answering. Q usTenine 28D Yo Liston to intery United States. Comple | 1. Where is he/she from? 2. When did he/she move to the | United Stotes? | 3. What does he/she do now? |. 4. What is difficutt about being ‘on immigrant? 5. What does he/she miss the most? +s with two immigrants to the the chart.Unit 1 @ GETTING To KNow you A Pair work Interview a classmate you don't know very well, Ask questions like the ones helow and Lake notes. Start like this: A: Hit My name's B: Hello. Pm. Nice to meet, you, A: Good to meet you, too. Could you tell me a little about yourself? B; Sure, What do you want to know? ‘A; Well, where were you born? Where were you born? Did you study any foreign languages? Did you grow up there? When did you first study English? Where did you go to clementary school? When did you graduate? Where did you go to high school? How old were you when you moved to... B Class activity Use your notes and introduce your partner to the class. Start like this: “Pd like to introduce Angela. She was born in Mexieo, but she grow up in a swnall own near Monterey, California.” (©) word POWER when Iwasa child... A Complete the word map. Add one more word to each category. ‘Then compare with a partner. beach bicycle " cat collect cornices dog paint play chess oA rabbit scrapbook soccer ball summer camp tree house B Pair work Choose three words fram the word map and use them to describe some of your childhood memories. A: Tplayed chess when T was in clementary school. B: How well did you play? A; Twas pretty guod.A time to remember CONVERSATION ©) Grammar Focus rey rey: When ! wos 0 i, we used to stoy ot my uncle's beach house, Did you use to have a hobby? Yes, | used to collect shells. ‘What games did you use to ploy? used to ploy chess, A Complete these sentences. ‘Then compare with a partner. Tn elementary school, 1 used to Tused w be ..., but I'm not anymore. When I was a kid, I used to play After sehool, my best friend and Tused to... apis B Pair work Write five mare entences about yourself using used to. Do you and your partner have anything in common? Kim: Yeah. Thats me in front of my une A Gs" Listen and practice. Jeff: Hey! Are these pictures of you when you were a kid? beach house. When I was a kid, we to spend two weeks there every summer. Wow, bet that was fun! ah. We always had a great Lime. Every day we used to get up early and walk along the beach. T had a great shell collection. In fact. I think it’s still up in the atti¢! Jeff: Hey, | used to collect shells, too, when 1 was a kid. But my parents threw them. out! #220 > B chy? Listen to the rest of the conversation. rr rd What is Jeff's favorite childhood memory? | |Unit 4 10] PRONUNCIATION Used to A GP Listen and practice, Notice the pronunciation of used to. When I was a child, used to play the violin Jused to have a nickname. Lused to have a pet Tused to play hide-and-seek, B Pair work Practice the sentences you wrote in Exercise 8 again. Pay attention to the pronunciation of used to. MEMORIES A Pair work Add three questions to this list ‘Then take turns asking and answering the questions. 1. What's your favorite childhood memors 2. What sports or games did you use to play when you were younger? 3. Did you use to have # nickname? 4. Where did you use to spend your vacations? 5. Did you ever have a part-time job? 6. 7. 8. B Class activity ‘Toll the class two interesting things about your par WRITING A Write about the things you used to do asa child. LAT | Use some of your ideas from Exercise 10. Cis Find out about your When | was four years old, my family moved to Oregon ‘dessmates. Tum We had an.old two-story house and a big yard to play in to page IC-2. My oldee brother and L used to play lots of games together, In the summer, my favorite outdoor game was hide-and-seek it was both fun and scary because we B Group work Take turns reading your compositions aloud Answer any questions from the group.DE tenure aed Peeper} Een ‘oan Chen is famous both in J na, where she grew up, and in the United States, where she now lives. [low did Joan become famous actress in wo countries? 