Interchange Video Resource Book Level 1 Worksheets Video Notes

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ISBN 978-1-107-65708-3 Intro DVD
ISBN 978-1-107-69753-9 Intro Video Resource Book
ISBN 978-1-107-62524-2 DVD 1
ISBN 978-1-107-64367-3 Video Resource Book 1
ISBN 978-1-107-66521-7 DVD 2
ISBN 978-1-107-62067-4 DVD 3
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Contents
■ Plan of Video 1 v
■ Introduction vi
Interchange Video Program vi
Video in the classroom vi
Program length vi
Program components vi
Guidelines for teaching the Interchange Video Program vi
How to teach a typical video sequence vii
1 Are you Evan Chu? 2
2 I love my job! 6
3 Yard sale 10
4 Movies 14
5 A family picnic 18
6 I like to stay in shape. 22
7 My trip to London 26
8 Nice neighborhood 30
9 Suspicious visitors 34
10 What took you so long? 38
11 San Francisco! 42
12 Onion soup and chocolate 46
13 How about a pizza? 50
14 Around the World 54
15 String cheese 58
16 Life changes 62
■ Teaching notes 66
■ Video transcripts 118
iii
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Credits
Illustration credits
Andrezzinho: 6 (bottom), 34; Mark Collins: 8 (top), 30 (top), 32; KJA-artists.com: 23, 49, 64 (bottom);
18, 30 (bottom), 58; Carlos Diaz: 4 (center), 48, 60, Monika Melnychuk/i2iart.com: 46 (bottom);
62 (bottom); Chuck Gonzales: 2, 16 (top), 26, 54; Jim Karen Minot: 50; Rob Schuster: 16 (bottom);
Haynes: 12 (top), 20, 24, 36, 46 (top), 57, 62 (top); James Yamasaki: 10 (bottom), 22 (bottom); Rose
Dan Hubig: 53, 61; Trevor Keen: 4 (bottom), 6 (top), Zgodzinski: 22 (top)
18 (bottom), 38, 65; Joanna Kerr: 12 (bottom),
Photo Acknowledgements
The authors and publishers acknowledge the age fotostock; p. 28 (TR): simongurney/iStock/
following sources of copyright material and Getty Images; p. 28 (BL): Wright/Relaximages/
are grateful for the permissions granted. While age fotostock; p. 28 (BR): Travelshots/SuperStock;
every effort has been made, it has not always p. 42 (TR): Anna Shakina/Shutterstock; p. 42
been possible to identify the sources of all the (CL): Hoberman Collection/SuperStock; p. 42
material used, or to trace all copyright holders. (C): Mitchell Funk/Photographer’s Choice/Getty
If any omissions are brought to our notice, Images; p. 42 (CR): Ruth Tomlinson/Robert Harding
we will be happy to include the appropriate Picture Library/age fotostock; p. 42 (BL): © Ron
acknowledgements on reprinting and in the next Koeberer/Aurora Photos/Alamy; p. 42 (BC): John
update to the digital edition, as applicable. Elk III/Lonely Planet Images/Getty Images; p. 42
(BR): Novastock/F1online/age fotostock; p. 43 (BL):
Key: T = Top, B = Below, TL = Top Left, TC = Top
mcrosno/iStock/Getty Images; p. 43 (CL): Barry
Centre, TR = Top Right, CL = Centre Left, C = Centre,
Winiker/Getty Images; p. 43 (CR): LimeWave -
CR = Centre Right, BL = Below Left, BCL = Below
inspiration to exploration/Moment/Getty Images;
Centre Left, BC = Below Centre, BCR = Below
p. 43 (TL): fStop/SuperStock; p. 43 (TC): Matt
Centre Right, BR = Below Right.
Payne of Durango, Colorado/Getty Images; p. 43
p. 14 (BCL): Weinstein/Everett/REX/Shutterstock; (TR): rramirez125/iStock/Getty Images; p. 43 (BR):
p. 14 (BCR): Dimension Films/Everett/REX/ Pietro Scozzari/age fotostock; p. 44 (TL): Mitchell
Shutterstock; p. 14 (BL): Everett Collection/REX/ Funk/Photographer’s Choice/Getty Images; p. 44
Shutterstock; p. 14 (BR): Warner Br/Everett/ (TC): © Travel Division Images/Alamy; p. 44 (BL):
REX/Shutterstock; p. 14 (CR): Courtesy Everett © Lee Foster/Alamy; p. 44 (BC): © Roberta Allen/
Collection/REX/Shutterstock; p. 14 (popcorn): Alamy; p. 44 (TR): © Ed Rhodes/Alamy; p. 44 (BR):
Oleksandr Staroseltsev/Hemera/Getty Images; p. Bob Thomason/Stone/Getty Images; p. 51 (CL): ©
14 (Ticket): Christophe Testi/Hemera/Getty Images; T.M.O.Buildings/Alamy; p. 52 (T): © Image Source/
p. 14 (TR): Rafa Irusta/Shutterstock; p. 20: UpperCut Alamy; p. 53 (C): Comstock Images/Getty Images;
Images/SuperStock; p. 26 (CL): Worakit Sirijinda/ p. 53 (B): Kongsak/Shutterstock; p. 54 (TR): Paul
Shutterstock; p. 26 (C): Maksym Gorpenyuk/ Harris/AWL Images/Getty Images; p. 54 (TL): ©
Shutterstock; p. 26 (CR): Etienne/age fotostock; p. FrÈdÈric Soltan/Sygma/Corbis; p. 54 (BL): Jochen
26 (BL): simongurney/iStock/Getty Images; p. 26 Schlenker/robertharding/Getty Images; p. 54 (BR):
(BC): Simon James/Shutterstock; p. 26 (BR): Samot/ Corbis/SuperStock; p. 55 (TR): Hisham Ibrahim/
Shutterstock; p. 27 (TL): Wright/Relaximages/ Photographer’s Choice/Getty Images; p. 55 (TL):
age fotostock; p. 27 (BL): Julian Love/AWL/Getty © David Sailors/Terra/Corbis; p. 64 (Clipboard):
Images; p. 27 (TR): Stockbyte/Getty Images; p. 27 Beboy_ltd/istockphoto.com; p. 64 (Pencil):
(BR): claudiodivizia/iStock/Getty Images; p. 28 (TC): t_kimura/Getty Images; p. 65 (CR): volare2004/
Worakit Sirijinda/Shutterstock; p. 28 (TL): Maksym iStock/Getty Images.
Gorpenyuk/Shutterstock; p. 28 (BC): Etienne/
iv
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Plan of Video 1
1 Are you Evan Chu? The wrong name tag at a 9 Suspicious visitors Sarah and George are relaxing at
conference causes confusion. home when they are surprised by visitors.
Functional Focus Introducing oneself; asking for and giving Functional Focus Describing physical appearance
personal information Grammar Modifiers with participles and prepositions
Grammar Present tense of be; Wh-questions with be Vocabulary Terms for physical appearance
Vocabulary Greetings; personal information
10 What took you so long? On his way to meet
2 I love my job! Lisa, a film student, interviews several Linda, Jacob has some problems.
people about their jobs for a school project. Functional Focus Telling a story; apology and forgiveness
Functional Focus Talking about work Grammar Present perfect tense; sequencing words: first, then,
Grammar Wh-questions with do after that, . . .
Vocabulary Occupations; time expressions Vocabulary Verbs in different tenses
3 Yard sale Todd and Mariela have different opinions 11 San Francisco! Dr. and Mrs. Smith get directions and
about things at a yard sale. advice about what to do and see in San Francisco.
Functional Focus Asking for and discussing prices of things; Functional Focus Asking and telling about places; giving advice
expressing opinions Grammar Should and shouldn’t
Grammar Questions with how; demonstratives Vocabulary Sights to see in San Francisco, California; describing
Vocabulary Yard sale items tourist sights
4 Movies Lisa, a film student, interviews people about 12 Onion soup and chocolate People discuss their
movies, how they watch them, and how often they watch them. home remedies for colds.
Functional Focus Expressing likes and dislikes; giving reasons Functional Focus Talking about health problems; giving advice
Grammar Object pronouns, questions with do Grammar Infinitive complements
Vocabulary Kinds of movies; movie venues Vocabulary Cold remedies
5 A family picnic Beth introduces her family members 13 How about a pizza? Carmen and Luis decide to try
during their picnic in the country. something new – in a way.
Functional Focus Talking about family and family relationships Functional Focus Agreeing and disagreeing; ordering food
Grammar Present continuous vs. simple present Grammar So, too, neither, either; requests with would and will
Vocabulary Family members Vocabulary Types of foods
6 I like to stay in shape. Tim tries to impress Anne by 14 Around the World Marlene, Ted, and Lili are
telling her about his fitness routine. contestants on a game show about geography.
Functional Focus Talking about routines Functional Focus Asking and answering questions about
Grammar Adverbs of frequency geography
Vocabulary Words related to sports and exercise Grammar Adjective comparisons; questions with how
Vocabulary Geographical terms
7 My trip to London Melissa tells Lili about her trip to
London. 15 String cheese Mariela is throwing a party for Todd
Functional Focus Describing past events; expressing opinions and asks for help from her guests.
Grammar Past tense Functional Focus Making phone calls and leaving messages
Vocabulary Sights to see in London, England; verbs for Grammar Requests with tell and ask
sightseeing Vocabulary Telephone expressions
8 Nice neighborhood Carmen and Luis learn about 16 Life changes Three young people describe how
their new neighborhood. their lives have changed since they finished school and started
Functional Focus Describing neighborhoods working.
Grammar There is/There are; quantifiers Functional Focus Describing changes and plans for the future
Vocabulary Places in a neighborhood Grammar Verb forms to describe change; verb + infinitive for
future plans
Vocabulary Verb and noun pairs to describe changes
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Introduction
■ INTERCHANGE VIDEO PROGRAM in length, but in general, each video is two to four
The philosophy underlying Interchange is that minutes long.
learning a second or foreign language is more The accompanying material in the Video Resource
meaningful and effective when the language is Book is designed for maximum flexibility and
used for real communication instead of being provides 45 to 90 minutes of classroom activity.
studied as an end in itself. The Interchange Video ■ PROGRAM COMPONENTS
Program brings this philosophy to life by providing
a variety of entertaining and instructive live-action Video
video sequences (“videos”) along with a wealth The sixteen videos in each level’s video
of activities that reinforce and extend the content program complement Units 1 through 16 of the
of the videos. The program serves as an exciting corresponding Student’s Book. For Level 1, there are
vehicle for introducing and practicing useful twelve dramatized stories and four documentary-
conversational language for everyday situations. style sequences. Although linked to the topic of
The Interchange Video Program is designed the corresponding Student’s Book unit, the videos
to complement the Student’s Books. Each video present new situations and introduce characters
provides further practice related to the topics, who do not appear in the text. The language
language, and vocabulary introduced in the used in the videos reflects the structures and
corresponding unit of the Student’s Book. vocabulary presented in the Student’s Book, while
also illustrating how language is used by English
■ VIDEO IN THE CLASSROOM speakers in a variety of situations.
The use of video in the classroom can be an exciting
and effective way to teach and learn. As a medium, Video Resource Book
video both motivates and entertains students. The The Video Resource Book contains photocopiable
Interchange Video Program is a unique resource that worksheets for students, detailed teaching notes
does the following: with worksheet answer keys, and complete video
• Depicts dynamic, natural contexts for language transcripts. The worksheets and teaching notes
use. correspond to each video in the program and are
• Uses engaging story lines to present authentic organized into four sections: Preview, Watch the
language as well as cultural information about video, Follow-up, and Language close-up.
speakers of English.
• Enables learners to use visual information to ■ GUIDELINES FOR TEACHING THE
enhance comprehension. INTERCHANGE VIDEO PROGRAM
• Focuses on the important cultural dimension of The Interchange Video Program provides a
learning a language by actually showing how multi-skills language learning experience in which
speakers of the language live and behave. each element builds on and supports the others.
• Allows learners to observe the gestures, facial The Preview activities build on each other
expressions, and other aspects of body language to provide students with relevant background
that accompany speech. information and key vocabulary that will assist them
Learners can expand their cultural awareness, in better understanding the video. The carefully
develop skills and strategies for communicating sequenced Watch the video activities first help
effectively, and learn to use language creatively. students focus on gist and then guide them in
identifying important details and language. These
■ PROGRAM LENGTH tasks also prepare them for Follow-up speaking
There are sixteen videos in each level of the activities, which encourage students to extend and
Interchange Video Program, one video for every personalize information by voicing their opinions
Student’s Book unit. For Level 1, they vary slightly or carrying out communicative tasks. Then students
vi
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finish with the Language close-up, examining and • Ask students to guess what the video is about by
practicing the particular language structures and thinking about the topic of the unit and looking
functions presented in the video. at the photos. Accept all answers at this stage.
• Explain the task and lead students through the
■ HOW TO TEACH A TYPICAL VIDEO procedure. Answer any questions that arise.
SEQUENCE • Play the video as instructed for that unit.
The unit-by-unit teaching notes in the Video • Have students complete the task individually or
Resource Book give detailed suggestions in pairs.
for teaching each unit. In addition to these • Have students check their predictions and
comprehensive notes, here is a set of procedures compare answers with a partner or around
that can be used to teach any of the units of the the class.
Interchange Video Program. • Check students’ answers, replaying portions of
First, introduce the topic of the unit by asking the video as appropriate.
questions and eliciting information from the Watch the Video
students related to the theme of the unit. Explain
what they will study (e.g., main topics, functions, Get the picture These initial viewing activities
and structures) and give students an indication of help students gain a global understanding of the
what they will see in the video. Present the activities videos by focusing on gist. Activity types vary from
and tasks using the following guidelines: unit to unit, but typically involve watching for key
information needed to complete a chart, answer
Preview questions, or arrange events in sequential order.
Culture These activities introduce the topics • Direct students’ attention to the task, and read
of the video sequences and provide important through it with them. Answer vocabulary or
background and cultural information. procedural questions as they arise.
• Introduce the topic by asking questions about it. • Have individual students predict answers
• Have students read the culture note silently. to questions if they feel they have enough
• Answer any questions about vocabulary or information to do so.
content. • Remind students that this is a gist activity. They
• Read the questions aloud. Then have students don’t need to understand every detail in the
work in pairs or small groups to answer them. video.
• Discuss students’ answers. • Play the entire video with the sound on. Replay if
Vocabulary These activities introduce and practice necessary.
the essential vocabulary of the videos through a • Have students complete the task individually or
variety of interesting tasks. in pairs. When appropriate, have them check the
predictions they made in previewing activities.
• Introduce and model the pronunciation of the
words in the activity.
• Have students compare answers with a partner or
around the class.
• Have students complete the task in pairs or
individually.
• If time permits, have students check answers
while watching the video again.
• Have students compare answers with a partner or
around the class.
• Check students’ answers.
• Check students’ answers. Watch for details Students focus on more detailed
• Encourage students to supply additional related meaning by watching and listening for specific
vocabulary items where appropriate. information to complete the tasks.
Guess the facts/Guess the story These activities • Explain the task. Lead students through the
allow students to make predictions about characters instructions and questions.
and their actions by watching part of the video, by • Answer any vocabulary and procedural questions
watching all of the video with the sound off, or by that arise.
looking at photos in the worksheets. These schema- • Play the entire video with the sound on. Replay as
building activities improve students’ comprehension necessary.
when they watch the full video with sound.
Introduction vii
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• Have students complete the task individually or with it, have them practice it in pairs or small
in pairs. groups, depending on the number of characters
• Have students compare answers with a partner or required.
around the class. • Have selected pairs or groups read or act out the
• If time permits, have students check their answers passage for the class.
while watching the video again. Grammar and functional activities In these
• Check students’ answers. activities, which are titled to reflect the structural
What’s your opinion? Students make inferences and functional focus of a particular unit, students
about the characters’ actions, feelings, and practice the grammatical structures and functions
motivations, or state their own opinions about presented in the videos. These activities vary
topics in the video. from unit to unit, but teachers can follow these
Follow-up procedures generally:
• Present the grammatical structure and give
Role play, interview, and other expansion example sentences from the video script or from
activities This section includes communicative students’ experiences.
activities based on the videos in which students • Lead students through the task and answer
extend and personalize what they have learned. vocabulary and procedural questions as needed.
Encourage students to use new language to talk • Have students complete the task individually or
about themselves and their ideas as they complete in pairs.
the tasks. • Have students compare answers with a partner or
• Explain the task. Lead students through the around the class.
procedure and answer their vocabulary and • Check students’ answers.
procedural questions. • Review the grammatical structure as appropriate.
• Have students complete the task individually, in • Refer students back to the Grammar Focus in the
pairs, or in small groups, as noted in the teaching appropriate unit of Student’s Book 1 as necessary.
notes.
• Have students compare answers in pairs or in Options for the classroom
small groups. The richness of video as a learning medium
• When appropriate, have volunteer pairs or groups provides teachers with many options for the
act out the activity for the class. classroom. The Video Resource Book provides
step-by-step instructions for all of the activities in
Language close-up the photocopiable worksheets; however, teachers
What did they say? These cloze activities develop should not feel restricted by these instructions.
bottom-up listening skills by having students focus Once teachers feel comfortable with the basic
on the specific language in the videos and then fill course procedures, they can try other effective – and
in missing words. enjoyable – classroom techniques for presenting
• Lead students through the task instructions. and working with the videos. Teachers are also
Answer procedural questions as necessary. encouraged to use the videos as springboards for
• Have students read the cloze passage and predict further classroom activities appropriate to their
answers when possible. teaching and learning situations. Here are several
• Play the appropriate section of the video and do proven techniques.
a spot-check to gauge overall comprehension. Do Fast-forward viewing For activities in which
not supply answers at this stage. students watch the video with the sound off, play
• Play the section again. Have students compare the entire sequence on fast-forward and have
answers with a partner or around the class. students list all of the things they see. For example,
Replay as necessary. for Unit 4: Movies, have students watch the sequence
• Go over answers with the class, and discuss any in fast-forward and list all of the movie-related
trouble spots. images they see. Nearly all of the activities designed
• If you wish, divide the class in half or in groups to be completed with the sound off can be done in
and lead a choral repetition and practice of the this manner.
cloze passage. When students are comfortable
viii
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Information gap Play approximately the first half
of a video, and then have students work in pairs
or groups to predict what will happen next. For
example, in Unit 9: Suspicious visitors, stop the video
just before the two visitors walk up the driveway.
Ask students, “Who are they?” Have students predict
the answer, and then play the rest of the sequence
so that students can check their predictions.
Act it out All of the videos provide an excellent
basis for role plays and drama activities. Select a
short scene, and have students watch it several
times. Then have pairs or groups act out the scene,
staying as close as possible to the actions and
expressions of the characters. Have pairs or groups
act out their scenes in front of the class.
Slow viewing Play a video in slow motion. As
they view, have students call out all of the things
people are doing, wearing, or eating – whatever is
appropriate to a particular unit.
What are they saying? Have students watch a
short segment of a video in which two people are
talking, but without sound. Then have pairs use the
context to predict what the people might be saying
to each other. Have pairs write out sample dialogs
and share their work with the class.
Freeze-frame Freeze a frame of a video and have
students call out information about the scene: the
objects they can see, what the people are doing,
the time and place – whatever is appropriate to the
scene or the learning situation.
Introduction ix
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1 Are you Evan Chu?
Preview
1 CULTURE
In North America, people go to conferences to learn more about
their work, their hobbies, and other interests. At conferences, people
usually don’t know each other. They wear name tags to make it
easier to meet each other and to help them remember new names.
People at conferences usually use each other’s first names.
Where do people wear name tags in your country?

When people meet new people at places like conferences, do they use
first names or titles (Ms., Mrs., Mr., Professor) with last names?
2 VOCABULARY At a conference
pair work Here are some conference words and phrases.
Write the words and phrases under the pictures.
clerk name tag introducing yourself ✓participant
1. participant 2. 3. 4.
3 GUESS THE STORY

Watch the first minute of the video with the sound off.
What do you think happens to Mike? Check (✓) your answer.
Mike uses the wrong name tag.
Mike changes his name to Evan Chu.
Mike doesn’t use any name tag.
2 Unit 1 Interchange VRB 1 © Cambridge University Press 2012 Photocopiable
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Watch the video
4 GET THE PICTURE

A Check your answer to Exercise 3. Did you guess correctly?
B Put the pictures in the correct order (1 to 4). Then write the correct
sentence from the video under each picture. Compare with a partner.
“Excuse me. This isn’t mine.”
“Good to see you! How’s it going?”
“Hi. I’m Evan Chu.”
“Hi, Rachel. Good to meet you.”
5 WATCH FOR DETAILS

Check (✓) the correct answers. Then compare with a partner.
1. Mike’s last name is .
✓ O’Neill
Chu
Anderson
2. Linda and Mike are probably .
friends
family
strangers
3. The clerk gives Evan .
no name tag
a new name tag
Linda’s name tag
4. Mike is wearing .
his name tag
Bill’s name tag
Evan’s name tag
5. There are name tags for Evan Chu.
three
two
zero
Interchange VRB 1 © Cambridge University Press 2012 Photocopiable Unit 1 3
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6 WHAT’S YOUR OPINION?
Check (✓) your opinion. Then compare with a partner.
1. When the clerk can’t find 2. When Evan meets Rachel and 3. When Mike realizes he has
Evan’s name tag, how does Mike, how does he feel? Evan’s name tag, how does
she feel? pleased he feel?
angry amused angry
amused surprised embarrassed
confused pleased
angry confused embarrassed pleased
Follow-up
7 ROLE PLAY At a conference
A Imagine you are at a conference. Choose your name, hometown, and job.
Write them below. Make a name tag for yourself.
My name is .
I am from . Where are
you from?
I am a/an .
B class activity Now walk around the room

and introduce yourself. Have conversations like this:
I’m from
A: Hello, my name’s Sidney. Ontario.
B: Hi, I’m Michelle.
A: Where are you from, Michelle?
B: I’m from Paris, France. What about you?
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Language close-up
8 WHAT DID THEY SAY?

Watch the video and complete the conversation. Then practice it.
Mike, Bill, and Rachel introduce themselves.
Mike: Hi, I’m Mike O’Neill .
Bill: W hat did you say your name was ?
Mike: Mike. Mike O’Neill.
Bill: . I’m Bill. Bill .
to meet you, . . . Mike.
Mike: Good to you, .
Rachel: Hi. .
Bill: Hi. me.
Rachel: Hi, I’m Rachel Stevens. to the conference.
Mike: Hi, Rachel. to meet you. And,
do you do?
Rachel: I, um, I have own business. I’m an interior
, but I volunteer with the
History Association. Are you from here?
Mike: Oh, no. I’m Chicago.
Rachel: Chicago. Nice .
Mike: you.
9 QUESTIONS WITH BE
A Complete the questions with is or are. B pair work Take turns asking and
answering the questions.
1. Is Mike’s last name Chu?
2. Mike and Evan conference participants? A: Is Mike’s last name Chu?
B: No, it isn’t. It’s O’Neill.
3. Evan and Bill friends?
4. Rachel a participant?
5. Mike an interior designer?
10 WH-QUESTIONS Getting to know people

A Complete these questions with is, are, do, or does. C class activity Now find out about your
classmates. Write three more questions. Then go
1. What is Evan’s last name? around the class and ask them.
2. Where Mike from?
3. Who the participants? 1. What’s your first name?
4. What Rachel do? 2.
5. Where Evan’s first name tag? 3.
4.
B pair work Take turns asking and answering
the questions above.
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2 I love my job!
Preview
1 CULTURE
In North America, people with full-time jobs usually work eight
hours a day. The hours of a typical office job are 9:00 a.m. to
5:00 p.m. Many people also work part time. Some people work
two or more part-time jobs. People in North America usually
change jobs several times in their lives. The average person also
changes careers – not just jobs – two or three times.
How many hours a day do people work in your country?

