Access, Listen and Speak

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Series editor: Valerie Kelemen

Developmental editor: Paul MacIntyre
Contributing editor: Ahmed M. Motala
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All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without the prior written consent of the
Publisher.
© 2007, McGraw-Hill Education

Shoppenhangers Road
Maidenhead, Berkshire
England SL6 2QL, United Kingdom
ISBN 10: 0077116488

ISBN 13: 9780077116484
Printed in U.A.E.
Chapter
1
Neighborhoods,
Cities, and Towns
In this chapter students will listen to and practice using informal greetings, exchanging
personal information, discussing transportation, and specifying days and dates. In Part 1 they will
learn to recognize contractions and practice asking about one’s hometown. In Part 2 students
will listen to a conversation about asking for and giving personal information. In Part 3 they will
listen to exchanges about cities and transportation. In Part 4 students will talk about days and
dates. At the end of the chapter, they will ask and answer questions about calendars and conduct
a transportation survey. In addition, students will complete a self-assessment log to evaluate
their own learning and effort. These topics will encourage students to think about advantages
and disadvantages of different modes of transportation and prepare them to access information
regarding transportation schedules and fares.
Chapter Opener
Q Call attention to the photo. Have students answer the questions in

small groups.
Q Brainstorm different characteristics and features of cities. Write a list of

useful words on the board (e.g., streets, buildings, cars, buses, traffic;
noisy, busy, crowded ). Discuss cities students know or have visited.
What is the city but the people?

—William Shakespeare
English playwright (1564–1616)
2 Chapter 1
Chapter Overview
Listening Vocabulary Building
Listening for main ideas Neighborhood terms
Listening for specific information Time and distance terms
Listening for details Expressions about fares
Using context clues Guessing words from context
Practicing new words in a variety of contexts
Speaking
Asking for and giving personal information Pronunciation
Confirming information Listening for and using stress
Talking about days and dates Using contractions
Talking about cities and transportation
Language Skills
Critical Thinking Understanding large numbers
Comparing and contrasting Using prepositions with days and dates
Interpreting a photo
Using a Venn diagram to compare and contrast
Evaluating search engines and keywords
Vocabulary
Nouns Adjective Distance expressions:

capital interesting a mile
fare two miles
hometown Idioms and expressions a two-mile ride/walk
pass Are you kidding?
population be divided Time expressions:
public transportation be good for a minute
senior exact change two minutes
ticket in advance a two-minute ride/walk
transportation an hour
zone two hours
a two-hour ride/walk
half an hour
a half-hour ride/walk
Listening / Speaking Access 3

Part 1 Conversation: Hometowns Student Book pages 4–11
Before You Listen Q If there are any questions about words other
than the target words in the sentences, provide
Best Practice students with the answers or allow them to
look up the words.
Activating Prior Knowledge
Q Have students make a guess about the meaning
The photos and prelistening questions activate of the target words. Call on a few students to
students’ prior knowledge. This type of activity will
share their guesses with the class. Ask students
help students relate their own experience in cities
what clues they used to make their guesses.
and towns to the new language in this chapter.
When students activate their prior knowledge before Q When students have finished guessing, provide
learning new material, they are better able to map them with the possible answers below or allow
new language onto existing concepts, which aids them to use their dictionaries.
understanding and retention.
Q Discuss any words that students have difficulty
with. Write sentences using the words for
1 Discussing Cities and Towns students to write in their notebooks, e.g.:
Q Point out the two pictures and ask students to 1. I went to that interesting movie again.
notice what is different about them. 2. Long, long ago, horses were used much more
Q As a class, brainstorm some of the features for transportation.
of cities and towns. Ask questions like the 3. My family has lived in my hometown for
following: hundreds of years.
How many people live in a city? 4. London is the capital of England.
What are some of the biggest differences 5. The population of Italy is not growing.
between cities and towns?
6. The food in this restaurant is really tasty.
What cities have you visited?
7. My mother said I was a good student. I said
What towns do you like? “Are you kidding?”
Do you prefer cities or towns?
Q Have students complete the chart with a

partner. Go over their responses together in ANSWER KEY
class. Encourage students to say which picture 1. exciting, not boring 2. a way of traveling
most resembles their own hometown and why. 3. the place where you were born 4. the
most important city in a country, where the
2 Vocabulary Preview government offices are 5. number of people who
Q Read the words aloud or play the recording and live in a place 6. what people eat 7. “of course,”
have students check off the words they know. “yes”
Q Read the words aloud again and have students

repeat them.
Listen
3 Guessing the Meaning of New Words from
Context 4 Listening for Main Ideas
Q Have students complete the vocabulary activity
individually.
4 Chapter 1
Student Book pages 4–11
Q Review the names of the two students in

the photo on page 3.
ANSWER KEY
Q Read the instructions and point out the three
answers after each question. Ask students 1. b 2. c 3. c 4. c
to read through the questions and answers
silently. Play the recording.
Q After listening, have students circle their AUDIO SCRIPT

answers. Go over the answers together. Ali: Dan! Hey,
Dan! Dan!
Hey, How’s
Dan! it going?
How’s it going?
Dan: Ali!Ali!
Hi!Hi!
I’mI’m
fine. How’re
fine. you?
How are you?
Ali: Fine,thanks.
Fine, Dan,
thanks. this
Dan, is Lee.
this Lee,
is Lee. this
Lee, this
ANSWER KEY is my friend,
ia my Dan.
friend, Dan.
1. b 2. b 3. c Lee: Nice to to
Nice meet you.
meet you.
Dan: Nice
Nicetoto
meet
meetyou,too.
you, Are
too. you
Are from
you from
around
aroundhere?
here?
AUDIO SCRIPT Lee: No,No,
I’mI’m
from Seoul,
from Korea.
Seoul, Korea.
Ali: Dan!
Dan! Hey,
Hey, Dan!
Dan! How’s
How’s it going?
it going? Dan: Really?That’s
Really? interesting.
That’s interesting.Seoul’s thethe
Seoul’s
capital of of
capital Korea, isn’t
Korea, it?it?
isn’t
Dan: Ali!Ali!
Hi!Hi!
I’mI’m fine.
fine. How are
How’re you?you?
Lee: Yes,that’s
Yes, right.
that’s How
right. about
How you?
about you?
Ali: Fine,
Fine, thanks.
thanks. Dan,
Dan, this
this is Lee.
is Lee. Lee,
Lee, this
this
What’s
What’s your hometown?
your hometown?
ia my
is my friend,
friend, Dan.
Dan.
Dan: I’mI’m
from San
from Anselmo,
San California.
Anselmo, California.
Lee: Nice
Nice to to meet
meet you.
you.
Lee: San An-sel-mo?
San Is that
An-sel-mo? a big
Is that city?
a big city?
Dan: Nice
Nice toto meet
meet you,
you, too.
too. AreAre
youyou from
from
around
around here?
here? Dan: No,it’sit’s
No, a small town
a small townin in
Northern
Northern
California.
California. There areare
There about
about20,000
20,000
Lee: No,No,
I’mI’m from
from Seoul,
Seoul, Korea.
Korea.
people
people there. What’s
there. What’sthethe
population of of
population
Dan: Really?
Really? That’s
That’s interesting.
interesting. Seoul’s
Seoul’s thethe Seoul?
Seoul?
capital
capital of of Korea,
Korea, isn’t
isn’t it?it?
Lee: It’s aa
It’s really big
really city.
big There
city. areare
There over tenten
over
Lee: Yes,
Yes, that’s
that’s right.
right. HowHow about
about you?
you? million people in in
Seoul.
million people Seoul.
What’s
What’s your
your hometown?
hometown?
Dan: Wow!
Wow!That’s a lot
That’s of of
a lot people!
people!
Dan: I’mI’m from
from San
San Anselmo,
Anselmo, California.
California.
Lee: Yes,it is.
Yes, ButBut
it is. there’s
there’sgood public
good public
Lee: San
San An-sel-mo?
An-sel-mo? Is that
Is that a big
a big city?
city? transportation, soso
it isn’t bad.
transportation, it isn’t bad.
Dan: No,
No,it’sit’s a small
a small town
town in in Northern
Northern How about the food?Are there any
Dan: How about the food? Are there any
California.
California. There
There areare about
about 20,000
20,000 good coffee shops and restaurants?
good coffee shops and restaurants?
people
people there.
there. What’s
What’s thethe population
population of of
Lee: Are
Areyou kidding?
you There
kidding? Thereareare
hundreds!
hundreds!
Seoul?
Seoul?
Seoul has
Seoul fantastic
has food!
fantastic food!
Dan: …Uh-oh. I have
...Uh-oh! to to
I have run. The
run. Thelibrary
library
closes in in
closes tenten
minutes.
minutes. See you
See guys
you guys
5 Listening for Specific Information
later.
later.
Q Ask students to read through the questions
Lee: Bye, Dan.
Bye, Dan.
and answers silently. Play the recording and
Ali: Take care,
Tace Dan.
care, Dan.
have them circle their answers. Have students
compare their answers in pairs. Then, go over Dan: You
Youtoo.Bye.
too. Bye.
the answers together.

Part 1 Student Book pages 4–11
After You Listen

AUDIO SCRIPT
6 Vocabulary Review Ali: Dan!
Dan! Hey,
Hey, Dan!
Dan! How’s
How’s it going?
it going?
Q Ask volunteers to read aloud the words in Dan: Ali!
Ali! Hi!Hi!
I’mI’m fine.
fine. How are
How’re you?you?
the box. Ali: Fine,
Fine, thanks.
thanks. Dan,
Dan, this
this is Lee.
is Lee. Lee,
Lee, thisthis
Q Then, have students complete the activity ia my
is my friend,
friend, Dan.
Dan.
individually. Go over the answers together. Lee: Nice
Nice to to meet
meet you.
you.
Dan: Nice
Nice toto meet
meet you.
you. AreAre
youyou from around
from
here?here?
around
ANSWER KEY Lee: No.
No. I’mI’m from
from Seoul,
Seoul, Korea.
Korea.
1. capital 2. transportation 3. population Dan: Really?
Really? That’s
That’s interesting.
interesting. Seoul’s the
Seoul’s
4. hometown 5. interesting 6. food thecapital
capitalofofKorea,
Korea,isn’t
isn’tit?it?
7. kidding Lee: Yes
Yes that’s
that’s right.
right. HowHow about
about you?
you?
What’s
What’s your
your hometown?
hometown?
Stress
Contractions
STRESSING WORDS IN ENGLISH
COMBINING WORDS WITH CONTRACTIONS
Review the information with students. Ask them
to take turns saying the sentence aloud with Review the information with students. Ask them
the appropriate stress pattern. to give other examples of contractions.
7 Listening for Stressed Words 8 Comparing Long Forms and

Contractions
Q One activity in each chapter asks students
to listen for stressed words. It is important Q Native speakers of English almost always use
for students to begin to hear the difference contractions in spoken exchanges. Use of the
between stressed and unstressed syllables and long forms, especially in informal conversation,
words. Point out the marked words and explain sounds stilted and unnatural. In each chapter
that these words are stressed; they are said an activity on contractions or reductions helps
louder than the other words in the sentences. students practice natural, fluent speech.
Demonstrate by reading one or two lines Q In this chapter the focus is on contractions
aloud, emphasizing the stressed words. In this with the verb to be. Write the contracted forms
chapter, students are asked only to listen and I’m, you’re, he’s, she’s, we’re, and they’re
read along. Point out the difference between on the board and discuss with students how
Lee’s statement, “Nice to meet you,” and Dan’s the same contractions are used in different
statement, “Nice to meet you.” situations—who’s, where’s, what’s, who’re,
Q Play the recording and ask students to follow where’re, how’re, and so on. Explain that such
along in their books. contractions are the result of the shortening of
unstressed words as discussed earlier in the
chapter.
Q Play the recording and have students listen and

read the sentences.
6 Chapter 1
Q Play the recording again. This time, pause the

EXPANSION ACTIVITY
recording to allow time for students to repeat.
N Copy and hand out Black Line Master 1
“Contractions” on page BLM1, one to each
AUDIO SCRIPT student.
Long Form Contraction
N Read the instructions and do the first one to
How is it going? How’s it going?
model the activity.
I am fine. I’m fine.
N Have students work individually to complete
Seoul is the capital. Seoul’s the capital.
the contractions.
It is a really big city. It’s a really big city.
N Go over the answers with the whole class.
That is a lot of people! That’s a lot of people!
There is good public There’s good public
transportation. transportation. Using the Internet
Using Search Engines and

9 Listening for Contractions
Keywords
Q Now students listen to a speaker say either the Read aloud the information in the Internet
full, uncontracted long form, or the contracted Activity box. Encourage students to discuss
form. Ask them to circle the letter of the their own experiences using computers, search
sentence they hear. engines, and keywords. If needed, demonstrate
Q Play the recording, pausing after each sentence basic computer skills: turning on a computer,
to allow students time to circle their answers. accessing the Internet, using search engines.
Q Go over the answers. Explain that being able to

differentiate between stressed and unstressed Best Practice
words, and being able to understand contracted
forms, are important skills that will enable them Making Use of Academic Content
to learn a great deal of language when listening The Internet Activity helps students to become
to native speakers. aware of the resources and materials available
on the Internet. Students learn and practice
ways to further their own learning and to focus
on their own individual needs. When students
ANSWER KEY
make use of outside materials, they become
1. b 2. a 3. b 4. a 5. b
more responsible and involved in their own
learning.
AUDIO SCRIPT
10 Practicing Your Search Skills
1. I’m fine.
2. He is from Seoul. Q Have students create their own keywords for
the topics.
3. It’s the capital of Korea.
4. There is great food there. Q Ask students to list websites they find using
their keywords. Encourage them to visit the
5. What’s the population?
sites and check off the sites that were useful.

Q Allow students to share the results of their

searches with the class. Have students create a
list of bookmarks that might be useful.
Talk It Over
11 Getting to Know You
Best Practice
Interacting with Others

This type of activity is an example of collaborative
learning to encourage fluency and confidence. In these
role plays, based around the topic of hometowns,
communication is more important than grammar.
Students can practice the role plays in groups. By the
time they have completed the role plays, they should
feel more confident in the use of the new language.
Q Read through the questions in the chart.

Ask students to look at the answers given
by “Stacy.” Ask them what city she is from,
what country that is located in, and so forth.
Then, model the activity by having students
ask you questions and practice recording the
information on their charts.
Q Brainstorm additional questions for item

number 7 and have students fill in one of the
questions on their chart.
Q Have students select role-play boxes. Allow

time for students to look over their roles and
ask questions about pronunciation of names
and information on their cards.
Q Have students work in groups of four to

interview each other. Remind them to use the
information on their role-play cards.
Q Ask volunteers to say one or two things about

one of the people on their chart.
8 Chapter 1
Part 2 Using Language Student Book pages 12–14
Asking for and Giving Personal Information
Gordon McKay: Gordon McKay.That’s

WHEN SOMEONE ASKS FOR YOUR PERSONAL
G-O-R-D-O-N M-C-K-A-Y.
INFORMATION
Ms. Dunn: And what is your
Review the information with students. Ask address?
students to suggest other types of personal
Gordon McKay: I live at 1223 East Park
information—for example, their age or marital
Avenue, Apartment 2B.
status. Then read the examples of responses to
personal information questions. Ask students to Ms. Dunn: That’s 1223 East Park,
repeat. Apartment 2B?
Gordon McKay: That’s right.
1 Listening for Personal Information Ms. Dunn: What is your telephone
number?
Q Have students listen to native speakers
of English giving personal information. Tell Gordon McKay: My number is 555-7950.
students to fill in the missing information in Ms. Dunn: 555-7950?
their books as they listen to the recording. Go Gordon McKay: That’s right.
over the answers together. Point out that in the
Ms. Dunn: Thank you.
first two examples, the speakers do not give the
city and state because they live in the same city Conversation 2
as the questioner. Ms. Dunn: What is your name?
Alicia Morales: Alicia Morales.A-L-I-C-I-A
M-O-R-A-L-E-S.
ANSWER KEY Ms. Dunn: And where do you live?
1. 1223, 2B, 555-7950 Alicia Morales: I live at 456 Southern
2. Alicia, Morales, 456, 555-2486, 555-2489 Avenue.
3. Sherry, Wu, 45678, 901-555-4987, Ms. Dunn: What is your telephone
swu@freemail.net number?
Alicia Morales: 555-2486.
Ms. Dunn: 555-2486?
Alicia Morales: Yes.
Content Note Ms. Dunn: And do you have a fax

number?
Explain that the use of 555 for phone
Alicia Morales: Yes. It’s 555-2489.
numbers in books, movies, and TV shows
allows the writer to avoid giving someone’s Ms. Dunn: Thank you.
real phone number. Conversation 3
Ms. Dunn: Your name, please?
Sherry Wu: My name is Sherry Wu.
AUDIO SCRIPT Ms. Dunn: Is that W-O-O?
Conversation 1 Sherry Wu: No, it’s W-U.
Ms. Dunn: What is your name? Ms. Dunn: And how do you spell
your first name?

Sherry Wu: It’s S-H-E-R-R-Y.

Strategy
Ms. Dunn: And your address?
Sherry Wu: It’s P.O. Box 45678, Shing Confirming Information
Wong Street, Hong Kong. Read and discuss with students the
Ms. Dunn: Phone number? information in the box. Then, role-play the
Sherry Wu: 2555-1234 conversation with a student taking the role
Ms. Dunn: Do you have an email of Ms. Dunn. Emphasize the rising intonation
address? on the telephone number when you use it
as a question. Ask students to repeat the
Sherry Wu: Yes.It’s swu@freemail.net.
number using this intonation.
Ms. Dunn: OK. Thank you.
4 Asking for and Confirming Personal

Information
2 Writing Personal Information
Q Explain that students will be using the
Q Ask students to work individually as they write questions they wrote in Activity 3 to get
down personal information about themselves. personal information from several classmates.
3 Writing Personal Information Read aloud the instructions and answer any
Questions questions students may have. Role-play the two
suggestions. One suggests repeating a piece
Q Have students work in pairs as they write out of information with a rising intonation, and the
the personal information questions. Go over other shows students how to withhold personal
possible questions on the board. information. At the end, invite pairs of students
to present their conversations to the class.
ANSWER KEY
EXPANSION ACTIVITY
What’s your first name?
What’s your last name?
N The aim of this role-playing activity is to
practice ways to ask for clarification.
What’s your address?
What’s your telephone number?
N Present the following clarification
expressions:
What’s your fax number?
I’m sorry. What did you say?
What’s your email address?
Could you repeat that, please?
What was the question?
I don’t understand.
N Point out that these expressions can be used
by either person in an interview situation.
N Have students choose the identity of one of
the people in Activity 1. Explain that they will
have to ask questions in Activity 2 to find out
the personal information.
10 Chapter 1

“Asking for Clarification” on page BLM 2, one
to each student.
N Model the activity with one student, and use
one or more of the clarification expressions.
N At the end of the activity, have students
report how many of the clarification
expressions they used.

Part 3 Listening Student Book pages 14–19
Q Then, play the rest of the conversation. Jamie

Getting Meaning from Context
responds, “Wow! That’s a really big city.” This
Before You Listen agrees with the answers they determined from
the clues in the first part of the conversation.
1 Prelistening Questions
Q Read aloud the questions and have students
share their ideas and guesses for questions ANSWER KEY
1–3. Ask students about the advantages
1. c 2. c 3. b 4. a 5. c
and disadvantages of local transportation in
questions 4 and 5.
EXPANSION ACTIVITY Content Note

N Explain that only large U.S. cities have a
Have students use the Internet to search the
subway system. However, almost all cities
exact answers to questions 1–3. If students
and towns have a bus system.
bring in more than one answer for the questions,
discuss the differences and reasons for the
variety of responses.
AUDIO SCRIPT
Conversation 1
Listen
Beth: Alicia, this is my friend Jamie.
2 Using Context Clues Alicia: Pleased to meet you.
Jamie: Nice to meet you. Are you from around
Best Practice here?
Scaffolding Instruction Alicia: No, I’m from Mexico.

This is an example of an activity that raises Jamie: Where in Mexico—Mexico City?
metacognitive awareness of learning strategies. Alicia: Uh-huh.
In real life we use surrounding context clues to
Jamie: So, what’s the city like?
make inferences. This activity asks students to use
the verbal clues in each conversation to make an Alicia: It’s huge. There’re around twenty
inference about the topic. By asking students to listen million people living there.
and process what they know, they are guided through Question 1: What is Mexico City like?
the steps of developing this skill.
Jamie: Wow! That’s a really big city!
Alicia: Yeah, it sure is. I think it’s the largest
Q Each conversation has two parts. Have city in the world.
students first look at the question and the three Conversation 2
possible answers. Have them listen to the first
Ali: So, Lee. Are you going home for New
conversation.
Year’s?
Q Play each conversation up to the point where Lee: Are you kidding? Seoul’s pretty far
the narrator asks the question. Stop the from here!
recording. Ask students to tell you the answer in Ali: That’s no problem. There’re a lot of
their own words. Since the recording says that flights to Seoul from this city.
there are about 20 million people in Mexico City,
they will probably choose the correct answer, C.
12 Chapter 1
Lee: Yeah, but you’re forgetting one Conversation 5

important thing. Ali: Hey, Lee. How’s it goin’?
Ali: What’s that? Lee: Great. What’s new with you?
Lee: The airfare! I’m a student, and I only Ali: I’ve got a new place to live.
work part-time, remember?
Lee: Hey, that’s great. What’s it like?
Question 2: Why isn’t Lee going home for New
Ali: Well, it’s really old and it’s pretty small
Year’s?
. . . but the best thing is it’s a five-
Ali: So, how much is it to Seoul? minute walk to school!
Lee: Almost a thousand dollars! That’s too Question 5: What does Ali like about his new
much money for me! place to live?
Conversation 3 Lee: Wow, you’re really close to school!
Man: Excuse me, driver. Does this bus Ali: Yeah, that way, I can sleep longer in
go to Central Avenue? the morning!
Bus Driver: Yes, it’s the second stop.
Man: So it’s not very far?
Bus Driver: Nah! It’s only about a half a mile. Listening for Time and Distance
Man: Really! Well, it’s a nice day today,
and I’m not in a hurry. And if it’s Before You Listen
that close . . . hmm . . .
Best Practice
Question 3: How will the man go to Central
Avenue? Organizing Information
Bus Driver: C’mon, buddy! Are you getting on This type of activity uses a graphic organizer to
the bus or not? categorize information. Using a Venn diagram
Man: Sorry, driver. I’ll just walk to encourages students to process and organize
Central Avenue. Thanks, anyway. information while they are listening, and it also
provides a record that they can refer to when reviewing
Conversation 4
their notes. This type of graphic organizer emphasizes
Beth: So, how do you get to the comparing and contrasting skills. Other types of graphic
university every day? organizers are used throughout this book.
Lee: I take the subway. It’s really fast
from my apartment. How ’bout
you? Strategy
Beth: Yeah, the subway is fast . . . but I
take the bus instead. Go over the Venn diagram in the strategy
box. Point out the parts of the circles that
Lee: Why? It’s so slow . . .
show characteristics unique to a car and a
Beth: Well, I can always get a seat. And plane. Then, point out the parts of the circles
there’s room for all my books. that intersect and show similarities between
Question 4: Why doesn’t Beth take the subway? the two modes of transportation.
Lee: Yeah, I know what you mean. The
subway is way too crowded . . .
Beth: Yeah, the bus is much more
comfortable.

3 Using a Venn Diagram

Q Go over the blank Venn diagram. Have students ANSWER KEY
suggest different kinds of transportation that 1. by subway 2. She walks.
they use. On the board, model labeling the
circles and encourage students to suggest
characteristics of the different forms of
transportation for the diagram. AUDIO SCRIPT
Q Have students work in groups to compare two Woman: So, how do you get to school every
forms of transportation. day?
Q Have a volunteer from each group present to Man: I take the subway. It’s fast.
the class their diagram and explain their ideas. Woman: You don’t take the bus?
Man: Nah, the bus is too slow. It takes thirty
4 Vocabulary Preview
minutes to get to school from my
Q Read the words aloud or play the recording and place.
have students check off the words they know. If Woman: Yeah, I know what you mean.
possible, have students explain these unknown
Man: How ’bout you?
words to each other.
Woman: Oh, I walk. My apartment’s close.
Q Read aloud the words and have students repeat About one mile from school. It’s just a
them. fifteen-minute walk.
Man: Wow, that’s great. My place is far from
Content Note school—about ten miles. So I can’t
walk . . .
N Help students compare miles and kilometers,
Woman: Yeah, that’s about a three-hour walk!
if necessary. (A mile is about 1.6 kilometers.)
You may also wish to point out that in the
United States people commonly describe the 6 Listening for Specific Information
distance from one place to another by saying
Q Explain that this activity contains the
how long it takes to travel between the two
conversation that students just listened
places. For example, when someone says,
to in Activity 5. Point out the blanks in the
“The store is ten minutes from here,” they
conversation. As you play the recording again,
mean it is either a ten-minute walk or a ten-
have students fill in the blanks.
minute drive away.
5 Listening for Main Ideas ANSWER KEY

Q Play the recording once all the way through. Ask 1. thirty minutes 2. one mile 3. fifteen-minute
students to listen for the main ideas. Then, read 4. ten miles 5. three-hour
aloud the two questions and play the recording
again. Ask volunteers to share their answers
with the class.
14 Chapter 1
After You Listen

AUDIO SCRIPT
7 Discussing Time and Distance Public Transportation in Vancouver, Canada
Q Divide the class into small groups. Ask students There are many kinds of public transportation in
to take turns asking and answering the Vancouver. There are buses, ferries, the Sky Train
questions. Invite several groups of students elevated railway, and the West Coast Express
to present their questions and answers to the trains. The transportation system is divided into
class. three zones for the buses, ferries, and Sky Train.
The regular fares are $2.25 for one zone, and
Listening for Fares $3.25 for two zones, and $4.50 for three zones.
In the evening, on weekends, and on holidays,
Before You Listen the fare is $2.25 for all zones. There are special
fares for seniors, students, and children: $1.50
8 Prelistening Questions
for one zone, $2.00 for two zones, and $3.00 for
Q Ask students to complete the checklist in three zones. You need exact change for tickets
item number 1 with a partner. Explain new on the bus. For the ferry and the Sky Train, you
vocabulary to the class as needed. buy tickets in advance at machines at the station.
Q Read and discuss the questions with the whole To save money, buy a day pass. It’s good for
class. travel all day long on any form of transportation.
A day pass costs $8.00 for adults and $6.00 for
9 Vocabulary Preview children.
Q Read the words aloud or play the recording
and have students check the ones they already
know. Write the unknown words on the board
(Part 1)
and encourage students to explain them to
each other. Give a clear summary definition or Q Review the parts of the chart and explain the
use each new word in a sentence or two. meaning of any words students are not sure
of. Draw a simple street map on the board and
Listen circles to illustrate zones. Explain that seniors is
a polite term for people who are over 65 years
10 Listening for Main Ideas old.
Q Point out Vancouver on the map in the book Q Play the recording a second time. Remind
and ask students to share any facts they know students that they are listening for the regular
about this city. Then, read the question aloud zone fares to fill in the chart.
and ask students to guess which kinds of
transportation there are in Vancouver.
Q Play the recording all the way through. Have

ANSWER KEY
students check their answers. Go over the
answers together. Seniors,
Students,
Zones Adults and Children
1. Zones $2.25 $1.50
ANSWER KEY
2. Zones $3.25 $2.00
bus, ferry, elevated railway, train
3. Zones $4.50 $3.00


(Part 2)
Q Point out that students will be listening for the
special prices and day pass prices.
Q Address any questions that students may

have about the meaning of the questions and
answers.
Q Play the recording a third time and have

students fill in the answers.
ANSWER KEY
1. $2.25 2. $8.00 3. $6.00
After You Listen

13 Discussing Public Transportation
Information
Q Divide the class into small groups. Ask
students to take turns asking and answering
the questions. Invite volunteers to report their
findings to the class.
16 Chapter 1
Part 4 Speaking Student Book pages 20–25
Talking About Days and Dates
WRITING AND SAYING DATES EXPANSION ACTIVITY

Read together the information about dates. N Write on the board:
If necessary, review and practice the ordinal
November 15, 2006
numbers before having students repeat the
Nov. 15, 2006
dates. Write the numbers 1–31 on the board,
11/15/06
point to them one by one, and have students
repeat the corresponding cardinal and ordinal N Explain that these are different ways to write
numbers—one, first; two, second; three, third, the same date. Point out the order of dates:
and so on. month, day, year.
N Have students practice writing the dates in
1 Saying Months digital form as you say them in long form.
Q Ask students to repeat the names of the N Copy and hand out Black Line Master 3
months. Briefly discuss the type of weather that “Dates and Abbreviations” on page BLM 3,
is typical where you are, and in the students’ one to each student. Have students write the
home countries, during various months. For dates using digital form.
example, “June is really hot in Mexico. January
and February are cold in Boston.” N Have students practice reading the dates
(saying the long forms) from the digital forms.
Pronunciation Note
The /th/ sound is difficult for many nonnative PREPOSITIONS AND DATES
speakers of English, especially in the final Read together the information about in and
position as with ordinal numbers. Have two lists on before dates. Explain that in is used with
on the board: A: 4, 5, 6, 7, 8, 9, 10; B: 4th, 5th, 6th, a period of time such as a month or year. The
7th, 8th, 9th, 10th. Say numbers from each of preposition on is used for a specific date.
the lists and have students identify the lists. For
example: “Four” (A), “Fifth” (B). Be sure students 3 Using In or On for Dates
can hear the /th/ sound. Then, have students
practice saying the ordinal numbers emphasizing Q Read aloud the examples. Point out the
the /th/. preposition in each sentence.
Q Ask students to fill in the blanks with in or on.

Language Note Go over the answers together.
Point out the commonly used order for giving
dates: month, day, year. Although it is possible to
hear and say “the third of November,” it is usually
written on papers and forms as “November third”
ANSWER KEY
(November 3). 1. in 2. on 3. in 4. on 5. in 6. on
2 Saying Dates
Q Have students repeat the dates.

4 Talking About Days and Dates 3. grammar test—May 12

4. jazz festival—May 14
Best Practice
5. art show—May 28
Cultivating Critical Thinking
This is an example of a collaborative activity
resulting in a final product. This type of activity
requires students to process the information they
Talking About Transportation
have learned and apply it to a new situation. This
involves reinterpretation, synthesis, and application of 5 Interviewing Classmates
concepts. The process of manipulating language and Q Read the instructions and go over the chart with
concepts in this way will create deeper processing of students.
new material, which will allow students to evaluate
whether they have understood the new material and Q Ask a pair of students to role-play the sample
help them to remember it better. conversation.
Q Set a time limit of 10 minutes. Then, have

students stand up and move around the room,
Q Since this is the first information gap activity,
interviewing their classmates. Fluent students
explain carefully how to do it. Each student
may be able to complete four interviews.
looks at only one of the calendars. Stress the
Encourage less advanced students to complete
importance of students’ not looking at the
at least two.
other one while doing the activity. Read the
instructions as a class and then designate Q Monitor the activity by walking around the
pairs. You can do the first item yourself as an classroom, offering support as needed.
example. Show students where to write in the
Q At the end of the 10 minutes, have students
information on the calendar. Give students
sit down and compare the results of their
a time limit—perhaps 15 minutes. Circulate
interviews.
among the pairs to make sure they understand
how to do the activity and how to answer the
questions. Self-Assessment Log
Q Explain to students that thinking about their
learning can help them decide what to focus on
in their lessons and homework and help them
ANSWER KEY
chart their progress.
Calendar A:
Q The Self-Assessment Log at the end of each
1. Stacy’s birthday—May 13
chapter helps students to track their own
2. final exam—May 31 strengths and weaknesses and also encourages
3. dentist’s appointment—May 10 them to take ownership of their own learning.
4. concert—May 6 Q Read the directions aloud and have students
5. tennis match—May 27 check vocabulary they learned in the chapter
6. school picnic—May 7 and are prepared to use. Have students check
the strategies practiced in the chapter (or the
Calendar B:
degree to which they learned them).
1. basketball game—May 20
Q Put students in small groups. Ask students to
2. doctor’s appointment—May 26
find the information or an activity related to
each strategy in the chapter.
18 Chapter 1
Q Tell students to find definitions in the chapter

for any words they did not check.
Q If possible, meet privately with each student

on a regular basis and review his or her
assessment log. This provides an opportunity for
the student to ask key questions and for you to
see where additional help may be needed and
to offer one-on-one encouragement.

Chapter
2
Shopping and
E-Commerce
In this chapter students will listen to and practice talking about shopping features, explaining
reasons for returning items, discussing prices, listening to online shopping information, describing
clothing, and asking and comparing prices. In Part 1 they will learn to recognize reductions and to
practice asking about shopping preferences and activities. In Part 2 they will listen to a conversation
between a salesperson and a customer who is returning an item. They will also listen to a
person asking about prices. In Part 3 they will listen to conversations about item prices and to an
informative lecture about online shopping. In Part 4 students will talk about clothes. At the end of
the chapter, students ask and answer questions about prices and use the information to compare
prices and choose the best stores for purchasing different items. In addition, students complete a
self-assessment log to evaluate their own learning and effort. These topics will encourage students
to use comparative shopping to be an informed customer and to be aware of online shopping
options.
Chapter Opener

small groups.
Q Brainstorm different features and activities associated with stores.

Write a list of useful words on the board (e.g., store, mall, customer,
salesperson, sale, price; buy, sell, pay). Discuss stores students go to
and what they buy there.
If you can’t smile, don’t open a store.

—Chinese proverb
20 Chapter 2
Chapter Overview
Listening Critical Thinking
Listening for prices Developing reasoning skills for argumentation
Listening to online shopping information Interpreting information on shopping web sites
Listening for reasons Using charts to compare and contrast
Listening for reductions
Vocabulary Building
Speaking Shopping terms
Comparing prices and stores Price expressions
Describing clothes Clothing types, colors, patterns, and materials
Interviewing classmates about shopping habits
Pronunciation
Role play: returning merchandise to a store
Using reductions
Giving reasons
Language Skills
Describing clothing
Using monetary terms for prices
Vocabulary
Nouns Verbs Idioms and Expressions

brand browse a pair of (jeans)
groceries exchange fill out (a form)
mall purchase look around
receipt refund look for
shipping lowest/best/highest price
window-shopping Adjective on sale
crowded online shopper
online shopping
place an order
the best deal
to save money/time/energy/gas
to spend money/time
try on

Part 1 Conversation: Shopping Student Book pages 28–36

Before You Listen
with.
1 Comparing Online Shopping to
Q Help students use the words in their own
Traditional Shopping
sentences. Write sentences on the board for
Q Point out the two photos and read the students to copy.
questions. Help students point out general
1. I never shop in crowded stores because there
differences and similarities between the two
are too many people.
ways of shopping in the photos.
2. You can save water if you don’t wash your
Q Have the students read the questions in the
car.
chart and discuss them in pairs.
3. There are 50 stores at that big mall.
Q Compare answers as a whole class. Encourage
students to talk about any good or bad 4. I’ve been looking for my keys for 15 minutes,
experiences they have had shopping in but I don’t know where they are.
traditional stores and shopping online. 5. How much money did you spend on clothes
2 Prelistening Questions this month?
Q Have students look at the photos. 6. Let’s look around the hotel garden before we
go to our room.
Q Have the students read the questions and
discuss them in pairs. 7. You should always try on clothes before you
buy them.
Q Go over the answers as a whole class.
8. I like to browse in bookstores because I don’t
have to buy anything.
9. When I asked John to help me he said, “No
Q Read the words aloud or play the recording and
problem!”
have students check off the words they know.
Q Read the words again and have students repeat

them.
ANSWER KEY
1. too many people in one place 2. not to use or
Context
waste 3. a place where there are many stores 4.
Q Have students complete the vocabulary activity to find a place to park 5. to pay out or use 6. to
individually. look at or to check out something 7. to put on
and see if something fits 8. to look around slowly
Q If there are any questions about words other
9. yes, of course
students with the answers or allow them to
look up the words.
Q Have students make a guess about the meaning Listen

of the target words. Call on a few students to
share their guesses with the class. Ask students 5 Listening for Main Ideas (Part 1)
what clues they used to make their guesses. Q Read the instructions. Have students read the
Q When students have finished guessing, provide questions and answers silently to guide their
them with the possible answers or allow them listening. Play the recording.
to use their dictionaries.
22 Chapter 2
Q Ask students to circle their answers. Go over

the answers together. AUDIO SCRIPT
Alicia: Hi, Beth. Come on in.
Beth: Hi, Alicia! How are you doing?
ANSWER KEY Alicia: Pretty good.
1. c 2. a 3. c Beth: Alicia, this is my friend Nancy. She’s
from Silver Spring, Maryland.
Alicia: Hi, Nancy. It’s nice to meet you.
AUDIO SCRIPT Nancy: Nice to meet you, too.
Alicia: Hi, Beth. Come on in. Alicia: Well, please come in and have a seat!
Beth: Hi, Alicia! How are you doing? Beth, Nancy: Thanks!
Alicia: Pretty good. Alicia: Can I get you something? Coffee?
Beth: Alicia,this is my friend Nancy. She’s Soda?
from Silver Spring, Maryland. Beth: Oh, no thanks.
Alicia: Hi, Nancy. It’s nice to meet you. Nancy: No, thank you. I’m fine.
Nancy: Nice to meet you, too. Beth: So,Alicia, we’re going to go shopping.
Alicia: Well, please come in and have a seat! Do you want to come?
Beth, Nancy: Thanks! Alicia: Gee, I don’t know . . . I shop mostly

online these days.
Alicia: Can I get you something? Coffee?
Soda? Nancy: Really? Why is that?
Beth: Oh, no thanks. Alicia: Because it saves time—and gas!
Nancy: No thank you. I’m fine. Nancy: Oh, right!
Beth: So, Alicia, we’re going to go shopping. Beth: What do you mean?
Do you want to come? Nancy: Well, you don’t have to drive your
Alicia: Gee, I don’t know . . . I shop mostly car . . .
online these days. Alicia: Right. And you don’t have to look for
Nancy: Really? Why is that? parking. The mall is so crowded these
days.
Alicia: Because it saves time—and gas!
Beth: Yeah,but online you can’t see things
very well. And you can’t touch them!
6 Listening for Main Ideas (Part 2) And, with clothes, you can’t try
them on! I like to browse when I go
Q Ask students to read through these questions
shopping!
and answers silently. Play the recording and
have them circle their answers. After students Nancy: Me, too! … and it’s such a nice day
compare their answers in pairs, go over the . . . why do you want to sit in front of
answers together. a computer screen?
Alicia: Yeah, I see what you mean . . . but I
don’t have much money!
Beth: No problem! You can come with us
ANSWER KEY
and save money.
1. b 2. c 3. c
Alicia: How?