13 au interesting story. Joan Chen was born in Shanghai in 1961. When she was 14, some people from a film studio came to her school and chose her to study at the studio. Sh \py about this chanec, Dnt mainly she liked the idea of getting out of school, Soon, however, she discovered that she really liked acting. At age 18, she won the Golden Rooster, China's top film award, was hy who were In the late 1970s, Joan's parent: doctors, moved to the United States. Joan joined them when she was 20 and went to college there. Her parents hoped she would study medicine Instewd, she majored in film and later looked for A Read the article. Then put the ev the correct order (1-8), won the Golden Rooster appeared in Tei-Pan Teft. school and studied at a film studio slazred in The Last Emperor B Group work Talk about these questions. Se ced to remember Coyne ee lag work as un actress. To work in the United States, Joan had to start all over again. She told Hollywood agents that she was an actress in China, but she only got some sinall paris a TV shows. ‘One day Joan went to speak to a director who was making a movie called Zai-Pan, ‘The interview didn’t go well. As she walked away. a man ina car noticed ber, The man was Dino Del aurentiis, the film's producer, He immediately offered her 4 leading part. A year later, she starred in Bernardo Bertolucei's The Last Emperor and was on her way to worldwide fame, 's in Joan Chen's life into studied film in college moved to the United States 1 was born in China in 1961 got her first part in a TV show 1. De parents and children often have different. ideas about careers? Tow are their ideas different? 2. Why is it sometimes difficult for people whe move to another country w keep doing the same work?ia ie 11 | WORD POWER Compound nouns A Match the nouns in columns A and B to make compound nouns. (More than one answer is possible.) subway + entrance = subway entrance A B subway entrance traffic slop bus light bieyele station stop sign parking lane street stand news jam taxi space B Pair work How many compound nouns can you make beginning with these words? police telephone fire train ©) conversation A Gf? Listen and practice. Lynn: Why is there never a bus when you want one? Sam: Good question. There aren't enough buses on this route Lynn: Sometimes 1 feel like writing a letter to the paper. Sam: Good idea. You should say that we need more subway lines, too. : Yeah. There should be more public transportation in general Sam: And fewer cara! 'There’s woo much traffic Lynn: Say. is that our bus coming? Sam: Yes, it is. But look, It's full! Lynn: Oh, no! Let’s go and get. 2 cup of coffee. We can talk about this letter I'm going to write Lym "SRM B ce Listen to the rest of the conversation, Whanelse is wrong with the transportation aystem in their citCaught in the rush El Grammar Focus Adverbs of quantity cs» { With countable nouns With uncountable nouns There are 100 mony cars. ‘There is too much trafic ' There oren‘t enough buses. There isn’t enough porking j ‘We need more subway fines. We need more public transportation, There should be fewer cars. There should be less pollution. A Complete these statements about transportation problems Then compare with a 'More than one ansv may be possible.) 1. There are police officers. 2. There should be cars in the city. 8. There is public transportation. 4. The government needs to build highways. 5. There should be 6. We should h 7. There is air pollution in the city. 8 There are cars parked on the streets B Group work Complete these statements about the city you are living in. Then compare with athers. 1. The city needs to provide more 4, There should be fewer 2. We have too many 5. We don't have enough 3. There's too much... 6. There should be less LISTENING © Listen to someone talk about. how Singapore has tried to solve its problems. Check (7) True or False for each statement 11, Motorists are never allowed to drive into the business district. { L 2. People need a special certificate to be able to buy a car. ‘3. Cars cost much more than they do in the United States and Conoda. —_| [ 4. Public transportation still needs to be improved. 1 t Bas 1. again, For the statements that you marked false, write the correct information C Class activity Could the solutions adopted in Singapore work in your city? Why or why not?Unit 2 ©) you BE THE JUDGE! A Group work How would you rate the transportation services in your city? Complete the chart. Give each item a rating from 1 to 5. Lsterrifie 2=good 3 =average(OK) 4 =needs improvement 5 = terrible the troin system {oxi service the bus system fecilities for pedestrians. the subway system porting B Class activity Explain your ratings to the class. “We gve taxi service a rating of 4, We think the city needs more [ taxis and cheaper fares. Also, taxi drivers should be more polite.” Making the city better Suggest ways to ——— — furn to page © weine ice, Write a paragraph