What are typical office hours? Do people also work part time?
Do people often change jobs or careers?
2 VOCABULARY Occupations
pair work Who works inside, who works outside, and who
works in both places? Put the words in the chart. Can you add
three more words?
Inside Outside Inside and Outside
chef

cab driver
dance instructor construction worker waiter mover
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3 GUESS THE STORY
Watch the first 25 seconds of the video.
Which jobs is Lisa going to focus on?
cab driver dance instructor

chef mover
construction worker waiter
Watch the video
4 GET THE PICTURE

Match the pictures of the people with their names and their jobs.
1. Sasha 2. Brian 3. Tim 4. Chris
waiter mover dance instructor cab driver
5 WATCH FOR DETAILS

Check (✓) True or False. Then correct the false statements.
Compare with a partner.
True False
1. Tim doesn’t like his job. ✓ Tim likes his job.
2. Tim doesn’t drive the truck.
3. Sasha works five hours a day.
4. Chris works long hours.
5. Chris works at night.
6. Brian starts work at 9:00.
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6 GIVING REASONS
pair work Read the sentences below. Then use them to complete the chart.
Reasons Tim likes his job Reasons Chris doesn’t like his job
Reasons Sasha likes her work Reasons Brian’s job is important
It helps people get It’s fun to drive It’s necessary to It’s fun to teach
fit and be healthy. a big truck. work long hours. people new moves.
People are hungry. People don’t have There is traffic. There are different
time to cook. problems to solve.
Follow-up
7 ROLE PLAY Jobs

pair work Imagine you are one of the people in the video.
Don’t tell anyone who you are. Walk around the room and use these
questions to ask about each other’s jobs. Guess people’s jobs.
Do you like your job?
What do you like or not like about your job?
9781107643673_VRB_01_U02_WS.indd 8 10/13/11 4:50 PM

Language close-up

Lisa is talking to Chris.
Lisa: Hi. Do you have a minute?
Chris: .
Lisa: What’s your name, and what
?
Chris: My name is Chris, and I
a .
Lisa: you your job?
Chris: Most , yes.
Lisa: What you about your job?
Chris: I work . I work
, too. And is the .
9 QUESTIONS WITH DO; PRESENT TENSE VERBS

A Complete the questions in the present tense. Complete the answers
with the correct verb. Then practice the conversation.
Tim: I’m a mover. I people their entire lives from
their old home to their new home.
Lisa: How you about your job?
Tim: I really my job.
Lisa: How you your day?
Tim: I boxes, items, and the truck.
Sometimes I the truck. That’s the easy part.
B pair work Now have similar conversations using your

own information. (If you don’t work, choose a job from the book.)
10 ASKING ABOUT JOBS

pair work Brian’s friend is a chef in his restaurant. Think of three
different questions Lisa could ask him about his job. Then work with
your partner to ask and answer these questions.
1. How do you like your job? 3.

2. 4.
9781107643673_VRB_01_U02_WS.indd 9 10/13/11 4:50 PM

3 Yard sale
Preview
1 CULTURE
In North America, people often sell old things like furniture,
jewelry, or clothing at a garage sale or yard sale. They decide
on prices, put the things on tables in their garage or yard, and
then they put a sign in front of their house to advertise the sale.
People come to look and maybe to buy. Some things at yard
sales are antiques and are worth a lot of money.
Do people have garage sales or yard sales in your country?

What old things do you have at home?
What things would you like to sell at a yard sale?
2 VOCABULARY Yard sale items

pair work Put the words in the chart. Can you add six more words?
Add things from your home.
Kitchen items Jewelry Other
books

snorkeling

equipment

a bracelet
a watch a necklace books dishes cups and saucers a camera
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3 GUESS THE STORY
A Watch the video with the sound off. Which things from Exercise 2
do you see at the yard sale? Circle the things you see.
B What do you think the man wants to buy? What does the woman want to buy? Make a list.
Watch the video

In the end, do you think
Yes No
Todd and Mariela buy any
of these things at the yard
sale? Check (✓) Yes or No. 1. the snorkeling
Then compare your equipment
answers with a partner. 2. the necklace
3. the bracelet
4. the watch
5. the bouncing toy
5 MAKING INFERENCES
pair work Check (✓) the best answers.
1. Mariela thinks Todd 2. Todd thinks the

snorkeling equipment is
the snorkeling .
equipment. cheap
really wants expensive
really doesn’t want
3. Todd thinks the necklace 4. Todd thinks the watch is

and bracelet are .
. not very nice
a good price too old
too expensive
9781107643673_VRB_01_U03_WS.indd 11 10/12/11 3:39 PM

Follow-up
6 ROLE PLAY Shop at a Yard Sale

A pair work Imagine you are at a yard sale. Number the sentences
(1 to 6) to make conversations. Then practice the conversations.
1. And how much are these earrings?
1 Hello. Can I help you?
It’s twelve dollars.
Yes, how much is this ring?
They’re twenty dollars.
Thanks. I’ll think about it.
Joanna Kerr 2. Can I help you?

Oh, that’s pretty expensive.
Interchange Video OK. I’ll take it.
Reource Book 1(V
03.19 - 03.24 RBO1)CUP Yes, how much is this MP3 player?
Well, how about thirty dollars?
Joanna Kerr It’s forty dollars.
Interchange Video Reource Book 1(VRBO1)CUP
B class activity Plan
03.19a class yard sale. Form two groups.
- 03.24
Make a list of things your group will sell, and give each item a price.
Joanna Kerr Items for sale Price


03.19 - 03.24
)CUP
(VRBO1
Joanna K
err
R e o u rce Book 1
ge Video
Interchan
.24
03.19 - 03

Joanna Kerr
Now have the yard sale:
03.19 - 03.24 Joanna Kerr
Group A: You are the sellers. Try to sell everything on Interchange Video Reource Book 1(VRBO1)CUP
your list to Group B. Then change roles and decide 03.19 - 03.24
what to buy from Group B.
Group B: You are the buyers. Teach

Yourself
Ask questions and decide what to buy.
Then change roles and try to sell
everything on your list to Group A.
9781107643673_VRB_01_U03_WS.indd 12 10/12/11 3:39 PM

Language close-up

Mariela and Todd are looking at things at the yard sale.
Todd: Hey, Mariela, how do you like this?
ariela: Oh,
M , Todd.
Todd: Oh, come on. It’s only a .
Mariela: you really it, Todd?
Todd: No. I guess right.
Sarah: Hi. Can I you?
Todd: No, thanks . We’re just .
Mariela: Oh! Todd, over here. Just look at this lovely
old .
Todd: Yeah, it’s .
Mariela: It’s just “OK,” Todd. It’s very .
8 EXPRESSING OPINIONS
Todd says these sentences. What do they mean in the video? Check (✓) the
correct answer. Then compare with a partner.
1. How do you like this? 3. Yeah, it’s OK. 5. Mariela, are you kidding?
Can you believe how little this costs? I like it a little. I don’t believe it!
What do you think of this? The price is reasonable. Let’s go!
2. Oh, come on. 4. That’s not bad.

Please let me [buy it]. It’s nice.
Are you kidding? The price is reasonable.
9 HOW MUCH AND HOW OLD

A Complete the conversations with how much is (are) or how old is (are).
Complete the answers with the correct verb.
1. A: How much is this necklace? 3. A: these shoes?
B: It’s only $10. B: About two years old, I think.
A: it? A: they?
B: It’s 20 years old. B: They’re $20.
2. A: these books?
B: They’re $2 each.
A: And they?
B: They’re about 10 years old.
B pair work Practice the conversations in Exercise 9. Use items of your own.
9781107643673_VRB_01_U03_WS.indd 13 10/12/11 3:39 PM

4 Movies
Preview
1 CULTURE
In North America, most people live close to at least one movie theater. Movies
are popular with people on dates, families, young people in groups, or just about
anyone. Most movie theaters in North America have more than one screen.
Some have as many as 20 or 25 screens! There are lots of different kinds of food
and drinks to buy at movie theaters, but the most popular snack is popcorn.
Who likes to go to movies in your country?

What kinds of movies are popular?
What kinds of snacks do people buy?
2 VOCABULARY Kinds of movies

What kinds of movies or videos do you like? Check (✓) your opinions.
Then compare answers in groups.
WHAT’S YOUR OPINION?
I don’t I don’t
I love I like like them like them
them. them. very much. at all.
romance movies
classic films
comedies
classic
horror films
science-fiction movies
historical dramas
comedy
science fiction historical drama horror
9781107643673_VRB_01_U04_WS.indd 14 10/13/11 5:40 PM

3 GUESS THE STORY
Then answer these questions:
1. What different ways to watch movies does
Lisa talk about?
2. What is Lisa’s main question?
3. How many people is she going to interview?
Watch the video
4 GET THE PICTURE

A Circle the correct answers. Then compare with a partner.
Person 1 Person 2 Person 3 Person 4
Favorite movie type science fiction thrillers science fiction horror
thrillers horror historical drama science fiction
horror comedies and classics foreign films

romance
classics
How often he or she two or three two or three once or twice three or four
watches a movie at times a week times a month a week times a week
home or on a mobile
device two or three five or six times three or four once or twice
times a month a month times a month a week
B Circle which people gave these opinions.

1. Special effects are better on the big screen. Person 1 Person 2 Person 3 Person 4
2. All movies are better on the big screen. Person 1 Person 2 Person 3 Person 4
3. It’s a night on the town. Person 1 Person 2 Person 3 Person 4
4. Watching movies is more fun in a group. Person 1 Person 2 Person 3 Person 4
9781107643673_VRB_01_U04_WS.indd 15 10/13/11 5:40 PM

5 INTERVIEW QUESTIONS
A How often does Lisa ask each of these questions, or questions that
are very similar to these? Make a slash mark ( / ) each time you hear one of
these questions. Then compare with a partner.
1. Do you like movies?
2. What type of movies do you like?
3. How often do you watch movies on your television, computer, or mobile device?
4. How often do you go to a movie theater to watch a movie?
5. What makes going to the movie theater so special for you?
B What other Wh-question word does Lisa use?
Follow-up
6 CLASS INTERVIEW
A class activity Use the questions in Exercise 5 to interview
at least three classmates. Have conversations like this:
A: What types of movies do you like?
B: (movie types)
A: How often do you watch movies on your computer?
B: About twice a week.
B Now report the results of your interviews. What types of

movies are the most popular? Least popular? How often do
your classmates go to movie theaters? How often do they
watch movies at home or on their mobile devices?
7 MAKING PLANS
group work Plan to see a movie with your group. Also decide where to
watch the movie. Give your opinions with statements and questions like these:
There’s a great movie on tonight at .
Do you really like ?
That sounds good. How about you, ?
I don’t really like .
Well, what kind of do you like?
9781107643673_VRB_01_U04_WS.indd 16 10/13/11 5:40 PM

Language close-up

Lisa is interviewing Person 4.
Lisa: What type of movies do you like?
Woman: I like films. I like to see
in other cultures.
Lisa: Do you like movies?
Woman: Yes, I do.
Lisa: ?
Woman: I like to see the black-and-white movies.
Lisa: How often you watch movies on your
television, computer, or device?
Woman: I watch movies on my quite frequently
I take the train to work. I probably see one or two a .
Lisa: And how do you go to the theater to a movie?
Woman: I go pretty frequently. I would probably say, or twice a month.
Lisa: makes the theater so for you?
Woman: The special effects are much in the movie theater.
9 OBJECT PRONOUNS
A Fill in the blanks with him, her, it, or them.
1. A: Do you like horror films? 4. A: What do you think of science fiction?
B: No, I can’t stand them . B: I like a lot, too.
2. A: Who’s your favorite actor? 5. A: What do you think about romantic comedies?
B: Leonardo DiCaprio. I liked B: I like because they make
in Inception. me laugh.
3. A: What do you think of Keira Knightley? 6. A: Do you like 3-D?
B: I don’t know . What was B: Yes, I like a lot, especially in
she in? action movies.
B Take turns asking and answering the questions above. Give your own opinions.
10 GIVING REASONS
pair work Take turns giving your opinions about movies, actors, and actresses.
Use these sentences to start your conversations.
1. A: I don’t like historical dramas. 3. A: I don’t like thrillers at all.
B: Why not? B: Why not?
A: I think they’re dull. A: Because I don’t like to feel scared.
2. A: I love horror movies. 4. A: I love going to movie theaters.
B: Really? Why? B: What makes movie theaters so special for you?
A: I like feeling scared. A: Because the special effects are better on a big screen.
9781107643673_VRB_01_U04_WS.indd 17 10/13/11 5:40 PM

5 A family picnic
Preview
1 CULTURE
In North America, 97 percent of people say that their family is the
most important part of their life. But people in North America move
often, and many children leave home at age 18. Many families only
see each other on important holidays or at family parties.
■ Six percent of all families move every year.
■ On an average day, 116,438 people move.
■ People often live far away from their parents and grandparents.
■ Only 36 percent of families see their relatives once a week.
In your country, when do children leave home?

Do families move often?
How often do families see each other?
2 VOCABULARY Family
PAIR WORK How are these people related to Jane? Fill in the blanks in her family tree.
grandfather
= =
= = =
brother 4. Jane husband 5. brother-in-law
niece daughter 6. 7.

3 GUESS THE STORY
VIDEO ACTIVITIES
Watch the first 45 seconds of the video with the sound off.
The young woman is Beth. Who do you think these people are?
1. Beth’s husband 2. 3. 4.
Watch the video
4 GET THE PICTURE

Who’s at the picnic? Check (✓) Yes or No. Then compare with a partner.
Yes No
Beth’s parents
Beth’s uncle and aunt
Beth’s brother
Beth’s sister
Beth’s nephew
Beth’s brother-in-law
Beth’s niece
Beth’s cousin
Beth’s grandparents
5 WATCH FOR DETAILS

Check (✓) the correct answer. Then compare with a partner.
1. Kathleen and Jerry are Beth’s 4. Beth’s mother, aunt, and uncle are
parents. getting ready to .
mother’s play a game
father’s cook lunch
2. likes to fish. 5. Beth’s niece is .
Beth’s father Kimberley
Beth’s brother-in-law Megan
3. Kathleen and Jerry are looking 6. At every family picnic, Beth’s
for . husband .
birds walks in the woods
Ted takes a photograph

PAIR WORK Read the culture note on page 18 again. Do you think Beth’s family is like
most families in North America? How is it the same and how is it different?
Follow-up
7 YOUR FAMILY
A PAIR WORK Is your family like Beth’s? Tell about your family
and find out about your partner’s. Ask questions like these:
Are you living with your parents right now?
If not, do you live near your parents?
Do you live near or far from your brothers, sisters,
aunts, uncles, and grandparents?
Are you married?
Do you have children? If so, how old are they?
Do you have brothers and sisters?
Are they going to school or working?
B Draw a simple picture (or show your partner a

photo) of your family. Your partner will ask
questions about each person.
Is this your sister?
What does she do?
Is she studying English, too?
8 AN INTERESTING PERSON
A PAIR WORK Find out about your partner’s most
interesting relative or friend. Ask questions like these:
Who’s your most interesting relative or friend?
What’s his or her name?
What does he or she do?
Where is he or she living now?
How old is he or she?
Is he or she married?
B Now tell another classmate about your partner’s

relative like this:
Yong-su has an interesting cousin.
Her name is Son-hee.
She works at a zoo.
She’s from Seoul.
She’s working in New York now.
She’s 30 years old.

Language close-up
VIDEO ACTIVITIES
9 WHAT DID SHE SAY?
Watch the video and complete Beth’s description. Then practice it.
Beth describes her family members.
Hi, I’m Beth, and this is my husband, Chris. We’re
for a family picnic.
the picnic in the country.
That’s my , Ted. He to fish.
And my mom, Angela,
. She’s talking to my Aunt Helen and
Uncle James. Helen my mom’s sister, and
James is Helen’s .
And that’s my sister, Kimberley. Jake’s in
the woods. He’s years old and very
.
Kimberley Jake’s mom. So Jake is my .
10 PRESENT CONTINUOUS VS. SIMPLE PRESENT

A Complete the conversation using the present continuous
or simple present. Then practice with a partner.
1. A: Do all of your relatives live in the United States?
B: No, I have (have) relatives in Mexico. My grandparents and older sister
(live) there.
2. A: What does your sister do? Does she have a job?
B: No, she (work) right now. She (go) to school.
3. A: What is she studying?
B: She (study) English literature. She (love) it.
4. A: What about your grandparents? Do they still work or are they retired?
B: They (work) anymore, but they love to travel. Right now, they’re
(visit) China!
B CLASS ACTIVITY Write similar questions of your own. Then go

around the class and interview your classmates about their families.
Write some of your questions below.
1. Do your parents live in …?
2.
3.
4.

6 I like to stay in shape.
Preview
1 CULTURE
In North America, most people think regular exercise is important, In the U.S. and Canada
although not everyone does it. People exercise outdoors, at home, or at
a gym or health club. Many people play sports after school, after work, Thirty-five percent
or on weekends. They also bicycle, walk, swim, or jog. People exercise for of people exercise
different reasons: to lose weight, to stay in shape, or just to relax. every day.
Eighteen percent
Do you exercise or play sports? of people play team
What sports are popular in your country? sports regularly.
What percentage of people in your country do you think exercise regularly?
2 VOCABULARY Sports and exercise

A pair work Write the activities under the correct pictures.
stretching basketball ✓jogging soccer weight lifting volleyball
1. jogging 2. 3.
4. 5. 6.
B Write the words from part A in the chart. Can you add two more words?
Individual activities Team sports
jogging

9781107643673_VRB_01_U06_WS.indd 22 10/13/11 5:41 PM

3 GUESS THE STORY
What do you think happens next?
The man talks about his exercise routine.
The woman talks about her exercise routine.
The man and woman compare their exercise routines.
Watch the video
4 GET THE PICTURE

Check (✓) True or False. Correct the false statements. Then compare with a partner.
True False
1. Tim and Anne are friends.

2. Tim really likes to exercise.
3. Anne is more energetic and fit than Tim.
5 WATCH FOR DETAILS

A Check (✓) the activities Tim talks B Circle the activities you think he really does.
about doing. Then compare your responses with a partner.
jogging stretching bicycling
lifting weights swimming sit-ups
taking walks playing tennis team sports
9781107643673_VRB_01_U06_WS.indd 23 10/13/11 5:41 PM

pair work What kind of person is Anne? What
kind of person is Tim? Choose at least one word
for each person.
Anne Tim
friendly intelligent
polite lazy
Follow-up
7 INTERVIEW
A Add three questions to the list about sports and exercise.
1. What kinds of sports do you play? 4.
2. What kinds of exercise do you do? 5.
3. Are you in good shape? 6.
B pair work Take turns asking and answering your questions. Your partner will
answer playing the role of the woman or the man in the video.
8 HOW ABOUT YOU?

A Complete the chart. Then compare with a partner.
Things you sometimes do Things you don’t usually do
I sometimes . . . after school. I don’t usually . . . on the weekend.
Things you never do Things you would like to start doing

I never go . . . in the morning. I’d like to start . . .
B class activity Who in the class likes to exercise?

Who doesn’t? Make a class chart.
9781107643673_VRB_01_U06_WS.indd 24 10/13/11 5:41 PM

Language close-up

Anne stops to tie her shoe and talks to Tim.
Tim: It’s a beautiful morning, huh?
always come out here this early?
Anne: Yes, I .I get up around
o’clock. What about you? Do you come
a lot?
Tim: Yeah, I do. I stay in shape.
Anne: You ?
Tim: Yes.
Anne: How often do you ?
Tim: day.
Anne: ?
Tim: Yeah, I usually my day with
stretches. Then, I do some ,
lift , and, when the weather’s ,
my and I are never too far apart.
10 ADVERBS OF FREQUENCY
A Rewrite the sentences with the adverbs in the correct place.
1. I get up before 5 a.m. (never) 4. I take a long walk on the weekend. (often)
I never get up before 5 a.m.
2. I don’t have a big breakfast. (usually) 5. I watch TV. (never)

3. I play tennis after work. (sometimes) 6. I jog in the morning. (always)

B Imagine you are the man in the video. Change the frequency adverbs in the
sentences where necessary. Compare with a partner.
C How often do you do these things? Use the phrases below or

your own ideas. Then compare with a partner.
every evening twice a week very often
once a year about three times a month every day
1. go to sleep by 10 p.m. 3. ride a bicycle

2. work late 4. lift weights

9781107643673_VRB_01_U06_WS.indd 25 10/13/11 5:41 PM

7 My trip to London
Preview
1 CULTURE
Each year, 27 million people visit London, England. London
is one of the most popular tourist destinations in the world.
London is famous for its beautiful historic buildings, parks and
gardens, museums, multinational restaurants, double-decker
buses, and shops. London is also famous for rainy weather and
fog. It rains more than 100 days a year.
Do you know anything else about London?

Would you like to visit London?
What cities in the world would you like to visit? There are more than 5,500
restaurants in London!
2 VOCABULARY Places in London

pair work How much do you know about London? Write the captions
under the correct pictures.
a boat trip on the River Thames Buckingham Palace St. Paul’s Cathedral
the Tower of London ✓ the London Eye Big Ben
the London Eye
9781107643673_VRB_01_U07_WS.indd 26 10/12/11 3:44 PM

3 GUESS THE STORY
Watch the video with the sound off. Then look at the pictures in Exercise 2.
Number them in the order the woman talks about them.
Watch the video
4 GET THE PICTURE

In the video, Melissa mentions three more places she saw in London. Look at the
pictures and cross out the place that she did NOT see.
Westminster Abbey
Westminster Bridge
The British Museum rliament

The Houses of Pa
5 WATCH FOR DETAILS

A What did Melissa say about these places? Check (✓) the correct answers.
Then compare with a partner.
1. The London Eye 3. Buckingham Palace
The views were great. She took a tour.
The ride was fun. The queen wasn’t there.
2. The boat trip on the River Thames 4. The guards at Buckingham Palace
The weather was rainy. The guards ignore tourists.
It was interesting. The guards like the tourists.
B What did Melissa do on Sunday? Number the statements in the correct order.
She saw Westminster Abbey. She walked around.
She saw Big Ben and Parliament. She walked across Westminster Bridge.
She went to the airport.
9781107643673_VRB_01_U07_WS.indd 27 10/12/11 3:44 PM

Follow-up
6 A DAY IN LONDON
A group work Which London sights are most interesting to you?
Number them from 1 to 6 (1 = the most interesting).
on
The Tower of Lond
St. Paul’s Cathedral The London Eye
Westminster
Bri dge r Thames
A boat on the Rive
Buckingham Pa
lace
B pair work Tell another person why two of these places interest you.

A pair work What do you like to do when you visit a new city? Add three
more things to the list. Then number them from 1 to 8.
go sightseeing
eat at local restaurants
buy souvenirs
take photographs
go shopping
B pair work Now compare answers with another person. Have conversations like this:
A: Do you like to go shopping?
B: No, I don’t. I prefer sightseeing.
9781107643673_VRB_01_U07_WS.indd 28 10/12/11 3:44 PM

Language close-up

Melissa is telling Lili about her trip.
Lili: How was your trip to London? Did you have
free time between meetings?
Melissa: London was . We were very
all week, but I had some on Saturday and
Sunday morning. I flew on Sunday evening.
Lili: Did you any pictures?
Melissa: Better than . I have .
Lili: Excellent!
Melissa: I did on Saturday. First, I
to the London Eye. Here it .
Lili: Did you on ?
Melissa: Yes, I . The were fantastic.
Then, I went a boat the
River Thames.
Lili: What was the weather ? Doesn’t it rain a lot in
England?
Melissa: The weather was . It didn’t all the time.
9 PAST TENSE Describing a trip

A Fill in the blanks with the correct past tense of the verbs in parentheses.
Then practice the conversation.
Lili: Tell me about your trip to London.
Melissa: Well, I did (do) a lot of interesting things. I (go) on the London Eye and
I (take) a boat trip on the Thames.
Lili: What (do) you see on the boat trip?
Melissa: It (be) really interesting. I (see) Tower Bridge and the Tower of London.
Lili: (do) you go in the Tower of London?
Melissa: No, I (do / not) have time. But after the boat trip, I (go) to Buckingham Palace.
Lili: (be) the Queen there?
Melissa: No, she (be / not).
Lili: (do) you take a tour?
Melissa: No, I (do / not). But I (see) many other places!
B pair work Have similar conversations about a real or an imaginary trip of your own.
Start like this:
A: I went to . . .
B: Really! Tell me about your trip.
9781107643673_VRB_01_U07_WS.indd 29 10/12/11 3:44 PM

8 Nice neighborhood
Preview
Joanna Kerr
03.18
1 CULTURE
People in North America move often. When they look for a new home, they
consider many factors. People with children, for example, think about the
quality of the local schools. Others consider the number of restaurants,
shops, and supermarkets nearby, the availability of public transportation,
For Rent
and how quiet the neighborhood is. People can use real estate agents to Call Adams Realty
help them find a new home, or they can look in the newspaper or online for 913-555-3434
available places to live. Most people walk around the neighborhood and talk
to the neighbors before they make a decision.
In your country, do people use real estate agents to help them find new homes?
Do they talk to the neighbors before deciding on an apartment or house in a
new neighborhood?
What else do people think about before they decide on a new home?
2 VOCABULARY Questions about neighborhoods

pair work Write the correct question under each picture.
Is it noisy? ✓ Is there any crime? Is there public transportation nearby?
Are there places to eat nearby? Is there shopping nearby? Is there enough street parking?
1. Is there any crime? 2. 3.
4. 5. 6.
9781107643673_VRB_01_U08_WS.indd 30 10/12/11 5:28 PM

3 GUESS THE STORY
Then answer the questions:
1. Who is the woman with the couple?
a friend
a real estate agent
a neighbor
2. What do you think the couple is going to do?
go back into the apartment building
go with the woman
look around the neighborhood
Watch the video
4 GET THE PICTURE

A Look at your answers to Exercise 3. Did you guess correctly?
B Check (✓) True or False. Then correct the false statements. Compare with a partner.
True False
1. The neighborhood is quiet and safe now.