Beth: We aren’t going to take any money or 8 Using a Compare and Contrast Chart
credit cards with us. And we aren’t to Understand Main Ideas
going to spend any money. We’re just
Q Ask students to identify the two things that are
going to look around.
being compared and contrasted on the chart.
Nancy: That’s right! We’re going window-
shopping. Q Then, have students complete the activity
in pairs. If students are having trouble
Alicia: Great idea! Then I am going!
remembering the pros and cons from the
conversation, encourage them to look back at
7 Listening for Specific Information Activities 7 and 8 for some ideas. Encourage
them to add their own ideas based on their own
Q Have students read through the questions and
experiences. Go over the answers together.
answers silently. Play the recording and have
them circle their answers. Go over the answers
with the whole class.
ANSWER KEY
Shopping in a store: Pro–can try on things; can
ANSWER KEY touch things; can be outdoors; can see other
people; can have the things right away
1. b 2. a 3. c
Con–hard to find parking; crowded; takes a long
time
Shopping online: Pro–don’t have to drive; save
After You Listen time; save gas
Con–can’t try on clothes; have to pay shipping;
Best Practice
have to pay with credit card; have to wait for the
Organizing Information items to arrive
This type of activity uses a graphic organizer to

categorize information. Using a Compare and Contrast
9 Vocabulary Review
chart encourages students to organize information
while they are listening and also provides a record Q Ask volunteers to read aloud the words in the
for them to refer to when reviewing their notes. This box.
type of graphic organizer emphasizes comparing and
Q Then, have students complete the activity
contrasting skills.
individually. Go over the answers together.
Strategy
ANSWER KEY
Graphic Organizer: Compare and 1. browse or look around 2. browse or look
Contrast Chart around 3. online shopping 4. mall 5. look for
Go over the Compare and Contrast chart in the 6. spend 7. save 8. try on 9. crowded 10. go
strategy box. Point out the column headings and ahead
explain that Pro contains good points and Con
lists bad points about the items being compared.
Help students identify the two items being
compared in the chart.
24 Chapter 2
Stress commonly used in informal spoken English, and

the corresponding long forms may sound too
10 Listening for Stressed Words formal and be considered unfriendly in some
Q In this chapter students are asked to listen for situations.
stressed words and to fill in the blanks in the
conversation with those words from the box.
11 Comparing Long and Reduced Forms
Q Have a volunteer read aloud the words in the
Q Play the recording and have students listen and
box. Explain that students will listen for these
read the pairs of sentences.
words, which are stressed in the conversation,
and write them in the blanks below. Q Ask students to close their books as they listen
to the pairs of sentences again. Pause the audio
Q Demonstrate the activity by reading the first
to allow time for students to repeat.
line of the conversation aloud. Point out the first
answer, in, and have students cross it out in the
box and fill in the first blank.
AUDIO SCRIPT
Q Play the recording and ask students to fill in the Long Form Reduced Form
rest of the blanks.
1. How areyou How’re* you doin’*?
Q Review the answers together. doing?
Q Have students practice the conversation with a 2. It’s nice to meet It’s nice to meetcha*.
partner, being careful to stress the appropriate you.
words. 3. We are going to go We’re gonna* go
shopping. shopping.
4. Do you want to Do ya wanna* come?
come?
ANSWER KEY
5. You don’t have to You don’t hafta* look
1. in 2. How 3. doing 4. good 5. Nancy 6. Nice
look for parking. for parking.
7. meet 8. too 9. please 10. in 11. seat
12. Thanks
12 Listening for Reductions
Reductions Q Explain that students will listen to a speaker

say either the full form or the reduced form of
each sentence. Ask volunteers to read the pairs
of sentences aloud. Tell students that they will
Understanding Reductions circle the letter of the sentence they hear on
This chapter focuses on the reductions native the audio.
speakers often produce when they run two
Q Play the recording, pausing after each sentence
words together. For example, how are becomes
to allow students time to circle their answer.
how’re. Review the information in the box. Then,
give some additional examples, such as hafta and Q Go over the answers. Remind students that
why’re and ask students to guess the long forms. knowing reduced forms will make it easier for
Invite students to think of other examples of them to learn spoken English language when
reduced forms in English. Emphasize that although listening to native speakers.
these are not standard English forms, they are

Talk It Over
ANSWER KEY
Best Practice
1. b 2. b 3. a 4. a 5. b
This is an example of a collaborative activity resulting
in a compilation of interview responses. This type of
AUDIO SCRIPT activity requires students to process the information
1. It’s nice to meetchya.* they have learned and apply it to a new situation. This
2. Arencha* comin’? involves reinterpretation, synthesis, and application of
concepts. The process of manipulating language and
3. I’m spending too much money.
concepts in this way will create deeper processing of
4. Do you want to go shopping? new material, which will allow students to evaluate
5. Do you hafta* study today? whether they have understood the new material and
to help them remember it better.
Using the Internet Q This activity is similar to the Talk It Over activity
in Chapter 1. It gives students a chance to
Evaluating Search Results practice some of the language they have heard
N This chapter discusses different types of on the tapes with content that is meaningful to
websites and the meanings of URL endings. them.
By examining the endings, students can make
14 Interviewing Class Members
some assumptions regarding the purpose of
websites and evaluate the usefulness and/or Q Read through the questions in the chart. Ask
reliability of the organizations behind them. students to look at the answers given by Stacy.
Ask them what Stacy is doing this weekend,
N Review the information in the box. A URL is
whether she likes shopping at the mall, and
a “Uniform Resource Locator.” By knowing
so forth. Then, model the activity by having
the type of group that is behind a website,
students ask you questions and practice
students can think critically about the type of
recording the information on their charts under
information available and the purpose of the
the word teacher.
site. Encourage students to discuss the types
of URL endings that they have seen. Q Brainstorm possible questions for item 7 on the
chart and have students choose one to fill in on
their chart.
Q Have students work in groups of four to
Q Read aloud the steps for the activity.
interview each other. Remind them to record
Q Have students create their own keywords for the information on their charts.
the school search.
Q When students are finished, ask volunteers to
Q Ask students to print off a list of the websites say something about some other people in their
and circle the useful ones. group.
searches with the class. Have students add new
URLs to their list of bookmarks of useful sites
for the study of English.
26 Chapter 2
EXPANSION ACTIVITY
“How to Save…” on page BLM 4, one to each
student.
N Read the instructions and do the first one to
model the activity.
N Have students work in pairs or in small groups
to fill in the other ways to save. Encourage
and help students to explain their own
ways to save money, energy and time. Have
students write them on their lists.

Giving Reasons
Best Practice
Scaffolding Instruction ANSWER KEY

Bringing in realia (receipts) is an example of Photo 1
contextualizing the material. The realia allows
students to make connections between what is taught
in the lesson and how it is used and applied in the
real world. Students begin to see the relevance and AUDIO SCRIPT
usefulness of the language practiced in class. Students Clerk: May I help you?
are guided to use what is learned in the classroom
Customer: Yes. I’d like to return this sweater.
and apply it to real situations in the outside world.
Clerk: OK. Why are you returning the
sweater?
RETURNING THINGS TO A STORE Customer: Because it’s not the right size.
Review the information, asking students to give Clerk: Do you have your receipt?
specific examples to illustrate each comment. Customer: Yes. Here it is.
For example, for It doesn’t fit, a student might Clerk: OK. I need your name, please.
say, “I wear a medium sweater, and this one is
Customer: My name is Anna McGuire.
a small.”
Clerk: And your address?
Review the meaning of the words receipt,
Customer: It’s 452 West Hammond Street.
refund, and exchange. If possible, show an
Clerk: OK. Here you go: $43.95.
actual store receipt. Then, ask students to
repeat the sentences. Customer: Thank you!

Content Note
Q Ask students to read the questions and possible
N In many parts of the world, people commonly answers.
return an item to a store. The process is
very simple, and while it is polite and helpful
to give the store a reason for the return, it
answers.
is not required in most cases. A common
expression in American English is, “The Q Then, play the recording again and have
customer is always right.” students circle their answers. Go over the
answers with the class.
1 Listening for Reasons

Q Call attention to the two pictures and ask ANSWER KEY
students to guess what is happening in each.
1. b 2. c 3. c
Q Play the recording, and have students circle the
picture that answers the question. Go over the
answers.
28 Chapter 2
3 Discussing Reasons Q Review the information on the Return Form

with the class. Have students suggest questions
Q Read through the list of reasons at the left
that the store clerk might ask in the situation.
and ask students to give specific examples of
purchases that each reason might apply to. For Q Have students work in pairs. The partners take
example, “It doesn’t work” might describe a turns being the customer and the store clerk.
watch or radio or other mechanical item. But, “It
Q As students do the role play, walk around
doesn’t work” would not describe clothing
the room, listening to be sure they are using
or shoes.
appropriate question and answer forms and
Q Then, have students work in pairs as they checking that they are filling out the form
complete the activity. correctly.
Q Have pairs of students check each other’s

Return Forms.
ANSWER KEY
1. d, e, f, g 2. b, f, g 3. a, b 4. a, b, d, e, f EXPANSION ACTIVITY
5. d, e, f, g 6. a, b, d, e 7. a, b, c
N The aim of this activity is to practice ways to
ask to exchange an item instead of asking for
4 Giving Reasons a refund.
Q Ask student to choose an item for you to N Present the following clarification
return to the store and to describe why you expressions:
are returning it. For example, they might have I’d like to exchange this/these.
you return a pair of socks because they are the
wrong color. Then, role-play with a students the
Can I exchange this/these?
exchange outlined in the example. I bought this/these, but I need to exchange
Q Have students work in pairs to practice similar it/them.
exchanges. Invite several pairs to perform their N Point out that these expressions can be used
conversations for the class. by the customer when talking to the clerk in a
store.
5 Role Play
N Have students choose the identity of one of
Best Practice the people in Activity 5. Explain that they will
practice a similar conversation between the
Interacting with Others customer and the clerk, but the customer will
This type of activity is an example of collaborative be asking for an exchange.
learning to encourage fluency and confidence. In this
N Model the activity with one student and use
role play, based around the topic of shopping and
one or more of the new expressions and
making returns, communication is more important
than grammar. Students can practice the role plays in
possible changes.
pairs. By the time they have completed the role play, N At the end of the activity, have volunteers
they should feel more confident in the use of the new present their modified version of the role play.
language.

1 Using Context Clues Beth: No,she doesn’t need a bank. She can
just use that machine over there.
Q Remind students that in this section they will
Alicia: Oh, yeah . . . Let’s see if I have my
hear a long conversation. The conversation is
card.
in five parts. They will listen to the first part of a
conversation, answer a question in their books, Ali: How much are you going to take out?
and then listen to the end of the conversation, Alicia: Oh, maybe $200.
which contains the answer. Students will write Question 1: What are Ali, Alicia, and Beth talking
the number of the part before the correct about?
answer.
Ali: So, what’s that called—a change
Q Play each part up to the point where the machine?
narrator asks the question, then stop the Alicia: No, it’s an automated teller, right?
recording and have students write the number
Beth: Yeah.Or ATM for Automated Teller
of the part in front of the place in the mall.
Machine.
Q Allow students to raise any questions they have Ali: Wait a minute, have you forgotten? We
about any of the parts of the conversation. aren’t going to need that. We’re saving
our money, right? Let’s just keep
window-shopping.
ANSWER KEY Part 2
1. an ATM 2. a sporting goods store 3. a bakery Ali: Hey! Let’s go in here! Look at all that
4. a bookstore 5. a clothing store great equipment!
Beth: Uh-oh, Alicia! Ali loves soccer and
baseball. He’s going to want to do
more than window-shopping in this
Culture Note
store.
Shopping malls are extremely popular in the
Alicia: I think you’re right. C’mon, Ali. You’re
United States. People now go there not just
not going in there, are you?
to buy things, but also to socialize and to
exercise. Many malls now contain high-quality Question 2: What shop are Ali, Alicia, and Beth
restaurants, movie theaters, and health clubs. standing in front of now?
Some large malls even have “mall-walkers” clubs. Ali: C’mon, just for a minute. I really love
These groups of older people arrive early each sports.
morning and walk for exercise in the protected Alicia: Yes, but we are supposed to be
environment of the mall. window-shopping. Besides, mmm! Can
you smell that?
Ali and Beth: Yeah!
AUDIO SCRIPT Part 3
Part 1 Beth: Fresh chocolate chip cookies!
Beth: Wow! This is a really big mall! Alicia: And brownies!
Alicia: Yeah, it is. Hey, I think I want to spend Ali: It all smells delicious. But we don’t
some money after all! have any money, remember?
Ali: Well, maybe there’s a bank here. Alicia: Well, I do have about $4.00.
30 Chapter 2
Ali: OK, let’s go in! 3 Vocabulary Preview

Question 3: Where are they going now? Q Read the words and phrases aloud or play the
Beth: Wow! What a great bakery! I’ll have recording. Have students check off the ones
one chocolate chip cookie. they know. Discuss any words that students
Alicia: They’re $1.50 each, three for $4.00. do not know. Read the words again and have
We have just enough. students repeat them.
Ali: Thanks, Alicia. Mmm! Q Write the words on the board and ask
Part 4 volunteers to use each one in a sentence.
Ali: Where to now? Encourage students to use actual brand names
and store names in their sentences. Provide
Beth: How about across the way? We can
pronunciation practice as needed.
spend a few minutes looking at the
new magazines and best sellers.
Listen
Alicia: Well, if you really want to. But I don’t
really like English magazines. 4 Listening for the Main Idea
Ali: I’ll bet they have Spanish magazines. Q Read aloud the question and the three possible
Question 4: Where are Ali and Beth going to go answers.
next?
Q Play the recording and ask students to check
Alicia: Nah, you two go to the bookstore. I’m the correct answer.
going somewhere else.
Part 5
Beth: All right, Alicia. Then let’s meet in front
ANSWER KEY
of the elevators in half an hour—at
one o’clock, OK? Wild West
Alicia: OK. I’m going to look at some sweaters

and boots. It’s getting cold, you know.
Ali and Beth: OK. AUDIO SCRIPT
Question 5: Where is Alicia going? Ad 1
Alicia: Oh, Beth. Isn’t there a good clothing Are you looking for a great pair of jeans? How
store on the first floor? about Wild West jeans? Cost Club has Wild West
Beth: Yes, there is. Go down those stairs and blue jeans for only $29.99 a pair—the lowest
turn right. price in town!
Ad 2
Get the best price on Wild West blue jeans at
Listening for Prices Larson’s Discount House. Larson’s has your
favorite jeans for only $31.99. That’s right . . . only
Before You Listen $31.99! Hurry, before . . .
2 Preparing to Listen Ad 3
Morton’s Department Store is having its Big
Q Read aloud the questions and have students
Spring Sale! All your favorite brands are on sale
share their answers with a partner.
now. Just listen to these prices: Wild West jeans
for only $35.99! Spring Step . . .

5 Listening for Store Names After You Listen

Q Point out the three store ads and ask students
to read aloud the name of each store. Best Practice
Q Play the recording and have students draw a Making Use of Academic Content
line between each ad number at the left and This step helps students consider and discuss how
each store ad on the right. they make decisions and compare different places
in the real world. Students are guided to consider
the pros and cons of various options and to make
decisions based on their individual needs and
ANSWER KEY preferences. When they make thoughtful choices,
1. c 2. b 3. a students become more responsible and involved in
their own learning.
6 Listening for Prices

8 Comparing Prices and Stores
Q Ask a student to read aloud the three prices at
the left. Q Arrange students in groups and set a time
limit for the discussion. Have students choose
Q Then, play the recording and have students
one group member to make a list of stores
draw a line between each price and the ad on
mentioned and to make notes about which
the right.
ones have the best prices.
Q Ask a volunteer from each group to tell the

class what they have learned from each other.
ANSWER KEY
1. b 2. c 3. a
EXPANSION ACTIVITY
The purpose of this activity is to use printed
7 Listening to Compare Prices
advertisements to practice comparing prices
Q Ask students to read the questions silently. and stores.
Then, play the recording again.
Copy and hand out Black Line Master 5
Q Have students answer the two questions with a “Comparing Prices and Stores” on page
partner. BLM 5, one to each student.
Q Call on several students to tell the class their Read aloud the instructions. Then, have
answers. students work individually or in pairs to
complete the activity.
Go over their answers with the whole class.
ANSWER KEY
1. Morton’s Department Store has the highest
price for jeans. 2. Cost Club is the best place
to buy Wild West jeans because they have the
lowest price in town.
32 Chapter 2
Listening to Online Shopping Q Ask several students to give their answers.

Information Repeat each response in your own words to
confirm that you have understood and to give
Before You Listen other students a second chance to listen.
Best Practice
ANSWER KEY
Possible Answer
The illustration and the prelistening questions activate
students’ prior knowledge. The type of activity will SuperMall.com is an online store that sells many
help students relate their own experiences with different kinds of items including food, clothing,
websites and shopping to the new situation presented and appliances.
in this chapter. When students activate their prior
knowledge before learning new material, they are
better able to map new language onto existing
concepts, which aids understanding and retention. AUDIO SCRIPT
SuperMall22.com
Q Go over the website page. Have students Online shoppers now have a special place to
identify the name of the store/mall and identify buy everything they need: SuperMall22.com.
the different products for sale. SuperMall22.com is a shopping website, but it’s
different from other online shopping sites. First
9 Preparing to Listen of all, you can buy anything at SuperMall22.com.
Q Have students work with a partner and discuss No more going to one site for food, another for
the questions. gifts, and another for furniture. SuperMall22.
com offers everything from groceries to clothes
Q As they work, walk around the room offering to refrigerators, all at one website, and all in
language support and noting words and phrases one transaction. And no more filling out several
that students have difficulty with. List these different online forms with your credit card and
items on the board and review the meaning and shipping information. Another big difference is
pronunciation of each item with the class. that SuperMall22.com promises to deliver your
Q Summarize the students’ findings in your own purchases one day after you place your order.
words. Now that’s really saving time . . .
12 Listening to Online Shopping
Q Read the words and phrases aloud or play the
Information
recording and have students check the ones
they already know. List the unknown words on Q Preview the four questions with the class.
the board and ask volunteers to explain them
Q Play the recording again and ask students to
and use them in sentences.
write their answers to each one.
Listen Q Arrange students in small groups to discuss

their answers. Encourage them to help each
11 Listening for the Main Idea other with any language questions they
may have, and to check each other’s factual
Q Read the question aloud and play the recording.
information. Then, review the answers with the
whole class.

ANSWER KEY
1. You can buy many different types of products
at this one website. All orders are delivered one
hour after you place your order. 2. food, gifts,
furniture, clothes, appliances 3. c 4. You can
buy many different types of products using one
transaction. Supermall.com delivers in one hour.
After You Listen
13 Discussing Online Shopping

Q As you set up small groups, be sure there is at
least one person in each group that has had
online shopping experience, if possible.
Q When students have finished their discussions,

invite individuals to describe the best and worst
online shopping experiences they have heard of.
Q As students answer question 3, make a list on

the board of their predictions about the future
of online shopping.
34 Chapter 2
Talking About Clothes
1 Identifying Clothing Comparing Prices

Q Read aloud the words in the box and ask
4 Asking About Prices
students to repeat.
Q Read aloud the instructions and point out that
Q Have them work individually to write the name
each student looks at only one of the ads.
of each item of clothing under the appropriate
Emphasize the importance of not looking at a
picture. Review the answers together.
partner’s information.
Q Have students get into groups of three and

decide who will be student A, student B, and
ANSWER KEY student C. Set a time limit of about 10 minutes
1. pants 2. shirt 3. blouse 4. dress 5. jacket for the activity.
6. shoes 7. shorts 8. jeans 9. sweatshirt
Q As students ask and answer the questions
10. baseball cap 11. boots 12. sweater
about prices, go around the room making sure
that they understand how to do the activity.
2 Asking About Clothes Q When groups are finished, invite some to ask
Q Start off by pointing to less common items of and answer each others’ questions.
clothing (such as vest or bandana) and see how
many students know the names for them. Do
the same for unusual colors, such as violet or
ANSWER KEY
beige. Have students ask about other items
1. Wild West blue jeans are $35.99 at Morton’s,
of clothing and colors that they are not sure
$31.99 at Larson’s, and $29.99 at Cost Club.
of. Write these words on the board and have
2. Sun Ban sunglasses are $29.99 at Morton’s,
students copy them into their books.
$21.99 at Larson’s, and $24.99 at Cost Club.
3 Describing Clothes 3. Spring Step Aerobic Shoes are $49.99 at
Morton’s, $54.99 at Larson’s, and $52.99 at Cost
Q To add interest to this game, you might read and
Club.
discuss the instructions and then tell students
that they have three minutes to memorize what
everyone in the room is wearing. Then, have
5 Comparing Prices
all students except one close their eyes. The
student whose eyes are open describes another Q Ask students to return to the groups they
student’s clothing. The rest of the students try were in for Activity 4. Have them read the four
to remember who is wearing the clothing being questions and discuss the answers together.
described.

EXPANSION ACTIVITY
N The purpose of this activity is to have
students explore their community and look
for prices of selected items in local stores or
in store flyers.
N As a group, create a list of items that students
frequently buy.
N Have students copy the list and find the prices
in two different stores in the local area or in
store flyers. Allow several days or a week for
students to complete this.
N Invite volunteers to share the prices they
found. Guide the group to make comparisons
and to identify the stores with the best prices
in the area.
36 Chapter 2
Self-Assessment Log
Q Read the directions aloud and have students
check vocabulary they learned in the chapter
and are prepared to use. Have students check



Chapter
3
Friends and
Family
In this chapter students will listen to and practice how to start and end conversations, how
to listen to and leave voice mail messages, and how to describe people. In Part 1 they will learn
to recognize reductions and to practice asking how people keep in touch with friends and family.
In Part 2 they will listen for conversation starters and endings. In Part 3 they will listen to voice
mail messages and to descriptions of people. In Part 4 students will practice leaving voice mail
messages and describing friends and family members. At the end of the chapter, they will listen to
descriptions of people and identify the picture of the person being described. In addition, students
will complete a self-assessment log that evaluates their own learning and effort. These topics
will encourage students to discuss how to keep in touch with friends and family and how to start
conversations with friends and co-workers.
Chapter Opener
Q Call attention to the photo. Have students discuss the questions

in groups.
Q Brainstorm family relationship terms and words used to describe

people. Write a list of useful words on the board (e.g., family, parents,
children, brothers, sisters, cousins; old, young, interesting). Encourage
students to talk about friends and family members and to describe
them.
The family is the country of the heart.

—Giuseppe Mazzini
Italian politician (1805–1872)
38 Chapter 3
Chapter Overview
Listening for conversation starters Expressions for describing people
Listening to voice mail messages Expressions for starting and ending conversations
Listening to descriptions of people Guessing words from context
Pronunciation
Speaking Using stressed words
Describing people
Language Skills
Leaving voice mail messages
Starting and ending conversations: formal vs. informal
Interviewing classmates about friends and ways to
language
keep in touch
Topics of conversation
Role play: appropriate greetings based on situations
Critical Thinking
Analyzing appropriate and inappropriate topics of
conversation
Problem-solving: leaving appropriate voice mail
messages
Taking notes to summarize
Vocabulary
Nouns Verbs Adjectives Idioms and Expressions

age guess bald old be/get homesick (for)
bangs miss black red by mail/phone/email
beard recognize blond short call someone back
eyes blue slim come by
freckles brown small expect someone
hair gray tall in his/her early/middle/late twenties
height green thin in his/her teens/twenties/thirties
mustache heavy white leave a message
phone card large young look forward to
scar long miss a call
size medium-height Adverb stay/keep in touch
medium-length besides wear glasses
middle-aged What’s the matter?

Part 1 Conversation: Staying in Touch Student Book pages 52–58
Before You Listen Q Have the students read these questions and
discuss them in pairs.
1 Prelistening Questions (Part 1)
Q Compare answers as a whole class.
Q Read the questions aloud. Call on volunteers to
Q Invite students to act out their versions of the
answer each one.
scene.
Q Have students look at the photos and tell what
each of the characters is doing.
Q Have the students read the questions and

ANSWER KEY
discuss them in pairs.
Possible answers
1. They look sad. 2. Lee is reading an email. 3.
He’s talking to Lee about the email. 4. Lee read
EXPANSION ACTIVITY something sad in the letter. 5. “I’m sorry.” 6. “It’s
OK.”
N The aim of this activity is for students to
compare and contrast different ways people
stay in touch with friends and family. 3 Vocabulary Preview
N Copy and hand out Black Line Master 6 Q Read the words aloud or play the recording and
“Venn Diagram: Staying in Touch” on page have students check off the words they know.
BLM 6, one to each student. Q Read the words and have students repeat them.
N Go over the questions in Activity 1 with the Q Ask volunteers to explain the meaning of the
class. terms other students don’t know.
N You may want to model asking a volunteer a 4 Guessing the Meaning of New Words from
question and listening to his or her response. Context
Then have the volunteer ask you the same
question. Q Have students complete the vocabulary activity
individually.
N Demonstrate recording both the volunteer’s
response and your own while pointing out the Q If there are any questions about words other
appropriate part of the diagram to place the than the target words in the sentences, provide
response(s) on. students with the answers or allow them to
look up the words.
N Have pairs discuss and record their answers
on the chart. Q Have students make a guess about the meaning
N As you go over the responses, encourage share their guesses with the class. Ask students
students to report the answers from their what clues they used to make their guesses.
Venn diagrams. For example: John and I both
like to use email because it’s fast. I like to Q When students have finished guessing, provide
write letters, but John doesn’t like to write them with the possible answers below or allow
letters. them to use their dictionaries.

2 Prelistening Questions (Part 2) with. Write sentences containing the words for
students to write in their notebooks, e.g.:
Q Have students look at the photo. Ask students
to describe the Internet café.
40 Chapter 3
1. You’ll never guess what I bought you for

your birthday! AUDIO SCRIPT
2. When I’m far from home I sometimes feel Beth: Lee? Are you okay? What’s the matter?
homesick. Ali: Yeah, Lee! Why are you so sad?
3. I told my son to keep in touch while he is at Lee: I’m reading an email from my mom in
college, but he never calls me. Korea.
Beth: Is she all right?
4. I like to talk face to face and not by phone.
Lee: Yes, she’s fine, but I miss her, and I
5. I have a friend in Africa. We talk by email.
miss my other family and friends in
6. I like to send birthday cards to my friends Korea. I guess I’m homesick.
by mail. Ali: Yeah, I sometimes get homesick for
7. Jacob lives at college now and he really my family.
misses eating at home. Beth: Me too. I really want to see my family
and friends in California soon.
8. My father gave me a lot of phone cards to
use to call him.
9. My friend looked sick, so I asked him, 6 Listening for Specific Information

“What’s the matter?” (Part 1)
Q Ask students to read through the set of
questions and answers silently. Play the
recording and have them circle their answers.
ANSWER KEY
Have students compare their answers in pairs.
1. think maybe 2. feeling sad because you are
Then go over the answers together.
away from your family 3. communicate, write
or talk to 4. using the telephone 5. letters on
the computer 6. letters that are sent through
the post office 7. feel sad because you are away ANSWER KEY
from 8. a card for paying for telephone calls 1. c 2. a 3. b 4. a 5. b
9. What is the problem/wrong?
Listen AUDIO SCRIPT

Beth: Lee? Are you OK? What’s the matter?
5 Listening for Main Ideas
Ali: Yeah, Lee! Why are you so sad?
Q Read the questions aloud. Review the meaning Lee: I’m reading an email from my mom in
of homesick as needed. Korea.
Q Play the recording. Ask students to circle their Beth: Is she all right?
answers. Go over the answers together. Lee: Yes, she’s fine, but I miss her, and I
miss my other family and friends in
Korea. I guess I’m homesick.
ANSWER KEY Ali: Yeah, I sometimes get homesick for
1. c 2. c 3. b my family.
Beth: Me too. I really want to see my family
and friends in California soon.

Ali: How often do you hear from your Q Then have students complete the activity
family, Lee? individually.
Lee: Besides email, I get two or three Q Check the responses by reading each sentence
letters a month. How about you? aloud and calling on different students to fill in
Beth: I usually call home. the blanks.
Ali: I usually stay in touch just by phone
because it’s easy.
Lee: Well, I really want to talk to my family. ANSWER KEY
Email just isn’t the same. But it’s
1. to keep in touch 2. homesick 3. miss
expensive to call Korea.
4. to guess 5. by email 6. by mail 7. What’s the
Beth: Oh, call them, Lee! Just talk for three matter 8. phone card 9. by phone
minutes.
Ali: Yeah, that’s not very expensive. In fact,
you can use my phone card. Stress
Beth: Good idea! Call now before we go to 9 Listening for Stressed Words
the movies. There’s a pay phone over
there. Q Review the words in this list by asking different
students to say each one aloud and then
Lee: You’re right. I really need to talk to
explain what it means in their own words. Ask
them. But wait for me, OK?
them to make a sentence using each word.
Beth: Great! Then point out the blanks in the activity. Tell
students they will listen to the recording again
7 Listening for Specific Information and use these words to fill in the blanks in the
(Part 2) sentences that follow the box.
Q Read the instructions and ask students to read Q Play the recording and have students fill in the
the questions and answers silently. missing words. Point out that the words that are
said louder and longer are the stressed words.
Q Play the recording again and have students
complete the activity individually. Go over the Q Review the answers together.
answers together. Q Have each student read the conversation with a
partner, being careful to stress the appropriate
words.
ANSWER KEY
1. b 2. a 3. a
ANSWER KEY
1. Lee 2. OK 3. matter 4. Yeah 5. Why 6. sad
7. Reading 8. email 9. mom 10. Korea 11. OK
After You Listen
12. Yes 13. fine 14. miss 15. miss 16. other
8 Vocabulary Review 17. friends 18. guess 19. homesick
Q Ask volunteers to read aloud the words in the

box.
42 Chapter 3
Reductions Q When going over the answers, you might play

the recording one line at a time, pausing after
Q Students worked with several common
each line to have a student say the letter of the
reductions in Chapter 2, and this section
correct answer and then repeat the full form or
expands on that introduction. Remind students
reduced form they heard.
that these forms are perfectly acceptable in
everyday conversation and in fact, not using
reductions may interfere with communication
by making the speaker sound too formal. ANSWER KEY
10 Comparing Long and Reduced Forms 1. a 2. a 3. b 4. b 5. a
Q Ask students to read the pairs of sentences

silently.
Q Then play the recording and ask them to repeat

AUDIO SCRIPT
each line after the speaker. 1. Are you OK?
2. I don’t miss them very much.
Q After one or two rounds of class repetition,
you may wish to have individuals take turns 3. I wanna* go to the movies with you.
repeating one pair of long and reduced forms 4. What’re* you doing?
each as the rest of the students remain silent. 5. Why’re* you sad?
This will provide additional listening practice for
the entire class and at the same time allow you
to provide feedback to individual students. Using the Internet
Limiting a Search
AUDIO SCRIPT
N Read aloud the information in the Internet
Long Form Reduced Form
activity box.
1. Are you OK? Are ya’ OK?
2. What is the matter? Whatsa matter?
3. Why are you so sad? Why’re you so sad? 12 Practice Limiting a Search
4. I miss her. I miss ’er. Q After reading aloud the instructions for the
5. I really want to see I really wanna see my activity, ask students to search individually
my family. family. using the additional keywords to limit their
searches for homesickness.
Q Go over students’ responses to the questions

about homesickness. Allow students to share
Q Start by having students read the pairs of the results of their searches with the class.
sentences to each other in small groups.
Encourage them to help each other say the
reductions correctly.

to allow students time to circle their answers.

Talk It Over
Best Practice

This type of activity is an example of collaborative
learning to encourage fluency and confidence. In these
small group interviews, the topic of keeping in touch is
more important than grammar. Students can practice
asking and answering questions. By the time they
have completed the response chart, they should feel
more confident in the use of the new language.
13 Discussing Keeping in Touch

Q Read through the instructions to the class.
Q Have students form groups of four and fill

in each others’ names on the chart. Go over
the questions and ask students to look at the
sample answers in the first column.
Q Model the activity by discussing with students

the answers under “Stacy” in the first column.
Q Set a time limit and have students in each group

take turns asking each other the questions and
writing the answers in their charts. Circulate
among the groups, listening to be sure they are
using full question forms.
Q When they are finished, call on individuals

to talk about one of the other people in their
group.
44 Chapter 3
Starting and Ending Conversations
STARTING CONVERSATIONS Q After they have discussed the expressions

together, have students fill out their own charts
Read and discuss the introduction at the top
with students.
Ask different students to take turns reading

aloud the various conversation starters. Invite ANSWER KEY
students to demonstrate some conversation Possible answers
starters commonly used in their native People you know/Formal:
languages and to give a simple English
Hello. Excuse me. How are you? It’s nice to see
translation.
you again.
Discuss the differences in subject matter
and the types of friendly expressions used as People you don’t know/Formal:
conversation openers in various cultures. Excuse me. I don’t think we’ve met.
My name is… Hello. How are you? May I ask you
a question? Do you know when the next bus is
Content Note coming?
Americans often begin conversations with
People you know/Informal:
new people at parties by asking them where
Hello. How are you? It’s nice to see you again.
they are from or what they do for a living.
Hi. How’s it going?
1 Expressions for Starting Conversations People you don’t know/Informal:

Hi. I’m …
Best Practice How are you?

The chart and expressions activate students’ prior
knowledge. This type of activity will help students
2 Listening for Conversation Starters
reflect on what they already know or have observed
regarding settings and situations for the expressions Q Point out and discuss the pictures with the
in this chapter. When students activate their prior class. Then play the recording once through and
knowledge before learning new material, they are ask students to name which picture shows the
better able to map new language onto existing speakers.
concepts, which aids understanding and retention.
Q Point out the expressions above. Help students ANSWER KEY

form small groups and decide together which Photo 1
expression they should use with people they
know and which they should use with people
they don’t know. Then have them try to decide
which are formal and which are informal.