ahout transportation in your city. Public transportation is good in my etty, We have an excellent bus system The traffic moves quickly, except at rush hour. However, we need more public parking, There aren't enough parking spaces downtown, so it always takes too much time to find @ space. SNAPSHOT Special modes of ftransportat a ferry ‘magnetic levitation ‘gondola Aukett cable car Hong Korg, {magiex) train Venice, Bongkok, ‘Sen Francisco, Ching Bertin, Germany oly Thaifond Colfornia, USA Source: Word Bok Ein cto Tatk about these questions. Have you used any of these kinds of transportation? Are there any unusual forms of transportation in your city or country? What kinds of transportation do you usually use? 10‘Caught in the rush ) conversATION A &*’ Listen and practice. Erica: Excuse me. Could you tell me where the bank is? Man: There's one upstairs, across from the duty-free shop. Erica: Oh, thanks. Do vou knew what time it opens? Man: It should be open now. It opens at 8:00 .x. Erica: Good. And can you tell me how often the buses. leave for the city? Man: You need to check at the transportation counter. It's right down the hall. Erica: OK. And just one more thing. Do you know where the nearest restroom is? Man: Right behind you, ma’arn, See that sign? Erica: Oh. Thanks a lot. S59 B oy Listen to the rest of the conversation, Check (/) the information that Krriea asks for 1 the cost of a t 1] the locatis i to the city 1 the location of @ cash machine of the taxi stand the location of a restaurant ©) Grammar Focus Wh-questions with be Indirect questions ‘Whereis the bank? Could you tell me where the bank is? Whore is the toxi slond? Do you know where the toxi stand is? Wh-questions with do or did Indirect questions How often do the buses leave for the cily? Can you tell me how often the buses leave for the city? ‘When did Flight 566 arrive? Do you know when Flight 566 arrived? ‘What time does the duty-free shop open? Do you know what time the duty-free shop opens? A Write indirect questions using these Wh-questions. ‘Then compare with a partner. 1, How much does a newspaper cast? 4, How often do the buses come? 2, Where is the nearest.cash machine? _5, Where can you get a good hamburger? 3, What time do the bunks open? 6. How late do the nightelubs stay open? B Pair work Take turns asking the questions you wrote in part A. Give your own information when answering, A: Do you know how oflen the buses come? B: Every half hour, aitUnit 2 10) PRONUNCIATION Question intonation A Go Listen and practice. Wh-questions usually have falling intonation. Indirect questions usually have rising intonation, - ——! What time dovss the duty-free shop open? Where is the taxi stand? ee ¥ Can you tell me what. time the duty-free shop opens? Do you know where the taxi stand is? B Practice these questions Pay attention to question intonation. Where is Adam Street? Could you tell me where Adam Street is? What time dovs the department store open? Do you know what time the department store opens? a 17] 12 TOURISTS A Pair work What would 2 tourist visiting CIT) your city ask about? Think of six questions Let me think. Oh, yes, about transportation, accommodations, sights tel webyide: and other services in your city. butithoke Sorry, | don't know. B Group work Take turns asking and answeri It's close to/near .. . your questions, It's on the comer of .. I's nextto.. A: Can you tell me where the Golden Pavilion is? B: Let me think. Oh, yes, it’s‘Caught in the rush {B READING Stuek fin an Airport? ‘ What todo... What do people usually do while they're waiting in an airport? Gon Many people are upset when their flight is delayed. Not only do they have to change their schedule but, even worse, they have to wait in an airport! There's no need to be upset, though. Airports are much better places these days than most people realize. * Belief: Aisport food is had ~ Schiptal Apart, Acmiardaen as bad as airplane food, * Reality: Sirports have fine international cuisine — from fresh seafood in London to Korean barbecue in Honolulu. And yon ‘can slock up an someting to have for later —for example, cheese and caviar in Pais. + Relief: Airports make people uncomfortable and tense. * Belief: Shoppingin aixporis is Reality: The airport at Honolulu COLLEY «great, da is. ifyounced a tshirt. has peaceful gardens. Piushurgh - ueduiofitieueuahcan thas a meditation room: When you ae i walk in, relaxing music comes an yah fy perome and picts of caus are face lorem col Projected on the walls. If you regional ar. The att is so cfer exercise, hotels at the interesting that some people fly airports in Los Angeles, Dallas, tbELPaseustiovist te airpon aud mary eer cites have fitness ee ye sallery And Siapore’s airport eters thar anyone can wse. is known for some of the best ‘So, the next time you're stuck in shopping in the world! ‘an airport, have some fun! A Read the article. In which airport can you do the following? Write the letter of the correct place. 