2. The neighborhood is far from downtown.
3. There aren’t many restaurants.
4. They like the neighborhood.
5 MAKING INFERENCES
Check (✓) the best answers. Compare with a partner.
1. Carmen likes the apartment .
more than Luis likes it
as much as Luis likes it
2. is happy to find a good bookstore.
Carmen
Luis
3. Luis likes the neighborhood because of the .
different types of restaurants
music store
4. Luis and Carmen decide to .
keep looking at apartments
take the apartment
9781107643673_VRB_01_U08_WS.indd 31 10/12/11 5:28 PM

ce Book 1(VRBO1)CUP
Joanna Kerr
Joanna Kerr Follow-up
03.19 - 03.24
ource Book03.19
1(VRBO1)CUP
- 03.24
6 A GOOD NEIGHBORHOOD
Joanna Kerr
group work What do you look for in a neighborhood? Number these
neighborhood
03.19 - 03.24 features from 1Joanna
to 6 (1 = the most important).
Kerr
03.19 - 03.24
MALL
restaurants and coffee shops
shopping malls
supermarkets
parks
public transportation
good neighbors

A pair work List three more features of a good neighborhood.
1.
2.
3.
B Now think about your own neighborhood. Put a check (✓) beside the features in Exercises 6 and 7
that are true for your neighborhood. Then compare with a partner. Have conversations like this:
A: My neighborhood has a great grocery store. Does yours?
B: No, it doesn’t. And the supermarket is far away. My neighborhood has . . .
9781107643673_VRB_01_U08_WS.indd 32 10/12/11 5:28 PM

Language close-up

Carmen and Luis explore the neighborhood.
Carmen: There's a furniture store.
Luis: Uh-huh. .
Carmen: And a jewelry store.
My coming up . . .
Both: . . . month.
Luis: Yeah, I .
Carmen: , Luis. a really nice grocery store.
Luis: Yeah, that’s a nice store.
Carmen: And are a lot of really good shops.
I like this neighborhood!
Luis: Yes, it’s really . Wow! an amazing guitar!
Carmen: So, we the apartment?
Luis: . Why ? Let’s go for it.
9 QUANTIFIERS Describing a neighborhood

A Fill in the blanks with many or much. Then practice the conversation.
A: Is there crime in this neighborhood?
B: Oh no. There isn’t crime at all. Not anymore.
A: How about noise? How street noise is there?
B: Well, there aren’t major roads in this neighborhood.
A: Are there students in the neighborhood?
B: Yes. It’s very close to the university, so students live here.
A: I see. How parking spaces come with the apartment?
B: I’m afraid there aren’t any parking spaces. You have to park on the street.
A: How about supermarkets? Is there shopping nearby?
B: Oh, yes. There’s a big supermarket just down the street. And there
are other shops nearby, too.
A: OK. I’ll have a look around and call you later. Thanks!
B pair work Practice the conversation again, but this time use neighborhood
features of your own. Be sure to include sentences with the words many and much.
9781107643673_VRB_01_U08_WS.indd 33 10/12/11 5:28 PM

9 Suspicious visitors
Preview
1 CULTURE
To protect their homes against crime, people in North America
sometimes do one or more of the following:
■ keep their doors locked
■ leave lights on when they go out
■ have a “peephole” (or hole in the door) to see who’s outside
■ have an alarm system that makes noise if someone tries to open
a door or window
■ buy a dog to guard their home
Which types of neighborhoods have more crime in your country:

suburbs, rural areas, or cities?
How do people protect their homes in your country?
2 VOCABULARY Physical appearance

A pair work Write the words and phrases in the chart. (One word can go in two places.)
Can you add two more words or phrases?
average blond early forties late thirties middle-aged tall

bald curly elderly long short teens
Age Height Hair
early forties

B List two words or phrases that describe the man and the woman.
The man The woman
late forties

9781107643673_VRB_01_U09_WS.indd 34 10/12/11 5:13 PM

3 GUESS THE STORY
Answer the questions.
1. Who do you think is in the car?
2. Do you think the couple is expecting visitors?
Watch the video
4 GET THE PICTURE

A Look at your answers to Exercise 3. Did you guess correctly?
B What really happens? Check (✓) your answer.
Sarah is afraid of the police.
The people in the car are escaped prisoners.
The people outside are driving Sarah’s car.
The people outside are George’s relatives.
5 WATCH FOR DETAILS

Put the pictures in order (1 to 6). Then write the correct sentence under each picture.
George is calling the police. ✓ Sarah is writing, and George is pouring coffee.
Sarah and George are greeting their visitors. The visitors are getting out of the SUV.
Sarah is looking at the SUV. The visitors are standing outside their SUV.
1
Sarah is writing, and George is
pouring coffee.
9781107643673_VRB_01_U09_WS.indd 35 10/12/11 5:14 PM

6 DESCRIBING SOMEONE
A Circle the correct answers. Then compare with a partner.
1. Age twenties forties twenties forties
2. Hair color light dark light dark
short long short long

3. Hair description
straight curly straight curly
4. Height tall short tall short
baseball cap no hat baseball cap no hat

5. Other
glasses no glasses glasses no glasses
B What else can you add about Harry and Alexis? Compare your descriptions.
Follow-up
7 THE RIGHT DECISION?

pair work Sarah and George decide to call the police. What do you think
is the best thing to do in a situation like this?
Call the police.
Don’t open the door, but ask, “Who is it?”
Run and hide.
other
8 WHAT HAPPENS NEXT?

A group work What do you think happens when the police
arrive? Write out the conversation between Sarah, George, Harry,
Alexis, and the police. Start like this:
Officer: Is there a problem here?
George: Well, actually, . . .
B class activity Act out your conversation for the class.
9781107643673_VRB_01_U09_WS.indd 36 10/12/11 5:14 PM

Language close-up

Sarah describes the visitors to George.
George: Sarah, would you like another cup of ?
Sarah: thanks. . . . Honey,
we know who has an SUV?
George: An SUV? The Thompsons an
SUV. A one.
Sarah: This not green.
George: not? What is it?
Sarah: I tell. It’s red, or brown. It’s .
George: is it?
Sarah: It’s parked in front of the .
And are two inside.
George: ?
Sarah: Uh-huh. now they’re getting out of it.
George: do they like?
Sarah: One man’s , and he’s got
hair, and he’s sunglasses.
George: And about the one?
10 MODIFIERS WITH PARTICIPLES AND PREPOSITIONS

A Look at the picture. Match the information in columns A, B, and C.
A B C
Sarah is the heavier man wearing an open jacket.
George is the young one wearing a red sweater.
Harry is the older woman wearing a blue shirt.
Alexis is the tall one wearing a baseball cap.
B pair work What else do you remember about the people in the video?
Write sentences of your own.
1. 3.
2. 4.
A pair work Take turns asking and B Write five sentences describing your classmates. Two of your
answering questions about a classmate. sentences should be false. Then read your sentences. Your partner
Try to guess who the person is. should say “True” or “False” and correct the false sentences.
A: Is it a tall person with curly hair? A: Steve’s the tall guy wearing a blue shirt.
B: No, the person is short and has . . . B: False. He’s wearing a white shirt.
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10 Preview
What took you so long?
1 CULTURE
In North America, people usually like others to be on time, but for
some occasions it’s OK to be a little late. For example, people should
always arrive on time or a little early for a business appointment,
work, or a class. However, when they meet a friend or when
someone invites them to dinner, it’s OK to arrive 5 to 10 minutes late.
For an informal party, it’s OK to arrive 15 to 30 minutes late.
Are people usually on time for appointments, work, or a class in

your country?
Is it OK to arrive late when you meet a friend for dinner or go to an
informal party?
When are some other times when it is OK to arrive a little late? How late is too late?
2 VOCABULARY Past tense of verbs

pair work Complete the chart with the past tense of these verbs.
Present Past Present Past
call called lock

cost cost open
do pay
find put
get remember
go see
have take
leave try
3 GUESS THE STORY

What do you think happened? Check (✓) your answer.
The woman arrived very early.
The man arrived very late.
9781107643673_VRB_01_U10_WS.indd 38 10/12/11 5:10 PM

Watch the video
4 GET THE PICTURE

What really happened? Check (✓) the correct answers. Then
compare with a partner.
1. What was the problem 2. What was the problem 3. What did Jacob forget?
with Jacob’s car? with Jacob’s wallet? He forgot his cell phone.
It didn’t start. He left it in the car. He forgot to bring his neighbor.
He locked his keys in it. He lost it. He forgot where he parked.
It was the wrong car. He had no money in it.
5 WATCH FOR DETAILS

A Put the pictures in order (1 to 6). Then write the correct
sentence under each picture. Compare with a partner.
✓Jacob noticed that his neighbor needed help. Jacob saw his keys inside the car.
Jacob paid the locksmith. Jacob told Linda the story.
Jacob realized he didn’t have his wallet. Jacob tried to call Linda.
Jacob noticed that his neighbor

needed help.
B pair work What else happened in the video? Can you add two things?
1.
2.
9781107643673_VRB_01_U10_WS.indd 39 10/12/11 5:10 PM

pair work Complete the chart. Check (✓) the words that describe
Jacob and Linda.
Forgetful Upset Helpful Embarrassed Understanding Worried
Jacob
Linda
Follow-up
7 QUESTION GAME
A Write three more questions about the story. Use the past tense
and how, why, how much, who, or where.
1. Why did Jacob get out of his car?
2. When did Jacob lock his keys in the car?
3.
4.
5.
B pair work Answer your partner’s questions. If you don’t think

the answer was in the video, say, “It didn’t say.”
8 TELL THE STORY

pair work Write out the story using first, after that, next,
then, and finally. Include one mistake. Then read your story
to another pair. Can they find the mistake?
First, Jacob was late, so he ran to his car.
9781107643673_VRB_01_U10_WS.indd 40 10/12/11 5:10 PM

Language close-up

Jacob has just arrived at the restaurant.
J acob: Linda, I’m really sorry .
Linda: It’s , Jacob. I’ve only here
for a little . Is all right?
Jacob: Yes, it is , but you won’t
what just happened to me.
Linda: happened?
Jacob: Well, of all, I was leaving
my apartment, so I had to . Then, just
I got in my car, I my
neighbor, Mrs. Flanagan. She had a heavy trash
, and she couldn’t move it very easily.
So, I her.
Linda: That was of you.
Jacob: Yeah, but, after, there was a problem.
I went back to my ,
I couldn’t get .
Linda: Did you lock your in the car?
Jacob: you believe it?
Linda: Oh, no. What happened ?
Jacob: First, I to call you, but I got your
voicemail. Then, I called a locksmith.
10 PRESENT PERFECT
A pair work Write questions using Have you ever…? and the correct
forms of the verbs in parentheses. Can you add three questions to the list?
1. Have you ever locked (lock) your keys in the car?

2. (call) a locksmith?
3. (leave) your wallet in the car?
4. (arrive) late for an important appointment?
5. (go) to a restaurant without money?
6. (wait) a long time for someone in a restaurant?
7.
8.
9.
B class activity Go around the class and interview at least three classmates.
Try to find out who answered “yes” to the most questions.
9781107643673_VRB_01_U10_WS.indd 41 10/12/11 5:10 PM

11 San Francisco!
Preview
1 CULTURE
San Francisco attracts more than sixteen million visitors a year. There
are many things to do in the city, from shopping at Fisherman’s Wharf
to walking over the Golden Gate Bridge. While visitors come all year, the
summer is the most popular time. It never gets extremely cold or hot in
San Francisco, but it can be fairly cool much of the time.
Have you heard of any other interesting places to visit in or around

San Francisco?
What is one of the most interesting cities to visit in your country?
What do tourists do there?
2 VOCABULARY Taking a trip

pair work Match the pictures with the words in the glossary below.
1. architectural details 2. 3.
4. 5. 6.
aquarium a museum for fish and other animals cable car a type of public transportation that is pulled
and plants that live under or near water by a moving cable under a track on the street
architectural details the things that make monuments buildings or structures built to
buildings special remember an important person or event in history
bay an area of water that is partly enclosed by wharf a structure that is built on the water for boats,
land, but is open to the sea fishing, business, or tourism
9781107643673_VRB_01_U11_WS.indd 42 10/12/11 5:14 PM

3 GUESS THE STORY
Watch the video with the sound off. What do you think Dr. Smith is most interested in seeing?
1. Alamo Square 2. Golden Gate Bridge 3. Japanese Tea Garden
Watch the video
4 GET THE PICTURE

What places does the hotel clerk tell Dr. and Mrs. Smith about? Circle them.
Alamo Square Fisherman’s Wharf Japanese Tea Garden
Alcatraz Ghirardelli Square Lombard Street
Coit Tower Golden Gate Park Muir Woods
5 WATCH FOR DETAILS

Why does the clerk say the Smiths should go to the places below? Complete the sentences.
1. You should visit Fisherman’s . 2. Alamo Square is a small surrounded by

You can find a little bit of there. really wonderful .
We call them Painted .
3. Lombard Street is a very steep 4. The most way to drive to San Francisco
with a lot of . is across the Bridge.
9781107643673_VRB_01_U11_WS.indd 43 10/12/11 5:14 PM

6 COMPLETE THE STORY
Complete the paragraph below. Choose words from the list.
Alamo Square Fisherman’s Wharf Lombard Street
Alcatraz Island Golden Gate Bridge Northern California
boat ride Golden Gate Park Painted Ladies
cable car Highway 101 Tea Garden
The Smiths arrived in San Francisco from Northern California . They entered the city by driving
over the . They decided to start their visit with a ride on a .
Next, they took a boat ride to . Then, they walked through
and saw the Japanese . After that, they went to to do
some shopping. The next day, they drove down curvy very slowly, and then
they went to to see the colorful Victorian Houses.
Follow-up
7 SAN FRANCISCO
group work Imagine you have two days in San Francisco. Plan your itinerary.
You can use these tourist attractions and any other places from this unit.
Chinatown The Asian Art Museum A bus tour of the city
A San Francisco Shopping around The chocolate festival

Giants baseball game Union Square at Ghirardelli Square
8 YOUR CITY
A group work Now, imagine the Smiths are B class activity Share your
visiting your city. Plan their itinerary. Give at information with the class.
least six suggestions, like this:
A: First, I think they should go to . . .
B: Yes, and they should also visit the . . .
9781107643673_VRB_01_U11_WS.indd 44 10/12/11 5:14 PM

Language close-up

The Smiths are checking out of their Northern California hotel.
Clerk: Thank you. Here is your card and a copy of

the .
Mrs. Smith: .
Clerk: you enjoy your stay with ?
Dr. Smith: Yeah, it was , thank you.
Clerk: are you traveling to ?
Dr. Smith: We’re heading , to San Francisco.
Clerk: San Francisco is !
Mrs. Smith: We’re going to there for just a couple of
.
Clerk: you there before?
Dr. Smith: Well, I’ve been once, when I was a
, but Mona, she’s been there.
Clerk: What are you to do you’re there?
Mrs. Smith: No plans. We just want to . I want to see all the .
10 SHOULD AND SHOULDN’T Giving advice

A Complete these sentences with should or shouldn’t. Then compare with a partner.
1. When you visit a foreign country, you should learn
a few words of the local language.
2. You find out about the weather before you travel.
3. To be safe, you carry a lot of cash when you travel.
4. You do some research on interesting places to visit.
5. You be afraid to ask local people questions.
B pair work
Give advice for things visitors to your city should or
shouldn’t do. Write three suggestions in each column.
They should . . . They shouldn’t . . .
1. 1.
2. 2.
3. 3.
9781107643673_VRB_01_U11_WS.indd 45 10/12/11 5:14 PM

12 Preview
Onion soup and chocolate
1 culture
In North America, people spend more on health care than in other parts
of the world. In drugstores and health-food stores, people can buy over-
the-counter medicines for colds, coughs, and sore throats, as well as
vitamins and other supplements. Home remedies for common illnesses,
such as colds and sore throats, are also popular.
What types of medicines are available over the counter for colds and sore
throats in your country?
Do people usually take medicine or use home remedies when they have a cold?
2 VOCABULARY Cold remedies

pair work Write the remedies in the chart. Can you add two more to each category?
aspirin chicken soup steam
onions and garlic cough medicine and tea with lemon

sore throat lozenges and honey
Home remedies Over-the-counter drugs
chicken soup
9781107643673_VRB_01_U12_WS.indd 46 10/12/11 5:15 PM

3 GUESS THE STORY
Watch the video with the sound off.
What remedies in Exercise 2 does the host try?
Watch the video
4 GET THE PICTURE

Answer the questions with the correct person’s name. Then compare with a partner.
The host Henry Anna
Roberto Kathleen
1. Who hates colds? 3. Who has a cold right now?

2. Who never gets a cold? 4. Who just caught a cold?
5 WATCH FOR DETAILS

Match the person with the remedy he or she suggests. Then compare with a partner.
Henry A. Rest.
Anna B. Drink hot lemon and honey, and rest.
Kathleen C. Take vitamin C and drink coffee.
Roberto D. Eat onion soup and chocolate, and keep warm.
9781107643673_VRB_01_U12_WS.indd 47 10/12/11 5:15 PM

pair work Answer these questions.
1. Which of the remedies have you tried?
2. Which of the remedies do you think works best?
3. Are there any remedies from the video that you will try in the future?
If so, which ones?
4. What other home or drugstore remedies for a cold do you know about?
Do you use them?
Follow-up
7 HEALTH PROBLEMS
A group work What do you do for these problems? Add two more remedies
for each one. Then compare around the class. Who has the best remedies?
1. a backache 2. a headache
It’s a good idea to lie Take some aspirin. It’s

on the floor. Also, get also helpful to . . .
some . . .
3. a stomachache 4. the flu
You should eat some You should stay home

yogurt. Also, try from school or work. It’s
some . . . also important to . . .
B pair work Take turns role-playing a person with one of the problems
in part A and a friend giving advice.
A: Hi, . How are you?
B: I’m not doing too well. I have . . .
A: That’s terrible! Listen. I’ve got the perfect remedy . . .
C Do you need advice for a problem of your own? Have a similar conversation,
using personal information and asking for someone else’s home remedies.
9781107643673_VRB_01_U12_WS.indd 48 10/12/11 5:15 PM

Language close-up

The host is interviewing Kathleen about what to do for a cold.
Host: What should you do when you get a cold?
Kathleen: Oh, I get a cold.
Host: ?
Kathleen: Yes, when I feel a cold coming
, I know it’s to eat lots of
homemade soup.
Host: .
Kathleen: Oh, and it’s a good idea to eat of
, too!
Host: At the as the onion soup?
Kathleen: No, . The onion soup
you vitamins, and the chocolate gives you .
That the cold virus. Oh, uh, it’s a good
to keep very , too. It’s not
a good idea to hang around on the street.
Host: OK. .
Kathleen: Bye!
9 REQUESTS AND SUGGESTIONS

A Complete the conversations with may or could to make requests and should, try, or
suggest to give suggestions. Then compare with a partner.
1. At work
A: Here’s the perfect cold remedy: garlic juice, onions,
and carrots. You should drink a cup every two hours.
B: But I don’t like carrots.
A: Well, then I an old-fashioned bowl of chicken
soup! And to get some rest, too.
2. At a drugstore
A: I help you?
B: Yes. I have something for a cold? It’s a bad one.
A: Yes. I have these pills. They’re a little strong. Just don’t drive
after you take them.
B: Hmm. I drive to work. I have something else?
A: Well, these other pills then. They won’t
make you sleepy.
B pair work Act out the conversations. First, act them out as written. Then, change the
problems and the remedies.
9781107643673_VRB_01_U12_WS.indd 49 10/12/11 5:15 PM

13 How about a pizza?
Preview
1 CULTURE
Most U.S. and Canadian cities have restaurants that serve food from many
different countries and cultures. Chinese, Italian, and Mexican restaurants
have been very popular in North America for a long time, but now there are
also Japanese, Thai, and Indian restaurants in most cities and small towns.
Many people like to order food from restaurants for delivery to their homes.
Chinese food and pizza are common home-delivery types of food.
What types of foreign food are available in your town?

Which ones are the most popular with you and your friends and family?
2 VOCABULARY Food
pair work Here are some foods from several different cultures.
Where can you find these foods? Write the foods under the pictures. IC4_VRB01_13_01_A
grayscale
egg rolls prawns in coconut milk tacos Karen Minot
maps@kminot.com
✓pizza sushi vegetable curry
1. pizza 2. 3.
IC4_VRB01_13_02_A IC4_VRB01_13_03_A IC4_VRB01_13_04_A

grayscale grayscale grayscale
Karen Minot Karen Minot Karen Minot
maps@kminot.com maps@kminot.com maps@kminot.com
4. 5. 6.

IC4_VRB01_13_05_A IC4_VRB01_13_06_A IC4_VRB01_13_07_A
grayscale grayscale grayscale
Karen Minot Karen Minot Karen Minot
maps@kminot.com
9781107643673_VRB_01_U13_WS.indd 50 maps@kminot.com maps@kminot.com 10/13/11 5:54 PM
3 GUESS THE STORY
Watch the first minute of the video with the sound off. Which type of
restaurant do you think they choose?
Watch the video
4 GET THE PICTURE

A Put the restaurants in the order that Carmen and Luis see them (1–4).
B pair work Which two types of food do Carmen and Luis say they don’t want?
5 WATCH FOR DETAILS

A Complete the names of the foods in the video with words from the list.
Then circle the items Carmen and Luis order. Compare with a partner.
coconut milk ginger smoothie
✓ curry pizza tea
1. Seafood or green curry 4. Thai

2. Prawns in 5. Ginger and honey
3. Chicken with 6. Jasmine
B What items do both Carmen and Luis say they like?
9781107643673_VRB_01_U13_WS.indd 51 10/13/11 5:54 PM

Follow-up
6 HOW ABOUT YOU?

group work Answer these questions.
1. How often do you eat in restaurants?
2. What’s your favorite kind of restaurant?
3. What do you usually order?
4. When is the last time you ate something for the first time?
Describe it. Did you like it?
5. Which of the foods and drinks from the video have you
tried or would you like to try?
7 IN A RESTAURANT
group work Role-play ordering lunch at one of the restaurants in the video. Two students
order, while the third student plays the waiter or waitress. Then switch roles until each student
has been the waiter or waitress. Use this model:
A: Do you have any questions about the menu?
B: . . .
A: Oh, that’s very good. It’s one of the most popular dishes.
Are you ready to order?
C: . . .
A: OK. What would you like?
B: . . .
C: . . .
A: What do you want to drink?
B: . . .
C: . . .
A: OK. I’ll be right back with your food
and your drinks.
9781107643673_VRB_01_U13_WS.indd 52 10/13/11 5:54 PM

Language close-up

Carmen and Luis are trying to decide what to eat.
Luis: You know, I’m beginning to feel hungry.

Carmen: am I. I really could eat .
Luis: pizza?
Carmen: Hmm. I’m not . I’m not really in the
for a pizza.
Luis: You know, am I.
Carmen: OK. Let’s for something .
But I want to eat. !
Luis: No . I do, too.
Carmen: I Japanese food a .
Luis: do I, but . . .
Carmen: We get some sushi.
Luis: Yeah, I’m just not that’s
I want.
Carmen: But Luis, I’m .
9 WOULD AND WILL Ordering food

A Rewrite these questions using Would you like . . . ?
1. What do you want to eat?
What would you like to eat?
2. Do you want salad or soup with that?

3. Do you want something to drink?

4. What do you want for dessert?

B pair work Now answer the questions with I’ll have . . .

A: What would you like to eat?
B: I’ll have . . .
9781107643673_VRB_01_U13_WS.indd 53 10/13/11 5:54 PM

14 Preview
Around the World
1 CULTURE
In North America, game shows are one of the most popular types of TV
programs. There are several different game shows on at various times of
the day. In most game shows, players test their knowledge on different
subjects. Sometimes the questions are quite easy, and sometimes
they are very difficult. But other game shows are games of chance. The
winner must be lucky, but doesn’t have to know a lot of facts.
What are some game shows on TV in your country?

Which ones are the most popular?
Which ones do you like to watch?
2 GUESS THE FACTS

pair work How is your knowledge of geography?
Check (✓) the correct answers.
1. Which is longer?
the Nile River
the Amazon River
the Amazon River

2. Which is higher?
Mt. McKinley the Nile River
Mt. Kilimanjaro
3. What’s the largest desert

in Asia?
the Great Indian Desert
the Gobi Desert
Mt. McKinley
Mt. Kilimanjaro
9781107643673_VRB_01_U14_WS.indd 54 10/12/11 5:17 PM

4. Which is the largest city in
North America?
Los Angeles
Mexico City
5. Which country is called the

“island continent”?
Antarctica Los Angeles
Australia
Mexico City
3 GUESS THE STORY

Watch the first minute of the video. Which contestant do you think is going to win?
Watch the video
4 CHECK THE FACTS

Correct your answers to Exercise 2. Did you guess correctly? Compare with a partner.
5 WATCH FOR DETAILS

Check (✓) the correct answers. Then compare with a partner.
1. Marlene is from 3. Ted is from 5. Lili is from

Seattle, Washington. Cambridge, Massachusetts. Vero Beach, Florida.
Washington, D.C. Boston, Massachusetts. Miami Beach, Florida.
2. Marlene is a 4. Ted is a 6. Lili is a
computer programmer. high school teacher. café owner.
computer engineer. college teacher. chef.
9781107643673_VRB_01_U14_WS.indd 55 10/12/11 5:17 PM

6 WHO WINS THE GAME?
A What is each person’s score at the end of the game? Write the number.
Marlene Ted Lili
B Is the winner happy with the prize? Why or why not?
Follow-up
7 AROUND THE WORLD

A group work Write three questions in each category for the game
“Around the World.” Give one question 25 points, one question 50 points,
and one question 75 points. (You can also add categories of your own.)
Mountains Islands
Rivers Cities
B class activity Now play “Around the World.” Half the class
is in Group A. The other half is in Group B.
Group A: Choose one student to be the host.
Group B: Take turns choosing a category for 25, 50, or 75 points.
Then answer the host’s questions. Play for five minutes.
Begin your conversation like this:
A: Are you ready?