4 Expressions for Ending Conversations

AUDIO SCRIPT Q Point out the expressions. Help students
Susan: Excuse me. I don’t think we’ve met. form small groups and decide together which
My name is Susan. expressions they should use with people they
Juan: Nice to meet you, Susan. My name is know and which they should use with people
Juan. they don’t know. Then have them try to decide
Susan: Nice to meet you, Juan. Where are you which are formal and which are informal.
from? Q After they have discussed the expressions
Juan: I’m from the Dominican Republic. What together, have students fill out their own charts.
about you?
Susan: I’m from Chicago. How do you like
going to school here?
ANSWER KEY
Juan: I like it a lot, but I miss my home and
(Possible answers)
my family.
People you know/Formal:
Susan: Yeah, I know what you mean. Well, I’m
Would you excuse me please? I’m late for a
going to get something to eat now.
meeting.
Nice talking to you.
I’ve got to go now. I’ll talk to you later.
Juan: I’ve enjoyed talking to you, too. I hope
to see you again.
People you don’t know/Formal:
Susan: Yes. That would be nice.
Would you excuse me please? I’m late for a
meeting.
3 Listening for Details It was nice to meet you.
Q Read aloud the three questions and play the Thank you for your help. Good-bye.
recording again. Have students circle the letter I’ve enjoyed talking to you. Maybe we could get
of the best answer. together sometime.
People you know/Informal:

I’ve got to go now. I’ll talk to you later.
ANSWER KEY
I’d better get going. Nice to talk to you.
1. c 2. c 3. b
People you don’t know/Informal:
I’d better get going. Nice to talk to you.
ENDING CONVERSATIONS
Read aloud and have students repeat the
expressions for ending a conversation.
Ask students to demonstrate ways to end
conversations commonly used in their native
languages and to give a simple English
translation.
46 Chapter 3
EXPANSION ACTIVITY
N The aim of this activity is to practice using
ANSWER KEY
appropriate ways to end conversations in Answers will vary.
different situations.
N Assign each expression to a pair of students. 6 Role Play
Have them think of a particular situation in
Q Explain that Americans vary the way they greet
which a person would use the expression and
each other depending on the situation and on
explain it to the class. For example, a teacher
the age and relationship between the people
might say “Would you excuse me please?
involved.
I’m late for a meeting,” when talking with a
student after class. Q Go over the situations in the chart. Invite
students to act out the greetings if you wish.
N Have students write up scenes in which they
incorporate these expressions in a short Q Have students work in pairs to complete the
conversation. chart using language introduced earlier in this
section. Encourage them to also include other
expressions they may already know.
5 Topics of Conversation
Q When they are finished, have students share
Best Practice their examples with the class.
Q Ask pairs of students to practice role-playing

the situations described in the first column.
This is an example of a collaborative activity resulting Suggest that they try to think up a conversation
in a final product. This type of activity requires
of at least four lines (two lines each). Move
students to process the information they know
around the room as they work, offering
and to categorize it. This involves reinterpretation,
language support as needed. Then invite pairs
synthesis, and application of concepts. The process of
manipulating language will create deeper processing
to perform their conversations for the class.
of new material, which will help students to
remember it better.
ANSWER KEY
Q Read the instructions together and point out the Answers will vary.
headings on the chart.
Q Demonstrate how the chart works by doing

the first row (Sports) with the whole class. Help Content Note
students describe situations in which they N It may be useful for students to role-play
would not discuss a certain topic with a certain similar conversations using the language and
group of people. Then have students complete behaviors of their own cultures. This contrast
the chart in groups. will help clarify the differences between
the first- and second-language handling of
these situations. In a class with students
from several different cultures, they will have
to translate their statements into simple
English, which provides more useful practice.

1 Using Context Clues John: No, he’s skiing. He isn’t coming back
until tomorrow night.
Q As in previous Part 3 sections, students listen to
conversations and try to determine the meaning Beth: Hmm. OK. Would you tell him I called?
of new words from the context. For each John: Sure.
item, students will listen to the first part of a Beth: Also, would you ask him to call me
conversation, answer a question in their books, when he gets back?
and then listen to the end of the conversation,
John: OK, Beth. I will.
which contains the answer.
Question 2: Who does Beth want to call her?
Q Play each conversation up to the point where
John: I’ll have Dan call you tomorrow
the narrator asks the question.
evening.
Q Stop the recording and have students circle the Beth: Thanks a lot, John. Bye.
answer.
John: Bye, Beth.
Q Then play the rest of the conversation so Conversation 3
students can check their answers.
Lee: Hi, Alicia! What are you doing?
Q At the end, invite students to raise any Alicia: Hi, Lee. Oh, I’m looking at some
questions they have about any of the segments. pictures of my family.
Lee: Can I see them too?
Alicia: Of course. This is a picture of all of us.
ANSWER KEY That’s my mom and dad on the left.
1. b 2. a 3. c 4. c 5. a Lee: Your mom’s very pretty.
Alicia: Thanks . . . And that’s my older brother
next to Mom. My little sister is the one
on the right. She’s still in high school.
AUDIO SCRIPT
Question 3: How many children are in Alicia’s
Conversation 1
family?
Peter: Where are you from, Beth?
Lee: So your parents had three children?
Beth: I’m from California.
Alicia: Uh-huh. I’m the middle child.
Peter: I’ve been there. It’s nice.
Conversation 4
Beth: Yeah, I sure miss it!
Ali: Hey, listen to this: My little brother
Question 1: What is Lee homesick for? started school last week!
Peter: It sounds like you’re homesick for Dan: Great. What else does it say?
California.
Ali: My cousin Nabil got a new job, and his
Beth: That’s right! But I’m going to visit there wife just had a baby.
next year.
Dan: Gee, it’s great to get mail from home,
Conversation 2 isn’t it?
John: Hello? Question 4: What’s Ali doing?
Beth: Hello, John? This is Beth. Ali: Yeah. After reading this letter from
John: Hi, Beth. How are you doing? my parents, I don’t feel so homesick
Beth: Fine, thanks. Is Dan home? anymore.
48 Chapter 3
Conversation 5 Q Have pairs of students answer the questions

Beth: I’m going to call my family, Ali. Can you together. Discuss their answers with the whole
wait for me? class.
Ali: Sure, but . . . er . . . Beth, y’know, it’s 3 Vocabulary Preview
not 5 p.m., and it’s a weekday.
Q Have students read the list of expressions and
Beth: So?
check the ones they know. Then have them
Ali: Well, the rates are high now. They go listen to the recording.
down after five o’clock. It’s 4:40 now.
Q If possible, have students explain these
Let’s wait a few minutes.
unknown words to each other.
Beth: Hmm.
Ali: And if you want cheaper rates, wait
the words.
until tomorrow. The rates are lower on
Saturday and Sunday.
Listen
Question 5: When can Beth get the cheapest
rates? 4 Listening for the Main Idea
Beth: All right. That’s a good suggestion, Q This is another global listening task. Go over the
Ali. I’ll wait and call this weekend, on question and remind students that they only
Saturday. have to listen for the number of people who left
a message for David. In other words, they will
have to count the messages they hear.
Listening to Voice Mail Messages
Q Play the recording and have students give their
Before You Listen answers.
Best Practice
Scaffolding Instruction
ANSWER KEY
This is an example of an activity that links old and Four people
new knowledge. In real life, we use clues and setting
to help anticipate conversations and exchanges. This
activity asks students to use general information
about the purpose and usual content of voice mail AUDIO SCRIPT
messages to anticipate specific information in voice Outgoing Message
mail conversations. By asking students to use what Hello. This is Dan. I’m not in right now, but if you
is known, they are guided through the steps of
leave a message, I’ll call you back as soon as I can.
developing this skill.
Message 1
Hi, Dan. This is Amy. I’m sorry I couldn’t meet you
2 Preparing to Listen to go over your project today. I’m sick. Call me
back . . . I’ll be home all night. The number is
Q If students are not familiar with how voice
555-0135. Bye.
mail works, discuss how the caller goes about
leaving a message and give examples of typical Message 2
messages. (“Hi, Al. This is Bill. I won’t be able to
meet you for lunch today. I’ll call you back this
evening. Bye.”)

Hello. This is Beth. I want to go to that new N Ask students to create appropriate messages
restaurant on 3rd street. Call me back at 555-0167, that the person in the picture might leave.
or meet me there at six o’clock. Remind them to try to use the vocabulary.
Message 3 N Invite volunteers to present their messages
Hey, Dan. This is Peter. I need to borrow that to the class. Have the class guess the
English book from you . . . remember, the book appropriate picture.
we talked about? I’ll come by your apartment
about seven to pick it up. See you later.
Message 4 After You Listen
Hello, son. We’re just calling to remind you that
we’re arriving tomorrow at 10:25 in the morning. 6 Discussing Voice Mail
You’ll meet us at the airport, right? We’re really Q As you set up the small groups, be sure there is
looking forward to seeing you. Your mother can’t at least one person in each group that has had
wait. See you tomorrow. experience using voice mail.

5 Listening to Voice Mail invite individuals to put together a sample voice
Q For this activity students will listen to the mail message they might leave on their own
conversation again, this time focusing on the answering machine. Invite volunteers to read
content of each message. It might help to have their messages aloud to the class.
them look at and describe each picture.
Listening to Descriptions of People
Q Play the recording and go over students’
answers.
Before You Listen
Q Play the recording a third time, if it seems
necessary to do this for your class. 7 Preparing to Listen
Q Ask students to look at the picture of Ali and
think of words they would use to describe him.
ANSWER KEY Q Have students discuss their descriptions with
Upper left – message 2 a partner. Call on several different students to
describe Ali to the class.
Upper right – message 3
Lower left – message 4 8 Vocabulary Preview
Lower right – message 1 Q Read the words aloud or play the recording and
have students check the words and expressions
that they already know.
EXPANSION ACTIVITY
Q Write the unknown words on the board and
N The aim of this activity is to practice encourage students to explain them to each
vocabulary used in voice mail messages. other. Give a clear summary definition or use
each new word in a sentence or two.
N Review the vocabulary words and expressions
from Activity 3.
N Have pairs of students choose one of the
pictures from Activity 5.
50 Chapter 3
Listen After You Listen

9 Listening for Main Ideas 11 Discussing Appearance
Q Read the question aloud and have students Q Have students jot down some words they would
look at the three photos. Discuss them with the use to describe themselves.
class.
Q Then have them practice describing what they
Q Play the recording all the way through. Have look like to a partner.
students check their answer.
Q Encourage students to suggest additional
complimentary adjectives their partners might
use to describe themselves.
ANSWER KEY
Photo 2
AUDIO SCRIPT
Beth: OK, Lee, my friend Sue will sell you her
old answering machine.
Lee: Great! How can I get it?
Beth: She’s at the apartment. You’ll
recognize her: She’s tall and slim, and
she has short red hair.
10 Listening to Descriptions of People

Q For this activity students will listen again to
Beth’s description. Remind students that they
will listen for specific information about Sue’s
appearance.
Q Have students read the questions first. Then

play the recording.
Q Play the recording a second time if needed, and

then check answers.
ANSWER KEY
1. b 2. a 3. c

Leaving Voice Mail Messages
become more responsible and involved in the learning

Strategy
process.
Steps to Leaving a Voice Mail

Message Q Explain that the class will be divided into groups
N First discuss students’ experiences and and that each group will choose a situation
feelings about voice mail and telephone from the list in the book and record a message
answering machines. Most students will related to it. The groups will take turns listening
have used them. However, leaving a clear to each other’s messages and guessing which
message in a foreign language can be quite situation each message applies to.
daunting. This activity provides students with Q Have different students read each of the five
appropriate voice mail expressions, which situations aloud to the class. Answer any
will give them confidence when they are questions they may have.
confronted with this task in real life.
Q Divide the class into small groups and give each
N Read and discuss the information in the group a few minutes to choose a situation and
chart with the class. Have them repeat all formulate and rehearse the message they will
the examples and invite some students to leave.
read examples aloud. Answer any questions
the class may have. Q When they are finished, play back the messages
and ask the rest of the class to say which
situation each one applies to.
Best Practice
Describing People
Organizing Informaiton
2 Using Expressions for Describing People
This information is presented with a graphic organizer
to categorize information. Using a chart to convey the Q Review the meaning of all the words and
steps in a sequence of events encourages students expressions in the chart. A good way to clarify
to process and organize information while they are the meanings is to bring in photographs from
listening and also provides a record for them to refer magazines and use them to point out the
to when completing the same task on their own. various characteristics.
This type of graphic organizer emphasizes order and
sequencing.
Content Note
N Discuss the careful use of descriptive
1 Leaving Messages
terms with the class. Some students may
be particularly sensitive about things they
cannot change, such as their size or weight.
For example, explain that one never asks an
Making Use of Academic Content American how much he or she weighs and
This collaborative activity helps students to decide on that people often substitute a gentler word in
a task and to work together to complete it. Students place of fat or skinny. Plump or large is often
practice ways to further their own learning using the used in place of fat, and slim or slender is
strengths of others in the group. When students begin used instead of skinny. Ask students to think
to learn from others and to help others learn, they
52 Chapter 3
about similar issues in their own cultures that Self-Assessment Log

people are sensitive about and how they deal
with them.
3 Describing People
Q Have students work on this role play in pairs.
Move around the room, offering help as needed.
Q You may wish to introduce language for each strategy in the chapter.
students to play their roles more fully (e.g.,
for the police officer: “Can you describe the
robber?” For the witness: “Yes, sir/ma’am; She
was …” etc.)
Q For the second part of the activity, you may

need to supply the pictures. Your students might
enjoy using pictures of movie stars, singers, TV
personalities, fashion models, and so on.
EXPANSION ACTIVITY
N The aim of this activity is for students to
practice using the vocabulary to describe
people.
“Describing People” on page BLM 7, one to
each student.
N Read the instructions and have students fill in
words in the charts to describe a picture of a
character in this lesson, someone in the class,
and a celebrity.
N Have students work individually to prepare
their descriptions. Ask them to make a note
about the identity of the person.
N Have individuals use the words to describe
the people without mentioning the picture or
their names. Have the rest of the class guess
the picture in the chapter or the name of the
person.

Chapter
4
Health Care
In this chapter students will listen to and practice talking about health care, explaining
problems, listening to advice, discussing health advice and habits. In Part 1 they will listen to a
phone call to a health clinic, learn to recognize reductions, and practice discussing solutions to
health problems. In Part 2 they will listen to a conversation between two friends—one friend
is asking another for advice regarding a problem. In Part 3 students will listen to people calling
for health-related and emergency situations, to a doctor giving instructions to a patient, and to
patients complaining about health issues. In Part 4 students will discuss health advice, habits, and
exercise. At the end of the chapter, students will complete a self-assessment log to focus on what
they have learned. The topics in this chapter will enable students to call about and describe health
problems and other emergencies and to consider healthful habits and exercise as important parts
of maintaining good health.
Chapter Opener
Q Call attention to the photo. Have students answer the questions

in groups.
Q Brainstorm different features and activities associated with health

treatment. Write a list of useful words on the board (e.g., doctor, patient,
treatment; pain, problem; help, cure, treat, give treatment.) Discuss
where students go for health care, who helps them, and what types of
treatment they know.
The first wealth is health.

—Ralph Waldo Emerson
U.S. Poet and essayist (1803–1882)
54 Chapter 4
Chapter Overview
Listening Interpreting photos
Listening for main ideas Using charts to organize information
Listening for specific information
Vocabulary Building
Listening for advice
Words and expressions for discussing health care
Listening to instructions
Words and expressions for making health care
Listening to complaints
appointments
Using context clues
Guessing words from context
Speaking Body part terms
Discussing solutions to health problems

Pronunciation
Giving advice
Listening for and using stressed words
Discussing complaints
Discussing health advice and habits
Using online pronouncing dictionaries
Talking about body parts
Language Skills
Critical Thinking
Using modals to give advice
Analyzing solutions to problems
Making comparisons
Vocabulary
Nouns Verbs Adjective

ankle (eye) exam knee ache stolen
arm eyes leg break (a leg)
aspirin fever medicine cough Idioms and Expressions
back finger menu options hang up (an illness) is going around
bandage flu neck make an appointment
cavity fluids nose press
checkup food prescription sneeze
cheeks forehead shin sprain (an ankle)
chest hair shoulder stay on the line
chin hand stomach take your temperature
(dental) cleaning head thigh vomit
cold headache toe
drugstore health clinic waist
ear ID card wrist
elbow insurance card
emergency insurance number

Part 1 Conversation: Calling a Hospital Student Book pages 72–78
Before You Listen 2 Vocabulary Preview

Q Read aloud the vocabulary items or play the
Best Practice recording and have students check off the
words they know.
Q Read the vocabulary items again and have
The photos and prelistening questions activate
students repeat the words.
students’ prior knowledge. This type of activity will
help students relate their own experience with Q Discuss the vocabulary items with the class. If
health problems and health resources to the new needed, have students look up the words in a
situation presented in this chapter. When students bilingual or learner’s dictionary.
activate their prior knowledge before learning new
material, they are better able to map new language 3 Guessing the Meaning of New Words from
onto existing concepts, which aids understanding and Context
retention.
individually.
1 Prelistening Questions Q If there are any questions about words other
Q Have the students read questions 1–10 and than the target words in the sentences, provide
discuss them in pairs. students with the answers or allow them to
look up the words.
Q Compare answers as a whole class. Encourage
students to mention names of specific health Q Have students make a guess about the meaning
resources available in the local area. of the target words. Call on a few students to
Q Point out the photos and read the next six what clues they used to make their guesses.
questions. Have the students read the questions
and discuss them in pairs. Q When students have finished guessing, provide
them with the possible answers below or allow
Q Compare answers as a whole class. Encourage them to use their dictionaries.
students to talk about any experiences they
have had calling to report emergencies or Q Discuss any words that students have difficulty
health problems. with.
Q Help students use the words in their own

sentences. Write sentences on the board for
students to copy, e.g.:
ANSWER KEY
Possible Answers 1. To make an appointment you need to choose
a time and place to meet.
1. She has the flu.
2. She’s calling in sick. 2. If you are sick you can talk to a doctor at a
health clinic.
3. I’m sorry but I can’t go to work today.
4. The person is buying some medicine. 3. To enter the building, please show your ID
card.
5. The person is at the drugstore (pharmacy).
6. “How much do I need to take?” 4. I don’t need money to visit the doctor
because I have an insurance card.
5. The flu is a very dangerous sickness; you can

even die from it.
56 Chapter 4
6. If there is any kind of emergency, call the

police right away.
ANSWER KEY
7. Don’t hang up the phone yet; stay on the line
for a few minutes. 1. a 2. b 3. c
8. When I’m calling a company, I don’t like

waiting for the computer to tell me all the
menu options. AUDIO SCRIPT
9. The elevator won’t go anywhere until you Recording: Welcome to Faber Hospital and
press the button. clinics. If this is an emergency,
please hang up and call 9-1-1.
10. Tom got so angry at Mark that he hung up in Please listen carefully as our
the middle of the conversation. menu options have changed. For
the 24-hour pharmacy, please
press 1. For Family Medicine,
ANSWER KEY press 2. For the health clinic,
press 3. To speak to the operator,
Possible Answers
please press 0 or just stay on the
1. call and ask for a time to see the doctor 2. line.
a medical office 3. a document that tells who
Ali: Hmm. I need the clinic; I’ll press 3.
someone is 4. a document that shows that
an insurance company will pay for your health Receptionist: Health Clinic. Can I help you?
care 5. an illness that is like a very bad cold Ali: Yes. I think I have the flu. I feel
6. a serious situation that happens suddenly awful.
and needs immediate attention 7. stay on
the telephone, not hang up 8. choices on a
5 Listening for Main Ideas (Part 2)
telephone or computer 9. push 10. end the
phone call by putting down the receiver or Q Ask students to read through these questions
pushing a button to end it and answers silently. Play the recording and
have them circle their answers. After students
compare their answers in pairs, go over the
Listen answers together.

Q Read the instructions. Have students read the ANSWER KEY
questions and answers silently to make sure 1. c 2. c 3. a
they understand what pieces of information
they will be listening for.
Q Play the recording. Remind students that they

AUDIO SCRIPT
do not have to listen to every word. Instead
Recording: Welcome to Faber Hospital and
they should listen only for the main idea.
clinics. If this is an emergency,
Q Ask students to circle their answers. Go over please hang up and call 9-1-1.
the answers together. Please listen carefully as our
menu options have changed. For
the 24-hour pharmacy, please

press 1. For Family Medicine,

press 2. For the health clinic, Content Note
press 3. To speak to the operator,
N Discuss how people pay for medical care in
please press 0 or just stay on the
North America. In Canada, the government
line.
provides medical insurance to all citizens. In
Ali: Hmm. I need the clinic; I’ll press 3. the United States, most people have to pay
Receptionist: Health Clinic. Can I help you? for their own health insurance, with part of
Ali: Yes. I think I have the flu. I feel the amount often being paid by an employer.
awful. Invite students to compare these systems
with the system that exists in other countries.
Receptionist: Would you like to make an
appointment?
Ali: Yes, I’d like to see a doctor. 6 Listening for Specific Information
Receptionist: All right. Could you come in
tomorrow afternoon at one
answers silently. Play the recording and have
o’clock?
them circle their answers. Go over the answers
Ali: Yes, I can come then. Oh! Should with the whole class.
I bring any money?
Receptionist: No—just your ID and insurance
card.
ANSWER KEY
Ali: OK.
1. b 2. c 3. b
Receptionist: Now, could I have your name and
insurance number?
Ali: Yes. My family name is Halal, H-
A-L-A-L. My first name is Ali, A-L-I. After You Listen
And my insurance number is 000-
7 Vocabulary Review
481-624.
Q Ask volunteers to read aloud the words in the
Receptionist: OK. You’re all set. Don’t forget to
box.
bring your health insurance card
when you come in tomorrow. Q Then have students complete the activity
Ali: OK. individually. Go over the answers together.
Receptionist: All right, we’ll see you tomorrow
at one.
Ali: Yes, thank you . . . thank you very ANSWER KEY
much. Bye. 1. the flu 2. to make an appointment 3. ID card
Receptionist: Bye. 4. health clinic 5. insurance card 6. emergency
7. menu options 8. to hang up 9. stay on the line
58 Chapter 4
Stress Q Then ask students to close their books as they

listen to the pairs of sentences again. Pause
8 Listening for Stressed Words the audio to allow time for students to repeat.
Q Have a volunteer read aloud the words in the You might divide the class in half and have one
box. Explain that students will listen for these half say the full forms and the other half the
words, which are stressed in the conversation, reductions.
and write them in the blanks below. Q Write the sentences with the full forms on the
Q Play the recording and ask students to fill in the board. Point to a sentence and then to the half
blanks in the sentences that follow the box. of the class, which says the full form. Then point
to the other half, which says the reduction.
Q Review the answers together. Go back and forth several times with each
Q Have students practice the conversation with sentence to give students practice listening to
a partner, carefully stressing the appropriate and saying the contrasting forms.
words.
AUDIO SCRIPT
ANSWER KEY
1. Can I help you? C’n* I help you?
1. help 2. think 3. flu 4. awful 5. Would 6. like
7. appointment 8. like 9. doctor 10. tomorrow 2. Would youlike Wudja* like to make
11. afternoon 12. one o’clock 13. Oh 14. bring to make an an appointment?
15. money 16. No 17. ID 18. insurance 19. card appointment?
3. Could you come in Cudja* come in
tomorrow afternoon tomorrow afternoon
at one? at one?
Reductions 4. No—just your ID and No—justcher* ID ’n’*
insurance card. insurance card.
Best Practice
Bridging, or linking old knowledge and new
knowledge, allows students to make connections Q Explain that students will listen to a speaker
between what they already know and the new say either the full form or the reduced form of
material. They are better able to analyze the new and each sentence. Ask volunteers to read the pairs
become more self-reliant and self-assured in their of sentences aloud. Tell students that they will
own learning efforts. Students are guided to use what circle the letter of the sentence they hear on
is known and apply it to other learning situations in the audio.
the outside world.
to allow students time to circle their answer.
9 Comparing Long and Reduced Forms Q Before going over the answers, remind students
Q Review examples of reductions from previous that knowing reduced forms will make it easier
lessons; for example, hafta for have to and for them to learn spoken English when they are
wanna for want to. listening to native speakers.
Q Play the recording and have students follow

along in their books.


searches with the class. Have students add to
ANSWER KEY their lists of useful bookmarks for their study
1. b 2. a 3. b 4. b 5. a of English.
EXPANSION ACTIVITY
AUDIO SCRIPT N The purpose of this activity is to have
1. C’n* I help you? students use Internet pronouncing
2. Would you like to make an appointment? dictionaries to find the correct pronunciation
3. Cudja* come in tomorrow afternoon at one? of health-related vocabulary items.
4. No—just your ID and insurance card. N Copy and hand out Black Line Master 8
“Internet Pronouncing Dictionaries: How Do
You Say It?” on page BLM 8, one copy to each
Using the Internet student.
N Read the instructions and, if needed,
Pronouncing Dictionaries
demonstrate on the Internet using a
N Read aloud the information in the Internet pronouncing dictionary and writing the
Activity box. pronunciation.
N After reading aloud the instructions for the N Have students work individually or in pairs to
activity, ask students to search individually fill in pronunciations for the vocabulary items.
for an English pronouncing dictionary.
N Ask students to fill in names of the sites they
Remind students to keep track of the
used and the URLs.
keywords they use in their searches.
N As a class, discuss the results of their
searches. Have volunteers read aloud the
Talk It Over
questions and make a list of keywords, URLs,
and best sites found by the class. 12 Discussing Solutions to Health
Problems
11 Practicing Your Search Skills Q Read through the instructions to the class.
You may want to practice the correct question
Q Read aloud the information in the Internet forms with the class: “What do you do when
Activity box. you have a bad headache? What would you do
Q Have students create their own keywords for if someone stole your bicycle?” and so on.
the topics. Q Arrange students in pairs and have them take
Q Ask students to list websites they find using turns asking and answering the questions.
their keywords. Encourage them to visit the Circulate among the pairs, listening and
sites and check off the sites that were useful. providing language support as needed.
Q Have students write their answers and their

partner’s answers in the chart.
Q When they are finished, call on individuals to

talk about the different solutions.
60 Chapter 4
Giving Advice
USING MODALS TO GIVE ADVICE

AUDIO SCRIPT
Review the information.
Ramona: I had an argument with Sue. Now she
Ask students to suggest other sentences that won’t talk to me. What should I do?
use the modals should, could, might, and must Rick: Well, Ramona, she’s probably angry
to give advice. with you right now. Maybe that’s why
she doesn’t want to talk to you.
Ramona: Yeah, you’re right.
Before You Listen Rick: I think you should write her a very nice
letter. Tell her that you still want to be
friends.
Q Read aloud the vocabulary items and have
Ramona: OK. Then what?
students circle those terms they are not familiar
Rick: You should wait a week, and then call
with.
her again. Maybe then she’ll talk to
Q Play the recording of the words and have you.
students follow along in their books.
Ramona: That’s good advice. Thanks, Rick.
Q Invite volunteers to explain the meaning of
the terms other students don’t know. You can
also have students use bilingual or learner’s 3 Listening for Specific Information
dictionaries to check meanings, if you wish. Q Read aloud the questions. Review the meaning
of all the alternative answers to the three
Listen questions by having students take turns
explaining them in their own words.
Q Remind students that they will listen to the
Q Read aloud the questions. Remind students to same conversation and they should focus on
listen for these main points in the conversation. listening for the specific information they need
Q Then play the recording and have students to answer the questions.
complete the activity on their own. Since this Q Then play the recording again and have
activity is more difficult than previous ones, you students circle their answers. If needed, play
may wish to play the recording more than once. the conversation another time. Go over the
Q Go over the answers together and discuss any answers with the class.
differences of opinion.
ANSWER KEY
ANSWER KEY 1. a 2. c 3. b
1. She’s sad because she had an argument with
a friend.
2. He tells her to write the friend a letter and
then call later.

After You Listen 5 Role Play

Q Explain that this is a combination role play
4 Giving Advice
and listening activity. Have students pick their
best exchange from Activity 4 and be ready to
Best Practice
perform it for the class.
Interacting with Others Q Call attention to the chart with questions. Go
This type of activity is an example of collaborative over the questions to make sure students
learning to encourage fluency and confidence. In this understand them and know what they are going
pair activity, based around the topic of giving advice to be listening for as they watch the role plays.
about health issues, communication is more important
than grammar. Students practice the exchanges in Q As pairs present their exchanges, the students
pairs. By the time they have completed the activity, must listen carefully to answer the questions in
they should feel more confident in the use of the new the chart.
language to ask for and to give advice.
Q When all pairs have made their presentations,
review the advice and alternative solutions that
Q Discuss the problems in the list and make students would have used.
sure that students understand what each one
involves.
Content Note
Q Point out the five advice expressions. Elicit
N Explain that radio talk shows that give
some examples of how to give advice using
advice are very popular in North America.
these expressions.
People call in for advice about anything from
Q Ask students to work in pairs. Have them take cooking to money problems. Invite students
turns reading problems and giving advice. to talk about whether such programs exist in
their home countries, and if so, what people
EXPANSION ACTIVITY ask for advice about.
N Have students write the problems on one set

of index cards and the solutions on another
set of cards.
N Shuffle the cards and place them face down
on a table.
N Have individuals turn over two cards and read
them aloud. If the solution fits the problem,
the student takes the cards. If they don’t fit,
the cards are turned face down again and
another student takes a turn.
N Continue until all the cards have been
matched up.
62 Chapter 4
AUDIO SCRIPT
recording. Call 1
Caller 1: Yes. I’d like to make an appointment.
Q Have students check the words and expressions
that they already know. Man: What seems to be the problem?
Caller 1: I’ve got a really bad headache.
Q Encourage volunteers to use the known words
in sentences. Man: Did you take your temperature?
Caller 1: No, but I think I’ve got a fever. My head
Q Write the unfamiliar words on the board and
feels warm.
ask volunteers to explain their meanings. Have
others use the words in sentences. Man: Hmm. Sounds like the flu. When can
you come in?
2 Using Context Clues Question 1: Who is the man probably calling?
Q Remind students that in this section, they will Man: Health clinic. May I help you?
hear a number of telephone calls and try to Caller 1: Yes, I’d like to make an appointment.
determine the meaning of new words from the
Call 2
contexts. For each item, students will listen to
the first part of a call, answer a question in their Caller 2: Hello. I’d like to report a stolen bicycle.
books, and then listen to the end of the call, Man: May I have your name, please?
which contains the answer. Caller 2: The last name is Chavez, C-H-A-V-E-Z.
Q Review the function of the five agencies listed First name, Maria, M-A-R-I-A.
in Activity 1. Man: Address?
Q Play each telephone call up to the point where Caller 2: 121 High Street, Apartment 3B.
the narrator asks the question, then stop the Man: And where was the bike stolen from?
recording and have students write the number Caller 2: In front of my apartment building. It
of the call in front of the agency or service. was . . .
Q Then play the rest of the telephone call so Question 2: Who is the woman probably calling?
students can check their answers. Man: Police department. Officer Wyman
Q Allow students to raise any questions they have speaking.
about any of the parts of the call. Caller 2: Hello. I’d like to report a stolen bicycle.
Call 3
Caller 3: Hi. My name’s Beth Johnston. I’d like to
ANSWER KEY make an appointment.
1. a health clinic 2. the police department 3. a Man: All right, Beth. Is this for a checkup or
dental clinic 4. the fire department 5. the eye a cleaning?
clinic Caller 3: A checkup. I think I have a bad cavity.
The side of my head hurts.
Man: Which tooth hurts?
Caller 3: One of the back ones.

Listening to Instructions
Man: Let me see . . . We can see you this
afternoon if you can come in at 4:30. Before You Listen
Question 3: Who is the speaker calling?
Man: Dental clinic. This is Mr. Adams. 3 Preparing to Listen
Caller 3: Hi. My name’s Beth Johnston. I’d like to Q Read aloud the questions and have students
make an appointment. share their answers with a partner.
Call 4 Q As you ask students to share their answers with
Caller 4: Please! You must help me! My the whole class, guide the discussion about
apartment’s on fire! illnesses and treatments. Encourage students
Woman: Please try to stay calm, sir. Where is to discuss various ways of dealing with the
the fire? same health problem and to make cultural
comparisons, if possible.
Caller 4: There’s smoke everywhere!
Woman: Excuse me . . . are you out of the
apartment? EXPANSION ACTIVITY
Caller 4: Yes, I am! Please send help
immediately!
“When I’m Sick…” on page BLM 9, one copy
Woman: Now, sir, stay calm. Where are you to each student.
located?
N Read the instructions and the questions.
Question 4: Whom is the man probably calling?
Woman: Fire department.
N Have students work in small groups to ask
each other the questions and fill in the
Caller 4: Please! You must help me! My
responses.
apartment’s on fire!
Call 5
N Guide students as they compare and contrast
the responses on their charts and report their
Caller 5: Yes, I’d like to make an appointment.
Man: Have you ever been here before?
Caller 5: No, but I’m a student, and all of a
sudden, I can’t see things on the
board in the front of the classroom Q Read the vocabulary items aloud or play the
very well . . . recording. Have students check off the words
Man: OK. It sounds like you need an exam. they know. Discuss any items that students
do not know. Act out items such as sneeze or
Caller 5: Great. I’ve been so worried . . .
cough, give examples of liquids, and list brand
Question 5: Whom is the speaker calling? names of various kinds of medicines.
Man: Eye clinic. This is Sean.
Q Read the items again and have students repeat
Caller 5: Yes, I’d like to make an appointment. the words.
Q Write the vocabulary items on the board and

ask volunteers to use each one in a sentence.
Provide pronunciation practice as needed.
64 Chapter 4
Listen 6 Listening to Instructions
5 Listening for the Main Idea Best Practice

Q Point out that this is another global listening
Organizing Information
task.
This activity uses pictures to meet the diverse learning
Q Read aloud the question and remind students and thinking styles of students. By looking at the
that they only have to listen for what is wrong pictures during the listening activity, students are
with Ali. encouraged to use visual clues as aids as they listen.
It also provides a visual record for them to refer to
Q Play the recording and discuss students’
when reviewing their notes.
answers.
Q Explain that students will listen to the

ANSWER KEY conversation again, this time focusing on the
doctor’s advice.
Ali has the flu/influenza.
Q Have students look at the pictures and read the
advice in items 1–5. Read the instructions.
Q Play the recording and have students cross out

AUDIO SCRIPT
the incorrect words in the sentences. Play it
Ali: I feel like I have a very bad cold. I have again so students can check their answers.
a fever, I ache all over, and I cough and
sneeze all the time.
Dr. Dirks: You probably have the flu, or influenza.
It’s much more serious than a cold. ANSWER KEY
You have to take care of yourself, 1. stay in bed, rest 2. two aspirin, four times
or you could become very sick. You 3. drink plenty of fluids, hot tea 4. cough
should stay in bed and rest as much medicine, drugstore 5. with your meals, upset
as possible. You can take two aspirin, your stomach
four times a day. That will help the
fever and the aches and pains. Be sure
to drink plenty of fluids. Fruit juice
and hot tea are the best. Here’s a
After You Listen
prescription for some cough medicine. 7 Discussing Your Opinion
You can take it to any drugstore. Be
sure to take your medicine with your Best Practice
meals because it might upset your
stomach. Making Use of Academic Content
Ali: I understand. Thanks. This activity helps students consider and discuss
alternative remedies to those traditionally prescribed
by health care workers and clinics. Students are
encouraged to make decisions and consider the
effectiveness of other treatments. As students make
thoughtful choices, they become more critical and
responsible in their own learning.