1. meditate surrounded by music and clouds a. Amsterdam 2. cat Korean barbeeue b. Dallas 8. buy an interesting painting c. Singapore 4, exercise in a fitness center 4. Honolulu 5. buy a diamond e. Pittsburgh 6. visit one of the world’s best shopping places £ EI Paso B Group work Talk about these questions. 1. Which airport mentioned in the article would you prefer to wait in? Why? 2. Imagine your flight is delayed. What would you pre to do: eat, shop, or relax? Anything else 13Time fara change! GD) WORD POWER bouses and apartments A These adjectives are used to describe houses and apartments. Which words ure positive? Which are negative? Write P or N next to each word, bright P. dingy private ‘comfortable... expensive quiet ‘cramped inconvenient shabby ‘dangerous ; modern small dark ‘noisy ‘Spacious | B Pair work Tell your partner two positive and two negative features about your house or apartment “My apartment is very dark and a little cramped. However, it’s in a safe neighborhood and it's very private.” A CONVERSATION Apartment hunting A chy Listen and practice. Mr. Dean: What do you think? Mrs. Dean: Well, it has just as many bedrooms as the last apartment. And the living room is huge. Jenny: But the bedrooms are too small. And there isn’t enough closet space for my clothes. Mr. Dean: And it’s not as cheap as the apartment we saw. Mrs. Dean: But that apartment was dark and dingy. And it was in a dangerous neighborhood. Mr, Dean: Let's see if the real estate agent has something else to show us st “236 > B cfs’ Listen to the Deans talk about another apartment. What does Jenny like about it? What doesn't she like? 4Time for a change! —) Grammar Focus Evaluations and comparisons eo Evaluations with adjectives The kitchen isn’t big enough. The living room is too srnall Comparisons with adjectives Is not as cheap as the lost apartment. Is olmest os cheap (as the last apartment) Evoluations with nouns ‘There aren't enough bedrooms, There isn’t enough closet spoce. ‘Comporisons with nouns lt doesn't have os many bedrooms as the last opartment, | It hos just as many bedrooms (as the last apartment). A Read the opinions about these apartments. Then rephrase the opinions using the words in parentheses. Apartment } Spacious, modern apartment 2 bedrooms, 1 bathroom; very private located outside the city 2-car gerage, $800 per month 1. There are only a few windows. Mot enough 2. It's not bright enough. (too) 3. It has only one bathroom. {mot enough) 4, Its not convenient enough. (too) “here aren't enough windows.” 2 bedrooms, 2 bathrooms; located { ‘small apartment ‘downtown, by the commuter train: / 1 parking space; $800 per month. } Apartment 2 It’s not spacious enough. It's too old. (not enough) 7. It 8. There’s only one parking B Write compurisons of the apartments using the words below and a: as. ‘Then compare with # partner Apartment 1 bright bedrooms bathrooms Apartment 2 big expensive modern C Pair work Compare living in an apartment to living in a house. Which would you prefer to live in? A: A house is not as expensive 28 an a} B: Yes, but an spariment is too small for rtment a large family. (too m’t quiet enough. (too? space. (not enough! 15Units ©) pronunciation Sentence stress A GIy Listen and practice. Stress the words in a sentence that carry the most important information. ‘The apartment isn’t big enough. ‘There dren't enough eldsets. The kitchen is t60 cramped. ‘There isn’t enough light, B Pair work Practice the sentences you wrote in part A of Exercise 3. Pay attention to sen ess, Se ee @ usTeninc Ate BA GIS Listen to three people call about apartment advertisements Check (7) the words that best. describe cach apartment LT quiet —Lnoisy 2, L_'spacious — small ‘3. _lexpensive [reasonable ‘Spacious | cramped T” convenient ‘inconvenient [. safe dangerous Cimodem | old Iquiet L noisy dork light SMD B EL Listen again. Do you think each caller the upartment? Why or why not? 8 going to rent (@ snapsuor Wishes Pe. Comin out Their Lie’ 4ave add more hours to every day change my appearance improve my personality ‘ move toa new place go back to school get a different job Based on inorouwe with ache betwoun 18 and 60 Talk about these questions. Which of these things would you like to do? Give some examples. What other things would you like to change about your life? Why? 16uo CONVERSATION Making wishes A Gf Listen and practice. Brian: So where are you working now, Te Terry: Oh, I'm still at the bank. I don’t like Bri: That's too bad. Why not? Terry: Well, it's boring, and it doesn’t pay very well. Brian: 1 know what you mean. I don't like my jab either. I wish I could find a better job. Terry: Actually, 1 don’t want to work at all anymore. I wish | had « lot of money so I could retire now. Brian: Hmm, how old are you, Terry? ‘Terry: Uh, twenty-six. RCI B oe Listen tw the rest of the conversation. What other changes would Brian and Terry like to make? , though, ) Grammar Focus Life is difficult, | wish it were easier. | wish it weren't so difficult, “alier wish, were is used with |, he, she, and It. DT ee a | Foct Wish | I don't like my job. | wish (that) | could find o better job. | wish | worked somewhere else. \ Jive with my parents. | wish I lived in my own apartment, ; | wish | didi live with my parents. | | i response using wish for each statement, Then compare partner. (More than one answer is possible.) 1. My class is boring, 5. T'm not in good shape. 2, Thave to take the bus to 6. Tm single. ” 8. work every day. . Tdon't have enough money 3. Our apartment is wo small T don't have any 4, Lhave too much homework. free time. | mish my class were more interesting. (wish that | could take another class, WUnit 3 ©) LISTENING BD A 9 Listen to tour people talk shout things they wish they could change. Cheek (7) the topic each pergon is talking about. Ae 1. Copartment 2. { teisure 3. skills 4. [interests job schoo! ~Thabbies appearance ‘Wishful thinking Find out about your classmates’ wishes. B G1 Listen again. What change would each ‘Tum to page IC-4. person like to make? WI { TIME FOR A CHANGE A What do you wish were different about these situations? Write down your wishes. Then compare with a partner. your appearance your schoolorjob your skills ‘your family your home your free time B Group work Chovse two of your wishes from part A. ‘Take turns talking about your wishes and how you would make the necessary changes, A; Lwish I could change my job B: Really? A: Yes. Pd like to be a musician, A musician? Wor! ’d like to play the guitar in a rock band. Teould take guitar lessons, And then WRITING A Write about one of your wishes from Exercise 10. | Lwish Lhad more free time.| take dasses all day, and 1 have @ part-time job in the evening. AL home, | spend iy lime studying ot doing chores around the house, I'd like to have more time to read and go out with my friends. B Pair work ‘Take turns reading your compositions with a partner. Give your partner suggestions for making the change.Time for a chan: (BD READING Dry CAMS Can Come True ey Cue uk ‘the -age of 40, Tom Bloch was the head of H&R- _[\ etre tate on prepare their tax forms, He was very successful. Although Bloch eumedt a lot of money, he wasn't very, happy: He spent oo much time at work and did't have ‘enough time to spend with his famile, Suddenly, he feft TI8R Biock and became a teacher ina poor ejgborhoed. “wanted to... help people who didn’t liave the opportunities 1 had.” Bloch explained, earning to control the students yeas hard al fist. But the rewards — helping children and hearing students say he’s their favorite teacher — are great. And Bloch is Fee teste Pe ees able to spend more time with his family: and his wife, Mel, worked as a teacher; they saved. ety penny they could, Finally, they had enough eS money to huy.a boal. That was seventeen years ago, ‘and, except for occsisional stops, they have been at seu ever since. For the Neales und their two daughters, the difficulties of their fifestyle are very reak There's not much mones, ‘su meals are often rice and beans (and fish). Stores ‘are dangerous, especially when the boat is far from and. But Tom Neale says overcoming dangers together a family is one of the revvards of their way of life Another, he says, is “seeing the starfish on the bottom of the sea in the moonlight.” A Read the article. What do these people do new? What is one difficulty with their new lifestyles? What is one reward? Complete the chart. y do now Ces Reward 1, Tom Bloch, 2. the Neales B Group work Talk about these questions Who do you think made the more difficult change in lifestyle, Tom Bloch or the Neales? Explain your answer Would you like to he one of the Neales’ children? Why or why not? n the article and others — change ome reasons people — tho . Would you like to change your lifestyle? If so, how? *[ve ever heard of Cha! ) swapsHor Me Eel ee A traditional dish made of black beans, garlic, with shrimp and spices, and pork. } chicken uraplings Saurven: Foor Soush America, Fodor's Sout Ase Talk about these questions. Worked Hock Fneyciopecs Have you ever tried any of these dishes? Which ones would you like lo try? What other ethnic food can you try in your city? What are three papular dishes in your countey? 