B: Yes, I’ll try (name of category) for 25 points.
A: OK. (Asks question.)
B: (Answers question.)
A: That’s right! or Sorry, that’s not correct.
Now change roles. Group B should choose a host and Group A

should answer the questions. Play for five more minutes.
Which group wins the game?
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Language close-up
8 WHAT DID HE SAY?

Watch the video and complete the host’s comments. Then practice it.
The host introduces the contestants.
Hi, again , folks. And back to the Final Round of our
show. I’m your host, Richard Darien, and are our contestants:
A computer from Seattle, Washington: Marlene Miller!

Marlene has points.
And next to you we have a high school from Boston,

Massachusetts: Ted Simmons! Ted currently has points,
and he is the !
And our contestant is a café from Vero Beach,

Florida: Lili Chen! Lili has points, so she’s currently with Marlene.
Oh boy, this is going to be an game, . get on to the Final

Round. Our are Cities, Deserts, , Mountains, and .
9 COMPARISONS WITH ADJECTIVES

A Write questions using the comparative or superlative form of each
adjective in parentheses. Then add three questions of your own.
1. city: New York – Tokyo? (cold)
Which city is colder, New York or Tokyo?
2. planet: Earth – Saturn – Mars? (big)

3. structure: the Eiffel Tower – the Statue of Liberty? (tall)

4. building: the Houses of Parliament – the Empire
State Building? (old)

5. country: Brazil – Canada – Argentina? (large)

6.
7.
8.
B pair work Take turns asking and answering the questions.

Who answered the most questions correctly?
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15 Preview
String cheese
1 CULTURE
Many people in the United States and Canada celebrate their birthdays
with a party. These parties can be dinner parties, dance parties, or just
parties where people have snacks and chat with one another. Typical
snacks at parties include chips and dip, cheese and crackers, nuts,
cookies, and other snacks that people eat with their fingers.
Are birthday parties common for adults as well as for children in

your country?
What kinds of foods do you often have at birthday parties?
2 VOCABULARY Asking for favors

Match the requests for favors with the responses.
1. May I ask you for a favor? a. Sorry, but I won’t be able to. I’m riding
with someone else.
2. Could you please pick me up on your way to
the party? b. Sure. That should be about 9:30.
3. Could you bring some soda to the party? c. No problem. I’ll leave her a message.
4. Would you ask Claire to call me when she d. Sure. What is it?
gets home?
e. I’d be happy to. How many bottles
5. Would you please call me when your class is should I get?
finished?
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3 GUESS THE STORY
Answer the questions.
1. What is Mariela doing?
2. Why do you think Mariela is upset?
3. What do you think Olivia does to help her?
Watch the video
4 CHECK YOUR GUESSES

Now check your answers to the questions in Exercise 3. Did you guess
correctly? Compare with a partner.
5 WATCH FOR DETAILS

Answer the questions with a number. Then compare with a partner.
How many . . .
1. people does Olivia call?
2. messages does Olivia leave?
3. people does Olivia talk to on the phone?
4. people does Olivia ask to bring cheese to the party?
5. people bring cheese to the party?
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6 MAKING INFERENCES
Check (✓) the best answers. Then complete the last item
with your opinion. Check with a partner.
1. cheese is necessary for the party.
Both Mariela and Olivia think
Only Mariela thinks
Only Olivia thinks
2. Olivia asks everyone to get different kinds of cheese
because .
she can’t remember the kinds Mariela mentioned
she wants everyone to buy different kinds of cheese
Todd likes all kinds of cheese
3. In the end, there is probably cheese at the party.
too much
the right amount of
not enough
4. Melanie gives Todd a ball of string because .
Follow-up
7 HAVING A PARTY
A group work Use this chart to plan a party. Then make invitations for your party.
Choose an occasion. Choose a location and time.
Choose things to do at the party. Choose the foods and drinks you want at the party.
B class activity Walk around the class inviting students to

your party. Show them your invitation.
Begin your conversations like this:
A: Hi, would you like to come to my party? It’s (say a date and time).
B: Thanks. I’d love to. What’s the occasion?
A: It’s for (give a reason for the party).
B: That sounds fun. Can I bring anything?
A: Thanks for offering. You could bring (suggest something).
B: OK. See you then.
A: Bye.
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Language close-up

Olivia is asking Carlos for a favor.
Olivia: Hi, Carlos? It’s Olivia. How are you?
Carlos: Olivia, hi. I’m , thanks.
seeing you at Todd’s party, ?
Olivia: Yeah, that’s right. , Carlos, could you
some cheese to the party?
Carlos: Cheese?
Olivia: Todd really cheese, and Mariela didn’t get
, and now she’s in a panic it.
Carlos: Yeah, sure. What of cheese?
Olivia: Camembert, I , or Roquefort, and some
Gorgonzola. Oh, and some cheese.
Carlos: OK, Olivia. do it. Don’t .
Olivia: Thanks, Carlos. It’s so of you
to us.
9 REQUESTING A FAVOR
pair work Practice the conversation in Exercise 8 again. This time make a request
for something different. Then switch roles and ask for other things. Choose from the
list below or use your own ideas.
Things for the party:
1. different types of music
2. different types of drinks
3. different types of decorations
4. different types of desserts
5. different types of snack food
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16 Preview
Life changes
1 CULTURE
After high school, many students in the United States and Canada
don’t go straight to college. They get a job or take time off to travel
before continuing their education. Most students are not sure what
they want to do with their lives just after high school. Their goals
and plans become clearer as they gain more life experience.
What were your goals and plans when you were younger?
How have they changed over the years?
2 VOCABULARY Career goals

A Here are some people’s dreams for their future. What does each person
hope to do or be? Write the sentences under the pictures.
I’m going to be a chef. I’d like to be a reporter.
I’d really love to perform on Broadway. I plan to practice law.
✓ I hope to have a family. I hope to be a teacher.
1. I hope to have a family. 2. 3.
4. 5. 6.
B class activity Walk around the room talking to people.

Use these expressions to talk about what you hope to do or be.
Begin your conversation like this:
A: I’d love to be a (occupation). How about you?
B: I plan to (work verb).
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3 GUESS THE STORY
Watch the video with the sound off. What do you think each person
does for a living?
1. Reza is a / an .
2. Kim is a / an .
3. Robert is a / an .
Reza Kim Robert
Watch the video
4 CHECK YOUR GUESSES

A Check your answers to Exercise 3. Did you guess correctly?
B Check (✓) the level of education each person finished.

High School College Graduate School
1. Reza
2. Kim
3. Robert
5 WATCH FOR DETAILS

Check (✓) True or False. Correct the false statements. Then compare
with a partner.
True False
1. Reza worked in politics before going to law school.
2. Reza is married and has children.
3. Kim always hoped to be a reporter.
4. Kim was interested in writing about theater.
5. Kim works for a large newspaper.
6. Robert didn’t go to college.
7. Robert teaches and performs comedy.
8. Robert would love to own a comedy club.
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Follow-up
6 A JOB QUIZ
A Check (✓)) five things you like to do or you are good at.
B CLASS ACTIVITY Walk around the room and find another student who
checked at least three of the same things as you did. Sit down with the student
or students and make a list of jobs that might be good for these categories.
1.
2.
3.
7 CAREER AND LIFE ADVICE

PAIR WORK Take turns being a career or life coach for each other.
What advice would you give? Use the information in Exercise 6 and
phrases in the box. You can begin your conversations like this:
A: I’d love to work with children.

B: What else do you like to do?
A: I like . . .
B: And what are you good at?
A: I’m good at . . .
B: Well, I think you should . . .
You could . . .
You should . . .
It would be a good idea/useful for you to . . .
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Language close-up
8 WHAT DID HE SAY?

Watch the video and complete the description.
Reza is talking about his life before and after law school.
In college , I was a political science major. And
college, I went to Washington, D.C., to in .
I worked on Capitol Hill for two years, which is
the government is, and it’s also the of the .
in government, I more about the law.
And I to get more in the law. I decided
I wanted to come and go to law school
Boston. When I , I had a job for me, and I started
work right away at the .
The level now is a lot than when I was
in school. In law school, you’re stressing
your academics, but when you’re law, as a lawyer, you’re
about doing the best job you on those projects
you’re working on for clients.
9 TELLING YOUR STORY

A Choose verbs from the box to complete the story.
bought had registered

finished knew save
found looked for started
got moved back wanted
1. When I finished high school, I didn’t know what I

to do.
2. I I wanted to improve my English, so I went online
and an English school in an English-speaking country.
3. I a great school in London, England.
4. To money, I a job and
home with my parents.
5. After six months, I enough money.
6. I a plane ticket, and I at the school.
I taking classes the day after I arrived.
B Change the sentences in part A so they tell your story. Then tell your
story to another student.
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1 Are you Evan Chu?
LANGUAGE SUMMARY
Topics/functions: Introducing oneself; asking for and giving personal information
Structures: Present tense of be; Wh-questions with be
STORY SUMMARY
One of the attendees at a convention picks up the wrong name tag, which causes some
confusion and a case of mistaken identity.
Preview 3 GUESS THE STORY

In this activity, students prepare to watch the video
1 CULTURE by using visual information to make predictions
about the story.
The culture note gives students information about
• Explain the task, and read the instructions and the
conferences in the United States and Canada and
three statements aloud.
explains the purpose of wearing a name tag.
• Suggest that students watch for the answers as you
• Have students read the culture note silently.
play the first minute of the video with the sound
Then answer their questions about vocabulary
off (until Mike shakes hands and introduces himself
or content.
for the first time). Tell students they will find out if
• Read the questions aloud, and have students work their predictions are correct in the next activity.
in small groups to answer them.
• Check answers around the class. Answer
Mike uses the wrong name tag.
2 VOCABULARY
In this activity, students work with key conference-
related vocabulary that they will encounter in
Watch the video
the video.
• Explain the task. Then model the vocabulary, and
have students repeat it as they look at the pictures.
4 GET THE PICTURE
• Have students work in pairs to complete the task. In the first activity, students watch and listen to
the video, checking the predictions they made
• Check answers as a class. in Exercise 3. In the second activity, they look for
information that will help them number the pictures
Answers in the correct order.
1. participant
2. name tag A
3. clerk • Explain the task, and make sure students
4. introducing yourself understand that they should look at their answers
in Exercise 3 to check their predictions.
• Play the entire video with the sound on as students
complete the task. Have selected students share
their answers, and replay the video as necessary.
66 Unit 1
66 Interchange 1 Video teaching notes
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B • Have students work alone to choose their answers.
• Explain the task, and read the instructions aloud. • Call attention to the model dialog. Then put
students into pairs to compare answers.
• Play the video with the sound on. Have students
number the pictures while they watch.
Possible answers
• Have students compare their answers with a
partner. Play the video again if necessary. 1. confused
2. pleased
• Check answers as a class. 3. embarrassed
Answers
1. “Good to see you. How’s it going?”
2. “Excuse me. This isn’t mine.” Follow-up
3. “Hi, Rachel. Good to meet you.”
4. “Hi. I’m Evan Chu.”
7 ROLE PLAY
In the first activity, students decide who they will
5 WATCH FOR DETAILS be in the role play and note the information. In the
second activity, students perform the role play in
In this activity, students focus on details in the video small groups.
that will help them answer more detailed questions A
about the story.
• Explain the task, and direct students’ attention
• Explain the task, and read through the items. to the picture. Read aloud the text in the speech
Answer any vocabulary questions that arise. balloons.
• Have students work alone to answer as many • Have students work alone to write the information
questions as they can before they watch the video. for their name tags.
• Play the entire video with the sound on.
• Have students work alone to check their B
predictions and complete the task. Then have • Explain the task, and model the sample dialog
them compare answers with a partner. with a student.
• Check answers as a class. • Have students move about the room as they
introduce themselves to their classmates.
Answers • Ask volunteer pairs to act out their role play for
1. O’Neill the class.
2. friends
3. a new name tag
4. Evan’s name tag Language close-up
5. two

This cloze activity develops bottom-up listening skills
6 WHAT’S YOUR OPINION? by having students complete part of a conversation
from the video.
In this activity, students decide how they think the
characters felt at different points in the video. • Explain the task. Ask individual students or pairs to
read the conversation and fill in as many blanks as
• Explain the task. Make sure students understand
they can before they watch the video.
that they should answer according to their
own opinion.
Interchange 1 Video teaching notes Unit 1 67
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• Play this segment of the video with the sound
4. Is Rachel a participant?
on while students work alone to fill in the blanks
5. Is Mike an interior designer?
and check their predictions. Then have students
compare answers with a partner.
• Check answers as a class.
B
• Explain the task, and put students into pairs to ask
• If time permits, ask for volunteer pairs to act out
and answer the questions in part A.
the conversation.
Answers
Mike: Hi, I’m Mike O’Neill. 10 WH-QUESTIONS
Bill: What did you say your name was again? In these activities, students practice the second
Mike: I’m Mike. Mike O’Neill. grammatical structure of the unit by forming, asking,
Bill: OK. I’m Bill. Bill Anderson. Nice to meet and answering Wh-questions.
you, . . . Mike.
Mike: Good to meet you, too. A
Rachel: Hi. Hello. • Explain the task, and lead students through
Bill: Hi. Excuse me. the sentences.
Rachel: Hi, I’m Rachel Stevens. Welcome to the
• Have students work alone to complete the task.
conference.
Then put students into pairs to compare answers.
Mike: Hi, Rachel. Good to meet you. And,
what do you do? • Check answers as a class.
Rachel: I, um, I have my own business. I’m an
interior designer, but I volunteer with Answers
the Family History Association. Are you 1. What is Evan’s last name?
from around here? 2. Where is Mike from?
Mike: Oh, no. I’m from Chicago. 3. Who are the participants?
Rachel: Chicago. Nice city. 4. What does Rachel do?
Mike: Thank you. 5. Where is Evan’s first name tag?
B
9 QUESTIONS WITH BE • Explain the task, and put students into pairs to ask
and answer the questions in part A.
In these activities, students practice a grammatical
structure of the unit by completing questions with
C
the correct form of the verb be. They then practice • Explain the task, and review the example. Have
asking and answering the questions. individual students or pairs write additional
questions. Encourage them to write Wh-questions.
A • Have students move around the class, asking and
• Explain the task, and lead students through answering questions with as many classmates
the sentences. as possible.
Answers
1. Is Mike’s last name Chu?
2. Are Mike and Evan conference participants?
3. Are Evan and Bill friends?
68 Unit 1 Interchange 1 Video teaching notes
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2 I love my job!
Language summary
Topics/Functions: Talking about work
Structures: Wh-questions with do
Story summary
Lisa, a film student, interviews several people about their jobs for a school project.

about the story.
The culture note gives students information about
• Explain the task, and read the instructions and
common work habits and career patterns in the
choices aloud.
United States and Canada.
• Suggest that students watch for the answers as
you play the opening scene of the video (until the
mover walks out of the house). Tell students they
or content.
will find out if their predictions are correct in the
• Read the questions, and have students work in next activity.
small groups to answer them.
• Check answers around the class. Answers
cab driver
mover
2 VOCABULARY dance instructor
waiter
In this activity, students work with key work-related
vocabulary that is presented in the video.
• Explain the task. Then model the vocabulary for
students, and have them examine the pictures. Watch the video
• Have students work in pairs to complete the task.
Then have pairs join to form small groups and
compare their answers. 4 GET THE PICTURE
• Check answers around the class. In this activity, students watch and listen to the
video, matching people’s names and occupations.
Answers • Explain the task, and direct students’ attention to
Inside: dance instructor, chef the characters’ names, occupations, and pictures.
Outside: construction worker, cab driver • Play the entire video with the sound on as students
Inside and Outside: mover, waiter complete the task. Have selected students share
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Answers Answers
1. Sasha (second photo), dance instructor Reasons Tim likes his job: It’s fun to drive a big
2. Brian (fourth photo), waiter truck. There are different problems to solve.
3. Tim (first photo), mover Reasons Sasha likes her work: It helps people
4. Chris (third photo), cab driver get fit and be healthy. It’s fun to teach people
new moves.
Reasons Chris doesn’t like his job: It’s necessary to
work long hours. There is traffic.
5 WATCH FOR DETAILS Reasons Brian’s job is important: People are
hungry. People don’t have time to cook.
In this activity, students focus on details in the video
that will help them answer more detailed questions
about the people and jobs in the documentary.
• Explain the task, and read the statements aloud. Follow-up
• Have students work alone to complete the task,
and then have them compare their answers with
7 ROLE PLAY
a partner. In this activity, students role-play one of the people
• Check answers as a class. in the documentary.
• Explain the task, and read the questions aloud.
Answers • Tell students to choose one person to role-play.
1. False; Tim likes his job. Then have students move about the room as they
2. False; Tim drives the truck. ask questions and guess each other’s jobs.
3. True • Ask volunteers to act out their role play for
4. True the class.
5. True
6. False; Brian starts work at 5:00.
Language close-up
6 GIVING REASONS 8 WHAT DID THEY SAY?

In this activity, students try to remember This cloze activity develops bottom-up listening skills
specific details about the people and jobs in by having students complete part of a conversation
the documentary. from the video.
• Explain the task, and read the items in the • Explain the task. Have individual students or pairs
chart aloud. Then lead students through the read the conversation and fill in as many blanks as
statements below. they can before they watch the video.
• Tell students to listen for the statements and note • Play this segment of the video with the sound
who says them as they watch the video. on while students work alone to fill in the blanks
• Replay the video with the sound on. and check their predictions. Then have students
• Have students work in pairs to complete the chart. compare answers with a partner.
Have pairs form groups to compare their answers, • Check answers as a class.
then check their answers with the class. • If time permits, ask for volunteer pairs to act out
the conversation.
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Answers
Lisa: Hi. Do you have a minute?
10 ASKING ABOUT JOBS
Chris: Sure. In this activity, students get further practice with
Lisa: What’s your name and what do you do? the grammatical structure of the unit by writing
Chris: My name is Chris, and I drive a cab. interview questions. They then practice asking and
Lisa: Do you like your job? answering the questions in pairs.
Chris: Most days, yes. • Explain the task, and read the example question.
Lisa: What don’t you like about your job? • Put students into pairs to write three
Chris: I work long hours. I work at night more questions and practice asking and
sometimes, too. And there is the traffic. answering them.
QUESTIONS WITH DO;

9 PRESENT TENSE VERBS
In these activities, students practice the grammatical
structure of the unit by completing questions
with the correct form of the verb do and a verb in
the present tense. They then practice asking and
answering the questions.
A
• Explain the task, and lead students through
the dialog.
Then ask pairs to compare answers.
• Check answers as a class, and then have students
practice the conversation.
Answers
Tim: I’m a mover. I help people move their
entire lives from their old home to their
new home.
Lisa: How do you feel about your job?
Tim: I really like my job.
Lisa: How do you spend your day?
Tim: I pack boxes, carry items, and organize
the truck. Sometimes I drive the truck.
That’s the easy part.
B
• Explain the task, and ask pairs to have a
conversation like the one in part A.
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3 Yard sale
Language summary
Topics/Functions: Asking for and discussing prices of things; expressing opinions
Structures: Questions with how; demonstratives
Story summary
Todd and Mariela have stopped at a suburban yard sale and are looking at various items for sale.
Mariela is interested in some jewelry, but Todd finds only silly things.
• Explain the task, and have students look at the

Preview pictures and the chart.
• Have students work in pairs to complete the chart,
1 CULTURE and then compare answers with another pair.
• Check answers around the class. Ask students to
The culture note introduces students to the concept call out the names of additional items they listed.
of yard sales. In the United States and Canada,
people have yard sales to get rid of things they no Answers
longer want and to make extra money. Many people Kitchen items: dishes, cups and saucers
go to these sales hoping to buy everyday items at Jewelry: a bracelet, a necklace, a watch
reasonable prices. Sometimes they also find valuable Other: books, a camera, snorkeling equipment
items at low prices.
• Have students work individually to read the culture
information and answer the questions.
• Next, have students read through the two ads
and circle the names of items for sale. Then ask
3 GUESS THE STORY
students to call out the items listed in each ad. In these activities, students prepare to watch
the video by using visual information to make
Answers predictions about what the man and the woman
will buy.
Garage sale: children’s clothes, books, toys,
kitchen items, TV A
Yard sale: exercise equipment, furniture, CDs,
• Explain the task, making sure students understand
DVDs
they should circle items in their charts in Exercise 2.
Then play the entire video with the sound off.
• Put students into groups to answer the questions • Have students compare answers with a partner.
and name old items they have at home that they Then check answers around the class, and replay
might be willing to sell. the sequence again as necessary.
• Have groups share their answers with the class.
Answers
The following items should be circled in each
2 VOCABULARY student’s chart. Students may also see other
items in the video that they have listed in their
This activity asks students to categorize common charts (e.g., a bicycle).
household items pictured in the book that could be Kitchen items: dishes, cups and saucers
sold at a garage sale. It also encourages students to Jewelry: a bracelet, a necklace, a watch
think of additional items to categorize. Other: snorkeling equipment
72 Unit 3
72 Interchange 1 Video teaching notes
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B • Explain the task. Have students look at the photos
as you read each item. Then have students work in
• Explain the task, and have individual students or
pairs to predict the answers.
pairs refer to the items circled in their charts to
complete this task. • Play the video with the sound on. Have students
work alone to check their predictions, marking the
• Have students compare lists with a partner. Then
best answers as they watch.
ask a few students to share their lists with the
class, but do not give the answers at this point. Tell • Give students a moment to complete the task.
students that they will check their predictions in Then have them compare answers with a partner.
the next activity. • Check answers around the class, and encourage
students to give reasons for their choices.
Watch the video Answers

1. really doesn’t want
2. cheap
4 What’s your opinion? 3. a good price
4. too old
In this activity, students watch and listen to the video
to decide what items they think Todd and Mariela
really will buy at the garage sale. (Note: In this
sequence, neither Todd nor Mariela is shown actually
paying for any of the items. However, students
Follow-up
should be able to judge from the dialog which items
listed in the chart Todd and Mariela will buy and
which ones they won’t buy.)
6 ROLE PLAY
• Explain the task, and read the list of items in the In these activities, students practice buying and
chart. Remind students that they need to watch selling items as they role-play a yard sale. The first
and listen for information that will help them form activity prepares students for the role play by having
opinions about what Todd and Mariela will buy. them practice typical conversations between buyers
• Play the entire video with the sound on. and sellers. The second activity gives students the
opportunity to buy and sell items as if they are at a
• Give students a minute to complete the task. Then real yard sale.
have students compare answers with a partner.
• Check answers, and encourage students to supply A
reasons to support their opinions. • Explain the task, and read the two lists aloud.
• Have students work in pairs to number the
Most likely opinions sentences and then check and practice the
1. the snorkeling equipment No conversations with a partner.
2. the necklace Yes
3. the bracelet Yes Answers
4. the watch No 1. 4 And how much are these earrings?
5. the bouncing toy No 1 Hello. Can I help you?
3 It’s twelve dollars.
2 Yes, how much is this ring?
5 They’re twenty dollars.
5 Making inferences 6 Thanks. I’ll think about it.
2. 1 Can I help you?
In this activity, students learn to make inferences, 4 Oh, that’s pretty expensive.
even when information is not explicitly stated, by 6 OK. I’ll take it.
watching and listening for informatizon about Todd 2 Yes, how much is this MP3 player?
and Mariela’s opinions of the items at the yard sale. 5 Well, how about thirty dollars?
3 It’s forty dollars.
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B
• Explain the task. Read the directions above the
8 Expressing opinions
chart aloud, and then divide the class into two In this activity, students focus their attention on
groups, A and B. Have each group complete the language Todd uses to express his opinions.
the chart. They may need to pay attention to the character’s
• Read the instructions below the chart, and set expressions and body language to answer
up the role play: Group A consists of sellers, who correctly. They may also need help clarifying
display their charts on desks or tables. Group B idiomatic language.
consists of buyers, who browse and look for things • Explain the task, and read each item. Have
they want to buy. Remind students that they can students work alone to predict answers.
negotiate prices, as they did in conversation 2 in
part A.
• Have students complete the task by checking
• If time permits, have the groups change roles and
the correct answers. Replay the video again
repeat the process of buying and selling.
if necessary.
• Have students compare answers with a partner,
and encourage them to explain the reasons for
Language close-up their choices.
• Check answers around the class.
7 WHAT DID THEY SAY? Answers
This cloze activity develops bottom-up listening skills 1. What do you think of this?
by having students complete the first part of the 2. Please let me [buy it].
conversation between Todd and Mariela. 3. I like it a little.
• Explain the task. Have individual students or pairs 4. The price is reasonable.
read the conversation and fill in as many blanks as 5. I don’t believe it!
How much and
compare answers with a partner. 9 How old
In this activity, students complete questions with
• Ask volunteer pairs to stand up and act out how much or how old and the correct form of the
the conversation. verb be, the grammatical focus of the video.
Answers A
Todd: Hey, Mariela, how do you like this? • Explain the task, and discuss the example.
Mariela: Oh, please, Todd. • Have students work alone to complete the
Todd: Oh, come on. It’s only a dollar. questions and then compare answers with
Mariela: Do you really want it, Todd? a partner.
Todd: No. I guess you’re right. • Check answers around the class, and review
Sarah: Hi. Can I help you? as necessary.
Todd: No, thanks anyway. We’re just looking.
Mariela: Oh! Todd, come over here. Just look at
this lovely old necklace.
Todd: Yeah, it’s OK.
Mariela: It’s not just “OK,” Todd. It’s very nice.
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Answers
1. How much is this necklace?
It’s only $10.
How old is it?
It’s twenty years old.
2. How much are these books?
They’re $2 each.
And how old are they?
They’re about ten years old.
3. How old are these shoes?
About two years old, I think.
How much are they?
They’re $20.
B
• Have students practice the conversations,
replacing the items given with items of their own.
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4 Movies
Language summary
Topics/Functions: Expressing likes and dislikes; giving reasons
Structures: Object pronouns, questions with do
Story summary
Lisa, a film student, interviews people about the movies they like, how they like to watch them, and
how often they watch them.