Q Read the two questions aloud and answer any Q Play the recording and have students answer
questions students may have about what they the questions.
are going to do.
Q Ask several students to give the answers.
Q Arrange students in groups to include students
from more than one culture in each group, if
possible.
ANSWER KEY
1. six 2. three 3. Speaker 1 has a headache.
invite several members from each group to tell
Speaker 4 has a painful tooth. Speaker 5 has a
about the most interesting thing they learned
pain in the ankle.
from their group.
Listening to Complaints
AUDIO SCRIPT
Before You Listen Number 1
8 Preparing to Listen Speaker 1: I have a terrible headache. The pain
is right at the back of my head. It
Q Invite students to think about people in their
seems to go from ear to ear.
lives who complain all the time and see how
many of their health complaints they can Number 2
remember. Speaker 2: I think I have the flu. I vomited
twice after breakfast this morning.
Q Have students jot down some of them to use in
I guess I shouldn’t eat anything.
the class discussion.
Number 3
Q Invite students to tell about these complaints,
Speaker 3: I was playing soccer and fell over
pretending to be the person doing the
another player. Now I can’t stand
complaining if they wish.
up or walk. I think I broke my leg.
9 Vocabulary Preview Number 4
Q Read each list of words aloud and ask students Speaker 4: I just had a drink with ice,and now
to repeat. my tooth really hurts—here on
the right side of my mouth. I must
Q Read the words aloud again or play the
have a cavity.
recording and have students check off the ones
they already know. Number 5
Speaker 5: I tripped on the curb when
Q List the unknown words on the board and ask
crossing the street and twisted my
volunteers to explain them and use them in
ankle. I can walk, but it really hurts.
sentences.
I think I sprained it.
Listen Number 6
Speaker 6: I don’t feel too bad, but I kept
10 Listening for Main Ideas sneezing and coughing in class
Q Read the three questions aloud. Explain that the today. I knew there was a cold
questions will be answered on the recording. going around, but I didn’t think I
would catch it.
66 Chapter 4

Q Preview the statements with the class. Remind
students that they need to match the advice
with the speaker it best corresponds to.

write the number of the speaker next to the
advice.
Q Replay the recording so students can check

their answers.
ANSWER KEY
1. Speaker 4 2. Speaker 5 3. Speaker 6
4. Speaker 1 5. Speaker 3 6. Speaker 2
After You Listen

12 Discussing Complaints
Q Ask students to work in pairs to answer the
questions. As they work, move around the
room, listening and offering language support as
needed.
Q Invite individuals to report to the class what

they learned from each other.

Discussing Health Advice and Habits
1 Discussing Health Advice Q When all the groups are finished, get the class
back together to share the results. You may
Q Have students discuss these questions in small
wish to copy the chart onto the board (add a
groups. If possible, include representatives from
separate column for each group) in order to
different cultures in each group. Encourage
record all the responses of all the groups.
students to share personal and family remedies.
Q Help students summarize the results so that
Q Call on volunteers to share with the class
they can answer the final question: What is your
what they learned in their groups. During the
group’s biggest worry?
discussion, help students think about what the
most useful and most practical treatments are.
Talking About Body Parts
2 Role Play
4 Identifying Body Parts
Best Practice Q Have pairs of students point to and name the
various body parts shown on the drawing. Move
around the room helping with pronunciation as
This is an example of a collaborative activity resulting
needed.
in a role play of a conversation between a doctor
and a patient. This type of activity requires students
to process the information they have learned and EXPANSION ACTIVITY
apply it to a new situation. This involves synthesis
The purpose of this activity is to practice
and application of concepts and language skills. By
identifying parts of the body.
manipulating language and concepts, students will
process the new material and see whether they have N Explain to the class how to play the children’s
understood it. game Simon Says.
N Remind students only to do the actions that
Q Have students find partners and role-play a “Simon Says.”
conversation between a patient and a doctor. N Have volunteers give the commands for
Q Invite pairs to present their conversations to the several rounds of the game.
class.
5 Teaching an Exercise
3 Asking About Health Habits
Q Model the activity by teaching an exercise.
Q Explain how a survey works. Tell students that
Make sure the steps are clear.
they are going to do a survey of class members
to find out how healthy they are. Reassure them Q Have students prepare to teach their own
that no names will be used in the survey. favorite exercises for homework.
Q Review the questions in the chart. Explain how

to check answers yes or no. Point out that
question 6 is open-ended and requires a longer
answer.
Q Help students form groups of four to six people

and have them begin the survey. Walk around
and offer help as needed.
68 Chapter 4
Content Note
N Make sure you choose an exercise
that doesn’t require uncomfortable or
inappropriate movements for modest
students.
6 Discussing Exercise
Q Talk about the topic with the class. Have them
compare the role that exercise plays in people’s
lives today with the role it played in the past. If
there have been changes, what are the reasons
for this?
Q Go over the questions in the chart and have

students complete it in small groups.
Q Have them share their results with the class

when they have finished.
Self-Assessment Log


Chapter
5
Making friends
In this chapter students will listen to and practice talking about invitations, responding to
invitations, making small talk, and discussing dinner or graduation parties. In Part 1 they will listen
to a conversation between friends, learn to recognize reductions, and discuss dinner party customs.
In Part 2 they will listen to a conversation between two people making small talk. In Part 3 they
will listen to people talking about going out with friends and social situations and responding to
invitations. In Part 4 students will discuss invitations, parties, and social events. At the end of the
chapter, students will complete a self-assessment log to focus on what they have learned. The
topics in this chapter will enable students to respond to invitations and feel comfortable about
making small talk in social settings.
Chapter Opener

small groups.
Q Brainstorm different activities associated with going out with friends

and socializing. Write a list of useful words on the board (e.g., have a
party, go out, talk, invite, have a party, enjoy; fun, happy, interesting).
Discuss types of activities that young people enjoy doing together.
Friends have all things in common.

—Plato
Greek philosopher (427– 347 B.C.)
70 Chapter 5
Chapter Overview
Listening for main ideas Words and expressions for discussing relationships
Listening for specific information with friends
Listening for reductions Social event terms
Listening to small talk Guessing words from context
Using context clues

Pronunciation
Listening to invitations
Speaking
Language Skills
Making small talk
Patterns for small talk
Discussing invitations and celebrations
Critical Thinking
Interpreting photos
Making inferences
Evaluating keywords and URLs
Using a sunray graphic organizer to generate related
ideas
Vocabulary
Nouns Verbs Adjectives Idioms and

(baseball) fan accept an invitation apologetic Expressions
graduation ask (someone) out bored some other time
party celebrate cross-cultural the favor of your
permission get in excited presence
student ticket go out (with someone) formal
have someone (over) for dinner informal
have something under control modern
invite someone (over) strict
look forward to terrible
play (a game)
request

Part 1 Conversation: Going Out Student Book pages 92–98

Before You Listen
with.
1 Previewing the Topic
Q Help students use the items in original
Q Point out the photos and ask students to sentences. Write key sentences on the board for
describe what they see. students to copy into their notebooks, e.g.:
Q Explain that there are two choices of words in 1. John asked his classmates out to dinner last
parentheses and that their task is to circle the week to celebrate his birthday.
correct one. Have the students complete the
2. My father gave me permission to use his car
activity in pairs.
on the weekend.
3. “I have to study this weekend, so I can’t go
out with you.”
4. “Let’s go to the movies. There’s a new film I

ANSWER KEY want to see.”
1. are 2. ask 3. can 4. go 5. on
5. “We don’t have time to prepare dinner at
home this evening, so why don’t we dine
out?”
ANSWER KEY
the words.
Possible Answers
Q Discuss the words and expressions with the 1. invite friends to go to a movie, dinner, etc. 2.
class. If needed, have students look up the someone tells you it’s OK to do something 3.
words in a bilingual or learner’s dictionary. going to a restaurant, coffee shop, movie theater,
etc. 4. . watching films in a movie theater 5.
having dinner at a restaurant, etc.
Context
individually and then check their words in a
Listen
dictionary.
than the target words in the sentences, provide Q Read the questions aloud. Explain that the
students with the answers or allow them to questions will be answered on the recording.
look up the words. Allow time for students to read the answers
silently to make sure they understand what
Have students make a guess about the meaning
pieces of information they will be listening for.
share their guesses with the class. Ask students Q Play the recording. Remind students that they
what clues they used to make their guesses. do not have to listen to every word. Instead
Q When students have finished guessing, provide
them to use their dictionaries.
72 Chapter 5

the answers together. AUDIO SCRIPT
Beth: OK, great! I’ll see you tomorrow at
seven o’clock. Right. Bye!
ANSWER KEY Alicia: Hmm. Who was that?
1. c 2. a Nancy: Yeah! Someone we know?
Beth: That was Fathima, a really nice girl
in my computer science class. She
invited me for dinner.
AUDIO SCRIPT Alicia: So, one phone call, and now you have
Beth: OK, great! I’ll see you tomorrow at a new friend!
seven o’clock. Right. Bye!
Beth: Oh, c’mon, Alicia. She’s a new student
Alicia: Hmm. Who was that? here!
Nancy: Yeah! Someone we know? Alicia: Well, I need my parents’ permission to
Beth: That was Fathima, a really nice girl go out with a new friend.
in my computer science class. She Nancy: Yeah…one of my friends here at the
invited me for dinner. college is from India, and she says, in
Alicia: So, one phone call, and now you have her country, parents must know who
a new friend! you go out with.
Beth: Oh, c’mon, Alicia. She’s a new student Beth: Wow! That’s interesting!
here! Alicia: Hmm! Nancy!...you said your friend is
Alicia: Well, I need my parents’ permission to from India?
go out with a new friend. Nancy: That’s right.
Nancy: Yeah…one of my friends here at the Alicia: And your friend is a girl, right?
college is from India, and she says, in
Nancy: Yes. Her name is Ritu.
her country, parents must know who
you go out with. Alicia: Well, a girl in my math class is from
India, too! Her name is Parveena. Do
Beth: Wow! That’s interesting!
you think Ritu would like to meet her?
Nancy: You mean for a friend?
Beth: Sure. Why not? That’s a great idea,
Q Ask students to read through these questions Alicia.
and answers silently. Play the recording and Nancy: I don’t know. Maybe they need their
have them circle their answers. After students parents’ permission . . .
compare their answers in pairs, go over the Alicia: Oh, come on, Nancy!
answers together. Nancy: OK, OK! I don’t know. But I’ll ask Ritu.
Alicia: Great! And I’ll call Praveena!
ANSWER KEY
1. a 2. c 3. c

EXPANSION ACTIVITY
Content Note
N The roles of friends and going out with
“Going out with friends in the Past and Now”
friends are culturally charged subjects. Guide
on page BLM 10, one copy to each student.
group discussions to avoid putting pressure
on traditions or beliefs of any particular N Read the instructions and the questions.
cultural or ethnic group. Maintain an Address any questions students have.
objective discussion of the topics. N Have students work individually to complete
their responses to the questions in Activity
A. Explain that they are going to write two
6 Listening for Specific Information additional questions that they will later ask
Q Read the instructions and ask students to read their partner.
through the questions and answers silently. N Guide students as they compare and contrast
the responses on their charts in Activity B and
Q Play the recording and have them circle their
ask each other their two original questions.
answers. Go over the answers with the whole
class. N As a wrap up, call on several pairs of students
to share some of their ideas with the class.
ANSWER KEY
Stress
1. b 2. b 3. b
8 Listening for Stressed Words
Q Explain that students will need to fill in blanks
with stressed words.
After You Listen
Q Have a volunteer read aloud the words in the
7 Vocabulary Review
box. Explain that students will listen for these
Q Ask volunteers to read aloud the words in words, which are stressed in the conversation,
the box. and fill them in the blanks below. Point out that
some words will be used more than once.
Q Then, have students complete the activity
individually. Call on volunteers to read their Q Play the recording and ask students to fill in the
answers aloud. blanks.
Q Review the answers together.
Q Have students practice the conversation with a

ANSWER KEY partner, being careful to stress the appropriate
1. permission 2. elder sister 3. going out with words.
4. invite 5. see a movie
ANSWER KEY
1. tomorrow 2. seven o’clock 3. that 4. know 5.
Fathima 6. invited 7. dinner 8. one 9. friend 10.
student 11. parents’ 12. out
74 Chapter 5
Reductions With Did You 10 Listening for Reductions

Q Explain that students will listen to a speaker
REDUCTIONS WITH DID YOU say either the full form or the reduced form of
This chapter focuses on the reductions that each sentence. Ask volunteers to read the pairs
involve the use of past tense verbs with did. For of sentences aloud. Tell students that they will
example, did you becomes ja. circle the letter of the sentence they hear on
the recording.
Review the information. Invite students to think
of other examples of reduced forms in English. Q Play the recording, pausing after each sentence
Emphasize that reductions are commonly to allow students time to circle their answers.
used in informal spoken English and that the Q Before going over the answers, remind students
corresponding long forms may sound overly that knowing reduced forms will make it easier
formal and even unfriendly in some situations. for them to learn spoken English when they are
listening to native speakers.
9 Comparing Long and Reduced Forms
along in their books. ANSWER KEY
Q Then, ask students to close their books as they 1. a 2. b 3. a 4. b 5. b 6. b
listen to the pairs of sentences again. Pause the
recording to allow time for students to repeat.
AUDIO SCRIPT
AUDIO SCRIPT 1 What did you do last weekend?
2 Where ja* go on Sunday?
3 When did you get up this morning?
1. Where did you go Where ja* go last
last night? night? 4 How ja* get to school?
2. Who did you go Who ja* go with? 5 Who ja* come to school with?
with? 6 Why ja* take the bus?
3. What did you see at What ja* see at the
the movies? movies?
4. How did you get How ja* get there?
there? Using the Internet
5. When did you get When ja* get home?
home? Review: Combining Internet
6. Why did you pick Why ja* pick that Search Skills
that movie? movie? N Read aloud the information in the Internet
Activity box.
N After reading aloud the instructions for
the activity, ask students for activities and
general types of places to go in the local
area. List the ideas on the board.

11 Practicing Your Internet Search Skills Q As students work, circulate among the groups,
listening to be sure they are using full question
Best Practice forms and making sure they are doing the
activity correctly.
Making Use of Academic Content
Q When they are finished, call on individuals to
This activity helps students apply their skills to
say something about the results of this survey
locate specific information about local places and
of dinner party etiquette in their group.
activities. Students consider the appropriateness and
entertainment value during their search. This type of
activity helps students become more responsible and
aware of the usefulness of the skills they are learning.
Q Have students search individually for special

places and activities. Remind students to
keep track of the keywords they use in their
searches.
Q As a group, discuss the results of their searches.

Have volunteers read aloud the keywords, URLs,
and best sites found.
Talk It Over
12 Discussing Dinner Party Etiquette
Best Practice

This group discussion is an example of a collaborative
learning activity. Students gain fluency and
confidence as they share their ideas and opinions.
Communication is more important than grammar as
they talk about content that is personally meaningful.
By the time they have completed the activity, they
should feel more confident in discussing dinner party
etiquette and behavior.

Help students form small groups and fill in
each other’s names on the chart. Go over
the questions and ask students to answer
the questions as truthfully as they can. If
appropriate, model the activity by having
students ask you the questions.
76 Chapter 5
Making Small Talk
TOPICS AND PLACES FOR SMALL TALK

AUDIO SCRIPT
Review the topics of conversation to be sure
Woman: Hi. How are you?
students understand what they mean.
Man: Fine. It’s nice to see you. When did you
Review the places mentioned and, if necessary,
get here?
explain what a break is.
Woman: Just a few minutes ago. I’m a little late
because of the rain.
Man: Yes, it’s been raining so much lately. I
Before You Listen hope it’ll stop soon.
1 Vocabulary Preview Woman: I hope so. We’re going to a baseball
game tomorrow.
Q Discuss the two terms.
Man: Oh, are you a baseball fan? I saw the
Q Play the recording and ask students to listen
game last week. Our team’s really
and to repeat the words again.
good this year, isn’t it?
Woman: Yes, I’m really looking forward to the
Content Note game. Oh, I see Martha over there.
Excuse me, I’m going to say hello to
Explain to students the etymology of the
her.
word fan, which is short for the word fanatic
Man: Of course. It was nice to see you. Have
meaning someone who is unreasonably
a good time tonight.
excited and enthusiastic about something.
Find out if there are any sports fans in the
class and which teams they root for.
Strategy
Pattern for Small Talk

Listen N Go over the pattern for a small talk
2 Listening for Main Ideas conversation with students.
Q Read aloud the questions. Remind students to N Have students brainstorm examples for each
listen for these main points in the conversation. of the four steps.

answer the questions. 3 Listening to Small Talk
Q Go over the answers together and discuss any Q Go over the parts of the small-talk conversation
differences of opinion. with the students.
Q Play the recording. You might want to stop it

often and ask students to identify what they
ANSWER KEY have just heard as a greeting, making small talk,
1. They know each other. 2. They talk about the making more small talk, or leave-taking.
weather and sports. Q Go over the answers with the class.

Q Go over possible answers by asking volunteers

to read aloud their topics and words.
ANSWER KEY
5 Making Small Talk
(top row) Greeting, making small talk; (second
row) making more small talk, leave-taking
Best Practice

This is an example of an activity that requires
Content Note
students to use their language skills to find people
N You might point out that in North America, with particular interests. Students need to process
there are certain topics that people avoid the information they have learned and apply it to new
discussing unless they know the other situations. This involves synthesis and application of
person well. These include politics, religion, concepts and language skills. By manipulating language
and how much money a person makes. Ask and concepts, students will process the new material
students what topics people who have just and see whether they have understood and can use it.
met avoid in their cultures.
Q Brainstorm with students some greetings and
leave-taking expressions appropriate for each of
the listed situations before starting the activity.
After You Listen
Q Explain to students that they are supposed
Strategy to find people who are interested in sports,
movies, and so on to fill in the chart in their
Graphic Organizer: The Sunray books, but they should do this in the context
of mingling at a party. Remind them to use
N Create an example of a sunray on the board
greetings and the leave-taking expressions.
using one of the small talk topics and have
students suggest words and expressions Q Call attention to the chart with questions. Go
about the topic. over the questions to make sure students
understand them and know what they are going
to be listening for as they practice making small
Best Practice talk.
EXPANSION ACTIVITY
In this activity students use a sunburst, a graphic
organizer that shows specific points related to a N Copy and hand out Black Line Master 11
larger topic. Using graphic organizers helps students “Small Talk Partners” on page BLM 11, one
with diverse learning and thinking styles. As students copy to each student.
complete the activities, they are guided by the
N Read the instructions and demonstrate by
sunburst. It provides a visual record for them to refer
to when making small talk. saying aloud your answer to the first question
and asking students to find one who agrees.
N Have students work individually to write down
4 Making Small Talk their answers. Then, have them go around the
Q Read the instructions aloud and have students class, asking their questions.
work in pairs to complete sunbursts for two of N Ask students to share the results of their
the topics. surveys with a partner.
78 Chapter 5
Q Read the nouns, verbs, and adjectives aloud or
ANSWER KEY
play the recording.
1. c 2. b 3. c 4. b 5. a
Q Have students check the words and expressions
that they already know.
Q Encourage volunteers to use the known words

AUDIO SCRIPT
in sentences.
Conversation 1
Q Write the unfamiliar words on the board and
Alicia: So, Beth, how was your night out with
ask volunteers to explain their meanings or
that girl in your computer science
suggest synonyms. Have others use the words
class . . . what’s her name?
in sentences.
Beth: Fathima. We had a great time. Of
2 Using Context Clues course, on Friday night the Mann
Theater is really crowded. We had to
Best Practice wait 45 minutes to get our tickets.
Alicia: Yeah, it’s terrible on the weekend. But
you finally got in?
This activity requires students to use what they
Beth: Uh-huh. And after the movie, we went
already know to make guesses about the meanings
of new words. Students consider the context and use to Chez Hugo and had dinner.
the context clues to derive meaning. They are better Question 1: What did Beth do on her night out?
able to analyze the new words and become more self- Alicia: So you went to a movie and then to a
reliant and self-assured in their own learning efforts.
restaurant, too, huh? That sounds nice!
Students are guided to use what is known and apply it
Conversation 2
to other learning situations in the outside world.
Lee: What happened to you? Do you know
what time it is?
Q As in previous Part 3 sections, students will Rob: Lee, please try to understand. I tried to
hear conversations and try to determine the get here by one o’clock, but the traffic
meaning of new words from the context. was terrible!
For each item students will listen to the first
Lee: Rob, it’s almost 2:30. The traffic
part of a conversation, answer a question in
couldn’t be that bad.
their books, and then listen to the end of the
conversation, which contains the answer. Rob: I’m really sorry. It won’t happen again.
Question 2: Why is Lee upset?
the narrator asks the question, then stop the Lee: Well, all right. But next time, call me if
recording and have students circle the answer. you’re going to be late, OK?
Conversation 3
Q Then, play the rest of the conversation so
students can check their answers. Mark: Hello?
Peter: May I speak to Mark, please?
Q Allow students to raise any questions they have
about any of the parts of the conversation. Mark: This is Mark.
Peter: Hi, Mark. This is Peter.
Mark: Who?

Peter: Peter . . . from your chemistry class. Claire: Well, I just don’t think I have enough
Mark: Oh, hi, Peter. What’s up? money to pay for you and me.
Peter: I called to see if you wanted to go with Susan: That’s OK. I’m inviting you, so I’ll pay.
me to a movie. There’s a good one at
the Mann Theater this Friday night.
Mark: Oh, thanks, Peter, but I’m already Content Note
doing something this Friday night. N Lee was upset because Rob was late for
Question 3: What is Mark probably going to do? their appointment. Explain that different
Peter: Well, are you busy on Saturday? We cultures have different concepts of
can get a pizza or something. time. In the United States people are
Mark: Thanks, Peter, but I really must study. usually expected to arrive at a party or a
appointment no more than 10 minutes after
Conversation 4:
the time they discussed. In other places, it is
Sam: Hello? expected that people will arrive half an hour
Peter: May I speak to Sam, please? to 45 minutes after the stated time. Invite
Sam: Speaking. students to share their culture’s concept of
what “on time” and “late” mean.
Peter: Hi, Sam. This is Peter from your English
class.
Sam: Oh, hi, Peter. How’re you doing? 3 Discussing Going Out With Friends
Peter: Fine, thanks. Look, Sam, would you like Q Read aloud the questions and have students
to go to a movie with me on Friday discuss their answers with a partner.
night?
Q Survey the class to find out what most people
Sam: Gee, I’d like to, Peter, but I’m already
like to do on when they go out with friends.
doing something on Friday.
Encourage students to explain the pluses and
Question 4: What is Sam probably going to do? minuses of each type of social activity.
Peter: Oh, well. Maybe some other time.
Sam: Hey, I’m not doing anything on Listening to Invitations
Saturday. How ‘bout going to the
concert in the park that evening? Before You Listen
Peter: Great idea! I’ll pick you up at seven 4 Preparing to Listen
o’clock.
Q Read aloud the questions to the class. Explain
Conversation 5
the difference between a formal dinner and an
Susan: Hey, Claire. Do you want to go to the informal one, if necessary.
concert on Saturday?
Q Have students share their answers to the
Claire: Uhh, yeah, sure. It’s free, isn’t it?
questions with a partner.
Susan: No, actually student tickets are $10 or
Q With the whole class, guide the discussion
$15 each, I think.
about invitations.
Claire: Hmm. Look, Susan, I’d like to go to the
concert, but I don’t think I can . . . 5 Vocabulary Preview
Question 5: Why can’t Claire go to the concert?
Susan: Why can’t you go? recording. Have students check off the ones
they know. Discuss any items that students do
not know.
80 Chapter 5
Q Read the words and phrases again and have

students repeat them. Content Note
Q Write the words and phrases on the board and N In many cultures it is considered to be a
ask volunteers to use each one in a sentence. polite gesture to bring a small gift for the
Provide pronunciation practice as needed. host or hostess when you attend a party. It
isn’t necessary, but it usually has the effect
Listen of making the host or hostess feel happy
and appreciated. The gift doesn’t have to
be anything expensive: flowers, sweets,
Q Point out that this is another global listening or, if you know the host or hostess well, a
task. book you think he or she might enjoy. Ask
students if they generally follow this custom,
Q Read aloud the questions. Ask what
or if they follow different rules of etiquette.
“something” a guest might bring to a dinner
party.

answers. 7 Listening for Specific Information
Q Review the pictures with students. Explain that
there are two choices of words in parentheses
and that their task is to circle the correct one.
ANSWER KEY
1. about 7:00 2. informal 3. Yes 4. No Q Play the recording and have students complete
the activity individually.
Q Play it again. Then, have students check their

answers with a partner.
AUDIO SCRIPT
Julia: Hello?
Beth: Hi, Julia. This is Beth. How are you?
ANSWER KEY
Julia: Fine. How are you doing?
1. How 2. doing 3. calling, over, come 4. love
Beth: Great! I’m just calling to invite you 5. going 6. bring 7. have 8. around 9. then
over tomorrow night. My roommate
and I are having a few people over for
dinner. We might rent a movie. Can
EXPANSION ACTIVITY
you come?
Julia: Sure, I’d love to. What time? N In this activity students practice making
Beth: About seven. It’s going to be very simple invitations.
informal. N Write different activities, days, and times on
Julia: Should I bring anything? cards, for example, go to the movies, Friday,
Beth: No, we have everything we need. 8:00.
Julia: OK. Then I’ll see you tomorrow around N Arrange students in pairs. Give each student
seven o’clock. a card. Have students practice inviting each
Beth: Great! See you then. other to the various activities on the days and
times specified.

N Invite pairs to present their exchanges to the Q List the unknown items on the board and ask
class. volunteers to explain them and use them in
sentences.
After You Listen Listen

8 Discussing Dinner Parties 11 Listening for Main Ideas
Q Read the three questions aloud and answer any Q Play the recording and have students answer
questions students may have about what they the questions.
are going to do. Q Ask several students to give the answers.
Q Arrange students in groups. If possible, include
students from more than one culture in each
group.
ANSWER KEY
Q Set a time limit, perhaps six minutes, and ask 1. a basketball game 2. Lee and Ali
the groups to discuss the three questions.

invite several members from each group to
AUDIO SCRIPT
tell about some of the interesting things they
discovered during their discussion. Dan: Hey, there’s a basketball game on
Friday night!
Listening to Responses Ali: So?
Lee: Who’s playing?
Before You Listen Dan: The Seals and the Bears.
9 Preparing to Listen Lee: That sounds exciting!
Q Review the three questions with the class, and Dan: So, do you want to go with me?
make sure that students understand them, Ali: Uh-h-h, gee, Dan, maybe some other
answering questions if necessary. Point out that time.
the second question is about not being able to Dan: How about you, Lee?
accept an invitation and the third one is about
Lee: I’d love to! I’ll meet you at six o’clock.
not wanting to accept one.
Q Have students discuss the answers in small

groups. 12 Listening for Specific Information
Q Invite students to share their ideas with the Q Explain to students that they will listen to the
class. same conversation again, but they will now
focus on more specific information.
Q Preview the questions and possible answers
Q Read the words and phrases aloud and ask with the class.
students to repeat.
Q Read the words and phrases aloud again or play

the recording and have students check off the
ones they already know.
82 Chapter 5

circle their answers.

their answers.
ANSWER KEY
1. a 2. a 3. b
After You Listen

13 Discussing Invitations
Q Ask students to work in small groups to answer
the questions. As they work, move around the
room listening and offering language support as
needed.
Q Have students talk about how important telling

the truth is versus not hurting someone’s
feelings.

Part 4
3 Speaking Student Book
Student Bookpages xx–xx
pages 107–109
Discussing Invitations and Celebrations
1 Discussing Celebrations Q Answer any questions students have. For

example, the wording “request the favor of
Best Practice your presence” on the wedding invitation will
probably be unfamiliar to most students.
Q Then, have students answer the questions
The discussion questions activate students’ prior
individually.
knowledge and experience with celebrations. This
type of activity will help students reflect on and link
their own experiences of celebrations to the new
situations presented in this chapter—invitations
ANSWER KEY
to celebrations. When students activate their prior
knowledge before learning new material, they are 1. B is a wedding invitation. A is a party invitation.
better able to map new language and concepts onto It’s a graduation party. 2. at Caesar’s Club, at
their existing framework, which aids understanding 8:00 on June 14 3. John, Trevor, Brittany
and retention. 4. Megan Joan Wright and Michael Phillip
Nakamura, July 14, Winchester, Ohio 5. the
couple and both sets of parents
Q Have students discuss these questions in small
groups. If possible, include representatives from
different cultures in each group. Encourage 4 Discussing Parties and Events
students to share not only facts about each
Q Have students discuss the two questions in
celebration, but also how they feel about
small groups. Have them check off the kinds of
attending them.
parties and events they discuss on the list in the
Q Call on volunteers to share with the class what book and add some ideas of their own.
they learned in their groups.
Q Have them share their results with the class
2 Vocabulary Preview when they have finished.
Q Read the words and phrases aloud or play the 5 Creating Invitations
recording. Have students check off the ones
they already know. Q You may wish to bring in some printed
invitations you have received as further
Q Make a list of the unknown words and phrases examples of what written invitations look like.
on the board.
Q Help the class form small groups. You may wish
Q Invite volunteers to explain each item on the list to assign topics from the list in Activity 4 so that
and use it in a sentence or two. the groups will produce a variety of different
Q Then, call on a student who didn’t know a types of invitations.
certain item to explain what it means in his or Q When students are finished creating their
her own words. invitations, invite the groups to share their work
3 Reading Invitations with the rest of the class.
Q Invite volunteers to read each invitation aloud.
84 Chapter 5
EXPANSION ACTIVITY
N The purpose of this activity is to have practice
talking about parties and events.
N Invite students to bring in photos or
invitations they have that show a favorite
event or party. Have students share their
pictures and invitations with the class and
explain when, where, and how the event was
celebrated and who attended.
Self-Assessment Log



Chapter
6
Sleep and
Dreams
In this chapter students will listen to and practice talking about sleep and dreams, agreeing
and disagreeing, and describing their own dreams. In Part 1 they will listen to a conversation about
the importance of sleep, learn to recognize and pronounce numbers, and discuss dreams. In Part
2 students will listen to a conversation between two people disagreeing about the normal amount
of sleep needed. In Part 3 students will listen to a lecture about sleep research and to a person’s
dream. In Part 4 students will recount a dream of their own. At the end of the chapter, students will
complete a self-assessment log to evaluate their own learning and effort. The topics in this chapter
will enable students to agree or disagree with others and to narrate a sequence of events.
Chapter Opener

small groups.
Q Brainstorm different activities associated sleep and dreams. Write a

list of useful words on the board (e.g., sleep, fall asleep, take a nap,
wake up, go to bed, dream, imagine). Discuss when, why, and how long
students sleep.
Our dreams are a second life.

—Gerard De Nerval
French poet (1808–1855)
86 Chapter 6
Chapter Overview
Listening to numbers: teens and tens Understanding and interpreting research studies
Listening for agreement and disagreement Evaluating important lecture points with note-taking
Listening to a lecture Understanding and using data: percentages to support
Listening for test scores a point
Listening to narratives: a dream

Vocabulary Building
Speaking Expressions for agreeing and disagreeing
Interviewing classmates about sleep and dreams Understanding basic vocabulary used in research
studies
Role play: agreeing and disagreeing
Transition vocabulary for narratives
Discussing a lecture
Surveying classmates about sleep habits Pronunciation
Narration: describe a dream Stress: teens and tens
Language Skills
Polite and impolite ways to agree and disagree
Using transitions in narratives
Vocabulary
Nouns Verbs Adjectives Adverb Idioms and Expressions

bathing suit sleep in alert hardly can’t keep one’s eyes open
chemicals solve complex
diving flippers or fins take a nap deprived
facemask wake up sleep-deprived
percent
research study
snorkel tube
subject group

Part 1 Conversation: Sleep Deprived! Student Book pages 112–119
Before You Listen Q Help students use the items in original

sentences. Write key sentences on the board for
students to copy into their notebooks.
Best Practice
Activating Prior Knowledge Context
The illustration and questions guide students to discuss
Q Read the instructions and ask students to
and to consider what they already know about dreams
and sleep. The activity allows students to activate their complete the activity alone.
prior knowledge before learning new related material. Q If there are any questions about words other
In addition, it aids understanding and retention as than the target words in the sentences, provide
students will be able to make links between what they
previously knew and the new language and concepts
look up the words.
they are learning in the chapter.
1 Previewing the Conversation share their guesses with the class. Ask students
Q Point out the photo and ask students to what clues they used to make their guesses.
describe what they see. Q When students have finished guessing, provide
Q Have the students read the questions and them with the possible answers below or allow
discuss them in pairs. them to use their dictionaries.
Q Compare answers as a whole class. Q Discuss any words that students have difficulty
with. Write sentences including the words
on the board for students to copy into their
notebooks, e.g.:
ANSWER KEY
1. Some cleaners we use every day have strong
Possible Answers chemicals in them.
1. He doesn’t get enough sleep. 2. Maybe he
2. My grandfather takes a nap every day
stays up late studying too much. 3. I think he
between 2 and 3 P.M.
studies too much. He’s too tired to do other
things. 4. I don’t know. Maybe he just had a big 3. I always wake up at 6:00 A.M.
test and had to study one night.
4. After the school closed, the children were
deprived of classes for the rest of the year.
5. His idea was so complex that I couldn’t

2 Vocabulary Preview understand it.
Q Read the words and phrases aloud or play the 6. I hardly passed the class with a grade of 61%
7. The cat was very alert and saw the dog
they know.
coming from far away.
8. The research study showed that most
them.
students learn more in the morning.
Q Discuss the words and phrases with the class.
9. My father gave me some good advice: He
If needed, have students use a bilingual or
said you can learn something from anyone.
learner’s dictionary.
10. On Sundays, I sleep in until 11:00 A.M.
88 Chapter 6
11. After 2:00 A.M., I can’t keep my eyes open Ali: I have to meet my study group at the
and have to go to bed. library. We have a big test next week.
Beth: A big test? Why didn’t you study last
night instead of partying?
ANSWER KEY Ali: Oh, it’s OK. I studied a lot before the
1. something that is not naturally found in food party.
2. sleep a short time 3. open my eyes 4. without Alicia: Maybe that’s not a good idea.
5. difficult and complicated 6. almost not Ali: Why not?
7. thinking about what you are doing 8. report
Alicia: I read a research study. It said that if
from a school or person who studied a particular
you don’t get enough sleep after you
topic 9. suggestion, idea 10. sleep later that
study, you may forget 30 percent of
usual 11. can’t stay awake
what you studied! Especially if you
studied something that is very complex.
Listen
4 Listening for Main Ideas (Part 1) Q Ask students to read through these questions
and answers silently.
Q Allow time for students to read the answers
silently to make sure they understand what Q Play the recording and have them circle their
pieces of information they will be listening for. answers.
Explain that the questions will be answered on
Q After students compare their answers in pairs,
the recording.
go over the answers together.
Q Play the recording. Remind students that they
do not have to listen to every word. Instead
ANSWER KEY
1. a 2. c 3. c
the answers together.
ANSWER KEY AUDIO SCRIPT

1. a 2. a/b 3. a Beth: Ali! What’s the matter? You look so
sleepy!
Alicia: Yeah! Can’t you wake up this morning?
Ali: No, I can’t! I can hardly keep my eyes
AUDIO SCRIPT
open! I was up late last night. My
Beth: Ali! What’s the matter? You look so friend had a party. I only got about four
sleepy! hours of sleep.
Alicia: Yeah! Can’t you wake up this morning? Alicia: Why didn’t you sleep in this morning?
Ali: No, I can’t! I can hardly keep my eyes Ali: I have to meet my study group at the
open! I was up late last night. My library. We have a big test next week.
friend had a party. I only got about four
Beth: A big test? Why didn’t you study last
hours of sleep.
night instead of partying?
Alicia: Why didn’t you sleep in this morning?