2 conversation A 12)" Listen and practice Kathy: Hey, this sounds good — snails with yarlic! Have you ever eaten snails John: No, I haven't Kathy: Oh, they're delicious! I had them last time. Like to try some? John: No, thanks. They sound strange. Waitress: Have you decided on an appetizer yet? Kathy: Yes. I'll have the snails, please. Waitress: And you, sit John: I think I'll have the fried brains. Kathy: Fried brains? Now thet really sounds strange! {980 [> B cf? Liston to the rest of the conv How did John like the fried brains? W did he order?P've never heard of that! El PRONUNCIATION Reduced forms Ely! Listen and practice. Notice how did you and have you are pronounced in these questions. Did you skip breakfast this morning? Did you cook your own dinner kast night? Have you ever tried Indian food? we you ever eaten snails? () Grammar Focus Simple past vs. present perfect «iw Simple past: completed events Present perfect: events within 0 at a definite time in the past time period up to the present | Did you eat snoils at the restaurant last night? Have you ever eaten sncils? No, b didn't, No, Haven’ Did you go out for dinner on Soturdoy? Have you been to 0 French restourant? Yes, did. Yes, | have. I went to a Koreon restaurant last week. I've never been to o Greek restourant, A Complete these conversations. Then practice with a partner, (See the appendix fur help with verb forms.) 1. A: Have you ever (be) to a picnic at the beach? B: Yes, I «Twas fun! 2 A: Did you (have) dinner at home last night? B: No, I di (go) out for dinner. 3, A: Have you (try) sushi? B: No.1 . but Pd like to. 4. A: Did you thave) breakfast this morning? B: Yes, I 1 (cat) a huge breakfast. 5. A: Have you ever (eat) at a Mexican restaurant? B: Ves, T . The food was delicious! B Pair work Take turns asking and answering the questions in part A. Gi ion. Pay attention to the pronunciation of did you and have you. 21Unit 4 @ usTENING BD 29 Listen to six poople ask questions about food and drink in a restaurant, Check (/) the item that each person is talking about. 1 water coffee 3. LL soup 4. || coffee 5. | cake 6. L the check 71 bread | the meal pasta _] the meat coffee the menu (@ BusyBopies Pair work Ask your partner (hese questions and four more of your own. ‘Then ask follow-up questions. ¢ Have you ever. Did you .. make your own breakfast this morning tried frog's legs 0 out for dinner last week been on a diet eat a big lunch yesterday cooked a large dinner for some friends ia 4: Did you make your own breakfast this morning? B: Yes, I did. A; What did you make? B: J mace scrambled eggs WORD POWER Cooking methods omer A. How do you conk these foods? Check (7) the methods that IC5. are most common in your country, Then compare with @ partner. Core bake | fry im) ta roast L J boil 1 borbecue 4 steam | B What's your favorite way to cook the foods in part A? A: Lusually like to steam fish. B: I prefer to bake it.'ve never heard of that! E) CONVERSATION A 1" Listen and practice. Kate: What's your favorite snack? dim: Oh, is a sundwich with peanut butter, honey, and a banana, It’s really delicio. Kate: Ugh! I've never heard of that! How do you make it? Jim: Well, first, you take two slices of bread and spread peanut butter on them. ‘Then cut a banana into small pieces and put them on one of the slices of bread. Finally, pour some honey over the bananas and put the other slice of bread on top. Yur! Kate: Yuck! It sounds awful! ee B &¥ Listen to the rest of the conversation. What is Kate's favorite snack? Would you like to try it? Why or why not? ©) Grammar Focus First, spread peanut butter on two slices of bread Then cut o banona into small pieces. Next, put the pieces of banana on one slice of bread. Ate that, pour honey over the bananos Finally, put the other slice of bread on top. A Here’s a recipe for barbecued kebobs. Look at the