Preview three questions aloud.
• Suggest that students watch for the answers
1 CULTURE as you play the opening scene of the video
(until the fourth person answers that she
The culture note gives students information about loves movies).
movie theaters in the United States and Canada. • Have students work alone to complete the task.
• Have students read the culture note silently. Have them compare answers with a partner before
Then answer their questions about vocabulary reviewing them as a class.
or content.
• Read the questions aloud, and have students work Answers
in pairs to answer them. 1. on the big screen, on computers, on TVs, and
• Check answers around the class. on cell phones
2. Why do people go to movie theaters?
3. four people
2 VOCABULARY
This activity introduces the names of various
genres of movies, including those presented in the
Watch the video
video, and gives students a chance to express their
opinions about them.
• Lead students through the list of movie types in
4 GET THE PICTURE
the chart, using the corresponding photos to point In these activities, students watch and listen
out examples. for information about people’s movie habits
• Lead students through the four opinion statements and preferences.
at the top of the chart.
A
• Explain the task, and have students complete the
chart on their own before sharing responses in
the chart.
groups or around the class.
• Play the entire video with the sound on as
students complete the task. Have selected
students share their answers, and replay the
3 GUESS THE STORY video as necessary.
by using visual information to make predictions
about the story.
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Answers B
Person 1: horror movies, two or three times
a week Answer
Person 2: comedies and romance, five or six Why
times a month
Person 3: science fiction, once or twice a week
Person 4: foreign films and classics, once or
twice a week Follow-up
B
• Explain the task, and read the statements aloud.
6 CLASS INTERVIEW
• Play the video with the sound on. Have students In these activities, students ask and answer questions
circle the answers while they watch. from the video to find out about their classmates’
movie preferences and habits. Then they share what
• Have students compare their answers with a they learned with the class.
partner. Play the video again if necessary.
• Check answers as a class. A
• Explain the task, and model the example
Answers conversation with a student.
1. Person 1 and Person 4 3. Person 3 • Have students move about the room as they
2. Person 1 4. Person 2 interview their classmates.
B
• Explain the task, and ask selected students to share
5 INTERVIEW QUESTIONS what they learned about their classmates.
A
In these activities, students focus on details in 7 MAKING PLANS
the video that help them answer more detailed In this activity, students use language from the video
questions about the language used in the to make their own plans for an evening.
documentary.
• Explain the task, and model the example questions
• Explain the task, and read through the questions. for students.
• Play the entire video with the sound on. • Arrange students into groups of three or four to
• Have students work alone to complete the task. complete the task.
Then have them compare answers with a partner. • Check answers by asking groups to share their
• Check answers as a class. plans with the class.
Answers
1. Do you like movies? 1 Language close-up
2. What type of movies do you like? 4
3. How often do you watch movies on your
television, computer, or mobile device? 4 8 WHAT DID THEY SAY?
4. How often do you go to a movie theater to
watch a movie? 3
by having students complete part of one interview
5. What makes going to the movie theater so
from the video.
special for you? 4
• Explain the task. Have individual students or pairs
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on while students work alone to fill in the blanks Answers
and check their predictions. Then have students 1. them
compare answers with a partner. 2. him
• Check answers as a class. 3. her
4. it
• If time permits, ask for volunteer pairs to stand up 5. them
and act out the conversation. 6. it
Answers
Lisa: What type of movies do you like?
B
Woman: I like foreign films. I like to see people • Explain the task, and read the directions aloud.
in other cultures. • Have students work in pairs to ask and answer the
Lisa: Do you like classic movies? questions in part A using their own information.
Woman: Yes, I do.
Lisa: Why?
Woman: I like to see the old black-and-white
movies. 10 GIVING REASONS
Lisa: How often do you watch movies In this activity, students practice giving opinions
on your television, computer, or about movies, actors, and actresses.
mobile device?
• Explain the task, and read the directions
Woman: I watch movies on my phone quite
aloud. Model the example conversations with
frequently because I take the train
several students.
to work. I probably see one or two
a week. • Have students work in pairs to have conversations
Lisa: And how often do you go to the and share their opinions about movies, actors,
theater to watch a movie? and actresses.
Woman: I go pretty frequently. I would probably
say, once or twice a month.
Lisa: What makes the theater so special
for you?
Woman: The special effects are much better
in the movie theater.
9 OBJECT PRONOUNS
structure of the unit by completing dialogs with
him, her, it, or them, and then practicing the dialogs
in pairs.
A
• Explain the task, and review the example.
• Have students work alone to complete the
questions and then compare answers with
a partner.
• Check answers around the class, and review
as necessary.
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5 A family picnic
Language summary
Topics/Functions: Talking about family and family relationships
Structures: Present continuous vs. simple present
Story summary
Beth introduces her family members during their picnic in the country.
Preview 3 Guess the story

about the people in the story.
The culture note introduces the topic of families and
• Explain the task, and read the instructions aloud.
family gatherings by providing data on families and
moving patterns in the United States and Canada. • Suggest that students watch for the answers as
you play the opening scene of the video (until Jake
jumps off the log). Tell students they will find out if
their predictions are correct in the next activity.
or content.
• Read the questions aloud, and have students Answers
work in small groups to answer them.
1. Beth’s husband
• Check answers around the class. 2. Beth’s father (or uncle)
3. Beth’s sister (or sister-in-law)
4. Beth’s nephew (or son)
2 VOCABULARY
In this activity, students work with key vocabulary
about family that they will see in the video. Watch the video
have students repeat as they look at the pictures.
• Have students work in pairs to complete the task. 4 Get the picture
• Check answers as a class. In this activity, students watch and listen to find out
which of Beth’s relatives are at the picnic.
Answers • Explain the task, and lead students through
1. grandfather the chart.
2. uncle • Play the entire video with the sound on as students
3. mother complete the task. Have them compare their
4. sister-in-law answers with a partner before checking them as
5. sister a class.
6. son
7. nephew
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Answer Follow-up
Everyone in the chart is there except Beth’s
brother and Beth’s cousin.
7 your family
These communicative activities deepen
5 Watch for details understanding by linking the content in this unit
with students’ backgrounds and experiences.
In this activity, students focus on details in the video A
in order to answer more detailed questions about
Beth’s family. • Explain the task, and lead students through
the questions.
• Explain the task, and read through the items.
Answer any vocabulary questions that arise. • Ask students to form pairs with a classmate they
do not know well and take turns asking questions
• Play the entire video with the sound on. about each other’s families.
• Have students work alone to complete the task. • Ask selected students to tell the class about their
Have them compare answers with a partner. partner’s family.
B
Answers • Explain the task, and give students time to draw a
1. mother’s picture of their family on a separate sheet of paper.
2. Beth’s father • Have students take turns asking about each person
3. birds in their partner’s picture, using questions similar to
4. cook lunch those given as examples.
5. Megan
6. takes a photograph
An interesting
8 person
6 What’s your opinion? In these communicative activities, students practice
describing people.
In this activity, students discuss the ways in which
Beth’s family is the same as and different from a A
typical family in the United States and Canada. • Explain the task, and read the list of questions
• Explain the task, and have students read the aloud.
culture note on page 18 again. Encourage students • Have students form pairs. Tell them to ask their
to give reasons for their opinions as they discuss partner about his or her relative or friend and
the questions in pairs. take notes.
• Have selected pairs share their ideas with the class. B
Possible answers
that they should talk about their partner’s
It is different because so many family members interesting relative or friend from part A.
live nearby. It is the same because some family
• If time permits, ask volunteers to share what they
members are missing. Beth’s other grandparents
learned with the class.
are missing. So are other uncles and aunts
and cousins.
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Language close-up Answers
1. A: Do all of your relatives live in the
United States?
9 What did SHE say? B: No, I have relatives in Mexico. My
grandparents and older sister live/are
This cloze activity develops bottom-up listening skills living there.
by having students complete part of Beth’s speech 2. A: What does your sister do? Does she have
from the video. a job?
• Explain the task. Have individual students or pairs B: No, she’s not/isn’t working right now.
read the text and fill in as many blanks as they can She’s/is going to school.
before they watch the video. 3. A: What is she studying?
• Play this segment of the video with the sound B: She’s/is studying English literature.
on while students work alone to fill in the blanks She loves it.
and check their predictions. Then have students 4. A: What about your grandparents? Are they
compare answers with a partner. still working or are they retired?
• Check answers as a class. B: They don’t work anymore, but they
love to travel. Right now, they’re
• If time permits, ask volunteer pairs to stand up and visiting China!
act out the conversation.
Answers B
Hi, I’m Beth, and this is my husband, Chris. • Explain the task, and model asking questions with
We’re here for a family picnic. We’re having several students.
the picnic in the country. • Have students move about the room as they
That’s my dad, Ted. He loves to fish. And interview their classmates.
that’s my mom, Angela, on the left. She’s • Ask volunteers to share their questions and
talking to my Aunt Helen and Uncle James. answers with the class.
Helen is my mom’s sister, and James is Helen’s
husband.
And that’s my sister, Kimberley. Jake’s playing
in the woods. He’s twelve years old and very
active. Kimberley is Jake’s mom. So Jake is
my nephew.
Present continuous
10 vs. simple present
In these activities, students work with forms of
the present continuous and simple present tenses
to ask questions and make statements about
family members.
A
• Explain the task, and have students work alone to
complete the task. Then put students into pairs to
compare answers.
• Check answers as a class, and review as needed.
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6 I like to stay in shape.
Language summary
Topics/Functions: Talking about routines
Structures: Adverbs of frequency
Story summary
Tim tries to impress Anne by telling her about his fitness routine. In reality, Tim does very few of
these things, and Anne suspects he’s exaggerating.
Preview B
• Explain the task, and direct students’ attention to
the example.
1 CULTURE • Have individual students or pairs complete the
chart. Encourage students to add additional
The culture note presents information about sports words to the chart before comparing answers
and exercise in the United States and Canada. with classmates.
• Have students read the culture note silently. • Check answers with the class.
or content. Answers
• Read the questions aloud, and have students work Individual activities: jogging, stretching,
in small groups to answer them. weight lifting
• Check answers around the class. Team sports: basketball, soccer, volleyball
2 VOCABULARY
These activities introduce the names of some sports
3 GUESS THE STORY
and types of exercise, including those presented in In this activity, students prepare to watch the video
the video. by using visual information to make predictions
about who likes to exercise.
A • Explain the task, and read the instructions aloud.
play the opening scene of the video (until the man
• Have students work in pairs to complete the task. says he exercises every day). Tell students they
• Check answers as a class. will find out if their predictions are correct in the
next activity.
Answers
1. jogging Answer
2. stretching The man talks about his exercise routine. (But he
3. soccer makes it sound better than it really is.)
4. weight lifting
5. basketball
6. volleyball
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Watch the video B
• Explain the task, and tell students to circle the
things Tim really does.
4 GET THE PICTURE • Play the entire video with the sound on.
• Have students compare answers with a partner.
In this activity, students watch and listen to the
video to determine whether the statements are • Check answers as a class.
true or false.
• Explain the task, and lead students through the Answers
three statements. Have students predict whether He takes walks.
each statement is true or false. He plays tennis (badly).
• Play the entire video with the sound on, and
have students check the correct answers while
they watch. Then ask students to correct the
false statements. 6 WHAT’S YOUR OPINION?
• Have students compare answers with a partner. In this activity, students use adjectives to give
• Check answers around the class. opinions about the characters in the video.
Answers that they should answer according to their
1. False. Tim and Anne don’t know each other/ own opinion.
just met/are strangers. • Have students work in pairs to complete the chart.
2. False. Tim doesn’t like to exercise.
• Review answers with the class, and encourage
3. True
Possible answers
5 WATCH FOR DETAILS Anne: friendly, polite, intelligent
Tim: friendly, lazy
In these activities, students focus more closely on
details by watching and listening for the things Tim
says he does versus the things he really does.
Follow-up
A
• Explain the task, and lead students through the
illustrations. Have students predict answers before 7 INTERVIEW
they watch the video.
Through these activities, students deepen their
• Play the entire video with the sound on. Play the
understanding of the topic by first writing questions
video again if necessary.
about sports and exercise and then using these
• Have students compare answers with a partner. questions to conduct an interview with Tim or Anne.
A
Answers • Explain the task, and read the questions aloud.
stretching • Have students work alone to write three additional
bicycling questions about sports and exercise.
lifting weights
doing sit-ups
B
playing tennis • Explain the task, and model the activity with a
team sports student.
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• Have students work in pairs to do the interview. • Explain the task. Have individual students or pairs
• Ask volunteer pairs to act out their interview for read the conversation and fill in as many blanks as
the class. they can before they watch the video.
Possible conversation on while students work alone to fill in the blanks
Interviewer: What kind of sports do you play? and check their predictions. Then have students
Tim: Well, I play most sports. compare answers with a partner and practice the
Interviewer: What’s your favorite sport? conversation.
Tim: Tennis. I’m a great tennis player. • Check answers as a class.
Interviewer: Are you in good shape? • If time permits, ask for volunteer pairs to act out
Anne: Well, yes. I jog every morning. the conversation.
Interviewer: Oh, how many miles do you jog?
Anne: I usually jog about four or five miles. Answers
Tim: It’s a beautiful morning, huh? Do you
always come out here this early?
Anne: Yes, I do. I usually get up around five
8 HOW ABOUT YOU? o’clock. What about you? Do you come
out here a lot?
These activities further develop students’ Tim: Yeah, I do. I like to stay in shape.
understanding as they relate personal habits to Anne: You do?
what they have learned in the video. Tim: Yes.
A Anne: How often do you exercise?
Tim: Every day.
Anne: Really?
the chart.
Tim: Yeah, I usually start my day with some
• Have students work alone to complete the stretches. Then, I always do some
chart with their own information. sit-ups, lift some weights, and, when
• Have students compare their answers with the weather’s nice, my bike and I are
a partner. never too far apart.
B
• Explain the task, and tell students to ask classmates
questions from part A of Exercise 7 to find out
who likes to exercise and who doesn’t. Encourage
10 ADVERBS OF FREQUENCY
students to talk to as many classmates as possible. In these activities, students practice the grammatical
• Have students report back to the class. Record the structure of the unit by completing and then making
information in a class chart on the board. statements with adverbs of frequency.
A
• Explain the task, and read the example aloud.
Language close-up • Have students work alone to complete the task.
9 WHAT DID THEY SAY? • Check answers as a class, and review the structure
as necessary.
by having students complete part of a conversation
from the video.
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Answers
1. I never get up before 5 a.m.
2. I don’t usually have a big breakfast.
3. I sometimes play tennis after work.
Sometimes I play tennis after work.
4. I often take a long walk on the weekend.
5. I never watch TV.
6. I always jog in the morning.
B
• Explain the task. Have students work alone
to complete the task. Then ask pairs to
compare answers.
• Check answers as a class, and review as necessary.
Possible answers
1. I sometimes get up before 5 a.m.
2. I never have a big breakfast.
3. I play tennis after work on Tuesdays.
4. I don’t often take a long walk on the
weekend.
5. I often watch TV.
6. I rarely/sometimes jog in the morning.
C
• Explain the task, and review the adverbs of
frequency listed.
• Have students write their answers and share them
with a partner.
• Check answers around the class and review the
adverbs of frequency as needed.
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7 My trip to London
Language summary
Topics/Functions: Describing past events; expressing opinions
Structures: Past tense
Story summary
Melissa meets her friend Lili at a coffee shop and tells her about her trip to London. She also shows her
videos from her trip.
• Suggest that students watch for the answers as

Preview you play the entire video with the sound off. Tell
students they will find out if their answers are
correct in the next activity.
1 CULTURE
The culture note presents some background Answers
information about London, England, which is 1. the London Eye
described and depicted in the video. 2. a boat on the River Thames
• Have students read the culture note silently. 3. the Tower of London
Then answer their questions about vocabulary 4. Buckingham Palace
or content. 5. St. Paul’s Cathedral
6. Big Ben
• Read the questions aloud, and have students work
Watch the video
2 VOCABULARY 4 GET THE PICTURE
This activity introduces the names of famous places
and attractions in London that students will see and In the first activity, students watch and listen to the
hear described in the video. video to check their answers from Exercise 3. In the
second activity, they watch and listen for information
• Explain the task. Then model the vocabulary as
to help them identify places in the video.
students look at the pictures.
• Explain the task, and read the captions while
students look at the photos.
complete the task. Have students compare their
answers with a partner, and replay the video
3 GUESS THE STORY as necessary.
about the story. Answers
• Explain the task. Make sure students understand The British Museum
they should look at the photos in Exercise 2.
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A
5 WATCH FOR DETAILS • Explain the task, and lead students through the
In this activity, students focus on details in the video photos and have them read each caption.
that help them answer the questions about Melissa’s • Put students into groups of three or four to
trip to London. complete the task. Remind students to number
the photos based on the group’s decision.
A • Ask various groups to share their ideas with
• Explain the task, and read through the items. the class.
Answer students’ vocabulary questions as
they arise. B
• Play the entire video with the sound on. • Explain the task. Tell students that they should
• Have students work alone to complete the task. explain to their partner what interests them about
Have them compare answers with a partner. the places they chose.
• Check answers as a class. • Ask each group to share their ideas with the class.
Answers
1. The views were great. 7 WHAT’S YOUR OPINION?
2. It was interesting.
3. The queen wasn’t there. In these activities, students relate their real-world
4. The guards ignore tourists. knowledge and experience to what they have
learned in this unit by talking about the things they
like to do when they visit a new city.
B
• Explain the task, and read through the items. A
Have individual students or pairs number as • Explain the task, and lead students through the
many of the statements as they can before they items on the list.
watch the video. • Have pairs complete the task.
• Play the entire video with the sound on. • Ask volunteer pairs to share the additional
• Have students work alone to complete the task. activities they listed and say what they like to do
Have them compare answers with a partner. most when visiting a new city.
• Check answers as a class. B
• Explain the task, and model the sample dialog with
Answers
a student.
1. She walked around.
• Put students into pairs to have similar
2. She walked across Westminster Bridge.
conversations.
3. She saw Big Ben and Parliament.
4. She saw Westminster Abbey.
5. She went to the airport.
Language close-up
Follow-up 8 WHAT DID THEY SAY?

6 A DAY IN LONDON by having students complete part of a conversation
from the video.
In the first activity, students discuss things they’d • Explain the task. Have individual students or pairs
like to see in London. In the second activity, they read the conversation and fill in as many blanks as
use what they’ve learned about the city to plan an they can before they watch the video.
afternoon there.
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and check their predictions. Then have students Lili: Tell me about your trip to London.
compare answers with a partner. Melissa: Well, I did a lot of interesting things. I
• Check answers as a class. went on the London Eye and I took a
boat trip on the Thames.
• If time permits, ask for volunteer pairs to act out Lili: What did you see on the boat trip?
the conversation. Melissa: It was really interesting. I saw Tower
Bridge and the Tower of London.
Answers Lili: Did you go in the Tower of London?
Lili: How was your trip to London? Did you Melissa: No, I didn’t have time. But after the
have any free time between meetings? boat trip, I went to Buckingham Palace.
Melissa: London was great. We were very busy Lili: Was the Queen there?
all week, but I had some free time on Melissa: No, she wasn’t.
Saturday and Sunday morning. I flew Lili: Did you take a tour?
back on Sunday evening. Melissa: No, I didn’t. But I saw many other
Lili: Did you take any pictures? places!
Melissa: Better than that. I have videos.
Lili: Excellent!
Melissa: I did a lot on Saturday. First, I went to B
the London Eye. Here it is. • Explain the task, and read through the sample
Lili: Did you go on it? conversation with students.
Melissa: Yes, I did. The views were fantastic. • Put students into pairs to have similar
Then, I went on a boat on the River conversations.
Thames.
Lili: What was the weather like? Doesn’t it • If time permits, ask for volunteer pairs to act out
rain a lot in England? the conversation.
Melissa: The weather was OK. It didn’t rain all
the time.
9 PAST TENSE
structure of the unit by completing conversations
from the sequence with the correct verb forms and
by having similar conversations of their own.
A
complete the task.
• Put students into pairs to compare answers and
• Check answers as a class, and review the structure
as necessary.
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8 Nice neighborhood
Language summary
Topics/Functions: Describing neighborhoods
Structures: There is/There are; quantifiers
Story summary
Carmen and Luis are looking for a new apartment. They walk around the neighborhood to learn
what’s near the apartment.
Preview 4. Is there public transportation nearby?