Ali: Oh, it’s OK. I studied a lot before the

After You Listen
party.
Alicia: Maybe that’s not a good idea. 7 Vocabulary Review
Ali: Why not? Q Ask volunteers to read aloud the vocabulary
Alicia: I read a research study. It said that items in the box.
if you don’t get enough sleep after Q Then, have students complete the activity
you study, you may forget 30 percent individually. Call on volunteers to read their
of what you studied! Especially if answers aloud.
you studied something that is very
complex.
Ali: Thirty percent? That’s almost one-third!
ANSWER KEY
Beth: Yes, that’s a lot. Are you sure, Alicia?
1. to take a nap 2. wake me up 3. chemical
Alicia: Yes. Even two days after you study—if 4. deprived 5. alert 6. hardly 7. research
you don’t get enough sleep, you forget 8. advice
a lot. It’s called being “sleep deprived.”
Beth: Well, I read that eating right can help
you study. Stress
Ali: You mean what you eat helps you 8 Listening for Stressed Words
study?
Q Ask a volunteer to read aloud the words in the
Beth: Yes, there are chemicals that help you
box.
stay alert. I think the best foods are
fish, eggs, soy, rice, and peanuts. So Q Explain that students will listen for these words,
you should get enough sleep and eat which are stressed in the conversation, and fill
the right foods. them in the blanks below. Point out that some
Ali: That sounds like good advice! I’ll see words will be used more than once.
you two later! Q Play the recording and ask students to fill in the
Alicia: Where are you going, Ali? blanks.
Ali: Home to take a nap! Q Review the answers together.

6 Listening for Specific Information partner, being careful to stress the appropriate
words.
Q Read the instructions and ask students to read
through the questions and answers silently.

answers. Go over the answers with the whole ANSWER KEY
class. 1. matter 2. look 3. sleepy 4. up 5. can’t
6. hardly 7. eyes 8. late 9. friend 10. party
11. four 12. sleep 13. in 14. morning 15. study
16. library 17. big 18. test 19. big 20. test
ANSWER KEY 21. study 22. going 23. party 24. it’s 25. lot
1. a 2. a 3. b 26. before 27. party
90 Chapter 6
Pronunciation 10 Distinguishing Between Teens and Tens
NUMBERS Q Explain that students will hear a speaker say

sentences that contain numbers ending in -teen
This chapter focuses on the subtle differences or -ty.
in pronunciation between the “teens” and the
“tens,” which are the pairs of numbers that end Q Ask volunteers to read the pairs of sentences
in -teen and -ty. For example, many students aloud. Tell students that they will circle
have difficulty differentiating between fourteen the letter of the sentence they hear on the
and forty. recording.
Read the information and ask students to Q Play the recording, pausing after each sentence
repeat similar pairs of numbers as you say each to allow students time to circle their answers.
one, emphasizing the stress on -teen and the Q Go over the answers together in class.
pronunciation of -ty as if it were spelled -dy.
Write the pairs of numbers from 13–30 to 19–90

on the board. Point to each pair and call on ANSWER KEY
different students to pronounce each pair of
1. b 2. a 3. a 4. a 5. b 6. b
numbers one after the other.
9 Pronouncing Teens and Tens

AUDIO SCRIPT
along in their books. 1. He is forty years old.
2. I bought thirteen new books.
Q Then, ask students to close their books as they
listen to the sentences again. 3. The price is seventeen dollars.
4. It happened in 1918.
Q Play the recording a third time (or read the
sentences aloud) and have students repeat 5. We stayed for fifty days.
them. 6. I live at 60 New Hope Road.
AUDIO SCRIPT Using the Internet

Teens Tens
1. He is fourteen years He is forty years old. Online Dictionaries
old.
N Read aloud the information in the Internet
2. I bought thirteen I bought thirty new Activity box.
new books. books.
N Invite students to discuss the advantages
3. The price is The price is seventy
and disadvantages of online dictionaries and
seventeen dollars. dollars.
to consider when an online dictionary might
4. It happened in 1918. It happened in 1980. be more practical to use than a traditional
5. We stayed for fifteen We stayed for fifty dictionary and vice versa.
days. days.
6. I live at 16 New Hope I live at 60 New Hope
Road. Road.

11 Practicing Your Search Skills EXPANSION ACTIVITY

Q Have students use an online dictionary to
find the meanings of the sleep-related words.
“Dream Journal” on page BLM 12, one copy to
Remind students to keep track of the URLs
each student.
they use.
N Read the instructions and if needed,
Q As a class, discuss the results of their searches.
demonstrate on the board filling out the
Have volunteers read aloud their definitions.
important information for a dream.
Discuss any differences in meanings that they
found. N Assign the Dream Journal for homework.
Q Have students decide which online dictionary N Ask students to use their journals to share
was easiest to use, gave the most complete their dreams in pairs or small groups
definitions, and so on.
13 Interviewing Class Members About

Talk It Over Sleep
12 Keeping a Dream Journal Q Read through the instructions to the class.
Help students form small groups and fill in
Best Practice each other’s names on the chart. Go over
the questions and ask students to answer
the questions as truthfully as they can. If
Students use their own individual experiences to
appropriate, model the activity by having
practice recounting and discussing dreams. This
students ask you the questions and write your
activity helps students apply their skills to subject
responses in the appropriate spaces under the
matter that is intrinsically valuable to them. Students
become more aware of the usefulness of the skills
word teacher.
they are learning. Q As students work, circulate among the groups,
listening to be sure they are using full question
forms and making sure they are doing the
Q Read aloud the instructions. Explain that a
activity correctly.
journal is a daily record of what happens. You
may want to show an example of a journal. Q When they are finished, briefly discuss some of
the interesting things they learned about each
Q Schedule a time for students to share their
other while doing the activity.
dreams with the group at a later class.
92 Chapter 6
Agreeing and Disagreeing
EXPRESSIONS FOR AGREEING AND DISAGREEING Listen

Read aloud the information and list of
expressions.
Q Explain that students will hear a conversation
Have students suggest other expressions of
between Lee and Alicia. Their task is to decide
agreement and disagreement they know or
if these two people are agreeing or disagreeing
have heard.
with each other.

Before You Listen decide.
1 Identifying Expressions for Q Go over the answer together and discuss any
Agreement and Disagreement differences of opinion.
Q Have students work in pairs to read the
expressions and to identify those for agreeing
and those for disagreeing.
ANSWER KEY
Q Go over students’ reponses.
Disagreeing
ANSWER KEY
AUDIO SCRIPT
To agree: Fabulous!, Fine., I guess so., Perfect!,
That’s right. Lee: Alicia, how many hours a night do you
To disagree: I don’t think…, I’m not sure …, Yes, sleep?
but… Alicia: Usually nine or ten.
Lee: Wow! That’s a lot!
Alicia: I don’t think so. I think people need
EXPANSION ACTIVITY different amounts of sleep.
N In this activity students practice using Lee: Maybe you’re right, but I read that
expressions for agreeing and disagreeing. eight hours is normal for most people.
N Have students write a statement that is Alicia: Perhaps that’s the average, but don’t
obviously true and another that is obviously you think that everyone is different?
false on separate pieces of paper. For Lee: I’m not sure. Eight hours seems like
example: Rome is the capital of Italy. (True); plenty to me.
May is the first month of the year. (False) Alicia: How many hours do you sleep?
N Collect all the papers and mix them up. Lee: Usually five or six.
N Model drawing a paper and reading aloud Alicia: Five or six! No wonder you think nine
the statement. Ask a volunteer to agree or is too much!
disagree using one of the expressions from
the chart.
N Have students take turns drawing a card,
reading it, and calling on another person to Q Read the instructions and ask students to read
respond. the questions and answers silently.

Q Play the recording and have them circle their 6 Disagreeing with a Friend
answers.
Best Practice
Q Go over the answers with the class.
This pair activity helps students gain fluency and
ANSWER KEY confidence as they share their ideas and politely agree
or disagree with their partners. Students think first
1. b 2. a 3. c
about their views of the statements, talk about their
views with their partners, and finally share with the
whole class. Communication is more important than
grammar as they practice agreeing and disagreeing. At
After You Listen
the end of the activity, they should feel more confident
4 Expressing Disagreement expressing their opinions and points of view.
Q Ask students to complete the chart in pairs.

Q Read the instructions aloud. You may want to
have students work with the same partners
they had for Activity 5.
Q As students work, monitor progress and answer

ANSWER KEY questions as needed.
Polite Impolite
Q Allow time for pairs to rehearse the conversation
I’m not sure. That’s wrong! once or twice. Then, invite pairs to present their
I don’t think so. You can’t say that. version of the conversation to the class.
Maybe that’s right, You’re crazy!
7 Role Play
but. . . . Let’s not argue!
In my opinion. . . . Don’t argue with me! Best Practice
I think it’s true that. . . . I’m right.
That’s a good point,
but. . . . This role-play activity requires students to use their
language skills and apply them to a new situation.
Students synthesize and apply concepts and language
skills practiced throughout this part of the lesson.
5 Agreeing and Disagreeing
Students will be able to determine if they have
Q Help students find partners. If possible, pair up understood and can use the new material in this
less fluent speakers with more fluent partners. guided activity.
Q As pairs work, move around the room checking

progress and offering language support as Q Have pairs choose situations and role-play them
needed. together. To assure variety, you may wish to
assign the three topics to different pairs.
Q Invite volunteers to perform their conversations

for the class.
94 Chapter 6
1 Using Context Clues Question 2: What does sleep do for your brain?
Q In this Part 3 section, students will hear a talk Sleep helps your brain stay healthy. It helps you
about sleep and try to determine the meaning think clearly and remember more.
of new vocabulary from the context. For each
Part 3
item, students will listen to a segment, answer
a question in their books, and then listen to the Carlyle Smith, a psychology professor in Canada,
answer. did some research on sleep. He studied how
sleep affects memory. He started by teaching
Q Play each segment up to the point where
students two things: first, a list of words, and
the narrator asks the question, then stop the
second, a difficult problem.
recording and have students circle the answer.
Question 3: Why did Carlyle Smith teach the
Q Then, continue playing the recording so students a list of words and a difficult problem?
Then Smith tested the students to see how much
Q Allow students to raise any questions they have they remembered of the list of words and the
about any of the segments. problem.
Part 4
Before he gave the students the test, he had the
ANSWER KEY students sleep different amounts for the next
1. c 2. b 3. c 4. a 5. c three nights. Some students slept eight hours
every night. Some students slept only four or five
hours the first night; then they slept eight hours
the next two nights. Some students slept eight
AUDIO SCRIPT
hours the first night, only four or five hours the
Part 1 second night, and eight hours the third night.
Good morning, class. I hope you all had enough Some students slept eight hours the first night
sleep last night. If you read the chapter, you know and the second night, but only four or five hours
that the topic for today is Sleep and the Human the third night.
Brain. First, I will review the importance of sleep. Question 4: Why did Smith have the students
Then I will tell you about some new research sleep different amounts on the first, second, and
on sleep and studying. Finally, I will discuss the third nights?
health benefits of sleep.
Smith wanted to see if sleeping only a few hours
Question 1: What are you listening to? for three nights after learning something new
This lecture will cover some of the information in affects the memory.
your textbook and add some new information.
Part 5
Part 2 The results of the research showed that people
We don’t know why the human brain needs remember better when they get enough sleep. Of
sleep. We do know that sleep is important for course, the students who slept eight hours every
physical health and mental health. Your body night did the best on the test. They remembered
needs sleep to stay healthy and strong. Your the list of words and the difficult problem very
brain seems to need sleep for the same reason. well. Students who slept only four or five hours

the second night after learning the words and the 3 Thinking About Taking Notes and
problem also did very well. But the results were Passing Tests
very different for the students who slept only
four or five hours on the first night or the third Best Practice
night.
Question 5: How did the students who didn’t
sleep much on the first or third nights remember Students use a flow chart, a graphic organizer that
the difficult problem? shows the sequence of events. This type of organizer
clearly delineates the order or procedure. The flow
Students who didn’t sleep much on the first and chart provides a visual record for students to refer to
third nights did not do well on the test or on the when retelling the sequence of events.
difficult problem. They couldn’t remember how
to solve the problem. Smith concluded that it is
very important to sleep enough the night after Q Read aloud the instructions. If needed,
you learn something new and the third night brainstorm with the class ways to get good
after—but it might be safe to stay up late on the grades. List the ideas on the board.
second night!
Q Call attention to the flow chart in the activity.
Point out how it shows the sequence, or order, of
doing different steps to arrive at an end point.
Content Note Q Have students fill out the flow chart individually
N People in some cultures are quite concerned using ideas from the board or their own ideas.
about getting a certain amount of sleep Q Invite volunteers to use their flow charts to tell
each night. In other places, people feel the class their ideas. Guide students to compare
comfortable about getting less sleep at night and contrast the different responses and
and sleeping at various times of the day, sequences.
including afternoon and evening naps. Invite
students to talk about how much sleep is 4 Vocabulary Preview
usual in their native culture and what time(s) Q Read the words and phrases aloud or play the
of day most people choose to sleep. recording. Have students check off the ones
they know. Discuss any items that students do
not know.
Listening to a Lecture
Q Read the words and phrases again and have
Before You Listen students repeat them.
2 Preparing to Listen Q Write the words and phrases on the board and
ask volunteers to use each one in a sentence.
Q Read aloud the three questions to the class. Provide pronunciation practice as needed.
Have students discuss them in pairs.
Q If necessary, explain what “taking notes” is and Listen

briefly show students examples of different
ways to take notes.
Q Point out that this is another global listening
task.
96 Chapter 6
Q Read aloud the statements. Ask what the how to solve the problem. Their scores on the
research study will probably be about based tests were the same as the second group.
on the information they read about in the
statements.
answers. Q Review the information in the Subject Group
column. Explain that students will be filling in
the score for both the List of Words and the
Complex Problem information.
ANSWER KEY
Q Play the recording and have students complete
1. True 2. False 3. False
the activity individually.
Q Go over the answers together.
AUDIO SCRIPT
Carlyle Smith’s study on memory and sleep
ANSWER KEY
showed some interesting results. There were four
subject groups of students in the study. All the Percent Correct on the Test
students learned a list of words and how to solve Subject List of words Complex
a complex problem. The first group of students group problem
slept eight hours a night for three nights after Enough sleep 100% 100%
learning the new material. One week later, they all nights
took a test on the words and the problem. They Sleep- 100% 70%
remembered all the material. Most scored 100 deprived first
percent on both tests—on the list of words and night
the complex problem. Sleep- 98% 98%
The second subject group only slept four or five deprived
hours the night after learning the material—they second night
were sleep-deprived the first night. One week Sleep- 100% 70%
later, they still remembered the list of words, but deprived third
they didn’t remember how to solve the complex night
problem. Most scored 100 percent on the list
of words, but only 70 percent on the complex
problem.
The third subject group was sleep-deprived the After You Listen
second night after learning the new material.
7 Discussing the Lecture
Strangely, they scored just as well as the
first group. Most answered 98 percent of the Q Have students read and discuss the seven
questions correctly on both tests—the list of sentences in pairs.
words and the complex problem.
Q Then, call on pairs to tell which answer they
The fourth group slept well the first and second chose and why. Encourage other students to
night, but they were sleep-deprived on the third agree or disagree and give reasons for their
night. This group had the same memory problems disagreement.
as the group that was sleep-deprived on the first
night. They remembered the list of words, but not

EXPANSION ACTIVITY
ANSWER KEY N Copy and hand out Black Line Master 13
1. F 2. T 3. T 4. F 5. T 6. T “When We Dream” on page BLM 13, one copy
to each student.
8 Interviewing Classmates N Read the instructions and if needed,

demonstrate using a Venn diagram to show
Q Conduct the survey about how many hours similarities and differences.
students sleep with the whole class. As you say
each sleep time period (for example, five hours),
N Have students work in pairs to ask and
ask students to raise their hands. answer the questions with a partner and fill in
the Venn diagram to show the answers.
Q Write the results in a chart on the board. Have
students copy the results into their books
N Ask students to share what they have
and work out the percentages. Move around recorded on their diagrams.
the room as they work, offering assistance as
needed. 10 Vocabulary Preview
Q Call on different students to make statements Q Read the phrases aloud and ask students to
about what percentage of students sleep five repeat.
hours, six hours, and so on.
Q Have students match each one with a picture.
Listening to a Dream Q Ask volunteers to explain the new vocabulary in

their own words and use them in sentences.
Before You Listen
9 Preparing to Listen
ANSWER KEY
Q Review the four questions with the class. Be
sure they understand the difference between (left to right) bathing suit; face mask; snorkel
dreaming in color and dreaming in black and flippers
white.
Q Have students discuss the questions with

partners. Listen
Q Invite students to share their ideas with the 11 Listening for Main Ideas
class.
Q Play the recording and have students circle the
correct picture.
ANSWER KEY
Answers will vary. ANSWER KEY
Photo 2
98 Chapter 6
After You Listen

AUDIO SCRIPT
I had the strangest dream last night! I was 13 Discussing a Dream
going to the movies with Beth. I went to her Q Review the questions with the class.
apartment to get her. When I arrived, Beth was
Q Have students discuss the answers with a
wearing normal clothes. But I wasn’t wearing
partner.
normal clothes; I was wearing a bathing suit,
flippers, and a face mask. Beth said, “Ali, take
off that face mask! I can’t see your face.” I tried
to take the face mask off, but I couldn’t take it ANSWER KEY
off. Then I tried to take the flippers off, but my
Possible Answers
arms couldn’t move. Beth tried to help me take
1. He was going to the movies with Beth. 2.
the mask off, but she couldn’t take it off either.
Because he couldn’t move his arms. 3. She tried
Then, she tried to help me take off my flippers.
to take off his mask and flippers. 4. Ali fell and
She pulled on a flipper and I fell backwards and I
broke a vase.
broke a vase. I was so embarrassed!
12 Listening to a Dream 14 Retelling a Dream

Q Explain to students that they will be listening to Q Ask students to work in small groups, taking
the same recording again, but focusing on more turns to complete the sentences.
specific information.
Q Review the answers with the whole class.
Q Preview the pictures. Call on individuals to tell
what is happening in each.

ANSWER KEY
number the pictures in the order they occur in
Ali’s dream. Possible Answers
1. to the movies 2. a bathing suit and diving
gear 3. take off the mask 4. move his arms
their answers.
5. take off his mask 6. a flipper 7. backwards, a
vase 8. embarrassed
ANSWER KEY
Top left: 3
Top right: 2
Bottom left: 4
Bottom right: 1

Telling Your Dreams
1 Outlining a Dream for a period of time with your eyes closed.

Many people find that they can most easily
Best Practice visualize their dreams this way.
N Sometimes, we can’t remember the beginning
of our dreams. That’s not a problem. Just start
This activity gives scaffolded support as students
with the part of the dream you do remember,
or the teacher models the procedures to reach the
and follow where your memory leads you.
goal of outlining, illustrating, and ultimately retelling
a dream. Students are better able to complete the
activities as they have the model(s) to guide them.
2 Illustrating a Dream
Students become more self-assured and creative in
their own learning efforts. Q Explain that you want students to draw a
picture for the actions and the ending of the
dream outlined in Activity 1. Assure them that
Q Ask students to take a few minutes to get a
stick figures are fine and draw some examples
dream clearly in mind. You might ask one or two
on the board.
students to briefly describe their dreams.
Q As students work, move around the room,
Q Then, review the outline form and have
supplying vocabulary words as needed.
students complete it individually. Explain that
they will be using this information to complete 3 Telling About a Dream
Activities 2 and 3.
Q Read the four questions and discuss what
Q When they finish, you may wish to review one each one means. Explain the word scariest if
or two of the outlines with the class. necessary.
Q Help students arrange small groups so they can

Content Note tell each other about their dreams.
Keeping a dream journal Q After each student has shared his or her dream
with several other students, call the class
To help you remember your dreams is to keep
together and ask volunteers to describe the
a dream journal. Here are some tips on how to
strangest, the best, and the scariest dreams
keep one.
they heard.
N Buy a notebook to use especially for writing
down your dreams. It can also be useful to
have another notebook near your bed to
quickly write down ideas or parts of dreams
that occur to you as you sleep, in order that
you don’t forget them. Also, make sure to
have a pen and a light near your bed for
when you wake up and need to write down
details of the dreams you were just having.
N When you wake up, don’t jump right out of
bed. Studies have shown that it is easier to
recall your dreams if you lie still in bed
100 Chapter 6
EXPANSION ACTIVITY
N Photocopy Black Line Master 14 “Strangest,
Best, Scariest…” on page BLM 14, one copy to
each student.
N The purpose of this activity is to have students
actively listen to and compare dreams.
N Have students work in groups and record the
information they hear about students’ dreams.
N Then, have them choose the strangest, best,
scariest dreams as well as a dream they’d like
to have.
N Have students use their notes as they recount
their discussions.
Self-Assessment Log



Chapter
7
Work and
Lifestyles
In this chapter students will listen to and practice job interviewing, making complaints, and
talking about future plans. In Part 1 they will listen to a conversation about the looking for summer
jobs, learn to distinguish and pronounce majors and job titles, and discuss types of jobs. In Part 2
they will listen to a conversation of an employee making a complaint to a supervisor. In Part 3 they
will listen to job interviews and to a boy talking about his future (summer) plans with his father.
In Part 4 students will talk about their own future plans. At the end of the chapter, students will
complete a self-assessment log to evaluate their own learning and effort. The topics in this chapter
enable students to politely make complaints and to talk about their own future plans.
Chapter Opener
Q Call attention to the photo. Have students discuss the questions in

small groups.
Q Brainstorm different activities associated with work and jobs. Write

a list of useful words on the board (e.g., office, employee, supervisor,
manager, profession, occupation, work experience). Discuss students’
work experience or jobs they would like to have.
Choose a job you love, and you will never have to work a day in your life.
—Confucius
Chinese philosopher (circa 551–479 B.C.)
102 Chapter 7
Chapter Overview
Listening Interpreting survey results
Listening for the main idea Using a cluster chart graphic organizer to group
Listening for specific information related ideas
Listening for details Evaluating career information on the Internet
Listening to complaints Using a chart or pie graph to illustrate survey results
Listening to job interviews

Vocabulary Building
Listening to future plans
Words and expressions for discussing jobs and careers
Job titles and major terms
Speaking
Job interview terms
Talking about jobs
Making complaints politely and professionally
Talking about job interviews Pronunciation
Talking about the future Listening for and using stressed words
Distinguishing majors and job titles
Critical Thinking
Interpreting photos Language Skills
Categorizing people and things Making complaints
Vocabulary
Nouns Verbs Adjectives Idioms and

appointment come up with accurate Expressions
client discuss challenging Don’t mention it.
(one’s) find out full-time once in a lifetime
company get out of impressive
construction look for part-time
expenses rough
experience tired of
journalism
presentation
public health
relatives
reporter
résumé
youth hostels

Part 1 Conversation: Looking for a Summer Job Student Book pages 134–141
Q Help students use the words in original

Before You Listen
Best Practice
Activating Prior Knowledge Context
The discussion questions guide students to share
their knowledge of the world of work and jobs. This
complete the activity alone. If there are any
type of activity will help students reflect on their own
experiences and make links to the new situations questions about words other than the target
presented in this chapter—job interviews, future words in the sentences, provide students with
plans, and making complaints. By activating their prior the answers or allow them to look up the words.
knowledge, students are better able to understand
and retain new language and concepts.
1 Prelistening Questions what clues they used to make their guesses.
Q Point out the pictures and ask students to Q When students have finished guessing, provide
describe what they see. As students describe them with the possible answers below or allow
the pictures, encourage them to include their them to use their dictionaries.
feelings about the jobs that are shown here. Q Discuss any words that students have difficulty
Q Have the students read the questions and with. Write sentences containing the words
discuss them in small groups. on the board for students to write in their
notebooks, e.g.:
1. Our teacher has 10 years of teaching
experience.
2. The police can find out information about

ANSWER KEY
more people than ever before by using the
Possible Answers Internet.
1. A financial analyst analyzes economic systems
3. A dirty restaurant is a public health problem.
and trends. Architects design buildings and other
structures. 2. Answers will vary. 3. Answers will 4. Mark is looking for a new apartment because
vary. he wants to live closer to where he works.
5. That newspaper has 35 reporters who write

news stories.
6. A full-time job is about 40 hours a week. A
part-time job is less than that.
7. If you want to work for a newspaper or
magazine company, you should study
the words.
journalism.
Q Discuss the words and expressions with the
8. If you don’t like my company, then just ask
class. If needed, have students look up the
me to leave!
words in a bilingual or learner’s dictionary.
9. When I thanked Elizabeth, she said, “Don’t
mention it!”
104 Chapter 7
AUDIO SCRIPT
ANSWER KEY Alicia: Thanks for coming with me to the
1. practice 2. learn 3. the health of a country’s Placement Center, Ali.
people 4. trying to find 5. a newspaper, TV, or
Ali: Don’t mention it. It’s nice to have your
magazine writer 6. 35–40 hours a week; a few
company. Besides, I need to find a
hours a week 7. writing for newspapers, TV, or
summer job, too!
magazines 8. friendship, being together 9. It’s
Alicia: What kind of job are you looking for,
OK; It’s nothing.
Ali?
Ali: I’m hoping to find one in my major,
public health.
Listen Alicia: I’m sure you can. Do you have any
experience in public health?
Best Practice Ali: Yes, I do. I worked part-time in a lab in
Maryland last summer.
Alicia: That’s great. I want to find a job
This activity helps students link what they know
already to a new conversation. This will help students writing for a local newspaper. I’d like to
anticipate and guide their listening. Students consider be a reporter.
the context and preview the questions before Ali: Your major’s journalism, isn’t it?
listening. They are better able to focus on the key
Alicia: Uh-huh. I had a great job last summer
information and become more self-reliant and self-
when I was in Mexico City.
assured in their own learning efforts.
Ali: Really? What did you do?
Alicia: I worked part-time for Excelsior. It’s
4 Listening for Main Ideas the biggest newspaper in Mexico.
Q Tell students that they are going to listen to a
conversation and answer some questions 5 Listening for Specific Information
about it. (Part 1)
Q Read the questions to the class before you Q Read the instructions and briefly discuss the
play the recording to make sure students three questions.
understand what kind of information they will
Q Play the recording again and have students
be listening for. Remind students that they do
not have to listen to every word. Instead they
should listen only for the main idea. Q Go over the answers together.
Q Play the recording. Ask students to circle their
answers. Go over the answers together.
ANSWER KEY
1. b 2. a 3. a
ANSWER KEY
1. a 2. c 3. b

Alicia: Try “jobs in public health” or the

AUDIO SCRIPT names of specific jobs. I searched for
Alicia: Thanks for coming with me to the “newspaper reporter.”
Placement Center, Ali. Ali: I’ll go to the computer lab right now
Ali: Don’t mention it. It’s nice to have your and try that! See you later.
company. Besides, I need to find a
summer job, too! 6 Listening for Specific Information
Alicia: What kind of job are you looking for, (Part 2)
Ali?
Q Read the instructions and ask students to read
Ali: I’m hoping to find one in my major, through the questions and answers silently.
public health.
Alicia: I’m sure you can. Do you have any
experience in public health?
answers.
Ali: Yes, I do. I worked part-time in a lab in
Maryland last summer. Q Play the recording and have them circle their
Alicia: That’s great. I want to find a job
class.
writing for a local newspaper. I’d like to
be a reporter.
Ali: Your major’s journalism, isn’t it?
Alicia: Uh-huh. I had a great job last summer ANSWER KEY
when I was in Mexico City. 1. c 2. a 3. a
Ali: Really? What did you do?
Alicia: I worked part-time for Excelsior. It’s
the biggest newspaper in Mexico. Content Note
Ali: What did you do there? N Explain that in the United States, many
Alicia: I wrote local news stories—you know, students work part-time while attending
news about Mexico City. But someday high school and college. Some do this
I want to write international news because they need the money in order to
stories. Then I can travel around the attend school; some do it to get on-the-job
world and find out what people are experience, and some do it because they
like in other places. want to earn money for extras like a car
Ali: That sounds wonderful. I’m sure you or a vacation. Ask students to share their
can do it. culture’s attitude about students working
Alicia: Are there any jobs in public health on while they attend school.
the bulletin board?
Ali: No, I don’t see anything interesting.
Alicia: You should try looking on the Web. After You Listen
There are some great job sites. That’s
7 Vocabulary Review
how I found the job in Mexico City.
Ali: That’s a good idea. Do I search for Q Ask volunteers to read aloud the words in
“public health”? the box.
106 Chapter 7
Q Then have students complete the activity

individually. Call on volunteers to read their
answers aloud. ANSWER KEY
1. job 2. looking 3. hoping 4. major 5. sure
6. experience 7. public 8. health 9. part-time
10. Maryland 11. great 12. writing
ANSWER KEY
13. newspaper 14. reporter 15. journalism
1. experience 2. reporter 3. part-time 4. look for
5. public health 6. journalism 7. find out
8. company 9. Don’t mention it! 10. full-time Pronunciation
PRONOUNCING MAJORS VERSUS JOB TITLES
Stress Review the information with students. Point out
8 Listening for Stressed Words and help them to contrast the word endings
that are used with majors (-ing, -y, -ism, -ics,
Q Ask a volunteer to read aloud the words in -logy) and the word endings used with job titles
the box. (-ant and -ist).
Q Explain that students will listen for these words,
which are stressed in the conversation, and fill 9 Pronouncing Majors and Job Titles
them in the blanks below.
Q Play the recording and ask students to repeat.
Q Play the recording and ask students to fill in the
Q Go back and focus on any words that students
blanks.
have difficulty pronouncing correctly.

AUDIO SCRIPT
words. Major Job Title
accounting accountant
psychology psychologist
Content Note
biology biologist
N Point out to students that stress is the music journalism journalist
of English. Understanding how content
physics physicist
words are stressed can be very useful in
understanding English, particularly when it is technology technologist
spoken quickly. The stressed content words economics economist
carry the meaning of the sentence. The
unstressed structure words are necessary
10 Distinguishing Between Majors and
for the sentence to be grammatically correct,
Job Titles
but you can understand a surprising number
of English sentences just by focusing on the Q Play the recording and have students follow
content words. along in their books. Then play the recording
again and have them make their answers.
Q Go over the answers together in class.

EXPANSION ACTIVITY
ANSWER KEY N Copy and hand out Black Line Master 15
1. a 2. b 3. a 4. b 5. b 6. a 7. b “Learning About a Job” on page BLM 15, one
copy to each student.
N Read the instructions and if needed,
AUDIO SCRIPT demonstrate on the Internet using keywords
and checking URLs.
1. He’s a journalist.
2. I study economics.
N Have students work individually to find out
information about their chosen jobs in
3. Elizabeth is a psychologist.
Activity 11.
4. Are you an accountant?
N Ask students to fill in names of the sites they
5. I majored in biology.
used and the URLs.
6. She’s a physicist.
N Have students share their findings and what
7. Do you study technology?
they learned in small groups or with the
whole class.
Using the Internet
Finding Job Information on the Talk It Over

Internet 12 Working with People, Working with
N Read aloud the information in the Internet Things
Activity box.
Best Practice
N Review using key words and checking URLs.
Organizing Information (Cluster Charts)
In this activity students use cluster charts, graphic
organizers that group words by category or topic.
Q Brainstorm a list of jobs that students are Students begin with a main category, which is then
interested in. split into small topics and subtopics. As students
complete the activities, they are guided by the cluster
Q Have students choose a job title to use in their charts, which are visual records to refer to when
Internet search. Remind students to keep track conversing about job likes and dislikes and potential
of the keyword combinations and URLs they jobs.
use.
Q As a class, discuss the results of their searches.

Q This activity gives students a chance to practice
Have volunteers share any interesting facts
asking and answering questions about the kinds
or details about the jobs that they were
of careers they might be interested in pursuing.
researching.
Help students form small groups to discuss the
answers to the questions.
108 Chapter 7
Q When they finish answering the questions, have

Strategy
them go on to the second part and choose a job
Using Graphic Organizers: Cluster they think suits their partner.
Charts Q Suggest that students make some notes and
practice explaining why they think the job they
N Make a sample cluster chart on the board.
chose is the best one for their partner.
Demonstrate filling in “People” in a large
central circle, and lines to small circles. Write Q Call on volunteers to tell the class about the job
“health care” in a one of the small circles. they have chosen and why they think it is the
Draw lines from that circle to smaller circles right one.
for names of specific jobs, such as doctor,
nurse, or pharmacist.
N Have students work in pairs to fill in other
categories of “people” or service jobs and
specific names and then “things” or technical
jobs.
N As students work, circulate among the
groups, giving assistance as needed.
N When they are finished, briefly discuss some
of the specific jobs students included on
their charts.
13 Filling in Cluster Charts

Q Read the activity instructions aloud.
Q Elicit from students which items in the box

involve people and which involve things. Discuss
any items which seem to fit in both categories.
Q Have students fill in the cluster diagram.
Q Finally, have students compare their answers

with a partner’s.
14 What Job is Best for You?

asking and answering questions about the kinds
of careers they might be interested in pursuing.
Q Put students in pairs and ask them to take

turns asking and answering questions. Remind
them to write their partner’s answers, not their
own, in the spaces. Move around the room
monitoring progress.

Making a Complaint Paula: Did you discuss this with her?

Ann: I talked to her last week, but she is still
Q Read aloud the information in the box.
coming late every day. I had to make
Q Have students brainstorm a list of ideas about a presentation to a client for her this
why someone might need to make a complaint morning.
at work.
Paula: Well, let’s talk to her together and see
if we can come up with a solution.
Before You Listen Meet me in my office at 3:00.
1 Vocabulary Preview Ann: Thanks, Paula.
Q Read aloud the nouns and verbs and have

students check off ones they already know. 3 Listening for Specific Information
Q Discuss the vocabulary items with the class. Q Read the instructions and ask students to read
If needed, have students look them up in a the questions and answers silently.
bilingual or learner’s dictionary.
Q Then, play the recording and have students answers.
repeat the items.
Q Help students use the nouns and verbs in
original sentences. Write key sentences on the
board for students to copy into their notebooks.
ANSWER KEY
Listen 1. c 2. a 3. c

Q Discuss the two questions and make sure After You Listen
students understand what they are listening for.
Q Play the recording and go over the answers Strategy

with the class.
Making Complaints Politely and
Professionally
ANSWER KEY N Discuss the suggestions about how to make
1. Paula 2. A co-worker is late every day. a complaint and make sure that students
understand what each suggestion involves.
AUDIO SCRIPT
Ann: Uh-h-h, Paula, may I speak to you for a
minute?
Paula: Sure, Ann. What is it?
Ann: I’m having a problem with one of the
other account managers. She’s always
late for work, so I have to do her work,
too.
110 Chapter 7
4 Making Complaints 5 Who Do You Complain To?
Best Practice Best Practice
Interacting with Others Cultivating Critical Thinking

This pair activity helps students gain fluency and In this activity students use their language skills to
confidence as they share their ideas and opinions. make a complaint to an appropriate person. Students
The purpose is for students to talk about content process the information they have learned and
that is personally meaningful and to concentrate on apply it to a real-life situation, requiring synthesis
conveying ideas rather than to focus on grammar. By and application of concepts and language skills. As
the time they have completed the activity, they should students create meaningful exchanges, they will be
feel more confident in discussing whether to make a able to assess whether they have understood and can
complaint in different situations. use the new material.
Q Point out the seven situations and have Q Read aloud the instructions. Remind students
different students read them aloud. to keep in mind the four elements to include in
their complaints from the strategy box.
Q Have students choose partners, discuss the
situations, and decide which ones they would Q Help students find partners. If possible, pair up
complain about. less fluent speakers with more fluent partners.
Set a time limit, perhaps 10 minutes.
Q Ask volunteers to explain which they would
complain about and what exactly they Q As students rehearse their conversations, move
might say. around the room, offering language support as
needed.
EXPANSION ACTIVITY Q Invite volunteer pairs to perform their

conversations for the class.
N Copy and hand out Black Line Master 16 “I
Have a Complaint,” on page BLM 16, one copy
to each student. Content Note
N Read the instructions and the questions. N Point out that in some cultures, even
very polite complaints are considered
N Have students work in pairs to complete their
disrespectful and are avoided at all costs.
responses to the questions.
Even the most constructive suggestions may
N Have students share and compare their cause the recipient to lose face. Explain that
answers with another pair. in the United States, however, people expect
to hear complaints when someone makes
N For a fun follow up to this activity, have
a serious mistake at home, at work, or in a
pairs prepare a short dialog for each of the
restaurant or store. Ask students how people
complaint situations they chose. Have them
in their communities react to complaints.
act them out for another pair or for the class.