pictures and number the sentences from 1 to 5. Then add a sequence adverb to cach step. put the meat and vegetables on the skewers. put charcoal in the barbecue and light it with lighter fluid | take the kebobs off the barbecue and enjoy! | pul the kebobs on the barbecue and cook for 10 to L5 minutes, turning them over from time to time. LI 1 up some meat and vegetables and iP put them in a howl with your favorite barhecue marinade. Marinate for 20 minutes. B Pair work Cover the recipe and look only at the pictures. — Explain each step of the recipe to your partner.4 ( TEMPTING snacks DD A 28) 1 isten w penpte explain how to make these snacks, Which smack are they talking about? Numher the photos (14), eee B Pair work Choose one of the recipes you heard about in part A. Can you remember how to make it? Compare with your partner. C Group work Take turns deseribing how to make your favori snack. Then tell the class about the most interesting one, A: What's your favorite snack? B: It's. C: What ingredients do you need to make it? B: You need... A: How do you make it? B; Well, first, you... , After that,....Next,.... Then. {H) WRITING Recipes A Write a recipe for an interesting dish, First, list the ingredients you need. Then describe how to make the dish. This.recipe.ts for chicken curry. For this dish, you need chicken, coconta milk First, cut. up the chicken. Then fry.the chicken pieces in oil B Group work Exchange recipes and rend them. Is there a recipe you would like to try? Why? 24l've never heard of that! (B READING Eating Ore! aud: Ce ko ha kets aA) Many professional sports teams have recently added he anew member to their organization ~ a nutritionist. That’s because athletes have become aware that food * affects performance. You don’t have to bean athlete to notice this effect. If you've ever skipped breakfast and then tried to clean the house, you know that you need food for energy. Here are some tips about cating to increase your physical performance: & Vat enough fod. Your body needs a certain number of calories each day. If you're too thin, you'll often [eel tired and you'll be more likely to get sick. Mi Bikaiiabaconi diet onc tee iactotes & Read the labels on food products. complex carbohydrates, protein, and fat. isi tell Use the food pyramid to belp you decide how re roctation Wl lly how much to cat of each type of food. Complex nutritious the foods are. Sha EE chen ER & Avoid cating foods that are are found in fruits and vegetables, and in bread, in simple carbohydrates, rice, pasta, and other foods made from grains. The that is, sugars. A chocolate body uses protein to build muscles, and it uses fat to bar will first give you energy, absorb the vitamins in food. Protein and fat are found but then it will leave you in foods like milk, cheese, meat, fish, and eggs. Too feeling even more tired. much fat, however, can be harmful. A Read the article and look at the food pyramid. Then check (/) True or False. For the statements that you marked false, write the correct information. Garey 1. You shouldn't eat foods that are high in complex carbohydrates, | i 2. Fruits and vegetables are c good source of protein. heey ‘3, Aperson should eat more carbohydrates than fat or protein. Lan 4. It you're too thin, you might get sick easily. 1 J B Group work Talk about these questions. Which of the tips in the article do you already follow? What do you eat in a typical day? Is your diet you need to eat more of? less of? 3. Can you think of a time when eating (or not cating) affected your performance? What happened? a? What do 25Review Of UnicS 1-4 OO) How Times Have CHANGED! A Group work Talk about how family life has changed in the last fifty years in your country. Ask and answer questions like thes How big were families fifly years ago? What kinds of homes did people live in then? What kinds of jobs did men tse to have? And what about women? How were schouls different? How much did people use to earn? What kinds of machines and appliances did people use? B Class activity Compare answers. Do you think life was better in the old days? Why or why not? BI crry PLANNERS A Pair work How would you make your city or town a better place for young people? Make suggestions A: How would you make the city better for young people? B: Well, there should be more free concerts in the summer: ‘A: You're right. And there aren't enough purks. B Group work Compare your ideas. Which suggestions do you think are best? ©) usTenine “BEE Ch viston to people ask for information, Check (/) the correct response 1.1” Ivsjust around the corner. 