5. Is there shopping nearby?
6. Are there places to eat nearby?
1 CULTURE
The culture note presents background information
about how and why people move relatively
frequently in the United States and Canada. It
3 GUESS THE STORY
previews things that many people consider before In this activity, students prepare to watch the video
moving to a new location, including many that are by using visual information to make predictions
mentioned in the video. about the story.
• Have students read the culture note silently. • Explain the task, and read the instructions and the
Then answer their questions about vocabulary questions aloud.
or content. • Suggest that students watch for the answers as you
• Read the questions aloud, and have students work play the opening scene of the video (until the
in small groups to answer them. real estate agent points down the street). Tell
• Check answers around the class. students they will find out if their predictions are
correct in the next activity.
2 VOCABULARY Answers
1. a real estate agent
In this activity, students work with key vocabulary 2. look around the neighborhood
related to neighborhood amenities and problems,
including some they will hear mentioned in
the video.
• Explain the task. Then model the vocabulary, and Watch the video
4 GET THE PICTURE
In the first activity, students watch and listen
Answers to the video to check their predictions from
1. Is there any crime? Exercise 3. In the second activity, they watch and
2. Is there enough parking? listen for information to decide if statements
3. Is it noisy? about the video are true or false.
Interchange 1 Video teaching notes  Unit 8 89
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A 3. music store
• Explain the task, and make sure students 4. take the apartment
understand they should look at their answers in
Exercise 3 to check their predictions as they watch.
complete the task. Have selected students share Follow-up
B 6 A GOOD NEIGHBORHOOD
• Explain the task, and read the chart aloud.
In this activity, students work in small groups to
• Play the video with the sound on. Have students discuss what features they think are important in
check True or False while they watch. They can a neighborhood.
correct the false statements after the video
is played. • Explain the task, and lead students through the
captions below the pictures.
• Have students compare their answers with a
partner. Play the video again if necessary. • Put students into groups of three or four to
complete the task.
• Ask groups to share some of their ideas with
the class.
Answers
1. True
2. False; The neighborhood isn’t far
from downtown. 7 WHAT’S YOUR OPINION?
3. False; There are many different kinds
In this activity, students express their own opinions
of restaurants.
about what’s important in a neighborhood.
4. True
A
• Explain the task. Make sure students
understand they should answer according to
5 MAKING INFERENCES their own opinion.
In this activity, students learn to make inferences, • Have students work in pairs to complete the task.
even when information is not explicitly stated, by • Review answers with the class, and encourage
watching and listening for information about Luis students to give reasons for their choices.
and Carmen’s opinions of the neighborhood.
• Explain the task. Have students look at the photos Possible answers
as you read each item. Then have students work in parks, a dog run, working streetlights
pairs to predict the answers.
• Play the video with the sound on. Have students B
they should look back at their answers to Exercise 6
• Give students a moment to complete the task. and part A of Exercise 7. Model the example dialog
Then have them compare answers with a partner. with a student.
• Check answers around the class, and encourage • Have students work alone to complete the task.
students to give reasons for their choices. Then ask pairs to share their opinions.
• Review answers with the class, and encourage
Answers students to give reasons for their choices.
1. more than Luis likes it
2. Carmen
90 Unit 8 Interchange 1 Video teaching notes 
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Language close-up A
the conversation and the example.
8 WHAT DID THEY SAY? • Have students work alone to complete the task.
• Check answers as a class, and have pairs practice
the conversation.
from the video.
• Explain the task. Have individual students or pairs Answers
they can before they watch the video. A: Is there much crime in this neighborhood?
B: Oh, no. There isn’t much crime at all. Not
• Play this segment of the video with the sound any more.
on while students work alone to fill in the blanks A: How about noise? How much street noise
and check their predictions. Then have students is there?
compare answers with a partner. B: Well, there aren’t many major roads in
• Check answers as a class. this neighborhood.
• If time permits, ask volunteer pairs to act out A: Are there many students in the
the conversation. neighborhood?
B: Yes. It’s very close to the university, so
Answers many students live here.
A: I see. How many parking spaces come with
Carmen: There’s a furniture store.
the apartment?
Luis: Uh-huh. Yeah.
B: I’m afraid there aren’t any parking spaces.
Carmen: And there’s a jewelry store. My
You have to park on the street.
birthday’s coming up . . .
A: How about supermarkets? Is there much
Both: . . . next month.
shopping nearby?
Luis: Yeah, I know.
B: Oh, yes. There’s a big supermarket just
Carmen: Look, Luis. There’s a really nice
down the street. And there are many
grocery store.
other shops nearby, too.
Luis: Yeah, that’s a nice grocery store.
A: OK. I’ll have a look around and call you later.
Carmen: And there are a lot of really good
Thanks!
coffee shops. I really like this
neighborhood!
Luis: Yes, it’s really great. Wow! That’s an B
amazing guitar! • Explain the task, and make sure students
Carmen: So, can we take the apartment? understand they should use information
Luis: Sure. Why not? Let’s go for it. about their own neighborhood.
• Have students work in pairs to practice
the conversation.
9 QUANTIFIERS • If time permits, have volunteer pairs act out

their conversation for the class.
structure of the unit by completing a conversation
with much or many. Then they practice the
conversation using their own information.
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9 Suspicious visitors
Language summary
Topics/Functions: Describing physical appearance
Structures: Modifiers with participles and prepositions
Story summary
Sarah and George are relaxing at home when they are surprised by visitors who they fear are escaped
criminals. In the end, we discover that the visitors are George’s relatives, who George and Sarah haven’t
seen for a long time.
Preview Additional words:

Age: twenties
Height: medium
1 CULTURE Hair: straight, wavy
• The culture note presents information about how B

people in the United States and Canada protect
their homes against crime. • Explain the task, and tell students to look at the
photo of the man, George, and the woman, Sarah.
• Have students read the culture note silently. Have students work in pairs to complete the task.
or content. • Check answers as a class.
Possible answers
in pairs or small groups to answer them.
George: late forties/middle-aged, dark hair, short
Sarah: late forties/middle-aged, long, dark
hair, short
2 VOCABULARY
These activities introduce and practice vocabulary
used to describe physical appearances. 3 GUESS THE STORY
A In this activity, students prepare to watch the video
• Explain the task, and present the new vocabulary. about the story.
Then have pairs write the words in the appropriate
columns in the chart and add two more words • Explain the task, and read the questions aloud.
or phrases. • Suggest that students watch for the answers as you
• Check answers as a class. play the opening scene of the video (until Harry
and Alexis start to get out of the car). Tell students
they will find out if their predictions are correct in
Answers the next activity.
Age: early forties, elderly, late thirties, teens,
middle-aged Possible answers
Height: average, short, tall
Hair: bald, blond, curly, long, short 1. friends of the couple
2. no
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1. Sarah is writing, and George is pouring coffee.
2. Sarah is looking at the SUV.
4 GET THE PICTURE 3. The visitors are getting out of the SUV.
4. The visitors are standing outside their SUV.
In this activity, students watch and listen to check the 5. George is calling the police.
predictions they made in Exercise 3 and to determine 6. Sarah and George are greeting their visitors.
what really happens in the video.
A
• Explain the task, and make sure students
understand they should look at their answers to 6 DESCRIBING SOMEONE
Exercise 3. In these activities, students focus on details in the
• Play the entire video with the sound on as video that will help them describe the people in
students check and correct their predictions from the video.
Exercise 3.
• Have students compare answers in pairs, and A
replay the video as necessary. • Explain the task, and have individual students or
• Check answers around the class. pairs complete the chart.
B • Have students check and correct their predictions
• Explain the task, and lead students through the as they watch.
possible choices. • Check answers as a class.
choose their answers. Answers
• Have students compare answers in pairs, and Harry: forties; dark, short, straight hair; tall;
replay the video as necessary. no hat; sunglasses
• Check answers around the class. Alexis: twenties; light, long, straight hair; short;
no cap; no sunglasses
Answer
The people outside are George’s relatives. B
• Explain the task, and have individual students or
pairs add some descriptive details about Harry
and Alexis.
5 WATCH FOR DETAILS • Play the entire video with the sound on while
students work.
In this activity, students focus more closely on
details in the video to help them put events in the • Check answers as a class.
correct order.
• Explain the task, and have individual students Possible answers
or pairs predict the correct order of the pictures friendly, pretty, casually dressed
before they watch the video.
• Have students check and correct their predictions
as they watch.
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Follow-up read the conversation and fill in as many blanks as
7 THE RIGHT DECISION? • Play this segment of the video with the sound
In this activity, students give opinions about the and check their predictions. Then have students
best thing to do in a situation similar to Sarah compare answers with a partner.
and George’s. • Check answers as a class.
• Explain the task, and lead students through • If time permits, ask for volunteer pairs to act out
the statements. the conversation.
• Have pairs complete the task.
• Ask volunteer pairs to share their answers with the Answers
class. Have them expand on their answers using George: Sarah, would you like another cup
their own words. of coffee?
Sarah: No thanks. . . . Honey, do we know
Possible answer anyone who has an SUV?
George: An SUV? The Thompsons have an SUV.
Don’t open the door, but ask, “Who is it?” If you
A green one.
don’t know the people, call the police if you feel
Sarah: This one’s not green.
unsafe.
George: It’s not? What color is it?
Sarah: I can’t tell. It’s red, or brown. It’s dark.
George: Where is it?
Sarah: It’s parked in front of the house. And
8 WHAT HAPPENS NEXT? there are two people inside.
George: Really?
These activities encourage students to be creative
Sarah: Uh-huh. And now they’re getting
in writing and acting out a conversation between
out of it.
Sarah, George, Harry, Alexis, and the police officers.
George: What do they look like?
A Sarah: One man’s tall, and he’s got dark hair,
and he’s wearing sunglasses.
George: And how about the other one?
the statements.
• Put students into groups to complete the task.
B
• Explain the task, and have groups practice and MODIFIERS WITH
then act out their conversations for the class. PARTICIPLES AND
• Encourage students to give reasons for
their actions. 10 PREPOSITIONS
structure of the unit by making statements that
Language close-up describe the characters in the video.
A
9 WHAT DID THEY SAY? • Explain the task, and lead students through the
phrases in the chart.
by having students complete part of a conversation • Have students work alone to complete the task.
from the video. Then put students into pairs to compare answers.
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Answers
Sarah is the older woman wearing a red sweater.
George is the heavier man wearing a blue shirt.
Harry is the tall one wearing an open jacket.
Alexis is the young one wearing a baseball cap.
B
• Explain the task, and put students into pairs to
complete the task.
• If time permits, ask pairs to share answers with
the class.
Possible answers
Alexis is the young woman holding her glasses.
Sarah is the older woman with dark hair.
Harry is the younger man with wavy hair.
These extension activities close the unit by having
students describe their classmates.
A
• Explain the task, and model the example
conversation with a student.
• Have students work in pairs to take turns
describing their classmates.
• Ask volunteers to describe someone for the class.
B
write sentences describing classmates.
• Have students work in pairs to take turns reading
their sentences and deciding if the statements are
true or false.
• Ask volunteers to share their sentences with
the class.
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10 What took you
so long?
LANGUAGE SUMMARY
Topics/Functions: Telling a story; apology and forgiveness
Structures: Present perfect; sequencing words: first, then, after that . . .
STORY SUMMARY
On his way to meet Linda, Jacob has some problems. As he describes the events, the video shows
what happened to him before he arrived at the restaurant.
Preview Answers
called locked
cost opened
1 CULTURE did paid
found put
The culture note introduces the topic by presenting got remembered
attitudes in the United States and Canada about went saw
being on time. had took
• Have students read the culture note silently. left tried
or content.
in small groups to answer them. 3 GUESS THE STORY
about the story.
2 VOCABULARY • Explain the task, and read the instructions and the
In this activity, students practice and review the past two statements aloud.
tense of various verbs presented in the unit. • Suggest that students watch for the answers as you
• Explain the task, and review the example. play the opening scene of the video (until Jacob
arrives and sits down). Tell students they will find out
• Have students work in pairs to complete the chart if their predictions are correct in the next activity.
and then compare answers with a new partner or a
neighboring student.
Possible answers
Either answer is possible.
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Watch the video B
• Explain the task, and have students work in pairs to
add two additional events shown in the video.
4 GET THE PICTURE • Check answers as a class, and ask several pairs to
share their answers with the class.
In this activity, students watch and listen to the
entire video to answer questions about the main Possible answers
events in the story.
Linda told the waiter her brother was late.
• Explain the task by leading students through the Jacob arrived late.
three questions. Jacob helped his neighbor move the trash can.
• Play the entire video with the sound on. Have Jacob put his wallet in the glove compartment
students work alone to answer the questions while of his car.
viewing and then compare answers with a partner.
Answers 6 WHAT’S YOUR OPINION?

1. He locked his keys in it.
In this activity, students express opinions by
2. He left it in the car.
choosing adjectives that they think describe Jacob
3. He forgot where he parked.
and Linda.
• Explain the task and review the adjectives in
the chart.
5 WATCH FOR DETAILS • Have students work in pairs to share opinions and
complete the chart.
In this activity, students focus on details in the video • Have volunteers share their answers with the class.
that will help them arrange events in the correct
order and then add two additional events from Possible answers
the story.
Jacob: forgetful, upset, helpful, embarrassed,
A worried
• Explain the task, and read through the statements. Linda: patient, understanding, worried
• Have students work alone to order as many events
as they can before they watch the video.
• Play the entire video with the sound on. Follow-up
• Have students work alone to check their
predictions and make corrections while
they watch. 7 QUESTION GAME
focus of the video by writing, asking, and answering
Answers past-tense questions about the story.
1. Jacob noticed that his neighbor needed help.
2. Jacob saw his keys inside the car. A
3. Jacob tried to call Linda. • Explain the task. Lead students through the two
4. Jacob paid the locksmith. example questions and solicit answers from
5. Jacob told Linda the story. the class.
6. Jacob realized he didn’t have his wallet. • Have students work alone to write three
additional questions.
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Possible questions and answers Language close-up
Why did Jacob get out of his car? He went to
help his neighbor.
When did Jacob lock his keys in the car? He 9 WHAT DID THEY SAY?
locked his keys in his car when he got out
to help his neighbor. This cloze activity develops bottom-up listening skills
Who got to the restaurant late? Jacob did. by having students complete part of a conversation
How much did Jacob pay the locksmith? from the video.
It didn’t say. • Explain the task. Have individual students or pairs
Who paid the restaurant bill? Linda offered to read the conversation and fill in as many blanks as
pay. Jacob wanted to pay. But we don’t know they can before they watch the video.
who paid in the end. • Play this segment of the video with the sound
Why was Jacob late? He locked his keys in on while students work alone to fill in the blanks
his car. and check their predictions. Then have students
How did Jacob get the keys out of his car? compare answers with a partner.
He called a locksmith. • Check answers as a class.
Where was Jacob’s wallet? It was in the glove
compartment of his car. • If time permits, ask for volunteer pairs to stand up
and act out the conversation.
B Answers
• Explain the task and have students work in pairs to Jacob: Linda, I’m really sorry.
ask and answer each other’s questions. Linda: It’s OK, Jacob. I’ve only been here for
• If time permits, ask volunteer pairs to share their a little while. Is everything all right?
questions and answers with the class. Jacob: Yes, it is now, but you won’t believe
what just happened to me.
Linda: What happened?
8 TELL THE STORY Jacob: Well, first of all, I was late leaving my
apartment, so I had to hurry. Then,
In this activity, students use sequence adverbs to tell just after I got in my car, I saw my
the story in their own words. neighbor, Mrs. Flanagan. She had
• Explain the task, and lead students through the a heavy trash can, and she couldn’t
example beginning to the story. move it very easily. So, I helped her.
Linda: That was kind of you.
• Have students work in pairs to write their stories.
Jacob: Yeah, but, right after, there was a
Make sure they understand they are to include one
problem. When I went back to my
mistake and use sequence adverbs.
car, I couldn’t get in.
• Put pairs together to form groups of four, and have Linda: Did you lock your keys in the car?
them take turns reading their stories to each other Jacob: Can you believe it?
and locating the mistakes. Linda: Oh, no. What happened next?
• Ask volunteer pairs to share their stories with Jacob: First, I tried to call you, but I got your
the class. voicemail. Then, I called a locksmith.
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10 PRESENT PERFECT
structure of the unit by completing questions in the
present perfect with Have you ever . . . ?, and then
by asking and answering the questions.
A
the example.
• Have students work in pairs to complete
the questions.
Answers
1. Have you ever locked your keys in the car?
2. Have you ever called a locksmith?
3. Have you ever left your wallet in the car?
4. Have you ever arrived late for an
important appointment?
5. Have you ever gone to a restaurant
without money?
6. Have you ever waited a long time for
someone in a restaurant?
B
• Explain the task, and have students move about
the classroom, asking the questions in part A to at
least three classmates.
• If time permits, ask volunteers to share their
original questions with the class.
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11 Language summary
San Francisco!
Topics/Functions: Asking and telling about places; giving advice
Structures: Should and shouldn’t
Story summary
Dr. and Mrs. Smith get directions and advice about what to do and see in San Francisco from the
desk clerk at their hotel.
Preview 3 Guess the Story

1 Culture by using visual information to make predictions
about the story.
The culture note introduces information about the
• Explain the task. Read aloud the instructions and
San Francisco area to build interest in and increase
the names of the three places pictured.
understanding of the video.
play the entire video with the sound off.
or content. • Have students work alone to complete the task.
Then have them compare their predictions.
in pairs or small groups to answer them.
Answers
probably Alamo Square, but there is no
correct answer
2 Vocabulary
about the places they will see in the video.
Watch the video
have students repeat as they look at the pictures. 4 Get the picture
In this activity, students watch and listen for the
place names that the hotel clerk mentions.
• Explain the task, and lead students through the list
Answers
of place names and sightseeing activities.
1. architectural details
• Play the entire video with the sound on. Have
2. cable car
students complete the task as they watch.
3. wharf
4. aquarium • Have students compare their answers with a
5. monuments partner, and replay the video as necessary. Then
6. bay check answers around the class.
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Answers Answers
Alamo Square, Alcatraz, Fisherman’s Wharf, The Smiths arrived in San Francisco from
Golden Gate Park, Japanese Tea Garden, Northern California. They entered the city by
Lombard Street driving over the Golden Gate Bridge. They
decided to start their visit with a ride on a
cable car. Next, they took a boat ride to
Alcatraz Island. Then they walked through
5 Watch for details Golden Gate Park and saw the Japanese Tea
Garden. After that, they went to Fisherman’s
In this activity, students watch and listen for the Wharf to do some shopping. The next day,
reasons the hotel clerk gives the Smiths for why they they drove down curvy Lombard Street very
should visit certain places. slowly, and then they went to Alamo Square
• Explain the task, and lead students through to see the colorful Victorian Houses.
the pictures.
• Play the entire video with the sound on. Have
students complete the task as they watch.
• Replay the video if necessary, and have students
Follow-up
compare their answers with a partner.
• Check answers as a class. 7 San Francisco
Answers In this activity, students use information from the
unit to decide on places they will see on a two-day
1. You should visit Fisherman’s Wharf. You can
visit to San Francisco.
find a little bit of everything there.
2. Alamo Square is a small park surrounded by • Explain the task, and lead students through the
really wonderful Victorian houses. We call pictures of places to visit and things to do in
them Painted Ladies. San Francisco.
3. Lombard Street is a very steep hill with a lot • Have students work in small groups to complete
of curves. the task.
4. The most interesting way to drive to • Ask groups to share their itineraries with the class.
San Francisco is across the Golden Gate Encourage students to tell why they chose the
Bridge. things on their itinerary.
6 Complete the story 8 Your city

In these activities, students have the opportunity to
In this activity, students focus more closely on details talk more about places and give suggestions as they
in the video to complete a summary of what the plan an itinerary for the Smiths to visit their city.
Smiths do in San Francisco.
• Explain the task. Have students work alone to read A
the paragraph and fill in as many blanks as they • Explain the task, and model the examples.
can before they watch the video. • Have students work in small groups to complete
• Play the entire video with the sound on. Suggest the task.
that students check their answers and correct
errors as they watch. B
• Have students compare their answers with • Have groups share their itineraries with the class.
a partner. Encourage students to tell why they chose the
things on their itinerary.
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Language close-up Should and
10 shouldn’t
9 What did they say? In this activity, students work with should and
shouldn’t, the grammatical focus of the video, to give
This cloze activity develops bottom-up listening skills advice to people visiting their city.
from the video. A
• Explain the task. Have individual students or pairs • Explain the task, and review the example.
read the conversation and fill in as many blanks as • Have students work alone to complete the task,
they can before they watch the video. and then compare answers with a partner.
• Play this segment of the video with the sound • Check answers around the class, and review
on while students work alone to fill in the blanks as necessary.
Answers
1. should
• If time permits, ask for volunteer pairs to act out 2. should
the conversation. 3. shouldn’t
4. should
Answers 5. shouldn’t
Clerk: Thank you. Here is your card and a
copy of the bill. B
Mrs. Smith: Thank you.
Clerk: Did you enjoy your stay with us? • Explain the task, and direct students’ attention to
Dr. Smith: Yeah, it was fine, thank you. the chart.
Clerk: Where are you traveling to today? • Have students work in pairs to complete the task.
Dr. Smith: We’re heading south, to San Then put pairs together to form groups of four and
Francisco. compare answers.
Clerk: San Francisco is great! • Ask pairs to share their suggestions with the class.
Mrs. Smith: We’re going to stay there for just a
couple of days.
Clerk: Have you been there before?
Dr. Smith: Well, I’ve been there once, when I
was a kid, but Mona, she’s never
been there.
Clerk: What are you planning to do while
you’re there?
Mrs. Smith: No plans. We just want to explore.
I want to see all the sights.
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12 Onion soup and
chocolate
Language summary
Topics/Functions: Talking about health problems; giving advice
Structures: Infinitive complements
Story summary
A reporter interviews several people and asks them about their home remedies for colds.

about the story.
The culture note introduces the topic of health care
• Explain the task, and read the question.
in the United States and Canada, and presents some
key vocabulary used in the video. • Tell students to look for the answers as they watch
the video. Then play the entire video with the
sound off.
or content.
Answer
in small groups to answer them. He tries all of the remedies suggested: staying
warm and resting, drinking lemon and honey,
• Check answers around the class. taking vitamin C, drinking coffee, and eating
onion soup and chocolate.
2 Vocabulary
In this activity, students classify various cold Watch the video
remedies and medicines including some that are
mentioned in the video.
• Explain the task. Then model the vocabulary as 4 Get the picture
students look at the pictures.
to check their predictions from Exercise 3.
• Explain the task, and read the questions and the
people’s names.
Answers
Home remedies: chicken soup, steam, onions complete the task. Have selected students share
and garlic, tea with lemon and honey their answers, and replay the video as necessary.
Over-the-counter drugs: aspirin, cough medicine,
sore throat lozenges
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Answers Follow-up
1. Anna
2. Kathleen
3. Roberto 7 Health problems
4. the host
In these communicative activities, students suggest
remedies for other ailments, role-play a conversation,
and practice giving advice.
5 Watch for details A
In this activity, students focus on details in the video • Explain the task. Read the problems and example
that will help them match the people with the suggestions aloud as students look at the pictures.
remedy each suggests. • Have students work in small groups to write their
• Explain the task, and read through the chart. remedies for each problem.
Answer students’ vocabulary questions as • Have groups share their answers with the class.
they arise.
• Play the entire video with the sound on. Possible answers
• Have students work alone to complete the task, 1. backache: It’s a good idea to lie on the floor.
and then compare answers with a partner. Also, get some muscle cream. Put ice on your
• Check answers as a class. back. Do some exercises.
2. headache: Take some aspirin. It’s also helpful
to lie down. Drink a cup of coffee or tea.
Answers 3. a stomachache: You should eat some yogurt.
Henry: C Take vitamin C and drink coffee. Also, try some peppermint tea. Take some
Anna: B Drink hot lemon and honey, stomach medicine.
and rest. 4. the flu: You should stay home from school or
Kathleen: D Eat onion soup and chocolate, work. It’s also important to get some rest.
and keep warm. Drink lots of liquids.
Roberto: A Rest.
B
• Explain the task, and model the sample
6 What’s your opinion? conversation.
• Have students work in pairs, taking turns
In this activity, students give opinions about the role-playing a person with one of the problems
remedies suggested in the video and add their in part A and a friend giving advice.
own ideas.
• Explain the task, and read the questions. C
• Have students work in pairs to answer the • Explain the task, and have students work in pairs
questions. Encourage students to give reasons to list two or three things they would like to get
for their opinions as they discuss the questions. advice on. Tell students they can use imaginary
problems if they prefer not to share personal
• Have pairs share their answers with the class. information.
• Have students change partners and take turns
asking for and giving advice, using their list of
problems.
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Language close-up Requests and
9 suggestions
8 What did they say? In these activities, students practice with may and
could to make requests, and should, try, or suggest
This cloze activity develops bottom-up listening skills to give suggestions.
from the video. A
• Explain the task. Have individual students or pairs • Explain the task, and read the example aloud. Then
read the conversation and fill in as many blanks as have students work alone to fill in the correct form
they can before they watch the video. of the verbs in the conversations.
• Play this segment of the video with the sound • Ask pairs to compare answers.
on while students work alone to fill in the blanks • Check answers as a class, and review the structure
and check their predictions. Then have students as necessary.
• Check answers as a class. Answers
• If time permits, ask for volunteer pairs to act out 1. At the office
the conversation. A: Here’s the perfect cold remedy: garlic
juice, onions, and carrots. You should
Answers drink a cup every two hours.
B: But I don’t like carrots.
Host: What should you do when you get
A: Well, then I suggest an old-fashioned
a cold?
bowl of chicken soup! And try to get
Kathleen: Oh, I never get a cold.
some rest, too.
Host: Really?
2. At a drugstore
Kathleen: Yes, because when I feel a cold
A: May I help you?
coming on, I know it’s important
B: Yes. Could I have something for a cold?
to eat lots of homemade onion
It’s a bad one.
soup.
A: Yes. I have these pills. They’re a little
Host: OK.
strong. Just don’t drive after you take
Kathleen: Oh, and it’s a good idea to eat lots
them.
of chocolate, too!
B: Hmm. . . . I drive to work. Could/May I
Host: At the same time as the onion
have something else?
soup?
A: Well, try these other pills then. They
Kathleen: No, after. The onion soup gives you
won’t make you sleepy.
vitamins, and the chocolate gives
you energy. That stops the cold
virus. Oh, uh, it’s a good thing to B
keep very warm, too. It’s not a • Explain the task, and make sure students
good idea to hang around on understand they should act out the conversations
the street. twice, the second time with different problems
Host: OK. Thank you. and remedies.
Kathleen: Bye! • Put students into pairs to practice the
conversations.
• If time permits, ask volunteer pairs to act out their
new conversations for the class.
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13 Language summary
How about a pizza?
Topics/Functions: Agreeing and disagreeing, ordering food
Structures: So, too, neither, either; requests with would and will
Story summary
Carmen and Luis decide to eat out. They look at various restaurants and finally decide to try
something new – in a way.

about the story.
The culture note presents information about
• Explain the task, and read the question aloud.
restaurants and dining out in the United States
and Canada. • Suggest that students watch for the answers as you
play the opening scene of the video (until Carmen
and Luis see the Mexican restaurant, Margarita’s).
Tell students they will find out if their predictions
or content.
are correct in the next activity.
• Check answers around the class. Watch the video
2 Vocabulary 4 Get the picture