ANSWER KEY
1. c 2. a 3. b 4. c 5. b
them.
Q Discuss the unfamiliar words and expressions

with the class. If needed, have students look up
AUDIO SCRIPT
the words in a bilingual or learner’s dictionary. Conversation 1
Interviewer: Come in!
sentences. Write key sentences on the board for Alicia: Excuse me. May I see you now? I
students to copy into their notebooks, e.g.: have an appointment.
Interviewer: Of course. You’re . . . Alicia?
1. I have an appointment with Mr. Martinez for a
job interview. Alicia: Yes, that’s right. Alicia Morales.
Interviewer: And you’re interested in working
2. I have to wash the car for my father this
for us?
afternoon, and there’s no way I can get out of
doing it. Alicia: Yes. I have some experience.
I was a part-time reporter last
3. I’m tired of going to interviews week after summer for Excelsior.
week and never getting a job!
Interviewer: I see. Well, this example of your
4. Having no money of your own and having to writing is excellent.
borrow it all the time from friends and family Question 1: Who is Alicia talking to?
is really rough!
Interviewer: As manager of our newspaper, I
2 Using Context Clues think we might have an opening
in the international news
department.
conversations and try to determine the meaning
of new words from the context. For each Alicia: Oh, I hope so! I would love to
item, students will listen to the first part of a work on international stories!
conversation, answer a question in their books, Conversation 2
and then listen to the end of the conversation, Dan: What are you going to do this summer,
which contains the answer. Sang-mi? Going back to Korea?
Q Play each segment up to the point where Sang-mi: I’d like to, Dan, but I have to think
the narrator asks the question, then stop the about my future.
recording and have students circle the answer. Dan: Your future? What do you mean?
Q Then continue playing so students can check Sang-mi: Well, someday I want to help sick
their answers. people. So I want to get some hospital
experience.
about any of the segments. Dan: You mean working part-time in one?
Sang-mi: Uh-huh.
112 Chapter 7
Question 2: What does Sang-mi want to do this Dan: So you can work only in the summer?
summer? That’s rough.
Dan: If you want to work in a hospital, you Sang-mi: Oh, it’s not bad. But I have to be
should visit County General Hospital. careful with money!
They may have part-time summer jobs.
Sang-mi: I will. Thanks.
Listening to Job Interviews
Conversation 3
Sang-mi: So how about you, Dan? What are your Before You Listen
summer plans?
Dan: I’m still not sure what I’m going to 3 Preparing to Listen
do. I should study, but my friend Bill— Q Read aloud the two questions and invite
y’know, the one in San Francisco? students to respond in a general way in the
Sang-mi: Oh, right. whole-class setting.
Dan: He wants me to go with him to Europe Q Then have students find partners and continue
in July and August. sharing their job interview experiences and
Sang-mi: Really? brainstorming ideas about what employers
Dan: Yeah. I’m thinking about it. want to know about job applicants.
Question 3: What is Dan thinking about doing 4 Vocabulary Preview

this summer?
Sang-mi: That’s a great plan. You should go to have students check off the words they know.
Europe this summer.
Conversation 4
the words.
Dan: Yes, but I have to think about
September. Q Write the unfamiliar words and expressions on
the board and ask other students to explain
Sang-mi: Aren’t you going to go back to school?
what they mean in their own words.
Dan: Well, I should go back. But I’m
getting tired of school. I want more Q Use the words in original sentences for students
experience in the real world. to write in their notebooks, e.g.:
Sang-mi: So you want more job experience? 1. A résumé tells a job interviewer all about
Dan: Uh-huh. your work experience and educational
background.
Question 4: What does Dan want to do in the
fall? 2. I don’t want an easy job; I want a challenging
Sang-mi: I know how you feel. I want to work one!
too, but I have to get out of school first. 3. People who work with money need to be
Conversation 5 very accurate because one mistake can be
Dan: Is that because you’re an international very, very expensive.
student? 4. You were quite impressive in the interview,
Sang-mi: That’s right. I can only study with my Mr. Davies, so I’ve decided to give you the job.
student visa, except in the summer.
Then I can work part-time.
Question 5: Can Sang-mi work?

Listen 6 Listening for Specific Information

Q Point out that students will listen to the same
conversation, but this time they should focus
Q Point out that this is another global listening on specific information. Have students read
task and that students should be listening for through the questions and possible answers.
the main ideas more than for details.
Q Read aloud the questions. Remind students that complete the activity individually.
they only have to listen for the answers to these
Q Go over the answers together. Alternatively,
two questions.
replay the recording and have students check
Q Play the recording and discuss students’ their answers.
answers.
ANSWER KEY
ANSWER KEY 1. a 2. c 3. b
1. He likes computers and wants a challenging
job.
2. He would like to be a department manager.
After You Listen
7 Discussing Job Interviews
AUDIO SCRIPT
Best Practice
Mr. Jones: Rafael, your résumé is very
impressive. Please tell me why Making Use of Academic Content
you’re interested in this job. Students will apply their skills to respond to common
Rafael: Well, I like working with interview questions. Students consider the responses
computers, and the job sounds of others in the groups to help determine appropriate
very challenging. and effective responses to an interviewer. This type
of activity helps students to become more prepared
Mr. Jones: I see. Why should I give you a job
for interview situations and to become aware of the
with this company?
usefulness of the skills they are learning.
Rafael: My work is accurate, and I
learn quickly. In fact, I really like
learning new information and Q Read the four questions aloud and answer any
new skills! questions students may have about what they
Mr. Jones: Good. You’ll have a lot to learn are going to be doing.
here. Tell me, Rafael, what do you Q As you form groups, include students from
think you’ll be doing in ten years? more than one culture in each group if possible.
Rafael: I like working with people, so I’d Q When students have finished their discussions,
like to be a department manager invite several individuals to tell about some of
in ten years. the accomplishments of people in their group.
114 Chapter 7
6. Don’t be afraid to talk a little about your

EXPANSION ACTIVITY
interests outside of work. It may make you
N The purpose of this activity is to have more appealing to the interviewer.
students practice responding to the common N In small groups, ask students to share their
job interview questions. opinions of these pieces of job interview
N Have students work in pairs. One will play the advice.
role of the interviewer; the other will be the N Ask students to also share and discuss other
job applicant. pieces of job interview advice that they know.
N In addition to the four questions in Activity 7, Have groups report back to the class with the
below is a list of classic job interview questions best pieces of advice they were able to come
to choose from. Write several or all of them on up with.
the board for “interviewers” to choose from:
Tell me about yourself. Listening to Future Plans
Why do you want to work here?
Before You Listen
What can you do for us that someone else
can’t? 8 Preparing to Listen
Why should we hire you? Q Review the two questions with the class.
How long would you stay with us? Q Have students discuss the questions in small
groups. As students discuss their answers,
Why did you leave your last job?
go around the room giving language support
What are your long-range goals? as needed and making sure that all members
N Allow time for pairs to practice their contribute something to the discussion.
exchanges. Q Invite volunteers to share their group’s
N Encourage pairs to present their role plays to responses with the class.
the class.
Job Interview Advice
Q Read the words and phrases aloud and ask
N Write the following six pieces of job interview students to repeat.
advice on the board.
Q Read them again or play the recording and have
1. Don’t talk too much. You need to keep the students check off the ones they already know.
interviewer involved in the process.
Q Ask volunteers to explain new vocabulary
2. Think about the culture at the company. Are in their own words and use the words in
you sure you would be happy working there sentences.
even if you did get the job?
3. Turn your cell phone off. If it rings during the Listen
interview, it could cost you the job.
10 Listening for the Main Idea
4. Send a thank-you email to the interviewer.
Q Read the question aloud. Remind students that
5. Call a couple of days after the interview to it will be answered on the recording.
follow up.
Q Play the recording and have students circle
their answers.

ANSWER KEY ANSWER KEY

let him go to Europe with a friend 1. b 2. c 3. a 4. a 5. b
AUDIO SCRIPT After You Listen

Father: So what are your plans for this
12 Discussing the Conversation
summer, Dan?
Dan: Well, I could work for that construction Q Review the questions with the class and answer
company again. But I have a great any questions about vocabulary and meaning
opportunity to do some traveling and that students might have.
learn more about the world. Q Have students discuss the answers in groups.
Father: What’s that? Set a time limit of 5 or 10 minutes. Move around
Dan: My friend Bill is going to travel around the room, offering language support as needed.
Europe this summer—he has some Q Call on various groups to report to the class on
relatives in France he wants to visit, the questions they discussed and the answers
and he plans to go to Germany, they came up with.
Lithuania, and Latvia. He’ll have a
rental car, so all I need to pay for is my
airfare and meals.
Father: What about hotels when you’re not
staying with Bill’s relatives?
Dan: We’ll stay in youth hostels. They’re
really cheap. I have enough money
saved from my part-time job.
Father: What about money for next year? For
your books and other expenses?
Dan: Well, I’ll need to borrow a little from
you. But this is a once in a lifetime
chance. I really think I could learn a lot,
and I can improve my French, too!
11 Listening to Future Plans

Q Explain to students that they will be listening
to the speakers again, but focusing on more
specific information.


their answers.
116 Chapter 7
Talking About the Future
1 Class Survey 3 Graphing the Results

Q Discuss the chart with the class and answer any Q Demonstrate simple types of graphs such as a
questions they may have about how to use it. line graph, a pie chart, and a bar graph. Show
how each graph or chart can be used to picture
Q Let students practice asking you questions
the results of a survey.
and writing the answers on the chart in the
“Teacher” column. Q Have students return to the groups they were
in for Activity 1 and make a chart or graph
Q Help students form groups of four and complete
picturing the answers to one of the questions in
the activity on their own.
Activity 2.
EXPANSION ACTIVITY Q When they finish, invite groups to share their

charts and graphs with the rest of the class.
N In this activity students practice talking about
the future plans of their classmates.
Self-Assessment Log
N Using the answers that students recorded
on the chart for the class survey in Activity
1, have a volunteer tell the class about the
future plans of another student, but not
mention the person’s name. For example:
This person wants to be a software engineer.
This person wants to live in New York City ten Q Put students in small groups. Ask students to
years from now. He’d like to get married and find the information or an activity related to
have two children. He wants to get a degree each strategy in the chapter.
in computer science. Who is this person? Q Tell students to find definitions in the chapter
N Have the rest of the class guess whose plans for any words they did not check.
are being described. You may want to have
only the volunteer describing a person look at
the chart. The rest of the class cannot look at
their charts during the listening and guessing
part.
2 Discussing the Survey

Q Conduct a general class discussion about the
results of the survey.
Q Read aloud and discuss the five questions and

ask students to think about which one is most
interesting to them.

Chapter
8
Food and
Nutrition
In this chapter students will listen to and practice ordering food, listening to instructions,
following recipes, and talking about nutrition. In Part 1 they will listen to conversations in a food
court, learn to recognize reductions, and discuss healthful and unhealthful foods. In Part 2 they
will listen to a conversation in a restaurant of a customer ordering food. In Part 3 they will listen to
instructions on food preparation. In Part 4 students will discuss recipes and nutrition. At the end of
the chapter, students complete a self-assessment log to evaluate their own learning and effort. The
topics in this chapter will enable students to order food and discuss recipes and food.
Chapter Opener

small groups.
Q Brainstorm different activities associated with food and meals. Write a

list of useful words on the board (e.g., eat, order, buy, taste, enjoy; food,
meal, breakfast, lunch, dinner, snack, restaurant, cafeteria, fast food).
Discuss places and times when students eat meals.
One should eat to live, and not live to eat.

—Molière
French dramatist and actor (1622-1673)
118 Chapter 8
Chapter Overview
Listening for the main idea Words and expressions for discussing diets, eating
Listening for specific information habits, calories and nutrition
Listening for details Healthy food versus fast food
Listening for stressed words Categorizing vocabulary words

Language Skills
Listening to instructions
Ordering in a restaurant
Speaking
Discussing opinions about food
Discussing recipes
Talking about nutrition
Critical Thinking
Comparing the nutritional value of different food items
Finding information about food
Vocabulary

beans onion beat good/bad for you You said it!
beef onion soup brown worried about
calories order of chop
carrot ounce decide Adverb
charge picnic grate thoroughly
cheese grater produce order
chili powder rice
cucumber shredded
diet cheese
hot tea teaspoon
Italian dressing tofu
maître d’ tomatoes
mushroom vegetarian
oil

Part 1 Conversation: At a Food Court Student Book pages 154–161

Before You Listen
1 Prelistening Questions share their guesses with the class. Ask students
Q Point out the two photos and ask students to
describe what they see. Q When students have finished guessing, provide
Q Have students work with a partner and read the
questions and discuss their answers.
Q Invite volunteers to share their responses with
with. Write sentences on the board that
the whole class.
include the words for students to copy in their
notebooks, e.g.:
1. Picnics are best on warm sunny days in

ANSWER KEY the park.
Possible Answers
2. I’m worried about Eduardo because he looks
1. She’s in a farmer’s market. 2. She’s buying fruit
sad every day.
and vegetables. 3. I usually buy oranges, apples,
tomatoes, and lettuce. 4. I like to buy them fresh. 3. I wanted to get an order of french fries, but
I prefer the taste of fresh vegetables. 5. I don’t the waiter didn’t hear me.
usually eat at food courts. 6. People can spend 4. Working too hard is bad for you.
more time shopping. 7. I eat them once a week.
8. I don’t like fast food. It’s too greasy. 5. Vegetarians don’t eat any meat.
6. You can drink 100 glasses of diet cola and

never get fat.
7. My doctor said I can have 2,000 calories of
food a day.
8. Fred said I was really lucky to marry Lisa,
and I said, “You said it!”
them.
9. Where did you decide to go on vacation,
Paris or London?
class. If needed, have students look up the
words in a bilingual or learner’s dictionary. 10. I ordered my food two hours ago, but it still
hasn’t arrived.
ANSWER KEY
3 Guessing Meanings of New Words
from Context 1. a meal eaten out of doors 2. concerned
about 3. portion or serving 4. might damage
Q Read the instructions and ask students to your health 5. a person who never eats meat
complete the activity alone. 6. food that doesn’t make you fat 7. a measure
Q If there are any questions about words other of how fattening a food is 8. I agree, that’s right
than the target words in the sentences, provide 9. choose or pick 10. to ask someone to give you
students with the answers or allow them to something
look up the words.
120 Chapter 8
Listen 5 Listening for Specific Information

(Part 1)
Q Read the instructions and briefly discuss the
Q Tell students that they are going to listen to a three questions. Address any questions that
conversation and answer some questions students may have about the meaning of the
about it. questions and answers.
Q Read the questions to the class before you Q Play the recording again and have them circle
play the recording to make sure students their answers.
be listening for. Remind students that they do
not have to listen to every word. Instead, they
should listen only for the main ideas.
Q Play the recording. Ask students to circle their ANSWER KEY

answers. Go over the answers together. 1. a 2. a 3. c

1. c 2. a 3. a Dan: Wow! Look at all these different places
to eat!
Pat: You said it! There are so many choices:
American fast food, Chinese, Italian,
AUDIO SCRIPT
vegetarian! I can’t decide what to eat!
Dan: Wow! Look at all these different places
Meryl: What are you going to have, Dan?
to eat!
Dan: I’m hungry! I’m going to the fast food
Pat: You said it! There are so many choices:
place. I want a double cheeseburger
American fast food, Chinese, Italian,
and a large order of fries.
vegetarian! I can’t decide what to eat!
Pat: Ugh! How many cheeseburgers do you
Meryl: What are you going to have, Dan?
eat every week? You had a couple at
Dan: I’m hungry! I’m going to the fast food
the picnic yesterday, didn’t you?
place. I want a double cheeseburger
Dan: Yeah . . . so what? I like cheeseburgers!
and a large order of fries.
Meryl: I think Pat’s worried about you.
Pat: Ugh! How many cheeseburgers do you
eat every week? You had a couple at Dan: Why? I’m healthy!
the picnic yesterday, didn’t you? Pat: But cheeseburgers have a lot of fat.
Dan: Yeah . . . so what? I like cheeseburgers! Meryl: And a lot of calories.
Meryl: I think Pat’s worried about you. Dan: OK, OK! What are you going to have?
Dan: Why? I’m healthy! Pat: I’m going to have some tofu and rice
Pat: But cheeseburgers have a lot of fat. at that Chinese place.
Meryl: And a lot of calories. Dan: Oh, I forgot. You’re a vegetarian, right?
Pat: Right.
Meryl: Hmm. I think I’m going to have a salad.

Dan: Are you on a diet?

After You Listen
Meryl: No diet—I just like to eat healthy food.
7 Vocabulary Review
Dan: What are you going to have to drink?
Meryl: A large cola. Q Ask volunteers to read aloud the words in
the box.
Dan: A large cola? But there’s lots of sugar
in soda! Q Have students read over the sentences. Address
Pat: Dan’s right, Meryl. And sugar’s bad for any questions that students may have about the
your teeth. meaning of the questions and answers.
Meryl: All right! I’ll have a diet cola. There’s Q Then have students complete the activity
no sugar in that! individually. Call on volunteers to read their
Dan: Great! And I’ll have a salad too. answers aloud.

(Part 2) ANSWER KEY
Q Read the instructions and ask students to read 1. calories 2. worried 3. diet 4. picnic 5. bad for
through the questions and answers silently. you 6. order of 7. to order, decide 8. You said it!

answers. Content Note
Q Play the recording and have them circle their N While fast food restaurants may not offer
answers. Go over the answers with the whole the healthiest options, most people find
class. themselves eating fast food from time to
time. Talk with students about their fast
food eating habits. Due to public opinion and
market pressures, most fast food restaurants
ANSWER KEY are adding healthier options. Point some of
1. c 2. a 3. b these healthy options available at some fast
food restaurants, and see if students have
other ideas:
Content Note grilled chicken or fish sandwiches

whole wheat rolls
N Explain that in the United States, there are
yogurt
health food stores and restaurants in every
baked potato
city and town. These stores sell foods that are
salad with fat-free dressing
low in fat, low in sugar, and are natural (which
a regular or children’s size hamburger
means they contain no added chemicals).
low fat deli sandwiches on whole wheat
Health food stores also sell vitamins and
or pita bread
other natural remedies. Ask students to
wrap sandwiches on whole wheat tortillas
describe any similar stores and restaurants
without dressing
that exist in their home countries.
fat-free or low fat milk
122 Chapter 8
Stress Q Play the recording a third time and ask students

to repeat the sentences.
Q Ask a volunteer to read aloud the words in
the box. AUDIO SCRIPT
Q Explain that students will listen for these words, Long Form Reduced Form
which are stressed in the conversation, and fill 1. What are you going What’re ya gonna*
them in the blanks below. to have? have?
2. I think I’m going to I think I’m gonna*
Q Play the recording and ask students to fill in
have some tofu and have some tofu and
the blanks.
rice. rice.
Q Review the answers together. 3. We wouldlike a We’d like a coupla*
Q Have students practice the conversation with a couple of salads. salads
partner, being careful to stress the appropriate 4. Isn’t there a lot of fat Isn’t there a lotta* fat
words. in cheeseburgers? in cheeseburgers?
5. They don’t want to They don’t wanna* eat
eat lots of fatty food. lotsa* fatty foods.
ANSWER KEY
1. have 2. hungry 3. fast 4. food 5. place
6. cheeseburger 7. order 8. fries 9. eat 10. picnic
11. what 12. like 13. worried 14. healthy 15. fat Q Read aloud the instructions. Have different
students read a pair of sentences aloud.

Reductions circle the letter of the sentence they hear.
Q Go over the answers together in class.

Pronunciation Note
N This chapter focuses on several different
reductions. Several of them (a lot of, lots of, ANSWER KEY
and a couple of) involve the shortening of the
1. b 2. b 3. a 4. b 5. a
word of to an “uh” sound.
9 Comparing Long and Reduced Forms AUDIO SCRIPT

Q Review the information in the box with What’re *ya* gonna* have?
students. Have students suggest other I think I’m gonna* have some tofu and rice.
examples of the reduced forms of of.
We would like a couple of salads.
Q Play the recording and have students follow Isn’t there a lotta* fat in cheeseburgers?
They don’t want to eat lots of fatty foods.
Q Ask students to close their books as they
listen to the differences between each pair of
sentences again.


Using the Internet
Best Practice
Finding Information About Food
N Read aloud the information in the Internet Making Use of Academic Content
Activity box. This activity helps students use their language skills in
the context of food, nutrition, and healthful choices.
N Ask students what information about food Students consider which foods are considered
they would like to find on the Internet. unhealthful and discuss the reasons why. This type
of activity helps students become more aware of the
usefulness of the skills they are learning.
Content Note
N The Food Pyramid Q Read aloud the information that students will
One of the websites to which students are search for in item 1. Brainstorm other food and
directed is www.mypyramid.gov, a nutrition diet-related questions to search for. List the
website provided by the United States ideas on the board.
Department of Agriculture (USDA). The USDA
Q Have students use the Internet to complete
has long recommended eating according
the first part of the activity. Remind students to
to a pyramid. The pyramid was originally a
keep track of the keyword combinations and
diagram with food groups arranged from
URLs they use.
most recommended daily servings at the
bottom to fewest recommended daily Q As a class, discuss the results of their searches.
servings at the top. For many years the Have volunteers share any interesting facts
recommendations were as follows: or details they discovered as they were
researching.
bread, cereal, rice, and pasta group, six
servings per day
EXPANSION ACTIVITY
vegetables group, three to five servings
per day N Copy and hand out Black Line Master 17
“How Many Calories…” on page BLM 17, one
fruit group, two to four servings per day copy to each student.
milk, yogurt, and cheese group, two to N Read the instructions and if needed,
three servings per day demonstrate on the Internet using a calorie
meat, poultry, beans, eggs, and nuts group, counter to find the number of calories found
two to three servings per day in various food items.
fats and oils, use sparingly N Have students work individually or in pairs
to find and complete the information for
In recent years, the USDA has been careful to
Activity 11.
state that no one food pyramid is appropriate
for all people. You can check with students N Ask students to fill in the names and the URLs
to see if their eating habits coincide or differ of the sites they used
from these recommendations. Ask them to
share any nutrition guidelines they use in
their lives.
124 Chapter 8
Talk It Over
Strategy
Categorizing Vocabulary Words

N Go over the information in the box. Ask
students about their own methods of
learning vocabulary.
N Ask students to brainstorm words for each of
the following categories and write them on
the board: work, entertainment, technology.
12 Discussing Healthy and Unhealthy

Foods
talking about foods that are good or bad for
them and to give reasons why each type of food
is healthful or not.
Q Read through the instructions for the class.

Discuss the foods and make sure students
understand the meaning of each word.
Q Have students role-play a sample conversation.

If needed, write a sample exchange on the
board:
A: Are french fries good for you?
B: No, I don’t think so.
A: Why not?
B: Because they have a lot of fat.
Q Help students find partners. Set a time limit and

have them take turns asking each other the
questions.
Q As students work, circulate among the pairs,

giving assistance as needed.
Q When they are finished, conduct a class

discussion touching on each of the foods in
the list.

Ordering in a Restaurant
Conversation 3
Before You Listen
Waiter: Are you ready to order?
1 Vocabulary Preview Customer 1: Yes. I’ll have the mushroom
Q Read aloud the nouns and verbs and have ravioli.
students check off ones they already know. Waiter: A salad comes with that. What
kind of dressing would you like—
French, Italian, or ranch?
class. Use photographs, draw pictures on the
board, and/or give simple explanations to clarify Customer 1: French, please.
the meaning of any words students don’t know. Customer 2: And I’d like the spaghetti with
tomato sauce.
repeat the vocabulary items. Waiter: What kind of dressing would
you like on your salad—French,
Listen Italian, or ranch?
Customer 2: Italian dressing, please.
2 Listening for the Main Idea Conversation 4
Q Play the recording and have students listen to Waiter: Is everything all right here?
the conversation.
Customer 1: Could I have some lemon for my
Q Go over the answer with the class. tea, please?
Waiter: Certainly. Anything else?
Customer 2: No, everything’s fine, thanks.
ANSWER KEY Conversation 5
No Waiter: Can I get you anything else
tonight? Some dessert or coffee?
Customer 1: No, thank you. Just the check,
please.
AUDIO SCRIPT
Waiter: Here you are. I hope you enjoyed
Conversation 1
your dinner. Come back soon.
Maitre d’: Two for dinner?
Customer 1: Yes. We’d like to sit near the
window, please. 3 Listening for Specific Information
Maitre d’: Of course. Come right this way. Q Point out the five pictures and explain that
Conversation 2 students will hear the five conversations again.
This time they will match each conversation to
Waiter: Would you like to order
one of the pictures.
something to drink while you
look at the menu? Q Play the recording and have them mark their
Customer 1: Yes. I’d like hot tea, please. answers.
Customer 2: I’ll just have water. Q Go over the answers with the class.
Waiter: I’ll bring your drinks and take
your order in just a minute.
126 Chapter 8
After You Listen

ANSWER KEY 5 Role Play
Top row: 4,5
Middle row: 1,3 Best Practice
Bottom row: 2
This activity requires students to use models from
4 Ordering in a Restaurant the previous listening activities to develop their own
independent role plays. Students consider the context,
Q Explain that the conversations contain several
the roles, and use the menu to prepare appropriate
polite ways of asking for things in a restaurant, exchanges. Since they have already heard and studied
for example, “We’d like to sit near the window, model exchanges, they are better able to create their
please.” own conversations and feel more confident in their
Q Point out the items in the activity and explain skills. Students are guided to use what has been
that students will hear the five conversations studied and to apply it to other learning situations in
the outside world.
again. This time they will write the sentence
where the two customers ask for these items.
Q Play the recording and have them write their Q Review the items on the menu. Discuss the
answers. meaning of the different sections of the menu
(appetizers, entrées, beverages, etc.). Then
review the items in each section and explain
any that students are not familiar with.
Q After reviewing the menu vocabulary, check
ANSWER KEY students’ comprehension by asking questions
1. We’d like to sit near the window, please. 2. I’ll such as: “What are foods you eat before the
just have water. 3. I’ll have the mushroom ravioli. main meal?” (appetizers) “What’s a meat
4. I’d like the spaghetti with tomato sauce. entrée made from ground beef and cheese?”
5. Could I have some lemon for my tea, please? (a cheeseburger)
6. Just the check, please. Q Read aloud the instructions for the role play.
Review the expressions for customers and
waiters/waitresses. Tell “waiters” to write
EXPANSION ACTIVITY down the orders on a piece of paper and ask
appropriate questions such as “What kind of
N In this activity students practice using the
salad dressing would you like?”
ordering expressions.
Q As groups practice the role play, circulate
N Review the sequence of events in Activity 3.
among groups to monitor their progress.
N Arrange students in pairs. Have students
Q Invite different groups to perform their role
match the sentences in Activity 4 to the
plays for the class. Bring in tablecloths, napkins,
pictures in Activity 3.
silverware, and so on, and have students use
N Have one student play the role of the waiter/ these props as they perform.
maitre d’ and the other play the role of the
customers using the sentences.
N Invite pairs to present their mini-exchanges to
the class.

1 Vocabulary Preview Lee: That sounds good.
Q Read the vocabulary items aloud or play the Question 1: Where are Lee and Alicia?
recording and have students check off the ones Lee: Y’know, it’s really nice to eat in a
they know. restaurant.
Q Read the items again and have students repeat Alicia: It sure is.
them. Conversation 2
Q Write unfamiliar words and phrases on the Waiter: Here you go. Was everything okay?
board and ask students to use simple drawings Alicia: Yes, thank you. Everything was
on the board or simple explanations to clarify delicious.
the meaning of each. Lee: Yes, it was. But, excuse me?
2 Using Context Clues Waiter: Yes?
Lee: What’s this charge for?
conversations and try to determine the meaning Waiter: Hmm. Let me see. Oh, yes. That’s for
of new words from the context. For each your drinks. One hot tea, $1.85, and
item, students will listen to the first part of a one cola, $2.25.
conversation, answer a question in their books, Question 2: What’s Lee asking about?
and then listen to the end of the conversation, Lee: Oh, I see. Thanks for explaining the bill.
which contains the answer.
Waiter: You’re welcome, sir.
Q Play each conversation up to the point where Conversation 3
the narrator asks the question, then stop the
Beth: Now, Dan. What’s next?
recording and have students circle their answers.
Dan: Hmm. Just a minute. Ah, . . . one cup of
Q Then, continue playing the recording so milk.
Beth: A cup of milk.
Q Allow students to raise any questions they have Dan: One teaspoon of salt.
about any of the segments.
Beth: A teaspoon of salt.
Dan: And one egg.
Beth: Right.
ANSWER KEY
Dan: Beat the milk, salt, and egg mixture
1. a 2. c 3. a 4. c 5. b thoroughly and . . .
Question 3: What are Dan and Beth doing?
Dan: This is fun, isn’t it?
AUDIO SCRIPT Beth: Yes, it is. I really enjoy cooking.
Conversation 1 Dan: But eating is even better!
Lee: Everything looks delicious! What are Conversation 4
you going to have?
Ali: Wow! This place is really big!
Conversation 1
Alicia: It is big, isn’t it?
Alicia: Dan says the onion soup here tastes
Ali: Look at all this food!
great. I think that’s what I’ll have.
128 Chapter 8
Alicia: Here’s what we need for the salad. Listening to Instructions

What’s on the list?
Ali: Let’s see—lettuce, tomatoes, carrots, Before You Listen
and cucumbers.
Question 4: Where are Ali and Alicia?
Q Read aloud the question. Have students work
Ali: All these fruits and vegetables look so
with partners for three minutes.
fresh!
Alicia: Yeah. These big supermarkets have Q Invite students to share their ideas. List on the
good produce! board situations where people give instructions.
Conversation 5 4 Vocabulary Preview

Ali: So, do we have everything on the Q Read the vocabulary items aloud or play the
shopping list? recording and have students check off the ones
Alicia: I think so. Oh! We need spaghetti they know.
sauce. It’s over there.
Ali: Here it is. What kind should we buy? them.
Alicia: Hmm. Here’s one . . . spaghetti sauce
Q Write the unfamiliar items on the board and ask
with mushrooms . . . eight ounces,
other students to explain what they mean in
$1.06.
their own words.
Ali: That looks good. But here’s another
kind. It’s only 99 cents. Listen
Alicia: Really? Let me see the label . . .
spaghetti sauce with mushrooms . . . 5 Listening for Main Ideas
oh, but look here, Ali. There’s only six Q Read aloud the two questions. Remind students
ounces in this one. that they only have to listen for the answers to
Question 5: Which spaghetti sauce is the best these two questions.
buy?
Ali: Oh, yeah, you’re right. The eight-ounce answers.
size for $1.06 is the best price. Let’s
buy that one.
ANSWER KEY
1. She sent some recipes. 2. He wants to make
Content Note
his favorite dishes.
N Supermarkets in the United States have signs
telling how much each package contains,
what the total cost of the package is, and
how much you are paying per ounce. That AUDIO SCRIPT
makes it easy for shoppers to compare the Ali: Beth, Alicia—I’m so happy to see you! I
prices of various brands and container sizes. need some help.
Large containers are usually, but not always,
Beth: What’s the problem, Ali?
the best buy.
Ali: Well, you know I never cooked before I
came to the university.

Alicia: Uh-huh.
Ali: I asked my mother for some recipes
so I can make my favorite dishes. She ANSWER KEY
sent me these, but I don’t understand 1. c 2. d 3. e 4. b 5. a
the instructions.
Beth: We can try to help, Ali. What are the
instructions you don’t understand?
After You Listen
Ali: First it says to “chop” some onions.
How do I do that? 7 Categorizing Food
Alicia: Chop just means to cut them up into
very small pieces with a knife. Best Practice
Ali: Oh, OK. I get it. Now this one says to
“brown” the onions.
This group activity is an example of a collaborative
Beth: That means to cook them in a little oil learning activity. Students gain vocabulary, fluency,
until they turn brown all over. and confidence as they share the names of food
Ali: I’ve never seen brown as a verb items they know. Students talk about items that
before! This one, “mix thoroughly,” I are personally important. By the time they have
understand. It means to mix the things completed the activity, they should feel more
together completely, right? confident in identifying and talking about food items.
Beth: Right.
Ali: What about this—“grate” the cheese? Q Set a time limit (perhaps minutes) and have
How do I grate cheese? students write the English words for as many of
Alicia: You need a special tool for that—a the pictured foods as they can.
cheese grater. It has little holes and Q Form groups and have them go on to steps 1
sharp points on it so that when you and 2 of the activity.
rub the cheese over it, thin bits of the
cheese fall through the holes. Then Q Go over the responses. Ask students to point
you can put the cheese on top of other out any foods in the picture they could not
foods like pizza. I have a cheese grater identify and explain what they are.
you can borrow.
Ali: Great! Thanks a lot. I’ll invite you for Following Recipes
dinner when I finish!
Before You Listen
6 Listening to Instructions 8 Preparing to Listen
Q Review the numbered words on the left with
the students. Explain that their task is to match
each one with the correct definition at the right.
Q Play the recording and have students complete The discussion questions activate students’ prior
the activity individually. knowledge and experience with recipes and cooking.
Q Go over the answers together. This type of activity will help students reflect on their
own experiences and make connections to the new
material—understanding and describing recipes.
130 Chapter 8
When students activate their prior knowledge before the onion is a little brown, and the beef is all
learning new material, they are better able to map new brown. Now, add tomatoes and chili powder to
language and concepts onto their existing framework, the beef and onion. Chili powder is hot, so just
which aids understanding and retention. use a little if you don’t like spicy food. Cook this
mixture for about an hour, stirring occasionally.
Q Review the questions with the class. OK. Here’s what it looks like when it’s done. I like
to serve the chili in a bowl with some shredded
Q Have students discuss the questions in pairs. cheese on top. Enjoy!
the class. 11 Ordering Steps in a Recipe
Best Practice
Q Read the words and phrases aloud and ask
students to match each word to a picture. Organizing Information
Q Go over the answers together. In this activity pictures represent the various steps
in a procedure. As students complete the listening
activity, they are to check their comprehension using
the pictures. These organizational tools aid students
ANSWER KEY with different learning and thinking styles.
1. c 2. d 3. a 4. g 5. e 6. b 7. f
Q Explain to students that they will be listening to

the same conversation again, but they will be
Listen listening for more specific information.
Q Have students look at the four pictures and

10 Listening for the Main Idea notice what is happening in each one. Explain
Q Read the question aloud. Remind students that that you will play the recording again and that
it will be answered on the recording. their task is to number the pictures in the
correct order.
Q Play the recording and ask students what they
think the answer is. Q Play the recording again and ask students to
mark their answers.
ANSWER KEY
chili
ANSWER KEY
Top row: 4, 2
Bottom row: 1, 3
AUDIO SCRIPT
Hi. I’m Wally Chan. Welcome to “Chan Cooks.”
Today I’m making chili. You make chili with beans,
After You Listen
beef, and tomatoes. 12 Discussing Opinions About Food
First, you chop an onion. Cut it into small pieces.
Q Read the statement aloud or play the recording.
Then, brown the onion and some ground beef in
Encourage students to ask for clarification of
a little oil. Cook the onion and beef in the oil until
any statements they don’t understand.