4. “1 Is in the shopping center on King Street. | Yes, it closes at three. Not until two o’eluck. 2.1 Yes, it. docs. 5. | Yes, in the Fairmont Hotel on Main Street. |. The next one is in ten minutes. J Yes, Ido. 3. 1 On the comer of Main and 15th. 6. ___ By bus At nine o'clock in the morning. \_ On the corner of Orange sind Dewey. 26Review of Units 1-4 ( compuTEr SHOPPING ea Sale: Uscciem | computer (4 Pair work Louk at these ads for computers. Make ‘Memory. amc raah te { comparisons using as... as. Which computer would you buy? Price incluctes Wem” “Computer 2 isn't as old as computer 1.” Used IBM computer (2 yrs old). 16 MB of memory. 20 inch screen, $2000. Price includes two software progrars. Call 638-7693. Pa ) HOME IMPROVEMENTS A Make « list of five things you wish you could change about your house or apartment. B Pair work Compare your lists. on for each wish. Ac I wish Thad a bigger bedroom. 15 tov small for all my things. B: I know what you mean. Twish.... x G8 TALKING ABOUT FOOD A Complete the sentences with information about tond. Lhave never tried food. Lhave tried food, but I don't really like it, ‘The most. unusual thing I have ever eaten is . The worst. food T have ever tried is A dish I have never tried but would like to try is Thave often cooked 2Neeye B Pair work Compare sentences with a partner. Ask and answer follow-up questions. A: [’ve never tried Russian food, B: Oh, Ihave. It’s delicious. A; What is a common Russian dish? C Pair work Describe how to make a food that you like to evok. “like to cook... . ‘Tb make it, first you... Then.....Next,....”ing ts (0) snapsHor Enjoy nature 1 go camping, _] take language, cooking, hiking, or or sailing lessons fishing | join an archaeological dig 7] relax at the beach Take an exciting trip visit 2 foreign country Stay home (7) travel through their 7] catch up on reading own country by car _] fix up or redecorate or train the house Based on information fram US. News and Wedd Repodt and Amavican Demoginptics Complete these tasks. Which of the activities above do you like to do on vacation? Check (/) the activities. Make a list of other activities you like to do on vacation. Then compare with a partner. ©) conversation A Gy Listen and practice dulia: I'm so excited! We have two weeks off! What are you going to do? Nancy: I'm not sure. I guess P'il just. stay home. Maybe !'ll eateh up on my reading. What about you? Any plans? Julia; Well, my parents have rented a condominium in Florida. I'm going to take long walks along the beach every day and do lots of swimmi Sounds great! : Say, why don’t you come with us? We have plenty of room. Naney: Do you mean it? T'd love to! B Class activity Mave you ever taken a vacation at the beach? What kinds of things can you do there?Going places El Grammar Focus Future with be going to and will PACU RTL a Lek len AE Meee eee ed ‘Where are you going to go? I'm going 10 go to the beach. I'm not sure. Moybe I'l catch up on my reading, I'm not going fo take a vacation. | probably won't take c vocation this yeor. What are you going to do? I'm going to do lots of swimming. 1 guess |'l just stay home. | don't know. I think I'll go camping. A Complete the conversation with appropriate forms of be going to or will. Then compare with a partner, A: Have you made any vacation plans? B: Well, I've decided on one thing ~ 1 go camping. ; That's great! For how long? PT. be away for a week. Tonly have five days of vacation. : So, when are you leaving? : Lm not sure, I probably leave around the end of May. : And where... you 0? : haven't thought about that yet. T guess 1 g0 to one of the national parks. : That sounds like fun. : Yeah. Maybe T #0 hiking and do some fishing. you rent it camper? Tim not sure. Actually, I probably rent a camper — it's too expensive. you go with anyone? No. I need some time alone. L travel hy myself. BP FP we we Pep BE B Have you thought about your next vacation? Write answers to these questions. (If you already have plans, use be yoing to. If you don’t have fixed plans, use will.) 1. How are you going to spend your next vacation? Are you going to go anywhere I'm going to take my next vacation 2. When are you going to take your vacation? 3. How long are you going to be on vacation? OR 4. What are you going to do? | tim not sure. Maybe I 5. Is anyone going to travel with you? 1 C Group work Tuke turns telling the group about your vacation plans. Use the information you wrote in part B. i ee