In this activity, students work with key vocabulary In this activity, students watch and listen to put
about foods they will see and hear about in events in the correct order.
the video.
A
have students look at the pictures.
complete the task. Have them compare their
• Check answers as a class. answers with a partner before checking them
as a class.
Answers
1. An Italian restaurant – pizza Answers
2. A Mexican restaurant – tacos
1. pizza restaurant
3. A Japanese restaurant – sushi
2. Japanese restaurant
4. A Chinese restaurant – egg rolls
3. Mexican restaurant
5. An Indian restaurant – vegetable curry
4. Thai restaurant
6. A Thai restaurant – prawns in coconut milk
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B necessary. Have them compare answers with
a partner.
• Play the entire video with the sound on as pairs
complete the task. Have each pair compare
their answers with another pair before checking Answer
answers as a class. They both say they like Japanese food, Mexican
food, and spicy food.
Answer
Pizza and sushi
Follow-up
5 Watch for details 6 How about you?
In these activities, students focus on details in the In this activity, students talk about the kinds of foods
video that will help them answer questions about and restaurants they like.
the dishes mentioned. They should also look for
• Explain the task, and read the questions aloud.
details about the foods Carmen and Luis like and the
Make sure students understand they should
foods they order.
answer according to their own opinion.
A • Have students work in small groups to answer
• Explain the task, and read through the items. the questions.
Answer students’ vocabulary questions. • Ask groups to share their answers with the class.
• Have individual students or pairs read the names
of the dishes and fill in as many blanks as they can
before they watch the video.
7 In a restaurant
• Have students work alone to complete the task. In this role play activity, students order a meal at
Then have them compare answers with a partner. a restaurant.
• Check answers as a class. • Explain the task. Call attention to the model dialog,
and ask two volunteers to practice it.
Answers • Have students work in groups of three to take turns
ordering a meal and taking orders.
1. Seafood or green curry
2. Prawns in coconut milk • If time permits, ask volunteer groups to perform
3. Chicken with ginger their role play for the class.
4. Thai pizza
5. Ginger and honey tea
6. Jasmine smoothie Language close-up
Carmen and Luis order Thai pizza, ginger and
honey tea, and a jasmine smoothie.
8 What did they say?
B This cloze activity develops bottom-up listening skills
• Explain the task, and read the question aloud. Have by having students complete part of a conversation
students write their answer before they watch the from the video.
video again.
• Play the entire video with the sound on. Have read the conversation and fill in as many blanks as
students check their answer and make changes if they can before they watch the video.
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• Play this segment of the video with the sound B
Model the task with a student.
• Put students into pairs to practice their
conversations.
• If time permits, ask volunteer pairs to act out
• If time permits, have volunteers perform their
the conversation.
conversation for the class.
Answers
Luis: You know, I’m beginning to feel
hungry.
Carmen: So am I. I really could eat something.
Luis: How about pizza?
Carmen: Hmm. I’m not sure. I’m not really in
the mood for a pizza.
Luis: You know, neither am I.
Carmen: OK. Let’s look for something else.
But I want to eat. Soon!
Luis: No problem. I do, too.
Carmen: I like Japanese food a lot.
Luis: So do I, but . . .
Carmen: We could get some sushi.
Luis: Yeah, I’m just not sure that’s what
I want.
Carmen: But Luis, I’m hungry.
9 Would and Will

In these activities, students practice ordering food
using sentences with would and will to practice the
functional and grammatical focus of the unit.
A
example aloud.
Answers
1. What would you like to eat?
2. Would you like salad or soup with that?
3. Would you like something to drink?
4. What would you like for dessert?
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14 Language summary
Around the World
Topics/Functions: Asking and answering questions about geography
Structures: Adjective comparisons; questions with how
Story summary
Marlene, Ted, and Lili are contestants on a game show about geography. At the end of the game,
Marlene wins, but she’s disappointed to learn that her prize is a trip to Seattle, Washington,
because that’s where she lives.

about the story.
The culture note introduces the topic of game shows
and presents some information about different types
of game shows that are popular in the United States • Play the first minute of the video with the sound
and Canada, including the kind of show depicted in on. Tell students they will find out if their answer is
the video. correct in the next activity.
Then answer their questions about vocabulary Possible answer
or content. Students may think that Ted will win because he
• Read the questions aloud, and have students work has the most points.
Watch the video
2 Guess the facts
In this activity, students become familiar with the
4 Check the facts
format of the game show “Around the World” by In this activity, students watch and listen to the
guessing answers to some of the questions they will video to check their answers from Exercise 2.
hear in the sequence. • Explain the task, and make sure students
• Explain the task, and lead students through the understand they should look at their answers to
questions. Then put students into pairs to answer Exercise 2 to check them as they watch.
each one. Tell students that they will have a chance • Play the entire video with the sound on as students
to check their answers later in the lesson. complete the task. Have students compare their
answers with a partner, and replay the video
Answers as necessary.
1. the Nile River • Check answers as a class.
2. Mt. McKinley [“Mount McKinley”]
3. the Gobi Desert
4. Mexico City
5. Australia
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5 Watch for details Answer
No, she’s not happy because the prize is a trip to
In this activity, students focus more closely on details Seattle, and that’s where she lives.
in the story by watching and listening for personal
information about the contestants.
• Explain the task, and read through the
items. Answer students’ vocabulary and Follow-up
content questions.
• Have students work alone to complete the task, 7 Around the world
and then compare answers with a partner.
Students further develop their comprehension by
• Check answers as a class. writing comparative questions and using them
to play their own version of the game “Around
Answers the World.”
1. Seattle, Washington.
2. computer engineer.
A
3. Boston, Massachusetts. • Explain the task, and direct students’ attention to
4. high school teacher. the chart.
5. Vero Beach, Florida. • Put students into groups of four or five to write
6. café owner. game-show questions similar to those asked in
the video. Emphasize to students that they must
know the answers to any questions that they write.
[Note: Students may choose categories of their
6 Who wins the game? own (e.g., sports, music). New categories should be
agreed upon by the class.]
In these activities, students reinforce their
understanding of details in the sequence by B
watching and listening to find out each contestant’s • Explain the procedure, and model the sample
score and whether the winner is happy with language with a volunteer.
the prize. • Divide the class into two groups, A and B, to play
the game. Group A should choose a host to ask the
A questions, while members of Group B take turns
• Explain the task. Then play the entire sequence choosing categories and answering questions.
with the sound on. Have students work individually • Have the groups switch roles and play the
to complete the task by writing each person’s game again.
final score.
• Have students compare answers with a partner.
Then play the sequence again if necessary before
going over the answers with the class.
Language close-up
Answers 8 What did he say?
Marlene 700 Ted 650 Lili 450
This cloze activity develops bottom-up listening
skills by having students complete part of the host’s
B comments from the video.
• Explain the task. Read the questions with the • Explain the task. Have individual students or pairs
class, and then have students discuss them in read the host’s comments and fill in as many blanks
pairs or small groups. as they can before they watch the video.
• Have various students share their answers with
the class.
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and check their predictions. Then have students 1. Which city is colder: New York or Tokyo?
compare answers with a partner. 2. Which planet is the biggest: Earth, Saturn,
• Check answers as a class. or Mars?
3. Which structure is taller: the Eiffel Tower
or the Statue of Liberty?
Answers 4. Which building is older: the Houses of
Hi, again, folks. And welcome back to the Parliament or the Empire State Building?
Final Round of our show. I’m your host, Richard 5. Which country is the largest: Brazil, Canada,
Darien, and here are our contestants: or Argentina?
A computer engineer from Seattle, Washington:
Marlene Miller! Marlene has 300 points.
B
And next to you we have a high school teacher
from Boston, Massachusetts: Ted Simmons! Ted • Explain the task, and put students into pairs to ask
currently has 400 points, and he is in the lead! and answer the questions in part A.
And our third contestant is a café owner from • Check answers as a class.
Vero Beach, Florida: Lili Chen! Lili has 300 points,
so she’s currently tied with Marlene. Answers
Oh boy, this is going to be an exciting game, 1. New York is colder.
folks. Let’s get on to the Final Round. Our 2. Saturn is the biggest.
categories are Cities, Deserts, Islands, 3. The Eiffel Tower is taller.
Mountains, and Rivers. 4. The Houses of Parliament are older.
5. Canada is the largest.
9 Comparisons with
adjectives
structure of the unit by writing, asking, and
answering comparative questions.
A
• Explain the task, and model the example. Point out
to students that they need to use the comparative
form of the adjective when they compare two
items and the superlative form when they compare
more than two items.
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15 Language summary
String cheese
Topics/Functions: Making phone calls and leaving messages
Structures: Requests with tell and ask
Story summary
Mariela is throwing a party for Todd, and she asks a friend to bring some cheese, including string
cheese. That friend asks three more friends to bring cheese, but one friend misunderstands and
brings a ball of string instead.

about the story.
The culture note presents information about
birthday parties and how people celebrate birthdays
questions aloud.
in the United States and Canada.
• Play the opening scene of the video (until Mariela
calls Olivia), and tell students to listen for the
answers. Tell students they will find out if their
or content.
predictions are correct in the next activity.
Answers
1. She’s getting ready for a birthday party.
2. She forgot to get cheese for the party.
3. She’ll buy some cheese and bring it to the
2 Vocabulary party. (possibly)
This activity introduces the language of asking for

favors and possible replies, including some requests
presented in the video. Watch the video
favors and responses.
• Have students work alone to complete the task. 4 CHECK YOUR GUESSES
Have them compare answers with a partner before
checking answers with the class.
to check their predictions from Exercise 3.
understand they should look at their answers in
Answers Exercise 3 to check their predictions as they watch.
1. d • Play the entire video with the sound on. Have
2. a students work alone to complete the task, then
3. e compare their answers with a partner before
4. c checking them as a class.
5. b
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5 Watch for details Answers
1. Only Mariela thinks cheese is necessary for
In this activity, students focus on details in the video the party.
that will help them answer questions about what 2. Olivia asks everyone to get different kinds
happens in the story. of cheese because she can’t remember the
• Explain the task, and read through the items. kinds Mariela mentioned.
Answer students’ vocabulary questions. 3. In the end, there is probably too much
• Have students work alone to answer as many cheese at the party.
questions as they can before they watch the video. 4. Melanie gave Todd a ball of string because
Olivia didn’t say “string cheese” in her
• Play the entire video with the sound on. message. She just said “string.”
predictions and correct answers as necessary. Have
students compare their answers with a partner
before checking them as a class. Follow-up
Answers 7 Having a party

1. 3 In the first activity, students plan a party and make
2. 2 invitations. In the second activity, students practice
3. 1 inviting people to their party.
4. 3
5. 3 A
the chart. Read the text in the chart aloud.
• Have students work in small groups to agree on a
6 Making inferences plan for the party and write invitations.
In this activity, students learn to make inferences, B
even when information is not explicitly stated, • Explain the task, and model the sample dialog with
by watching and listening for information about a student.
people’s opinions of the party.
• Have students walk around the class, inviting
• Explain the task, and lead students through classmates to their party.
the items.
• If time permits, ask students to report what items
• Have students work alone to predict the answers. they were requested to bring using tell or ask.
• Play the video with the sound on. Have students
Language close-up
• Give students a moment to complete the task.
Then have them compare answers with a partner.
• Check answers around the class, and encourage 8 What did they say?
from the video.
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• If time permits, ask for volunteer pairs to stand up
and act out the conversation.
Answers
Carlos: Olivia, hi. I’m fine, thanks. We’re seeing
you at Todd’s birthday party, right?
Olivia: Yeah, that’s right. Listen, Carlos, could
you bring some cheese to the party?
Carlos: Cheese?
Olivia: Todd really loves cheese, and Mariela
didn’t get any, and now she’s in a panic
about it.
Carlos: Yeah, sure. What kind of cheese?
Olivia: Camembert, I think, or Roquefort, and
some Gorgonzola. Oh, and some string
cheese.
Carlos: OK, Olivia. I’ll do it. Don’t worry.
Olivia: Thanks, Carlos. It’s so nice of you to
help us.
9 Requesting a favor
In this activity, students practice the grammatical
structure of the unit by asking for favors.
• Explain the task, and lead students through the list.
• Have students work in pairs to practice the
conversation in Exercise 8, substituting items from
the list and using their own ideas.
• If time permits, have selected pairs act out their
conversations for the class.
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16 Language summary
Life changes
Topics/Functions: Describing changes and plans for the future
Structures: Verb forms to describe change; verb + infinitive for future plans
Story summary
Three young people describe how their lives have changed since they finished school
and started working.
Preview 4. I’m going to be a chef.

5. I hope to be a teacher.
6. I’d really love to perform on Broadway.
1 CULTURE
The culture note presents some information about
B
what young people in the United States and Canada • Explain the task, and model the example dialog
do after they finish high school. with a student.
• Have students read the culture note silently. • Have students move about the room as they ask
Then answer their questions about vocabulary and answer similar questions of their classmates.
or content. • If time permits, ask volunteers to share their
• Read the questions aloud, and have students work answers with the class.
3 Guess the story
2 Vocabulary by using visual information to make predictions
about the story.
related to plans for the future that they will hear in • Explain the task, and read the instructions and the
the video. question aloud.
• Play the entire video with the sound off, and tell
A students to watch for the answers. Tell students
• Explain the task. Lead students through the list and they will find out if their predictions are correct in
the example. the next activity.
Have them compare their answers with a partner. Answers
• Check answers as a class. 1. Reza is a lawyer.
2. Kim is a reporter.
Answers 3. Robert is a comedian/an actor/a teacher.
[also, Robert does improv comedy.]
1. I hope to have a family.
2. I plan to practice law.
3. I’d like to be a reporter.
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1. True.
2. False. He hopes to have a wife and family
4 CHECK YOUR GUESSES in the future.
3. False. She wanted to work in the theater.
In the first activity, students watch and listen to the 4. True.
video to check their predictions from Exercise 3. 5. False. She works for a small newspaper.
In the second activity, they watch and listen for 6. False. Robert went to Tufts University in
information about each interviewee’s level Boston, Massachusetts.
of education. 7. True.
A 8. False. He would love to be in a TV show or
perform on stage.
understand they should look at their answers from
Exercise 3 to check their predictions as they watch.
• Play the entire video with the sound on as students Follow-up
complete the task. Have volunteers share their
answers, and replay the video as necessary.
B 6 A JOB QUIZ
• Explain the task, and lead students through In the first activity, students check things they like to
the chart. do or things they are good at. In the second activity,
• Play the entire video with the sound on as students they compare answers with their classmates and
complete the task. Have students compare their brainstorm suitable jobs.
answers in pairs before checking answers as a class.
A
Answers
list. Make sure they understand that they should
1. Reza: graduate school answer based on their own opinions.
2. Kim: high school
3. Robert: college
• Ask volunteers to share some of their answers with
the class.
B
5 Watch for details • Explain the task.
In this activity, students focus on details in the video • Have students move about the room as they
in order to answer more detailed questions about compare answers with their classmates. When
the people in the story. students have found someone who shares their
• Explain the task, and read through the interests or abilities, have them work in pairs or
items. Answer students’ vocabulary and small groups to brainstorm suitable jobs.
content questions. • If time permits, have volunteers share their job
• Have students work alone to answer as many ideas with the class. Encourage students to tell why
questions as they can before they watch the video. they think these jobs might interest them.
predictions and then complete the task.
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7 CAREER AND LIFE ADVICE stressing about your academics, but when
you’re practicing law, as a lawyer, you’re
• Explain the task, and lead students through the worried about doing the best job you can on
phrases in the box. Model the example dialog with those projects that you’re working on for
a student. your clients.
• Have students work in pairs to practice giving and
receiving advice.
• If time permits, have pairs share their conversations
with the class. 9 TELLING YOUR STORY
structure of the unit by completing a story with
Language close-up the correct verb forms and then having similar
conversations of their own.
8 What did he say? A

This cloze activity develops bottom-up listening complete the task.
skills by having students complete part of Reza’s
• Put students into pairs to compare answers and
monologue from the video.
• Check answers as a class, and review the structure
read the description and fill in as many blanks as
as necessary.
and check their predictions. Then have students 1. When I finished high school, I didn’t know
compare answers with a partner. what I wanted to do.
• Check answers as a class. 2. I knew I wanted to improve my English, so I
went online and looked for an English
school in an English-speaking country.
Answers 3. I found a great school in London, England.
In college, I was a political science major. 4. To save money, I got a job and moved back
And after college, I went to Washington, home with my parents.
D.C., to work in politics. I worked on Capitol 5. After six months, I had enough money.
Hill for about two years, which is where the 6. I bought a plane ticket, and I registered at
government is, and it’s also the center of the school. I started taking classes the day
the city. after I arrived.
Working in government, I learned more about
the law. And I wanted to get more education B
in the law. I decided I wanted to come back • Explain the task, and have students work alone
home and go to law school in Boston. When to change the sentences in part A so they tell the
I graduated, I had a job ready for me, and I students’ own story.
started work right away at the firm.
• Ask pairs to tell each other a story about their lives.
The stress level now is a lot different than • If time permits, ask volunteers to share their stories
when I was in law school. In law school, you’re with the class.
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Video Transcripts
Unit 1: Are you Evan Chu? Mike: Good to meet you, too.
Rachel: Hi. Hello.
The wrong name tag at a conference causes confusion. Bill: Hi. Excuse me.
Rachel: Hi, I’m Rachel Stevens. Welcome to the
Clerk: Good morning. What’s your name? conference.
Mike: Mike O’Neill. Mike: Hi, Rachel. Good to meet you. And, uh, what do
Clerk: How do you spell your last name? you do?
Mike: O-apostrophe-N-E-I-L-L. O’Neill. Rachel: I, um, I have my own business. I’m an interior
Clerk: OK. Thank you, Mr. O’Neill. Just one moment, designer, but I volunteer with the Family History
please. Association. Are you from around here?
Mike: Thank you. Mike: Oh, no, no, no. I’m from Chicago.
Linda: Mike? Rachel: Chicago. Nice city.
Mike: Linda! Mike: Thank you.
Linda: Hi, Mike. Rachel: And, um, what do you do, Evan?
Mike: Good to see you! How’s it going? Mike: Uh, well, I’m a doctor in a hospital, and, uh, family
Linda: Fine. How are you? history is really my hobby.
Mike: Oh, I’m good. I’m good. Rachel: Oh, OK.
Bill: Hey, Linda! Evan: Hi.
Linda: Excuse me. Rachel: Hi. Nice to meet you.
Mike: See you later, Linda. Mike: Hi.
Linda: See you later, Mike. Evan: I’m Evan Chu.
* * * Rachel: So, you’re Evan Chu.
Evan: Excuse me. This isn’t mine. Evan: Yes.
Clerk: Hm. That’s strange. Oh, well. I’ll just get you a new Rachel: And you’re Evan Chu also?
one. Here you go. Mike: No, I’m still Mike O’Neill.
Evan: Thank you. Evan: Oh, OK, Evan.
Clerk: You’re welcome. Mike: (laughing) Oh! Well, that explains a few things. No,
* * * I guess I’m not Mike O’Neill. . . . No, no, I am Mike
Mike: Hi, I’m Mike O’Neill. O’Neill. This is just, you know. . . . This is why they
Bill: What did you say your name was again? don’t let me do surgery. [all laugh]
Mike: I’m Mike. Mike O’Neill.
Bill: OK. I’m Bill. Bill Anderson. Nice to meet you, . . .
Mike.
643673_VRB_01_U01-U16_TS.indd 118 09/09/11 11:50 PM