Q Then have students complete the activity

individually.
Q When they are finished, read the statements

one by one and invite volunteers to tell the
class whether they agreed or disagreed and
explain why.
AUDIO SCRIPT
1. I like onions on my hamburgers.
2. Chili powder makes food too hot and spicy.
3. I eat a lot of cheese—with crackers, bread,
and other foods.
4. Tomatoes are best in salad with lettuce, oil,
and vinegar.
5. I like beans when they are cooked with
onions and garlic.
6. Cooking with oil can make you fat.
7. The best pizza has just tomato sauce and lots
of cheese.
8. Foods like beans, rice, and potatoes should be
eaten at every meal.
9. Onions are good cooked and uncooked.
10. I like a lot of salt in my food.
EXPANSION ACTIVITY
“Food Opinions” on page BLM 18, one copy
to each student.
their responses to the questions.
N Arrange students in pairs. Have them ask their
partners their responses.
N Guide students as they compare and contrast
the responses on their charts and report their
132 Chapter 8
Talking About Recipes
1 Discussing Recipes 4 Comparing Food Labels

Q Review the rules for doing an information gap
Best Practice
activity. Each student in the group looks at only
one of the recipes. Stress the importance of
students’ not looking at the recipe cards of the
This is an example of an activity that requires
other group members while doing the activity.
students to use their language skills to compare the
Q Read the instructions as a class and then set up nutritional value of different food items. Students need
the groups. to process the information they have learned and
make comparative statements. As students use the
Q You may want to give an example to help them language to read and discuss the food labels, they can
get started. Show students where to write in check to see whether they have understood and can
the information on the recipe card. use the new material.
Q Give students a time limit of perhaps 15
minutes. Circulate among the groups to make
Q If you or the students have prepared by bringing
sure they understand how to do the activity.
in food labels, read and discuss the instructions
Q When they finish, go over the complete list of with the class.
ingredients and the complete recipe. Invite
students to ask about any parts that they Q Have students work in small groups to talk and
weren’t able to finish with their group. complete their charts.
Q You may wish to assign this activity for

2 Writing a Recipe homework and have students work in groups
Q Read and discuss the instructions. Then, have during the next class as they compare the
students form groups of four. nutritional content of the different types of
foods.
Q Have the groups spend about 5 minutes writing
down their recipes.
Q Suggest that the group members take turns EXPANSION ACTIVITY

presenting their recipes, again observing a N For this activity, students will need to have
5-minute time limit. food labels with nutrition information on them
to work with. If you bring them into class
Talking About Nutrition yourself, you’ll be sure that they have the
right information on them, or in the previous
3 Discussing Contents of Food
class you could brief students on what kind of
Q Review the meaning of the eight words. labels they should bring in.
Q Have students discuss the question in small N Copy and hand out Black Line Master 19
groups. “Food Labels” on page BLM 19, one copy to
each student.
Q Ask volunteers to report the groups’ ideas.
their responses to the questions in Activity A.

N In Activity B, have students work together to

compare the information from Activity A in
order to complete the chart.
N Have groups assign the role of reporter to
one student who reports their findings to the
class.
134 Chapter 8
Self-Assessment Log



Chapter
9
Great
Destinations
In this chapter students will listen to and practice persuading others, listening to a tour guide,
listening for flight information, planning a trip, and talking about sports. In Part 1 they will listen to a
conversation about arriving in San Francisco, learn to recognize word families, and describe photos
of travel destinations. In Part 2 they will listen to conversations of friends trying to persuade others
to do different activities. In Part 3 they will listen to travel preparations, a tour guide, and flight
information. In Part 4 students will practice asking about flights and talking about sports. At the
end of the chapter, students will complete a self-assessment log to evaluate their own learning and
effort. The topics in this chapter enable students to persuade others and to ask about flights and
trip plans.
Chapter Opener
Q Call attention to the photo. Have students discuss the questions in small
groups. Mention that the people in the picture are on the steps of Sacré
Coeur basilica in Paris.
Q Brainstorm different activities associated with travel and trips. Write

a list of useful words on the board (e.g. travel, visit, sightsee; building,
monument, museum, theater; tourist, guide, map). Discuss places
students have visited as tourists.
No man should travel until he has learned the language of the country
he visits.
—Ralph Waldo Emerson
U.S. author, poet, and philosopher (1803–1882)
136 Chapter 9
Chapter Overview
Listening for main ideas Evaluating options and making decisions with a T-chart
Listening for specific information Classifying information
Vocabulary Building
Listening to descriptions
Describing places and events
Using context clues
Travel terms
Listening to flight information
Speaking
Pronunciation
Describing images
Persuading
Asking about travel information Language Skills
Using modals and expressions to persuade
Using past tense to talk about travel
Vocabulary

advisory arrive direct can’t wait to
business class change (a tire) freezing Couldn’t we…
coach class change planes nonrefundable I’d rather…
criminal depart nonstop Let’s…
first class explore one way (ticket) Sounds good/OK
fishing equipment pull over round trip Wouldn’t you rather…
flash flood should (ticket)
flat tire take up space triangular
landmark
luggage
one way
prison
round trip
skyline
sleeping bag
spare tire
tent
tower
trunk
way back

Part 1 Conversation: Arriving in San Francisco Student Book pages 176–183

Before You Listen
with. Write sentences that contain the words
1 Prelistening Questions on the board for students to write in their
notebooks, e.g.:
Q Talk about the photos with the class.
1. The buildings of Tokyo make a beautiful
Q Read the six questions aloud and have students
skyline in the evening.
discuss their answers with a partner.
2. I bought a car that drives perfectly well but
doesn’t have a spare tire in the back.
the whole class.
3. A flat tire has no air in it.
4. When the police car turned on its lights,

ANSWER KEY I pulled over right away.
Answers will vary. 5. Do you know how to change a car tire by
yourself?
2 Vocabulary Preview 6. That triangular mirror has three sides.
Q Read the vocabulary items aloud or play the 7. I don’t want to meet a criminal late at night.
8. The police caught the killer, and he went to
they know.
prison for 100 years.
9. Little Billy is really excited and can’t wait to
them.
open his birthday presents.
Q Discuss the items with the class. If needed,
10. America’s most famous landmark is the
have students look them up in a bilingual or
Statue of Liberty.
learner’s dictionary.
11. A tower looks like a tall, thin building.
Q Help students use the items in original
sentences. Write key sentences on the board for 12. On our first day in my new house, my cat
students to copy into their notebooks. spent the day exploring every room.
3 Guessing the Meanings of New Words

from Context
ANSWER KEY
complete the activity individually. Possible Answers
1. the outline of buildings seen against the sky
2. an extra tire for use in case of emergencies
3. a tire that has no air inside 4. drive your car
to the side of the road 5. take off the old one
look up the words.
and put on a new one 6. having three sides, as a
Q Have students make a guess about the meaning triangle 7. a person who breaks laws and does
of the target words. Call on a few students to bad things 8. jail, or place where lawbreakers
share their guesses with the class. Ask students are kept 9. are eager to 10. places that are
what clues they used to make their guesses. important in history and are easily recognized
Q When students have finished guessing, provide 11. a tall building 12. to travel in and look around
138 Chapter 9
Listen
Content Note
4 Listening for Main Ideas (Part 1) Landmarks of San Francisco
Q Tell students that they are going to listen to a N The Transamerica Building
conversation and to answer some questions The tallest building in San Francisco, the
about it. Transamerica Building is also the most
Q Read the three questions to the class before recognizable thanks to its unusual pyramid
you play the recording to make sure students shape. By world standards the building
understand what kind of information they is not particularly tall, reaching only 260
will listen for. Remind students that they do meters in height. The building encountered
not have to listen to every word. Instead they significant opposition due to its unusual look.
should listen only for the main ideas. Construction of the building was completed
in 1972.
Q Play the recording. Ask students to circle their
answers. Go over the answers together.
N The Golden Gate Bridge
The Golden Gate Bridge gets its name
because the span of water it arches over
is indeed called the Golden Gate, the place
ANSWER KEY where the Pacific Ocean enters San Francisco
1. b 2. c 3. b Bay. At 2.7 kilometers long, this exceptionally
beautiful bridge was the longest of its kind in
the world when it was completed in 1937.
N San Francisco’s Chinatown
AUDIO SCRIPT
San Francisco’s Chinatown was established
Beth: Look, guys, up ahead! There’s San in the 1850s. It soon became the most
Francisco! We’re almost there! important gateway for immigration from
Ali: Look at that skyline! What’s that’s tall, China in the latter half of the 1800s. It is
triangular building? It looks like a tower. the oldest and most historic of America’s
Dan: That’s the Transamerica Building. It’s one Chinatowns. It is where author Amy Tan grew
of San Francisco’s landmarks. It’s almost up, and her novel The Joy Luck Club tells
as famous now as the Golden Gate about her experiences there.
Bridge, the cable cars, Chinatown … N Alcatraz
Ali: Well, I can’t wait to go to all those places Alcatraz was a maximum security prison
… and Alcatraz, too. until it was closed in 1932. Perhaps its most
Beth: You said it! Alcatraz used to be the prison famous inmate was Al Capone, the famous
where the most dangerous criminals in American gangster. Its fame was increased
the United States were put. Now, it’s a by the movie The Bird Man of Alcatraz.
really interesting former prison and a Alcatraz is the Spanish word for pelican.
great place to tour. Alcatraz is now a very popular tourist
Dan: Let’s try to go there tomorrow. Then we destination and a sanctuary for ocean birds.
can also do something else tomorrow…
Uh-oh!
three questions.

Q Play the recording again and have students Ali: Oh, it’ll take us just a few minutes
circle their answers. to change it. Then, we can start to
Q Go over the answers together. explore the city!

ANSWER KEY Q Read the instructions and ask students to read
1. a 2. a 3. b through the questions and answers silently.

AUDIO SCRIPT answers.
Beth: Look, guys, up ahead! There’s San Q Play the recording and have them circle their
Francisco! We’re almost there! answers. Go over the answers with the class.
Ali: Look at that skyline! What’s that’s
tall, triangular building? It looks like
a tower. ANSWER KEY
Dan: That’s the Transamerica Building. 1. a 2. b 3. a
It’s one of San Francisco’s
landmarks. It’s almost as famous
now as the Golden Gate Bridge, the
cable cars, Chinatown … After You Listen
Ali: Well, I can’t wait to go to all those
7 Using a T-Chart to Compare Two Places
places … and Alcatraz, too.
Beth: You said it! Alcatraz used to be the Best Practice
prison where the most dangerous
criminals in the United States were Organizing Information
put. Now, it’s a really interesting In this activity students use a compare/contrast
former prison and a great place to matrix, a graphic organizer for similarities and
tour. differences. As students complete the chart, they
Dan: Let’s try to go there tomorrow. prepare to make decisions about the two different
Then we can also do something places. It provides a visual record for them to refer to
when discussing their preferred vacation destination.
else tomorrow… Uh-oh!
Beth: Dan! What’s wrong with the car?
Ali: Yeah! Why are we going slower? Strategy
Dan: Oh, no! I think we have a flat tire!
Beth: We have a spare tire, don’t we? Using a Graphic Organizer: T-charts
Dan: Yes, I think so. I’ll pull over. N Call attention to the information about
Dan: There it is. It is a flat tire. Now, who T-charts.
can help me change it? N Discuss the list of words and invite students
Beth and Ali: I can! to explain and give sample sentences for any
Beth: I can’t believe we have a flat tire words their classmates don’t understand.
… and just before we got to San
Francisco!
140 Chapter 9
Q Point out the two photos. Read together the Stress

instructions. If needed, have students suggest
if modern would describe San Francisco or the 8 Listening for Stressed Words
Grand Canyon. Point out where modern should Q Ask a volunteer to read aloud the words in
be written on the chart. the box.
Q Then, have students complete the activity in Q Explain that students will listen for these words,
pairs. which are stressed in the conversation, and
Q Call on volunteers to give their answers to the write them in the blanks below.
question in item 2. Q Play the recording and ask students to fill in the
Q Have pairs create their own compare/contrast blanks.
chart for other places.
Q When they are finished, invite volunteers to
present their charts and tell about the two
places.
words.
ANSWER KEY ANSWER KEY

Possible Answers
1. Look 2. There’s 3. Francisco 4. Look 5. skyline
San Francisco Grand Canyon 6. tall 7. triangular 8. looks 9. tower 10. That’s
modern wild 11. Francisco’s 12. landmarks 13. almost
exciting rugged 14. famous 15. Bridge 16. wait 17. places
beautiful calm
lively dry
colorful colorful WORD FAMILIES AND STRESS
famous beautiful
Review the information about stress and word
uncrowded
families with students.
peaceful
natural Go through the words in the list and review
their meanings. Point out the stress marks.
9 Stress and Word Families

EXPANSION ACTIVITY
Q Read the words aloud, emphasizing the
N Copy and hand out Black Line Master 20 stressed syllables.
“Favorite Travel Destinations” on page BLM
20, one copy to each student. Q Say the words or play the recording and have
students repeat each one at least once.
N Read the instructions and if needed, explain
completing a T-chart.
N Have students work in pairs to fill in words to AUDIO SCRIPT
describe their chosen places. 1. photógraphy (n) phótograph photográphic (adj)
N Ask volunteers to report to the class their (n and v)
thoughts and comparisons of their two 2. récord (n) recórd (v)
destinations. 3. désert (n) desért (v) desérted (adj)

4. bénefit (n) bénefit (v) benefícial (adj) Using the Internet

5. biógraphy (n) biográphical (adj)
6. análysis (n) ánalyze (v) analýtical (adj) Finding Photos on the Internet
7. examinátion (n) exámine (v) N Read aloud the information in the Internet
8. educátion (n) éducate (v) educátional (adj) Activity box.
N Find out what images students might like to
10 Listening for Stress find.
Q Demonstrate on the board how to mark the

stress on the word photography. 11 Practicing Your Search Skills
Q Play the recording and have students mark Q Read aloud the instructions and the names of
the stress on each underlined word. Pause the the places. Brainstorm other places students
recording after each word or play it more than would like to find pictures of. List the ideas on
once if necessary. the board.
Q Go over the answers together in class. Q Have students use the Internet to complete
the first part of the activity. Remind students to
keep track of the keyword combinations and
ANSWER KEY URLs they use.
1. photógraphy 2. désert 3. récords 4. benefícial

Talk It Over
5. recórd 6. examinátion 7. éducate 8. ánalyze
9. biógraphy 10. phótograph 12 Describing Photos
Best Practice
AUDIO SCRIPT Interacting with Others

1. Photography is a popular hobby. This activity helps students gain fluency and
confidence as they describe tourist destinations.
2. The desert is a bad place to have a flat tire.
Communication is more important than grammar as
3. I keep good records of my income and they talk about activities and sites. By the time they
expenses. have completed the activity, they should feel more
4. The medicine had a beneficial effect on the confident in describing places.
patient.
5. I have class tonight, so please record my Q Point out the pictures. Read the instructions to
favorite TV program for me. the class.
6. You must pass the examination to pass the
Q Allow about 5 minutes for students to rehearse
course.
ways to describe each picture.
7. Schools try to educate every student equally.
Q Help students form small groups and complete
8. I need to analyze the results of my research.
the activity.
9. I read Ulysses Grant’s biography for my
history course. Q When they are finished, conduct a class
discussion talking about the places in the
10. Please take a photograph of us in front of the
photos.
monument.
142 Chapter 9
Persuading Others
Conversation 2
EXPRESSIONS FOR PERSUADING OTHERS
Alicia: Hey, Beth. Do you want to go shopping
Go over the information in the box. at the mall today?
Brainstorm situations where persuasion can be Beth: I think I’ve been spending too much
necessary. money lately. Wouldn’t you rather go
for a nice walk in the mountains? It’s
free!
Before You Listen
Alicia: You’re right. We should get more
1 Vocabulary Preview exercise. Let me put on my walking
shoes and we can go.
Q Read aloud the words and phrases and have
students check off ones they already know. Conversation 3
Q Play the recording and have students repeat the Dan: Ming, would you like to go out to
words and expressions. dinner tonight?
Ming: Sure, Dan. Where do you want to go?
Listen Dan: Well, I have some menus here. There’s
2 Listening for Main Ideas a new Mexican restaurant on Poplar.
Let’s go there.
Q Point out the three photos and ask students to
Ming: Oh, I ate there last night. It was a little
say something about each one.
too spicy for me. Couldn’t we go to
Q Play the recording and have students number Wang’s instead?
the photos. Check answers with the class.
Dan: I guess so. Chinese is good, too. Let’s
go!
ANSWER KEY 3 Listening for Specific Information

Top right: 2, Left: 3, Bottom right: 1
Q Explain that students will listen to the same
conversation again, but this time they will be
listening for more specific information.
AUDIO SCRIPT Q Go over the chart with the students.
Q Play the recording and have them complete the

Conversation 1
chart. Go over the answers with the class.
Lee: Ali, it’s a perfect day to go to the
beach. Let’s go!
Ali: I think it’s a little too cold to spend
a day at the beach. I’d rather go on ANSWER KEY
a bike ride. Come and ride up to the Person Place they Reason they give
Prospect Park Lake with me. We can want to go
stop for ice cream on the way back. Ali Prospect Park It’s too cold to spend
Lee: OK. That sounds good. I’ll get my bike. Lake the day at the beach.
Beth the mountains They should get more
exercise.

Read aloud the expressions and ask students to

Ming Wang’s (Chinese She had Mexican
repeat.
restaurant) food the night before.
5 Persuading Others
EXPANSION ACTIVITY Best Practice

N In this activity students practice using the
information from the chart to persuade others
This is an example of an activity that requires students
to go to the particular places.
to use their language skills to persuade others to go
N Review the expressions in Activity 1. to a particular vacation site. Students need to process
the information they have learned about making
N Arrange students in groups of three. Give
suggestions and expressing opinions and apply it
each student a person to role-play. Have
to this task. As students use appropriate forms and
students practice trying to persuade each
expressions, they will process the new material and
other to go to the different places using the see whether they have understood and can use it.
reasons on the chart and adding their own
additional ideas.
Q Read and discuss the instructions.
N Invite groups to present their exchanges to
the class. Q Help students form small groups. As the groups
discuss their destinations, move from group to
group, reminding them to use the persuasive
expressions introduced in the chapter.
After You Listen
Q Invite someone from each group to report back
WAYS MEN AND WOMEN PERSUADE OTHERS to the class.
Ask students to read the information silently.
Discuss with the class the differences between

how men and women try to persuade others to ANSWER KEY
do what they want them to. Answers will vary.
Invite students to reflect on whether the same

is true in their home cultures.
4 How Do You Persuade Others?

Q Help students form small groups. Try to be
sure that each group contains students from
different cultural backgrounds if possible.
Q Invite volunteers to share their group’s

responses to the discussion questions.
EXPRESSIONS FOR MAKING SUGGESTIONS AND

EXPRESSING OPINIONS
Explain that the expressions are used for
suggestions and opinions.
144 Chapter 9
1 Vocabulary Preview Question 1: What did Beth, Dan, and Ali finish
doing?
have students check off the words they know. Beth: We just got everything in the car, and
it’s already almost lunchtime!
them. Part 2
Q Write unfamiliar words on the board and ask Dan: Yes, so let’s go find something to eat.
volunteers to explain their meanings and use Beth: Where? There’s not a town or
them in sentences. restaurant anywhere near here.
2 Using Context Clues Ali: Yes, there is. Look at this map. There’s
a town about five miles from here.
Dan: You’re right! Let’s go!
conversations and try to determine the meaning
of new words from the context. For each Question 2: What are Beth,Dan, and Ali going to
item, students will listen to the first part of a do?
conversation, answer a question in their books, Beth: I’m so glad there’s a town near here.
and then listen to the end of the conversation, It must have a restaurant or two. I’m
which contains the answer. really hungry!
Part 3
the narrator asks the question; then, stop
the recording and have students circle their Ali: Well, that was a great lunch.
answers. Beth: Yeah, we were lucky to find such a
good restaurant way out here.
Q Then, continue playing the recording so
students can check their answers. Dan: Thanks to you and your map!
Ali: Nah, it was easy. Say, why is it so dark
outside?
about any of the segments.
Beth: Look at that sky! I don’t like this. It’s
really cloudy.
Dan: You’re right. I’ll turn on the radio.
ANSWER KEY
Question 3: Why is Dan going to turn on the
1. b 2. c 3. b 4. c 5. c radio?
Ali: See if you can find a weather report.
Part 4
AUDIO SCRIPT
Radio: . . . and in southern New Mexico,
Part 1
there’s a flash flood advisory through
Beth: Well, we’ve got everything in the trunk. this evening with a 50 percent chance
Dan: I thought the tent wasn’t going to fit! of rain this afternoon, increasing to
Ali: The sleeping bags and fishing 70 percent tonight. Lows expected
equipment take up a lot of space, too. tonight near freezing.
Beth: You guys have too much luggage, too. Question 4: What’s the weather probably going
to be like tonight?

Beth: Did you hear that? It’s going to be

really rainy and cold tonight.
ANSWER KEY
Part 5 1. b 2. e 3. c 4. a 5. d 6. f
Ali: Maybe this is the night for us to stay in
a motel.
Dan: I think so too. Camping’s fun but not in
Listen
the rain. Ah! We’re almost in the town.
Let’s see if there’s a motel. 5 Listening for Main Ideas
Beth: Dan! Why didn’t you stop? Q Remind students that this is a global listening
Ali: Yeah! Didn’t you see the sign? You activity.
could get a ticket!
Q Read aloud the two questions. Remind students
Dan: No, I didn’t! Sorry, guys! that they only have to listen for the answers to
Question 5: Why is Dan sorry? these two questions.
Beth: Whew! Be careful, Dan! Q Play the recording and discuss students’
Dan: You’re right. I didn’t even see that stop answers.
sign.
Listening to a Tour Guide ANSWER KEY

1. Georgia 2. Atlanta
Before You Listen
Q Read aloud the questions. Have students work AUDIO SCRIPT
with partners for three minutes. This is the capitol building for the state of Georgia.
Q Invite students to share their ideas. Make a list The capitol building is famous for its gold roof. The
on the board of favorite cities and sites. gold came from the mountains of Georgia.
Just east of the capitol building, in downtown
4 Vocabulary Preview Atlanta, is the Martin Luther King, Jr., National
Q Read the vocabulary items aloud or play the Historic Site. It’s a memorial to Martin Luther
recording and have students check off the ones King, Jr., the great leader of the American Civil
they know. Rights Movement. Martin Luther King, Jr. was
from Atlanta. His grave is at this site.
them. Now we’re just east of the city of Atlanta. This
is Stone Mountain. It’s a natural hill of stone. It’s
Q Write the unfamiliar words and phrases on the famous because a man carved a picture of three
board and ask other students to explain what Civil War generals on the side of the mountain.
they mean in their own words or give specific These generals are Jefferson Davis, Robert E. Lee,
examples such as Disneyland for amusement and Stonewall Jackson.
park and Route 80 for interstate highway.
Now we’re coming around to Interstate Highway
Q Have students match the words and phrases I-20, to the west side of the city. This is Six Flags
with the photos. Go over the answers with the Amusement Park. It’s a large amusement park
class. with lots of roller coasters and other rides.
146 Chapter 9
6 Listening for Places on a Map 3. picture of three Civil War generals: Jefferson
Davis, Robert E. Lee, Stonewall Jackson
Best Practice 4. roller coasters and other rides
This activity requires students to listen for specific
information related to realia—a map of a city. EXPANSION ACTIVITY
Students consider the context and use the context
clues to understand and locate the sights. As students
recognize contexts, they become better learners and
“Tour Guide” on page BLM 21, one copy to
become more confident and self-directed in their each student.
learning. N Read the instructions and the questions.
Q Point out the four write-on lines on the map and their responses to the questions.
the same answer “1.”
N Have individuals present to the class two or
Q Play the recording and have students mark their three of the local attractions they chose and
answers on the map. described on their charts.
Listening for Flight Information
ANSWER KEY Before You Listen

From left to right: 4, 1, 2, 3 8 Preparing to Listen
Q Review the three questions with the class. Have
7 Listening for Details students take a few minutes to think about their
answers.
Q For this activity students will listen to the
tour guide a third time, this time focusing on Q Have students discuss the questions in small
descriptions of the places. groups.
Q Play the recording and have students take a few Q Invite volunteers to share their responses with
notes about each place. the class.
Q Go over the answers together. 9 Vocabulary Preview

Q Read each list aloud and ask students to repeat.
Q Read the words aloud again or play the

ANSWER KEY recording and have students check off the
Sample Answers words they know.
1. has a gold roof, the gold came from the Q List unfamiliar items on the board and invite
mountains. other students to use them in sentences that
2. memorial to MLK, leader of the American Civil clearly demonstrate their meanings.
Rights Movement, his grave

Alicia: Round trip. I’d like to leave on

Listen
Sunday the 12th and return on
10 Listening for the Main Idea Saturday the 18th.
Travel Agent: Well, there’s a very low fare on
Best Practice Sunday morning. It’s only $145,
but it’s not direct. You have to
Activating Prior Knowledge change planes in Atlanta. There’s
The photos give students a change to link prior a direct, nonstop flight, but the
knowledge to the new situation that begins in this fare on that one is $680.
activity—understanding flight information. This type
Alicia: That’s OK. I’ll change planes in
of activity will help students consider the setting and
Atlanta.
make hypotheses regarding the type of information
they will hear. When students activate their prior Travel Agent: OK. That’s flight 690. It departs at
knowledge before the presentation of new material, 8:15 A.M. on Sunday the 12th and
they can more quickly and efficiently understand and arrives in Orlando at 12:15.
retain new language and concepts. Alicia: That sounds good.
Travel Agent: Oh, there’s one more thing. It’s a
Q Read the instructions aloud and ask students to special low fare, so the ticket is
read the question to themselves. nonrefundable.
Alicia: That’s all right. I’m not going to
Q Play the recording and ask students to circle the
change my plans.
correct photo.
ANSWER KEY Q Explain to students that they will be listening to

Photo 1 the same conversation again, but they will be
listening for more specific information.
answers before you play the recording.
AUDIO SCRIPT
Q Play the recording and have students mark their
Travel Agent: Yes, what can I do for you?
answers. You may wish to replay the recording
Alicia: I’d like to go to Walt Disney World, so students can check their answers.
so I need information on flights to
Florida.
Travel Agent: OK. I think I can get a good
fare for you to Orlando, Florida. ANSWER KEY
Do you want to go first class, 1. b 2. c 3. b 4. a
business class, or economy?
Alicia: Oh, economy, of course. I’d like
the lowest fare you can find.
Travel Agent: All right. And that’s one way or
round trip?
148 Chapter 9
After You Listen
12 Discussing Flight Information

Q Help students form small groups. Have them
discuss their answers to the questions for about
5 minutes.
Q As groups discuss their answers, move around

the room offering language support as needed.
Q Call on volunteers to report to the class what

they learned about their classmates.

Planning a Trip
ASKING ABOUT FLIGHTS Q Encourage students in each group to help each

other write at least one clear description each.
Go over the questions and expressions with the
class. Q Have students take turns reading their
descriptions aloud while the rest of the class
1 Asking About Flights tries to guess the names of the places they are
describing.
Q Have students practice in small groups asking
the questions.
EXPANSION ACTIVITY
2 Reading Flight Information N The purpose of this activity is using the
Q Review rules for doing an information gap Internet to find trip information.
activity. Each student looks at only one of the N Invite students to choose a destination
travel charts. Stress the importance of students’ and plan a trip: pick dates, book flights,
not looking at the other chart while doing the plan activities, reserve hotel rooms, look at
activity, but instead listening to the answer for restaurants, and estimate the cost of such a
their information. trip.
Q Read the instructions as a class and then set up N Have students share sites they found that
the pairs. were useful in planning trips and looking for
Q You may want to give an example to help them inexpensive ways to travel.
get started. Show students where to write in
the information on the charts. 5 Talking About Travel
Q Give students a time limit of perhaps 10 Q Point out the chart and explain how students
minutes. Circulate among the groups to make can use it to plan what they are going to say
sure they understand how to do the activity. about a trip they took.
Q When they finish, go over the completed charts. Q Give students 5 minutes to write down the
information and rehearse what they are going
3 Getting Trip Information
to say.
Q You may wish to assign this activity for
Q Invite volunteers to go first and then encourage
homework and ask students to report back
everyone else to join in.
during the next class meeting. Remind students
that the Internet can be used to search for trip
information. EXPANSION ACTIVITY
Q Encourage students to bring in newspaper N Make one copy of Black Line Master 22
pictures or travel brochures if possible. “Sport and Equipment Concentration” on page
BLM 22 for each small group in your class.
Discussing Travel
N Cut up the sheet into cards, and hand out one
4 Describing Trip Destinations “deck” of cards to each group.
Q Read and discuss the instructions. Then have N The group places all the cards face down in
students form groups of four. a square. The object of the game is to pick
up two cards that match: a sport and the
equipment you use for that sport.
150 Chapter 9
N The first player turns over two cards. If they

are a match, the player keeps those two
cards and turns over two more, etc. If they are
not a match, the player turns them face down
and the turn passes to the next player.
N Play continues until all the matches are
found. The player with the most sports and
equipment matches wins.
6 Reading About Travel in the Newspaper
Best Practice

This activity helps students apply their skills to find
and read a travel article in a newspaper. Students
can choose an article that is of particular interest to
themselves and share information about it. This type
of activity helps students become more independent
and aware of the relevance and usefulness of the
skills they are learning.
Q You can hand out travel articles during class, or

have students find their own.
Q You may want to assign the reading of the

articles for homework and then have students
share with the class the new travel words
during the next class meeting.
Self-Assessment Log



Chapter
10
Our Planet
In this chapter students will listen to and practice talking about the environment, expressing
opinions, discussing conservation measures, and talking about endangered species. In Part 1 they
will listen to a conversation about Earth Day activities. In Part 2 they will listen to friends expressing
opinions about the pollution. In Part 3 they will listen to different people discuss local and global
problems and to some persuasive messages. In Part 4 students will practice talking about
endangered species around the world. At the end of the chapter, students will complete a self-
assessment log to evaluate their own learning and effort. The topics in this chapter enable students
to understand persuasive messages and to express their own opinions about environmental issues.
Chapter Opener
Q Call attention to the photo. Have students discuss the questions in small
groups.
Q Brainstorm different words associated with our planet, Earth. Write the
list of words on the board (e.g., world, land, ocean, water, clouds, air,
environment). Discuss students’ concerns about the current condition
of Earth.
Earth provides enough to satisfy every man’s need but not every man’s greed.
—Mahatma Gandhi
Indian spiritual and political leader (1869-1948)
152 Chapter 10
Chapter Overview
Listening Interpreting persuasive messages
Listening for the main idea Finding information about the environment on the
Listening for specific information Internet
Listening for details

Vocabulary Building
Listening to persuasive messages
Words and expressions for discussing the environment
Using context clues and endangered species
Listening to advice Terms of persuasion
Speaking
Discussing environmental problems Pronunciation
Agreeing and disagreeing Listening for and using stressed words
Talking about endangered species Using stressed words for emphasis
Critical Thinking Language Skills

Interpreting photos Using present tense to agree and disagree
Categorizing pros and cons with a T-chart Using the imperative to give advice
Vocabulary

campus plant mature a lot going on
carbon dioxide pollute slaughtered give a speech
endangered species recycle veggie
environment support
exhibit
faucet
pollution
recyclables
shuttle bus
student union
topsoil
toxic chemicals

Part 1 Conversation: Earth Day Student Book pages 200–207

Before You Listen
1 Prelistening Questions share their guesses with the class. Ask students
Q Point out the diagram and read the questions
aloud. Q When students have finished guessing, provide
Q Help students form small groups to discuss
their answers to the questions.
the whole class.
students to copy into their notebooks, e.g.:
Q Brainstorm a list of things people are doing to
1. Automobiles cause a lot of air pollution.
fight pollution, e.g.:
1. not littering, and asking other people not 2. The animals, the trees, the rivers, and
to litter the lakes are all important parts of our
environment.
2. driving cars less, walking and bicycling more
3. voting for leaders who care about the 3. The president gave a speech about creating
environment a new national park.
4. volunteering time to pick up trash 4. If we continue to pollute the water, all the
5. finding ways to produce less trash, fish will die.
e.g., bringing your own cloth bag to the 5. Classrooms, a cafeteria, a library, and
supermarket with you student dormitories are typical parts of a
6. cleaning your house without using all kinds college campus.
of chemicals
6. I saw an exhibit of a Spanish painter’s art at
2 Vocabulary Preview the art gallery.
Q Read each set of words aloud or play the 7. The student union is a place for students to
recording and have students check off the meet, socialize, and relax a bit during the
words they know. school day.
Q Read the words again and have students repeat 8. It’s important to support people who are
them. working to clean up our rivers and lakes.
That’s why I give them money every year.
class. If needed, have students look up the 9. Every spring my mother plants flowers in the
words in a bilingual or learner’s dictionary. front garden.
3 Guessing the Meanings of New Words 10. There’s a lot going on in my life, so I’m very
from Context busy.

complete the activity alone.

look up the words.
154 Chapter 10
Lee: Earth Day? What’s that?

Alicia: On Earth Day, people think about
ANSWER KEY pollution and other problems with the
Possible answers environment.
1. dirt, impurities 2. the world around us 3. give Lee: Really! When is Earth Day?
a prepared talk 4. to make something dirty Alicia: Next Monday.
5. the grounds or area of a school or university
Lee: … and is it every year?
6. a display or show of something for people
to see 7. a building for student activities on a Alicia: Yes, it is. The first Earth Day was in
college or university campus 8. to help a cause 1970, and it now happens every year
or be in favor of something 9. to place seeds or on April 22nd. On that day, people talk
small plants in the ground so they can grow and learn about problems with the
10. many things happening environment.

Listen (Part 1)
4 Listening for Main Ideas four questions.
Q Tell students that they are going to listen to Q Address any questions that students may
a conversation and answer some questions have about the meaning of the questions and
about it. answers.
Q Read the three questions to the class before Q Play the recording again and have students
you play the recording to make sure students circle their answers.
be listening for. Remind students that they do Q Go over the answers together.
not have to listen to every word. Instead they
should listen only for the main ideas.
Q Play the recording. Ask students to circle their ANSWER KEY

answers. Go over the answers together. 1. b 2. c 3. c 4. a

1. b 2. b 3. c Alicia: Come in!
Lee: Hi, Alicia. How’s it going?
Alicia: Hi, Lee. I’m fine … but busy!
AUDIO SCRIPT Lee: What are you doing?
Alicia: Come in! Alicia: I’m making a sign for Earth Day.
Lee: Hi, Alicia. How’s it going? Lee: Earth Day? What’s that?
Alicia: Hi, Lee. I’m fine … but busy! Alicia: On Earth Day, people think about
Lee: What are you doing? pollution and other problems with the
Alicia: I’m making a sign for Earth Day. environment.

Lee: Really! When is Earth Day? 6 Listening for Specific Information

Alicia: Next Monday. (Part 2)
Lee: … and is it every year? Q Read the instructions and ask students to read
Alicia: Yes, it is. The first Earth Day was in through the questions and answers silently.
1970, and it now happens every year Q Address any questions that students may
on April 22nd. On that day, people talk have about the meaning of the questions and
and learn about problems with the answers.
environment.
Lee: … like, how?
Alicia: Well, one year, thousands of people class.
came to Washington, D.C., to support
clean energy. In Italy, 150 towns and
cities had Car-less Weekends when
nobody could drive. ANSWER KEY
Lee: You mean Earth Day happens all over 1. b 2. c 3. b
the world?
Alicia: Yes, it sure does! Earth Day happens in
many countries. After You Listen
Lee: And what’s going on here at the
college? 7 Vocabulary Review
Alicia: There’s a lot happening at the college. Q Ask students to complete this activity
At the student union, there will be individually.
exhibits on pollution. Students will also
Q Call on volunteers to read their answers aloud.
plant some trees around the college
campus.
Lee: So what are you planning to do on
Earth Day? ANSWER KEY
Alicia: I’m planning to give a speech about 1. pollution 2. student union 3. give a speech
pollution. Also, I’m going to carry this 4. pollute 5. support 6. environment 7. campus
sign. 8. to plant 9. be going on 10. exhibit
Lee: What does it say? Save the Earth!
That’s great, Alicia. Can I go with
you and help? I want to help the
EXPANSION ACTIVITY
environment too.
Alicia: Sure, Lee. Would you like to carry a N Explain to students that in this activity they
sign too? are going to think about possible activities to
improve the environment of their town or city.
Lee: Yes, I sure would!
“What can we do for Earth Day?” on page
BLM23, one copy to each student.
156 Chapter 10
N Explain that students will first think about Emphasis

pollution problems in their city or town. Have
them work individually to complete the chart
EMPHASIS AND MEANING
with as many as four examples of pollution, Explain to students that the meaning of a
the location, and the cause of the pollution. sentence can change when the speaker
emphasizes different words.
N For Activity B, have students work in groups.
Tell them to first share their examples of Give some simple examples and ask students
pollution with each other, and then to discuss to explain the difference in meaning: In the
them and choose one that the group could sentence What are you going to do? the
work on for an Earth Day project. speaker is primarily concerned about the
kind of action the listener is going to take. In
N The groups then work together to complete
the sentence What are you going to do? The
the four questions in Activity B.
speaker wants to know what the listener is
N Have groups assign a reporter the task of going to do that is different from everyone else.
sharing the project with the class for Activity C.
Have students read the conversations,
emphasizing the words in italics and discuss the
Stress explanations.

9 Listening for Emphasis
Q Ask a volunteer to read aloud the words in
the box. Q Play the recording and have students follow
Q Explain that students will listen for these words,
which are stressed in the conversation, and Q Then play the recording again as students mark
write them in the blanks below. the sentences they hear.
Q Play the recording and ask students to fill in the Q Go over the answers with the class.
blanks. Point out that some words will be used
more than once.
Q Review the answers together. ANSWER KEY

Q Have students practice the conversation with a 1. a 2. a 3. a 4. b 5. b
words.
AUDIO SCRIPT
1. Alicia: Some people think air pollution is a big
ANSWER KEY problem, but others think progress is
1. in 2. Hi 3. going 4. Hi 5. fine 6. busy more important.
7. doing 8. sign 9. Earth Day 10. that 11. think Lee: Well, what do you think about
12. pollution 13. problems 14. environment pollution?
15. Really 16. Earth Day 17. Monday 18. year
2. Alicia: Air pollution and water pollution are
19. is 20. year 21. April 22. that 23. people
two serious environmental problems.
24. problems 25. environment
Lee: Do you think air pollution is the biggest
problem?

3. Alicia: One of the things I do on Earth Day is

EXPANSION ACTIVITY
to stop driving my car.
Lee: Will you ride your bicycle to school on N This Internet search activity can be assigned
Earth Day? for homework in classes that are not
equipped with Internet access.
4. Alicia: We’re going to plant trees all over
town on Earth Day. We have 500 trees N Copy and hand out Black Line Master 24 “In
to plant. the News” on page BLM 24, one copy to each
Lee: How many trees will you plant on student.
campus? N Read the instructions and go over the charts.
5. Alicia: Students from the college are going
to clean up Audubon Park, Haley Park,
the chart with information about news
Finley Park, and Tom Lee Park.
articles they find.
Lee: Which park are you going to clean up?
N Guide students as they report their findings to
the class.
Using the Internet
Finding News Talk It Over

N Read aloud the information in the Internet 11 Understanding Emphasis in Questions
Activity box.
Q This activity combines listening for emphasis
N Take this opportunity to ask students about with formulating a correct response.
their experiences finding news on the
Q Read the instructions and review the
Internet. Find out if any of them have favorite
statements and questions with students.
news sources, and share them with the class.
Q Remind students that Alicia supports Earth Day
enthusiastically and is very concerned about
10 Practicing Your Search Skills the environment, as they heard in the listening
exercise in Activity 9.
Q Read the instructions aloud and the news
topics. Q Have partners work together. Set a time limit for
students to complete Alicia’s responses.
Q Have students use the Internet to complete
the first part of the activity. Remind students to Q When students are finished, call on volunteer
keep track of the keyword combinations and pairs to perform their conversations for the
URLs they use. class.
Q Have volunteers share any interesting pictures,
stories, or facts they discovered as they were
searching.
158 Chapter 10
Expressing Opinions
AGREEING AND DISAGREEING

AUDIO SCRIPT
Review the information with the class. Say the
Amy: Air pollution is so bad in this city! I
expressions aloud, emphasizing the correct
think the local government should stop
intonation and stress for each. For example,
people from driving cars on certain
when you say, “That’s a good point,” the final
days.
word is usually stressed and said with falling
Nabil: You have a point. Air pollution is a
intonation.
problem, but not letting people drive
on certain days is a bad idea. People
need their cars to get to work, and
Content Note trucks need to deliver goods to stores.
N While agreeing is generally easy, disagreeing Amy: I’m afraid I don’t agree with you
is a sometimes difficult but necessary part there. Saving the environment is too
of life. Let students know that it is possible important. People are so used to
to soften the impact of disagreeing by driving that they don’t think of other
expressing some understanding of the other ways to do things. If we stopped
person’s opinion, e.g.; people from driving on certain days,
I can see how you might think that, but . . . maybe we could think of new ways to
I see your point, however . . . get around.
I suppose so, but . . . Nabil: I understand your point of view, but
I still think it wouldn’t be possible to
By using these and other softening
stop people from driving.
expressions, students will be able to express
their disagreement while not hurting the
other person’s feelings. 2 Listening for Opinions
Q Review the expressions of agreement and
1 Listening for Main Ideas disagreement in the box at the beginning of
Part 2.
Q Read the questions aloud. Explain that the
questions will be answered on the recording. Q Read the instructions and play the recording
again as students circle their answers.
Q Play the recording once and go over the
answers together. Q Go over the answers with the class.
ANSWER KEY
ANSWER KEY
1. have a point 2. don’t agree 3. too 4. your
1. air pollution 2. They disagree.
point of view
Content Note
N The book Silent Spring by Rachael Carson,
which was published over 40 years ago,

caused millions of people worldwide to think Q Read the instructions and review the procedure
more seriously about environmental problems. for having a debate.
This book talked about how pollution was
Q Divide the class into two teams and have each
having a terrible effect, especially on birds. The
team read and discuss their opponents’ side of
chemical DDT was found to be responsible for
the debate as well as their own side.
the death of many, many young birds. Thanks
to her book, the chemical DDT is no longer Q Role-play a segment of a debate. Have students
used in many countries. Since the publication try combining one of the expressions for
of Silent Spring, thousands of environmental agreeing and disagreeing with one of the
protection groups have been formed, and statements in this activity as they practice
people have pressured their governments to expressing their opinions. For example, a
pass laws to protect the environment. student might say, “That may be true, but I think
the government should not permit people to
drive in cities.”
Q Explain that opinions need to be supported by

EXPANSION ACTIVITY reasons preceded by the word because. List
some because clauses on the board and have
N In this activity students practice agreeing and
students match them with appropriate topics
disagreeing.
from the book. For example: The government
N Copy and hand out Black Line Master 25 “I should not permit people to drive in cities
Agree/I Disagree” on page BLM 25, one copy because cars cause pollution.
for each student.
Q Have students work in their teams. Give them
N Read the instructions and statements. six or seven minutes to read and think of
N Allow time for students to mark their own reasons for their positions. Move around the
responses before discussing the statements room to check on their reasons and to offer
with partners. suggestions if needed.
N Remind students to use the expressions for Q During the debate, give one point for each
agreeing and disagreeing. opinion expressed by a student. Give two
points to each student who responds directly to
N Invite pairs to share with the class which another student’s opinion.
statements they agree and disagree on.
3 Debating
Note
N Students will not be able to carry out a
Best Practice formal debate since this is probably too
difficult for this level. Focus on having
Interacting with Others students express opinions and give reasons
This controlled debate is an example of a class activity using the language suggested in this chapter.
where students gain fluency and confidence as they
express their ideas and opinions and react to other
people’s. As students agree and disagree with others’
opinions, communication is critical. By the end of
the debate, students should feel more confident in
expressing opinions and agreeing/disagreeing with
others.
160 Chapter 10
1 Using Context Clues Question 2: What does Speaker 2 think is a

bigger problem than crime?
conversations and try to determine the meaning Air pollution here is really bad.
of new words from the context. For each The city must do something to
item, students will listen to the first part of a clean up the air.
conversation, answer a question in their books, Speaker 3 I agree that crime and air pollution
and then listen to the end of the conversation, are serious problems. But we
which contains the answer. shouldn’t forget what we have to
drink. The rivers are dirty, the city
water isn’t safe, and I have to buy
the narrator asks the question, then stop
my water in bottles. Even the rain
the recording and have students circle their
isn’t good for the trees and plants.
answers. Point out that one of the speakers
talks about two of the problems. Question 3: What does Speaker 3 think is
another serious problem?
Q Then, continue playing the recording so
I think crime and air pollution are
big problems, but water pollution
is a big problem too.
Speaker 4 I agree with Speakers 1, 2, and
ANSWER KEY 3 that crime and pollution are
air pollution = 2 crime = 1 traffic problems = 4 serious in the city. But to me, just
water pollution = 3 overcrowding = 4 driving from one place to another
the environment = 5 is the most serious problem. I
drive five miles to work, but it
takes me half an hour because
the traffic is so bad. Every year,
AUDIO SCRIPT there are more cars, trucks, and
Speaker 1 In my opinion, it’s very dangerous buses. Then when I go shopping,
to walk on the streets at night. I have to wait in line for ten or
Someone might steal your twenty minutes just to pay! There
money—or even hurt you. The are too few services for too many
police should do more to stop this people.
problem. Question 4: What does Speaker 4 think is the
Question 1: What problem is Speaker 1 talking most serious problem in the city?
about? In my opinion, overcrowding is
Because of crime, I’m afraid. I worse than crime and pollution.
want to leave this city. Speaker 5 It’s good to talk about local
Speaker 2 I agree that crime is a problem, problems, but I think it’s important
but the problem with the air is not to forget the big picture. The
even bigger. Every day, I look out cities are only one part of a much
the window, and the sky is brown bigger problem. We have to find
and dirty. People shouldn’t drive answers to the biggest problem of
so much. And the factories should all—protecting and preserving the
run in a cleaner way. earth.

Question 5: What does Speaker 5 think is the Q Read aloud the question. Play the recording and
biggest problem of all? discuss students’ answers.
In other words, we have to
understand that problems aren’t
only in the cities but also in the
ANSWER KEY
whole environment.
On the radio or on TV
Listening to Persuasive Messages
Before You Listen AUDIO SCRIPT

Message 1 It takes about 17 mature trees to
2 Preparing to Listen clean the air of the pollution from
one automobile. Give the trees a
Best Practice break on Earth Day and ride your
bike or take a free shuttle bus to
the Earth Fair in Marquette Park
The discussion questions guide students to reflect on on Monday, April 22nd. Call 555-
their prior knowledge and experience with pollution 1234 for information.
and environmental issues. This activity leads into a new
Message 2 What can you do to save the
situation—listening to persuasive messages—building
on students’ prior knowledge. This enables students planet on Earth Day? Bring your
to link new language and concepts onto their existing recyclables to the Earth Fair
framework, ensuring understanding and retention. recycling center at Marquette
Park on Monday, April 22nd, from
10 A.M. to 5 P.M.
Q Read aloud the questions. Have students work
Message 3 Less than one out of every
in small groups for 5 minutes, discussing their
quarter million slaughtered
answers. Invite volunteers to tell the class how
animals is tested for toxic
they answered the two questions.
chemical residues. On Earth
3 Vocabulary Preview Day, eat chemical-free treats
at the natural foods area at the
Q Read the vocabulary items aloud and have
Earth Fair in Marquette Park on
students repeat them.
Monday, April 22nd.
Q Read the items again or play the recording and Message 4 A full gallon of water can run
have students check off the ones they know. out of your faucet in less than
Write the unfamiliar words and phrases on the 60 seconds! To celebrate Earth
board and ask other students to explain what Day, turn off the water when you
they mean in their own words. brush your teeth and come to the
Earth Fair in Marquette Park on
Listen Monday, April 22nd.
4 Listening for the Main Idea (Part 1) Message 5 One quarter-pound hamburger
represents the killing of 55
Q Remind students that this is a global listening
square feet of rain forest, the loss
activity and that they will be listening for the
of 10 pounds of topsoil, the use
main idea rather than specific details.
of 650 gallons of water, and the
162 Chapter 10
introduction of 500 pounds

of carbon dioxide into the
atmosphere. Save the planet ANSWER KEY
and eat delicious veggie burgers 1. g 2. a, d, f, h 3. c, e, j 4. b, 5. d, i
at the natural foods area at the
Earth Fair, Monday, April 22nd, at
Marquette Park.
After You Listen
5 Listening for Main Ideas (Part 2) 7 Discussing Main Ideas
Q Read the instructions aloud and have students
silently read the main points in the activity. Best Practice
Q Play the recording again and have students Making Use of Academic Content
write the numbers of the messages next to the This activity helps students apply their skills to
main points. Go over the answers together. consider actions to reach particular environmental
goals. Students consider the appropriateness and
practicality of the actions. This type of activity helps
students become more confident in giving their
ANSWER KEY opinions and in giving advice.
a. 4 b. 5 c. 1 d. 2 e. 3
Q Review the five goals listed on the chart. Explain

6 Listening for Details that students will think of ways to help meet
these goals.
Best Practice
Q Read aloud the three questions and help
students form groups of four or five students
each. Set a time limit, perhaps 10 minutes.
This activity requires students to link details to main
ideas—a necessary skill for note-taking. The activity Q At the end of the time, call the class together
moves the students systematically, focusing on and discuss the suggestions of each group.
determining supporting details for main ideas, to more
independent note-taking. Students become more
EXPANSION ACTIVITY
confident in their own skills in identifying important
details, and they become more self-reliant and self- N The purpose of this activity is to have
assured in their own learning efforts.
students encourage others to take action.
N Have students form small groups and choose
Q For this activity students will listen to messages one of the goals on the chart in Activity 7.
again and match up each main message at the Tell students to design a poster, banner, or
left with a detail at the right. bumper sticker to promote the idea.
Q Play the recording more than once if necessary. N Create a display and have the class choose
Q Go over the answers together. the most creative, the most beautiful, and the
most persuasive designs.

Talking About Endangered Species

1 Reading About Endangered Species
Q Read aloud the passage.
Content Note
N The symbol of the United States, the bald
Q Invite students to ask questions or to share
eagle, was on the endangered species list
opinions.
for many years. Because of the work of
2 Locating Endangered Species on environmentalists, it is now beginning to
a Map flourish again. Ask students what animals
are endangered in other countries. What, if
Best Practice anything, is being done to save them?

This is an example of an activity that requires students 3 Discussing Endangered Species
to use their language skills to ask for information Q Review the six reasons that animals become
and to give information about endangered species.
endangered.
Students need to process the information they have
learned and apply it to a new environmental issue. This Q Help students form small groups. Have them
involves synthesis and application of concepts and look back at the animals listed on the maps and
language skills. Students will be able to assess their list the names of the endangered animals in the
comprehension and ability to use the new material. correct place on the chart.
Q Read the introductory material aloud to the class

and answer any questions students may have. ANSWER KEY
Q Preview the maps, naming the continents Possible Answers
and pointing out the location of one or two 1. left blank 2. black rhino, American alligator,
endangered species. tiger, Asiatic elephant, imperial eagle 3. wood
duck, tiger 4. wood duck, tiger, Asiatic elephant,
Q Have students work with partners. Suggest that
American alligator 5. brown pelican, imperial
students cut or fold a piece of paper to cover
eagle 6. Humboldt penguin
their partner’s map so they won’t be tempted to
look at it while doing the activity.
4 Researching Endangered Species
ANSWER KEY Best Practice
Endangered animals in North America: wood Organizing Information

duck, American alligator; in South America: In this activity students use a table to organize research
brown pelican, Humboldt penguin; in Africa: black results. Graphic organizers help students with diverse
rhino; in Asia: imperial eagle, Asiatic elephant; in learning and thinking styles. As students complete this
Borneo: tiger. activity and report their results to the class, they are
guided by the information on their tables.
Q Have students report their results to the class

and discuss which types of conversation
activities are taking place in students’ home
countries at this time.
164 Chapter 10
EXPANSION ACTIVITY Content Note

N In this activity students practice expressing an N The four animals in this activity, the California
opinion and persuading others. condor, the Grizzly bear, the green sea turtle,
and the key deer are considered to be among
N Have students choose one of the animals
the great success stories of endangered
from Activity 3.
animals. The California condor was on the
N Model using information from the chart but brink of extinction due to shooting and lead
do not mention the name of the animal. For poisoning. When there were only nine left in
example: “We need to protect these beautiful the world, the animals were captured and a
animals. Many people hunt them for their breeding program was undertaken. In 2003,
beautiful orange and black fur. Others are sold 84 existed in the wild and 135 in captivity.
as pets. Also, they don’t have any place to live In the lower 48 states, the Grizzly bear had
after people cut down the forest. We need to gone from a high of perhaps 100,000 bears to
stop cutting down the forest where they live. just 1,000 at the time the 1975 Endangered
We need to stop hunting.” Species Act was passed. Thanks to great
N Have students guess the animal. efforts to reduce human-bear conflicts, their
numbers have stopped decreasing and have
N Invite volunteers to give their own appeals for started a mild increase. Though the green
protecting the different animals as the others sea turtle’s range is wide, it was endangered
guess the names. or threatened throughout most of it until
active conservation efforts such as requiring
fishermen to use “turtle-excluder” nets and
EXPANSION ACTIVITY the acquisition of beaches for nesting. At one
such beach, the number of sea turtle nests
N Students work in pairs. Explain to students that went from 0 in 1992 to 2,970 in 2002. By
in this activity they will each be given a sheet careful habitat management and the creation
of paper with certain information missing. of a reserve, the population of the key deer
Their partner will have the information. has increased from a low of 25 in 1950 to
N Copy Black Line Master 26 “Endangered over 500 today.
Animals Information Swap” on page BLM 26.
Cut the copies in half and hand out one A
sheet and one B sheet to each pair of students. Self-Assessment Log
N Tell students to carefully study their sheets. Q Read the directions aloud and have students
Answer any questions about vocabulary that check vocabulary they learned in the chapter
they have. and are prepared to use. Have students check
N Finish with a class discussion about the degree to which they learned them).
endangered animals on the sheets.
N Explain that the students must ask each other find the information or an activity related to
for the missing information and write it on each strategy in the chapter.
their sheet.
N Students should take turns asking and telling for any words they did not check.
until both of their sheets are complete.

BLM 1
Name Date
Contractions
Directions: Use contractions to rewrite the words in parentheses.
1. (How are) you?
2. (What is) your name?
3. (I am) Susan.
4. (That is) Hiro.
5. (He is) my friend.
6. (Where is) he from?
7. (We are) from Korea.
8. (There is) a bus station at the corner.
9. (They are) from Chicago.
10. (It is) a big city.
11. (There are) many coffee shops and restaurants in that city.
12. (She is) in our class.
13. (Where are) you from?
14. (That is) right!
15. (You are) from Boston, aren’t you?
Copyright © McGraw-Hill
BLM 1 Chapter 1 Listening / Speaking Access

BLM 2
Name Date
Asking for Clarification
Expressions to use when you don’t understand.

I’m sorry?
What did you say?
Could you repeat that, please?
What was the question?
I don’t understand.
Directions: Ask questions to find out the following information about your partner. Write the
information in the chart below. Use the expressions in the box above if you don’t understand.
First name
Last name
Address
Telephone number
Fax number
Email address
Listening / Speaking Access Chapter 1 BLM 2

BLM 3
Name Date
Dates and Abbreviations

Directions: A. Rewrite the dates using numbers.
1. February 10, 2002
2. May 25, 1980
3. October 31, 2005
4. March 2, 1995
5. August 12, 1999
6. January 30, 2006
7. September 1, 1998
8. November 12, 1985
9. December 11, 2003
10. April 24, 2000
11. June 10, 2004
12. July 22, 2001
B. Write these dates using numbers.
1. What is today’s date?
2. When is your birthday?

BLM 4
Name Date
How to Save . . .
Directions: Below are some ideas for how to save money, energy, and time. Write the ideas in the
correct columns. You can use each idea more than once. Then, add you own ideas.
How to Save Money How to Save Energy How to Save Time

look for sales don’t buy more than you need

use coupons shop online
shop at the mall use the subway
make a shopping list look in the newspaper for ads

BLM 5
Name Date
Comparing Prices and Stores

Directions: Look at these advertisements. Answer the questions about them.
Spring Fling Sale

Get the latest styles Super Sale Days
at the best prices around! Compare our prices!
Jeans: $14.99 Jeans: $12.99

Sandals: $12.49 Sandals: $15.49
T-shirts: $8.99 T-shirts: $6.99
Fri.–Sun., March 21–23 Every day

9:00 A.M.–9:00 P.M. Daniela’s Boutique
Howard’s Department Store
Shop Now, Save Big

Come and Save!
Jeans: $15.99
Sandals: $11.49
T-shirts: $7.99
Better Buys Store
1. Which store has the lowest price for the jeans?
2. How much do they cost there?
3. Which store has the highest price for the jeans?

4. How much do the jeans cost there?
5. Which store has the sandals for the lowest price?
6. How much do the sandals cost there?
7. Which store has the lowest price for the T-shirts?
8. How much do the T-shirts cost each at that store?

BLM 6
Name Date
Venn Diagram: Staying in Touch

Directions: A. How do you stay in touch with others? How does your partner? Interview your partner
and then write these ways of staying in touch in the diagram.
Q use email? Q use “instant messaging”?
Q write letters? Q go to an Internet café?
Q have a cell phone? Q other way of staying in touch?
A: I use email. Do you use email?

B: No, I don’t use email.
A: I don’t write letters. Do you write letters?
B: No, I don’t write letters often.
You Your Partner

B. Use the information in the diagram to complete these following sentences. You may need only
some of them.
My partner, , and I both .
My partner , but I don’t .
I , but my partner doesn’t .
Neither of us .

BLM 7
Name Date
Describing People
Directions: A. Choose a photo or illustration of a person in this chapter.
1. What page is it on?
2. Fill in words to describe the person:
Height: Eyes:
Size: Age:
Hair: Other:
B. Choose someone in your class.
1. What is his or her name?
2. Fill in words to describe the person:
Height: Eyes:
Size: Age:
Hair: Other:
C. Choose someone famous: an actor, singer, athlete, and so on.
1. What is his or her name?
2. Fill in words to describe this person:
Height: Eyes:
Size: Age:
Hair: Other:
D. Describe these people to your class. Can they guess who you are describing?

BLM 8
Name Date
Pronouncing Dictionaries: How Do You Say It?

Directions: Below are vocabulary words for this chapter.
1. Use an Internet pronouncing dictionary to find the correct way to pronounce these words.
2. Add five other words.
3. Write down the URL you used.
4. Say the words to a partner, and listen to your partner say the same words. Check () OK if your
pronunciation is correct.
Vocabulary Word You Your partner

1. the flu Q OK! Q OK!
2. health clinic Q OK! Q OK!
3. ID card Q OK! Q OK!
4. insurance card Q OK! Q OK!
5. emergency Q OK! Q OK!
6. appointment Q OK! Q OK!
7. press Q OK! Q OK!
8. hang up Q OK! Q OK!
9. stay Q OK! Q OK!
10. Q OK! Q OK!
11. Q OK! Q OK!
12. Q OK! Q OK!

13. Q OK! Q OK!
14. Q OK! Q OK!

BLM 9
Name Date
When I’m Sick…

Directions: A. Answer the questions. Then ask two other people the questions. Record their answers.
Question (You) 1 2
Do you get sick often?
When was the last time

you got sick? What
was the problem?
What do you do when

you are sick?
What do you do when

your head hurts?
What do you when

your stomach hurts?
What do you do when

your back hurts?
What do you do when

your tooth hurts?
What do you do when
B. Compare your answers. What do you do that is the same as your partners? What do you do
differently? Tell the class.

BLM 10
Name Date
Going out with friends in the Past and Now

Directions: A. Below is a chart comparing social customs in the past and nowadays. Write your ideas
in the chart. Then, add two more questions to the chart.
Questions In the Past Nowadays

1. At what age do people begin
going out with friends?
2. Where do friends usually go?
3. Do young people need their

parents’ permission to go out
with their friends?
4. When friends go out who

usually pays?
5. Do people go out with new

friends, if they don’t know
each other well?
6.
7.
B. Now, tell a partner about your ideas. Then, share your new questions with your partner and listen to
his or her ideas.
Example: Nowadays in my country, people begin going out with friends at 16 years old. In the
past, they began at 14 years old.

BLM 11
Name Date
Small Talk Partners

Directions: A. Answer the questions about yourself. Then, go around the class asking these
questions. Try to find classmates who answer the same way as you, and write their names in the chart.
Question Your answer Who else?

Do you like sports?
What’s your favorite sport?
What’s the name of a movie you saw

recently?
What’s your favorite restaurant?
What’s your favorite food?
Do you like music?
What’s your favorite type of music?
Do you like the weather today?
What’s your favorite TV program?
B. Share the results of your survey with a partner.
Example: I like sports. George likes sports, too. Andre and I both like soccer.

BLM 12
Name Date
Dream Journal
Directions: A. Below is a chart for recording information about your dreams. Fill in the boxes for
several days.
Date:
What colors could you see Who was in the dream? What places were in the
in the dream? dream?
What happened in the What were your feelings? What other details do you
dream? remember?
Date:
dream? remember?
Date:
dream? remember?
B. Now, tell a partner about your dreams. Listen to your partner’s dreams.
Example: I dreamed I was with my cousin in the desert. The dream was in color. It was hot and
we didn’t have water. We walked and found an ice cream store. They didn’t have
chocolate ice cream, so we kept walking.

BLM 13
Name Date
When We Dream…
Directions: A. Answer the questions about yourself. Then, ask your partner the same questions.
1. Do you remember your dreams?
2. Do you dream in color or in black and white?
3. Do you usually have pleasant or unpleasant dreams?
4. Why do you think people dream when they sleep?
B. Are your answers the same or different? Record the information on the Venn diagram.
You Your Partner
C. Look at your answers. Tell the class the results of your survey.
Example: We both remember our dreams. I dream in black and white, but George dreams in
color. My dreams are usually unpleasant, but George’s are pleasant. We think we
dream to keep our mind working.

BLM 14
Name Date
Strangest, Best, Scariest . . .

Directions: Complete the chart about your group’s dreams.
Dream #1: (Name)

Who:
Where:
What happened:
Feelings:
Other:
Dream #2: (Name)

Who:
Where:
What happened:
Feelings:
Other:
Dream #3: (Name)

Who:
Where:
What happened:
Feelings:
Other:

BLM 15
Name Date
Learning About a Job

Directions: A. Below is a chart for recording your Internet search results.
1. Fill in a job title that is interesting to you.
2. Choose keywords to use in your search.
3. Write the URLs and information that you learn from each site.
Job Title 1:
Keyword(s) I used: Job Description 1:
URL:
Keyword(s) I used: Job Training Information 1:
URL:
Keyword(s) I used: Job Opening 1:
URL:
Job Title 2:
Keyword(s) I used: Job Description 2:
URL:
Keyword(s) I used: Job Training Information 2:

URL:
Keyword(s) I used: Job Opening 2:
URL:
B: Now, tell a partner about the job information you found. Listen to your partner’s job information.

BLM 16
Name Date
I Have a Complaint
Directions: Answer the questions. Write one more situation in the chart. Then compare your answers
with a partner.
Would you If yes,

Situation What would you say?
complain? to whom?
1. Local store:
buttons came off Yes No
shirt when washed
2. Restaurant: food
over-cooked and Yes No
dry
3. Restaurant: waiter
brings wrong food Yes No
4. Job: supervisor
asks you to do
Yes No
something not part
of your job
5. Neighbor: too
much noise Yes No
6. Movie theater:
people talking Yes No
7. School: unfair test

Yes No
8. Other:
Yes No

BLM 17
Name Date
How Many Calories . . .

Directions: A. Below is a chart for finding and using an Internet calorie counter. Find an Internet
calorie counter and use it to help you complete the chart.
Name of calorie counter:

Key word(s) used:
URL:
Food Item Serving Size # of calories

Your favorite snack food
Your favorite drink
Foods you ate today
B. Now find a food information site and write three pieces of information you can learn there.
Name of food information site (WHO, BBC, USDA):

URL:
Three things you can learn there:
1.
2.
3.
C. Now, tell a partner about what you learned. Check if your answers are similar.

BLM 18
Name Date
Food Opinions
Directions: A. Answer the questions about yourself. Then ask a partner the questions. Record your
partner’s responses.
Your Your
Question
answer partner
1. Do you like onions on your hamburgers?
2. Does chili powder make food too hot and spicy?
3. Do you eat a lot of cheese—with crackers, bread,

and other foods?
4. Are tomatoes best in salad, with lettuce, oil, and

vinegar?
5. Do you like beans when they are cooked with

onions and garlic?
6. Does cooking with oil make you fat?
7. Does the best pizza just have tomato sauce and lots
of cheese?
8. Should foods like beans, rice, and potatoes be

eaten at every meal?
9. Are onions good cooked and uncooked?
10. Do you like a lot of pepper in your food?

11.
?
B. Look at your answers. Tell the class the results of your interview.
Example: David and I both like onions. He thinks chili powder makes food too hot and spicy,
but I don’t.

BLM 19
Name Date
Food Labels
Directions: A. Answer the questions about a food label.
Name of item:
Container: (box, bag, can, bottle, etc.)
Size:
Serving size:
How much . . . In the In a

container serving
fat
sodium
calories
sugar
protein
carbohydrates
What vitamins are there?

What minerals are there?
B. Share your information with a group of classmates. Complete the chart with foods from your group.
Food with the most . . . Food with the least . . .

fat
sodium
calories
sugar
protein
vitamins
minerals

BLM 20
Name Date
Favorite Travel Destinations

Directions: A. Write the name of a place you would like to visit or have visited in the past. Then write
some notes about why you like it.
(your place) (your partner’s place)
Notes: Notes:
B. Work with a partner. Tell your partner about your place. Then, listen to your partner’s description
of his or her place. In the second column, write the name of the place and take notes as your partner
describes the place.
Example: I’d like to visit Niagara Falls. It’s interesting and exciting. It’s beautiful.
C. Tell the class about the two places. Compare and contrast them using the words from
the chart.
Example: Niagara Falls is interesting and exciting. It’s beautiful, too. New York is a nice city, but
it’s noisy and crowded.

BLM 21
Name Date
Tour Guide
Directions: A. List five different attractions in the local area that a tourist might visit.
B. Find out some information about each of the places. Make some notes about each place.
Name of attraction Location Description (What is it? What

(Where is it?) can you see or do there?)
1.
2.
3.
4.
5.
C. Work with a partner. Tell your partner about the attractions on your chart.
D. Which attractions would you like to visit? Why?

BLM 22
Name Date
tennis baseball fishing
boxing ice hockey basketball
weight lifting polo karate
racket bat and ball rod and reel
skates, sticks, ball and

gloves
and a puck basket
horses,
weights mallets, and your hands
a ball

BLM 23
Name Date
What Can We Do for Earth Day?

Directions: A. Think of some examples of pollution in your city or town. Complete the chart.
the type of the location the cause of the pollution

pollution
air pollution
water pollution
pollution on land
noise pollution
B. Share your examples of pollution from Activity A with a group of classmates. Together, choose one
problem to discuss for an Earth Day project and answer the questions below.
1. What is it necessary to do to solve the problem?
2. What things do you need to work on the problem?

3. About how much will it cost?
4. How much time will you need?
C. Share your ideas with the class.

BLM 24
Name Date
In the News
Directions: A. Use the chart to record your search results for news articles on the Internet.
Article #1
Topic:
Keywords:
URL:
Article Name:
Date of Article:
Main Idea:
Article #2
Topic:
Keywords:
URL:
Article Name:
Date of Article:
Main Idea:
Article #3
Topic:
Keywords:
URL:
Article Name:
Date of Article:
Main Idea:
B. Now, tell your group about the most interesting article.

BLM 25
Name Date
I Agree/I Disagree
Directions: A. Read the statements below. Do you agree or disagree? Check () your answers.
B. Now, tell a partner the statements. Does he or she agree or disagree with you?
Check () his or her answers.
You Your Partner

agree disagree agree disagree
We waste a lot of water. Q Q Q Q
We should not use cars so much

Q Q Q Q
to save gas.
No one should smoke. Q Q Q Q
Our school does a lot to protect

Q Q Q Q
the environment.
We need to plant more trees. Q Q Q Q
We need more trains so people

don’t have to drive cars so Q Q Q Q
much.
Air pollution is not a problem in
Q Q Q Q
our city/town.
Most people are worried about
Q Q Q Q
the environment.

REPRODUCIBLE BLM 26
Name Date
Endangered Animals Information Swap

Species & habitat Why is it endangered? What has been done
to save it?
California condor condors were captured; had
habitat: babies in the safety of zoos; the
birds were then released
California
grizzly bear loggers cut down its forests;

habitat: hunted for trophies and sport
green sea turtle special fishing nets have been

habitat: developed that exclude turtles;
beaches have been purchased
tropical oceans
and preserved for their nesting
key deer competition with humans for
habitat: land; deer were killed by cars on
roads through its habitat
Species & habitat Why is it endangered? What has been done

to save it?
California condor shooting and poisoning
habitat:
grizzly bear hunting grizzly bears has been

habitat: North outlawed; logging in its home
ranges has been limited
American mountains
and remote forests
green sea turtle sailors caught and ate many; skin
habitat: used for leather; they nest on
busy beaches
key deer the National Key Deer Refuge

habitat: was created; traffic is carefully
controlled
the Florida Keys

BLM Answer Keys Listening / Speaking Access
BLM #1 Answer Key BLM #4 Answer Key

1. How’re Possible Answers
2. What’s How to Save Money
3. I’m look for sales
4. That’s use coupons
5. He’s look in the newspaper for ads
6. Where’s don’t buy more than you need
7. We’re How to Save Energy
8. There’s shop at the mall
9. They’re don’t buy more than you need
10. It’s shop online
11. coffee shops How to Save Time
12. She’s shop at the mall
13. Where’re make a shopping list
14. That’s shop online
15. You’re look in the newspaper for ads
BLM #3 Answer Key BLM #5 Answer Key

A. 1. Daniela’s Boutique
1. 2/12/02 2. $12.99
2. 5/25/80 3. Better Buys Store
3. 10/31/05 4. $15.99
4. 3/2/95 5. Better Buys Store
5. 8/12/99 6. $11.49
6. 1/30/06 7. Daniela’s Boutique
7. 9/1/98 8. $6.99
8. 11/12/85
BLM #22 Answer Key
9. 12/11/03
tennis: racket
10. 4/24/00
baseball: bat and ball
12. 6/10/04
fishing: rod and reel
boxing: gloves
hockey: skates, sticks, and a puck
basketball: ball and basket
weight lifting: weights
polo: horses, mallets, and a ball
karate: your hands
BLM 27 BLM Answer Keys Listening / Speaking Access

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Editorial director: Erik Gundersen

Series editor: Valerie Kelemen

All rights reserved. No part of this publication may be reproduced, stored in a

© 2007, McGraw-Hill Education

ISBN 10: 0077116488

Q Call attention to the photo. Have students answer the questions in

Q Brainstorm different characteristics and features of cities. Write a list of

What is the city but the people?

Nouns Adjective Distance expressions:

Listening / Speaking Access 3

Q Have students complete the chart with a

Q Read the words aloud again and have students

Q Review the names of the two students in

Q After listening, have students circle their AUDIO SCRIPT

Listening / Speaking Access 5

After You Listen

7 Listening for Stressed Words 8 Comparing Long Forms and

Q Play the recording and have students listen and

Q Play the recording again. This time, pause the

Using Search Engines and

Q Go over the answers. Explain that being able to

Listening / Speaking Access 7

Q Allow students to share the results of their

Interacting with Others

Q Read through the questions in the chart.

Q Brainstorm additional questions for item

Q Have students select role-play boxes. Allow

Q Have students work in groups of four to

Q Ask volunteers to say one or two things about

Asking for and Giving Personal Information

Gordon McKay: Gordon McKay.That’s

Content Note Ms. Dunn: And do you have a fax

Listening / Speaking Access 9

Sherry Wu: It’s S-H-E-R-R-Y.

4 Asking for and Confirming Personal

N Copy and hand out Black Line Master 2

Listening / Speaking Access 11

Q Then, play the rest of the conversation. Jamie

EXPANSION ACTIVITY Content Note

Scaffolding Instruction Alicia: No, I’m from Mexico.

Lee: Yeah, but you’re forgetting one Conversation 5

Listening / Speaking Access 13

3 Using a Venn Diagram

5 Listening for Main Ideas ANSWER KEY

After You Listen

Q Play the recording all the way through. Have

Listening / Speaking Access 15

12 Listening for Specific Information

Q Address any questions that students may

Q Play the recording a third time and have

After You Listen

Talking About Days and Dates

WRITING AND SAYING DATES EXPANSION ACTIVITY

Q Ask students to fill in the blanks with in or on.

Listening / Speaking Access 17

4 Talking About Days and Dates 3. grammar test—May 12

Q Set a time limit of 10 minutes. Then, have

Q Tell students to find definitions in the chapter

Q If possible, meet privately with each student

Listening / Speaking Access 19

Q Call attention to the photo. Have students answer the questions in

Q Brainstorm different features and activities associated with stores.

If you can’t smile, don’t open a store.

Nouns Verbs Idioms and Expressions