Unit 2: I love my job! Lisa: Hi. Do you have a minute?
Chris: Sure.
Lisa, a film student, interviews several people about their jobs Lisa: What’s your name, and what do you do?
for a school project. Chris: My name is Chris, and I drive a cab.
Lisa: Do you like your job?
Lisa: H i, I’m Lisa, and I’m a film student. I want to make Chris: Most days, yes.
a movie about jobs, but jobs that we usually don’t Lisa: What don’t you like about your job?
think about every day. Let’s take a look at the jobs Chris: I work long hours. I work at night sometimes, too.
that make our world go ’round. And there is the traffic.
* * * Lisa: Sounds interesting. Hey, can you give me a ride?
Tim: My name’s Tim. I’m a mover. I help people move Chris: OK. Hop in.
their entire lives from their old home to their * * *
new home. Lisa: Today, I’m with Brian. . . . Hi, Brian.
Lisa: How do you feel about your job? Brian: Hi.
Tim: I really like my job. Every day is different. And there Lisa: So, what do you do?
are always different problems to solve: heavy Brian: I’m a waiter.
furniture, expensive items, small staircases. Moving Lisa: And when do you start?
pianos is very difficult. Brian: I start work at five.
Lisa: How do you spend your day? Lisa: Where do you work?
Tim: I pack boxes, carry items, and organize the truck. Brian: I work here in this restaurant. I wait tables. It’s an
Sometimes I drive the truck, but that’s the easy important job, because people don’t always have
part. My job is tough sometimes, but it’s a lot of time to cook. They’re very hungry, and they want
fun. I love to drive this big truck! to relax and enjoy their meal. It’s a difficult job, but
* * * I like it.
Sasha: My name’s Sasha, and I teach dance. I usually teach * * *
three classes a day. That’s about five hours. I really Lisa: Those were all interesting jobs – some of them a
love my job. I get to meet lots of people, and I help little bit tougher than others, but all hard work:
them keep fit and be healthy. jobs that make our world go ’round.
Lisa: Do you work all day?
Sasha: No. Most of my classes are in the evening. I usually
get home late. Would you like to learn a move?
Lisa: Sure!
* * *
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Unit 3: Yard sale Todd: That’s not bad.
Mariela: And how much is this watch?
Todd and Mariela have different opinions about things at a Sarah: Oh, this one. This one is twenty-five dollars.
yard sale. Todd: Mariela, are you kidding? Twenty-five dollars for
an old watch?
Todd: Hey, Mariela, how do you like this, huh? Sarah: This watch is old, but it still runs.
Mariela: Oh, please, Todd. Mariela: How old is it?
Todd: Oh, come on. It’s only a dollar. Sarah: I don’t really know, but it’s very old.
Mariela: Do you really want it, Todd? Mariela: It’s lovely. . . . OK, I’ll take it.
Todd: No. I guess you’re right. Sarah: OK, great. Do you want those, too?
Sarah: Hi. Can I help you? Mariela: Yes, I’ll take these, too.
Todd: No, thanks anyway. We’re just looking. George: Sarah, is that my mother’s watch?
Mariela: Oh! Todd, come over here. Just look at this lovely Sarah: What? I don’t know.
old necklace. George: It’s my mother’s watch! Excuse me. This watch is
Todd: Yeah, it’s OK. not for sale. I’m sorry. (to Sarah) Sarah, could you
Mariela: It’s not just “OK,” Todd. It’s very nice. Oh, and look come over here, please? (to Mariela) I’m sorry.
at this bracelet. Excuse me, how much are these? Todd: Hey, Mariela, look at this!
Sarah: Uh, let’s see. How about fifteen dollars for the Mariela: Todd. Todd, no! Todd! Todd!
two of them?
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Unit 4: Movies Woman 1: I go to the theater once a month.
Lisa: And why do you go to the theater to watch a
Lisa, a film student, interviews people about the movies they movie if you can get it on your computer or
like and how they watch them. cell phone? What makes the theater so special
for you?
Lisa: H i, I’m Lisa, and I’m a film student. I’m in film Woman 1: I like sharing that experience with an audience.
school because I love to watch movies, especially * * *
on the big screen. But these days, you can watch Lisa: What type of movies do you like?
movies anywhere: on your computers, on your Man 2: I like science fiction movies.
televisions, and even on your cell phones. I want Lisa: Why?
to know, why do people still go to the theater? Man 2: Because it takes you to another world.
Let’s go talk to some people. Lisa: How do you feel about 3-D?
* * * Man 2: I think I like 3-D.
Lisa: Do you like movies? Lisa: Do you like historical drama?
Man 1: I love movies. Man 2: No, I don’t like historical dramas.
Man 2: I do like movies. Lisa: Why not?
Woman 1: Yes, I do. Man 2: I think they’re dull.
Woman 2: Yes, I do. I love movies. Lisa: How often do you watch movies on your
* * * television, computer, or mobile device?
Lisa: What type of movies do you like? Man 2: Fairly often, maybe once or twice a week.
Man 1: I like horror films. Lisa: What makes the movie theater so special when
Lisa: Why? you go?
Man 1: I like to get scared. Man 2: It’s an opportunity for a night on the town.
Lisa: How often do you watch movies on your * * *
television, computer, or mobile devices? Lisa: What type of movies do you like?
Man 1: I’ll probably download, like, two or three Woman 2: I like foreign films. I like to see people in
movies a week on my computer. other cultures.
Lisa: And how often do you go to the movie theater Lisa: Do you like classic movies?
to watch a movie? Woman 2: Yes, I do.
Man 1: I’ll go to the movie theaters once or twice Lisa: Why?
a month. Woman 2: I like to see the old black-and-white movies.
Lisa: What makes going to the movie theater so Lisa: How often do you watch movies on your
special for you? television, computer, or mobile device?
Man 1: Because I like to watch them on the big screen. Woman 2: I watch movies on my phone, um, quite
Everything’s bigger. The special effects are frequently because I take the train to work. I
bigger. I just like it better. probably see one or two a week.
* * * Lisa: And how often do you go to the theater to
Lisa: What type of movies do you like? watch a movie?
Woman 1: I like comedies and romance. Woman 2: I go pretty frequently. I would probably say,
Lisa: Why romance? once or twice a month.
Woman 1: I like romance movies because they make Lisa: What makes the theater so special for you?
me happy. Woman 2: The special effects are much better in the
Lisa: Do you like thriller movies? movie theater.
Woman 1: No, I do not like thrillers. * * *
Lisa: Why not? Lisa: Well, that was some fun research for school.
Woman 1: I don’t like to feel scared. And those people really love their movies and
Lisa: How often do you watch movies on your their movie theaters. What do you think? Do
television, computer, or mobile device? you like to watch movies on the big screen
Woman 1: I download them to my computer five or six or the small screen? Why do you think movie
times a month. theaters are still so popular?
Lisa: How often do you go to the theater to watch
a movie?
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Unit 5: A family picnic Beth: T hat’s Ryan and Megan. Ryan is Kimberly’s
husband, and Megan is their daughter. So he’s
Beth introduces her family members during their picnic in my brother-in-law, and she’s my niece.
the country. * * *
Beth: Here are my mom’s parents, Kathleen and
Beth: H i, I’m Beth, and this is my husband, Chris. Jerry. So they’re my grandmother and
We’re here for a family picnic. We’re having the grandfather. They’re my grandparents.
picnic in the country. Kathleen: Oh, look. There’s Ted. What’s he doing?
* * * Jerry: He’s trying to catch a fish.
Beth: That’s my dad, Ted. He loves to fish. And that’s * * *
my mom, Angela, on the left. She’s talking to Chris: OK, everybody. Over here!
my Aunt Helen and Uncle James. Helen is my Beth: And now Chris is taking a family photograph.
mom’s sister, and James is Helen’s husband. He takes a picture of us every time we
* * * get together.
Beth: And that’s my sister, Kimberly. Jake’s playing Chris: Say, “cheese!”
in the woods. He’s twelve years old and Everybody: Cheese!
very active. Beth: And that’s my family.
Kimberly: Jake, what are you doing?
Beth: Kimberly is Jake’s mom.
Kimberly: Jake!
Beth: So Jake is my nephew.
* * *
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Unit 6: I like to stay in shape. nne:
A Wow. You’re amazing.
Tim: eah, well, it’s important to take care of yourself.
Y
Tim tries to impress Anne by telling her about his Anne: What else do you do to stay in shape?
fitness routine. Tim: Well, on Tuesdays, I’m on the tennis court by 5:30.
Anne: I play tennis, too. How well do you play?
nne: Hi.
A Tim: Pretty well.
Tim: Oh, hi. It’s a beautiful morning, huh? Do you always Anne: That’s a lot of exercise for the weekdays. What do
come out here this early? you do on the weekends?
Anne: Yes, I do. I usually get up around five o’clock. What Tim: Saturdays and Sundays are my days for team sports.
about you? Do you come out here a lot? Anne: Now, that’s a lot of exercise.
Tim: Yeah, I do. I like to stay in shape. Tim: Yes, it is.
Anne: You do? Anne: Oh, look at the time. I should get started.
Tim: Yes. Tim: Yeah? How far are you going?
Anne: How often do you exercise? Anne: Just a couple miles. Hey, do you want to join me?
Tim: Every day. Tim: Uhh.
Anne: Really? Anne: It’s not that far for a fit guy like you.
Tim: Yeah, I usually start my day with some stretches. Tim: No, no, not far at all. . . . Yeah, I’ll . . . join you.
Then, I always do some sit-ups, lift some weights,
and, when the weather’s nice, my bike and I are
never too far apart.
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Unit 7: My trip to London Lili: I like his hat.
Melissa: Yes, it looks heavy. The guards are very intense.
Melissa tells Lili about her trip to London. Their attention is one hundred percent on their
duties. They never move or speak. They ignore all
elissa: Hi, Lili!
M the tourists around them.
Lili: Hi, Melissa! Lili: Did you take a tour?
Melissa: Ah, you look great! Melissa: No, I didn’t. I didn’t have time.
Lili: You do, too. You look very well rested. How was Lili: That’s a shame.
your trip to London? Did you have any free time Melissa: I know.
between meetings? Lili: What did you do next?
Melissa: London was great. We were very busy all week, Melissa: Then, I took a bus to St. Paul’s Cathedral.
but I had some free time on Saturday and Sunday Lili: Wow. That looks amazing.
morning. I flew back on Sunday evening. Melissa: Yeah. They built it on the highest point in the city.
Lili: Did you take any pictures? So, that way, you can see the dome from almost
Melissa: Better than that. I have videos. anywhere in London.
Lili: Excellent! Lili: It’s really beautiful.
Melissa: I can’t wait to show you. You’re going to love this. Melissa: Yeah. So that’s everything I did on Saturday.
Lili: I can’t wait to see them. Lili: You did a lot.
Melissa: I did a lot on Saturday. First, I went to the London Melissa: Yes. Then, on Sunday, before I went to the airport,
Eye. Here it is. I walked around. I went to Westminster Bridge.
Lili: Did you go on it? I walked across it. I saw Big Ben and Parliament
Melissa: Yes, I did. The views were fantastic. Then, I went and Westminster Abbey.
on a boat on the River Thames. Lili: Did you go inside?
Lili: What was the weather like? Doesn’t it rain a lot Melissa: No, I didn’t have time. I had to go back to the
in England? airport. I only spent a day and a half in London,
Melissa: The weather was OK. It didn’t rain all the time. but it was great. I went on the London Eye. I
Lili: That’s good. went on a boat ride on the River Thames. I saw
Melissa: The boat ride was really interesting. I saw Tower Tower Bridge and the Tower of London. I visited
Bridge and the Tower of London. Buckingham Palace and St. Paul’s Cathedral. I
Lili: Did you go in the Tower of London? walked across Westminster Bridge, saw Big Ben,
Melissa: No, I didn’t have time. Then, I visited Buckingham and visited Westminster Abbey. It was wonderful.
Palace. This is where the Queen lives when she’s Oh, but what about you? Did you have a good
in London. weekend? What did you do?
Lili: Was she there when you visited? Lili: Me? I had a great time. I cleaned my apartment.
Melissa: No. Her flag wasn’t on top of the palace. That I did laundry. I went to the pharmacy. I took a
means she’s not there. subway ride and saw my brother’s baseball game.
Lili: Oh, is that a guard? And I visited a lovely supermarket where I bought
Melissa: Uh-huh. groceries. It was wonderful. And I have video, too.
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Unit 8: Nice neighborhood armen: Sounds great!
C
Luis: OK. Let’s take a look. Thank you for your help.
Carmen and Luis learn about their new neighborhood. Sarah: It was my pleasure. Give me a call this afternoon
because this apartment won’t last long!
armen: We really like the apartment!
C Carmen: OK. Thank you! Bye.
Luis: Yeah, it’s good. Very roomy. Luis: Bye!
Sarah: Good! Sarah: Bye!
Carmen: What’s the neighborhood like? * * *
Sarah: Oh, it’s a very special neighborhood. There’s a Carmen: I love that bookstore! What a great
real mix of people here. There are older people, neighborhood.
young families, and students. There’s a lot of Luis: Yeah.
different cultures. Carmen: There’s a movie theater and restaurants!
Carmen: So, it’s a safe neighborhood. Luis: Movie theater, restaurants.
Sarah: Oh, yes! It’s very safe, and quiet. There isn’t much Carmen: There’s a furniture store.
noise. Well, usually! Luis: Uh-huh. Yeah.
Carmen: Is there much crime? Carmen: And there’s a jewelry store. My birthday’s
Sarah: Oh, no, there isn’t much now. coming up . . .
Carmen: Now? Both: . . . next month.
Sarah: Well, there were some problems, but that was ten Luis: Yeah, I know.
years ago. * * *
Carmen: OK. Carmen: Look, Luis, there’s a really nice grocery store.
Luis: What about public transportation? Luis: Yeah, that’s a nice grocery store.
Sarah: The public transportation is excellent. It’s just a Carmen: And there are a lot of really good coffee shops. I
few minutes to downtown. really like this neighborhood!
Carmen: We like to eat out. Are there many restaurants Luis: Yeah, it’s . . . really great. Wow! That’s an
and coffee shops? amazing guitar!
Sarah: Oh, yes. There are a lot of restaurants! Just take a Carmen: So, can we take the apartment?
walk down the street, to the end, and you’ll see. Luis: Sure. Why not? Let’s go for it.
There are lots of Greek and Italian restaurants.
There’s Indian, Chinese, . . . everything!
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Unit 9: Suspicious visitors morning. They’re dangerous, and they have
guns. They’re traveling in a dark SUV!
Sarah and George are relaxing at home when they are Sarah: Well, hurry up! Go call the police!
surprised by visitors. George: (phone) Yes. I’d like to report two suspicious
persons. . . . 353 Elm Road, Salem. . . . George
Radio: A nd in other news, two prisoners escaped from Adams: A-D-A-M-S. . . . (to Sarah) What are they
the state prison this morning. They are traveling doing now?
in a dark SUV. These men are dangerous and Sarah: They’re standing in the driveway, and they’re
have guns. The governor says. . . . looking around.
George: Sarah, would you like another cup of coffee? George: (phone) They’re standing in the driveway looking
Sarah: No, thanks. . . . [sounds of car stopping outside] around. . . . (to Sarah) About how old are they?
Honey, do we know anyone who has an SUV? Can you tell?
George: An SUV? The Thompsons have an SUV. A Sarah: The short one is about twenty, . . .
green one. George: (phone) The short one’s about twenty, . . .
Sarah: This one’s not green. Sarah: . . . and the tall one looks like he’s in his forties.
George: It’s not? What color is it? George: (phone) . . . and the tall one looks like he’s in
Sarah: I can’t tell. It’s red, or brown. It’s dark. his forties.
George: Where is it? Sarah: George, they’re walking up to the front door!
Sarah: It’s parked in front of the house. And there are George: (to Sarah) It’s all right, Sarah. Help is on the way!
two people inside. (phone) Right. . . . Yes. . . . Thank you so, so
George: Really? much. Bye.
Sarah: Uh-huh. And now they’re getting out of it. Sarah: Wait a minute! I can see them now. George! The
George: What do they look like? tall one, it’s . . .
Sarah: One man’s tall, and he’s got dark hair, and he’s Harry: Cousin George! So this is the right address. It’s
wearing sunglasses. been so long, I wasn’t sure I remembered.
George: And how about the other one? George: Cousin Harry! What are you doing here?
Sarah: He’s short. He’s wearing a baseball cap and Harry: We’re passing through town, so we decided to
sunglasses, too. I think they’re coming here. stop in and say hello. The last time you saw my
George: Sarah, you keep watching. I’m going to call daughter, Alexis, here, she was just a baby.
the police. Alexis: Hi.
Sarah: The police? Why are you calling the police? Sarah: Alexis, look at you! You’re all grown up! It is great
George: There was a news report on the radio a moment to see you both. Come on in!
ago. Two men escaped from the state prison this Harry: Wow. Sounds like a rough neighborhood.
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Unit 10: What took you so long? Linda: ( Voicemail message) Hi, this is Linda. I can’t
take your call right now, but leave me a
On his way to meet Linda, Jacob has some problems. message, and I’ll get back to you as soon as
I can.
Waiter: Can I take your order? * * *
Linda: I’m waiting for my brother, but he hasn’t Jacob: Then, I called a locksmith.
arrived yet. Linda: And did he open your car door for you?
Waiter: Oh, OK. I’ll come back. Jacob: Yeah.
Linda: Thank you. * * *
Jacob: Linda, I’m really sorry. Locksmith: Great.
Linda: It’s OK, Jacob. I’ve only been here for a little Jacob: There you go.
while. Is everything all right? Locksmith: OK, this is yours.
Jacob: Yes, it is now, but you won’t believe what just Jacob: Great. Thank you so much.
happened to me. Locksmith: Have a good day.
Linda: What happened? Jacob: Thanks. Thanks, again.
Jacob: Well, first of all, I was late leaving my Locksmith: OK. See you around.
apartment, so I had to hurry. Then, just Jacob: All right. See you later. Bye.
after I got in my car, I saw my neighbor, Mrs. * * *
Flanagan. She had a heavy trash can, and she Linda: How long did it take?
couldn’t move it very easily. So, I helped her. Jacob: About two minutes. So, I paid him and
* * * came here.
Jacob: Mrs. Flanagan, wait! Let me help you Linda: How much did it cost you?
with that. Jacob: Oh, it wasn’t very expensive. It cost only . . .
* * * Linda: What is it?
Linda: That was kind of you. Jacob: My wallet! It’s still in the car. I put it in the
Jacob: Yeah, but, right after, there was a problem. glove compartment.
When I went back to my car, I couldn’t get in. Linda: Don’t worry, Jacob. You’ve had a hard day. I
Linda: Did you lock your keys in the car? haven’t taken you to dinner in a long time.
Jacob: Can you believe it? This is my treat.
Linda: Oh, no. What happened next? Jacob: No, I insist. Wait right here. I’ll be right . . .
Jacob: First, I tried to call you, but I got Linda: Is everything OK?
your voicemail. Jacob: Yeah. I can’t remember where I parked my car.
* * *
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Unit 11: San Francisco! Clerk: I think you mean the Painted Ladies. You can
find them in Alamo Square.
Dr. and Mrs. Smith get directions and advice about what to Dr. Smith: Right! Yes.
do and see in San Francisco. Clerk: Alamo Square is this small park surrounded
by really wonderful Victorian houses. We call
Clerk: T hank you. Here is your card and a copy them Painted Ladies because they’re so fancy
of the bill. and colorful. You should definitely go there
Mrs. Smith: Thank you. and see them. And don’t miss Lombard Street.
Clerk: Did you enjoy your stay with us? It’s very cool. It’s a very steep hill with lots
Dr. Smith: Yeah, it was fine, thank you. of curves.
Clerk: Where are you traveling to today? Dr. Smith: Wow! That all sounds very interesting.
Dr. Smith: We’re heading south, to San Francisco. Clerk: If you have time, you can take a boat trip
Clerk: San Francisco is great! to Alcatraz. It’s really interesting. And you
Mrs. Smith: We’re going to stay there for just a shouldn’t miss Golden Gate Park and the
couple of days. Japanese Tea Garden.
Clerk: Have you been there before? Mrs. Smith: Wow. Thank you! This is very helpful.
Dr. Smith: Well, I’ve been there once, when I was a kid, Dr. Smith: What’s the best way to drive to San Francisco?
but Mona, she’s never been there. Clerk: The most interesting way is across the Golden
Clerk: What are you planning to do while Gate Bridge.
you’re there? Dr. Smith: Right.
Mrs. Smith: No plans. We just want to explore. I want to Clerk: Just join Highway 101 [one-oh-one] about five
see all the sights. miles down the road, and it takes you across
Clerk: Well, you can start with a cable car ride. the bridge.
Mrs. Smith: Oh, definitely. Dr. Smith: Excellent! Thank you so much.
Clerk: It’s a really fun thing to do. Clerk: My pleasure! Enjoy San Francisco.
Mrs. Smith: Yes, we definitely want to do that. Mrs. Smith: Oh, thank you. How much for the cards?
Clerk: And you should visit Fisherman’s Wharf. Clerk: Nothing. It’s my gift.
Mrs. Smith: Fisherman’s Wharf? Mrs. Smith: Oh, thank you!
Clerk: Oh, yeah. You can find a little bit of Clerk: You’re welcome. Have a good trip!
everything there. Dr. Smith: Certainly will. Thank you so very much.
Mrs. Smith: OK. This sounds pretty good.
Dr. Smith: Yes. I remember some pretty interesting
houses. They had lots of colors and
architectural details. Do you know what I’m
talking about?
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Unit 12: Onion soup and chocolate Host: Really?
Kathleen: Yes, because when I feel a cold coming on, I
People discuss their home remedies for winter colds. know it’s important to eat lots of homemade
onion soup.
Host: I t’s fall here in New England, and that means it’s Host: OK.
cold season. When you get a cold, what do you Kathleen: Oh, and it’s a good idea to eat lots of
do about it? Do you stay in bed? Do you take an chocolate, too.
aspirin? Or do you just wait for it to go away? Host: At the same time as the onion soup?
Let’s find out what some people do for a cold. Kathleen: No, after. The onion soup gives you vitamins,
* * * and the chocolate gives you energy. That stops
Host: Hi, we’re asking people advice about what they the cold virus. Oh, uh, it’s a good thing to keep
do when they get a cold. very warm, too. It’s not a good idea to hang
Henry: Oh, ok. around on the street.
Host: So, what should you do when you get a cold? Host: OK. Thank you.
Henry: Well, I think it’s a good idea to take vitamin C. Kathleen: Bye!
Host: Anything else? * * *
Henry: It’s usually helpful to drink a lot of coffee. Host: What should you do when you have a cold?
Host: Coffee? Does that work for you? Roberto: I have a cold right now.
Henry: Yes, usually it does. Host: Oh! I’m sorry! So, what should you do?
Host: Thank you. Roberto: It’s a good thing to go home and rest.
Henry: You’re welcome. Host: Oh, OK.
* * * Kathleen: You should go straight home and eat lots of
Host: Hi. We’d like your advice. homemade onion soup!
Anna: Sure. Roberto: OK.
Host: What should you do when you get a cold? Kathleen: And chocolate, too. Oh, and stay warm.
Anna: Oh, I hate colds. It’s really good to drink hot Roberto: Yes, thank you.
lemon and honey. That always makes me feel Kathleen: You’re welcome. . . . Well, go on. Go home.
better, and that’s good for when you have a sore Host: Get well soon!
throat, too. * * *
Host: Is it a good idea to stay in bed? Host: [sneeze] Oh, no! I think I caught his cold!
Anna: Yes, maybe. I think it’s helpful to rest. * * *
Host: Thank you very much. Host: So, when you get a cold it’s a good idea to stay
Anna: You’re welcome. warm and get lots of rest, drink lemon and
* * * honey, take vitamin C, drink lots of coffee, and
Host: Hi. Can we ask you a question? eat lots of onion soup and chocolate. . . . Ah, I
Kathleen: But of course! feel better already.
Host: What should you do when you get a cold?
Kathleen: Oh, I never get a cold.
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Unit 13: How about a pizza? Carmen: I think that’s really spicy.
Luis: That’s OK. I like spicy food.
Carmen and Luis decide to try something new, in a way. Carmen: Me, too.
Luis: Let’s try it.
Luis: You know, I’m beginning to feel hungry. * * *
Carmen: So am I. I really could eat something. Waiter: Welcome. Do you have any questions
Luis: How about pizza? about the menu?
Carmen: Hmm. I’m not sure. I’m not really in the mood for Carmen: Yes. How is this dish: prawns in coconut milk?
a pizza. Waiter: Oh, it’s very good. It’s one of our most
Luis: You know, neither am I. popular dishes.
Carmen: OK. Let’s look for something else. But I want to Luis: What about the green curry?
eat. Soon! Waiter: That’s very spicy.
Luis: No problem. I do, too. Luis: That’s fine. I like spicy food.
Carmen: I like Japanese food a lot. Waiter: Do you need a little more time to decide? I can
Luis: So do I, but . . . get you your drinks while you read the menu.
Carmen: We could get some sushi. Carmen: OK. I’d like ginger and honey tea.
Luis: Yeah, I’m just not sure that’s what I want. Luis: And I’ll have a jasmine smoothie.
Carmen: But Luis, I’m hungry. Waiter: OK. I’ll be right back with your drinks.
Luis: So am I. I’m just not sure about sushi. Luis: Hey, Carmen. Look at that.
Carmen: Where do you want to go? Carmen: Wow. What is that?
Luis: Well, there’s a Mexican restaurant across the Luis: I don’t know, but it looks so good. Let’s ask.
street. You know I love Mexican food. Waiter: Here we are: one ginger-and-honey tea and one
Carmen: So do I, but . . . jasmine smoothie. Have you guys decided?
Luis: But? Luis: Can you tell me what that is?
Carmen: I just really wanted to try something different. Waiter: That is our special: Thai pizza. We put grilled
Luis: OK. Come on, let’s go. prawns and scallions on a thin layer of pizza
Carmen: Hey, a Thai restaurant. dough. It is delicious.
Luis: I’ve never had Thai food. Carmen: Hey, Luis. How about a . . .
Carmen: Neither have I. Luis: . . . pizza? (to waiter) We’ll have the Thai
Carmen: (reading the menu) Seafood curry, prawns in pizza, please.
coconut milk, . . . (to Luis) Mm, sounds good!
Luis: (reading the menu) Stir-fried chicken with ginger,
green curry, . . .
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Unit 14: Around the World Marlene: New York.
Host: No! Good try. [buzzer] Ted?
Marlene, Ted, and Lili are contestants on a game show about Ted: Los Angeles?
geography. Host: Ooh, sorry, Ted. It’s not Los Angeles, either.
[buzzer] Lili?
Announcer: W elcome back to Around the World, the game Lili: Is it Mexico City, Richard?
show about geography, with your host, Host: Yes! Mexico City! And Lili scores a hundred
Richard Darien! fifty points, and now she’s tied with Ted! On to
Host: Hi, again, folks. And welcome back to the Final Question Four. Question four is Deserts. This
Round of our show. I’m your host, Richard is for 200 [two hundred] points. What is the
Darien, and here are our contestants: largest desert in Asia? I’ll repeat the question.
• A computer engineer from Seattle, What is the largest desert in Asia? [buzzer] Ted.
Washington: Marlene Miller! Marlene has Ted: I know this one. It starts with ‘g.’ Go-, Go-, Gobi!
300 [three hundred] points. Host: Yes, the Gobi Desert! You have 200 [two
• And next to you we have a high school hundred] points, and your total score is now
teacher from Boston, Massachusetts: Ted 650 [six hundred and fifty] points! [bell] That’s
Simmons! Ted currently has 400 [four the bell. This is exciting, folks. I think it’s
hundred] points, and he is in the lead! time for our last question, worth 300 [three
• And our third contestant is a café owner hundred] points. The contestant that gets
from Vero Beach, Florida: Lili Chen! Lili has this right wins the game and also our grand
300 [three hundred] points, so she’s currently prize! Our final question of the game is on the
tied with Marlene. topic of Islands. OK, contestants, get ready.
Oh boy, this is going to be an exciting What country is sometimes called the “island
game, folks. Let’s get on to the Final Round. continent”? [buzzer] Ted?
Our categories are: Cities, Deserts, Islands, Ted: Is it Antarctica?
Mountains, and Rivers. And Question One, for Host: Sorry, Ted. Antarctica is sometimes called
fifty points, is Rivers. Fingers on those buzzers, the “frozen continent,” but not the “island
please. Which is longer, the Nile River in continent.” Anybody else? [buzzer]
Africa or the Amazon River in South America? Lili: Is it Hawaii?
[buzzer] Ted? Host: Sorry, Lili. Hawaii is an island, but not a
Ted: Um, the Nile. continent. [buzzer] Yes, Marlene. What’s
Host: That’s right for fifty points! Ted now has 450 your answer?
[four hundred and fifty] points, and he’s still Marlene: It’s Australia, Richard.
in the lead. On to Question Two. This one Host: Yes, it is! And Marlene is our winner! OK, let’s
is worth 100 [one hundred] points, and it’s find out what Marlene’s won!
on the topic of Mountains. Fingers on those Announcer: And tonight’s prize is a weekend break for
buzzers. Which is higher, Mt. McKinley in two in one of the most exciting, beautiful,
North America or Mt. Kilimanjaro in Africa? and fascinating cities in the United States. It’s
[buzzer] Marlene! Seattle, Washington!
Marlene: Mt. McKinley. Marlene: But I live in Seattle.
Host: That’s right! You score a hundred points, for Host: OK, so then you know what a great place it is!
a total of four hundred! Watch out, Ted. She’s (to audience) Until next time, that’s it for me.
going to catch you! On to the next question, I’m your host, Richard Darien. See you next
now worth a hundred and fifty points. week on Around the World!
Question Three is Cities. For a hundred and
fifty points, what is the largest city in North
America? [buzzer] Marlene?
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Unit 15: String cheese Carlos: Hello?
Mariela is throwing a party for Todd and asks for help from Carlos: Olivia, hi. I’m fine, thanks. We’re seeing you at
her guests. Todd’s birthday party, right?
Olivia: Yeah, that’s right. Listen, Carlos, could you bring
Mariela: Y eah, I think it’s going to be great! Todd is going some cheese to the party?
to love this party. Carlos: Cheese?
Olivia: Are there going to be a lot of people coming? Olivia: Todd really loves cheese, and Mariela didn’t get
Mariela: Yeah, a lot of people are coming. Oh, no! any, and now she’s in a panic about it.
Olivia: What’s wrong? Carlos: Yeah, sure. What kind of cheese?
Mariela: Cheese! I don’t have any cheese! Olivia: Camembert, I think, or Roquefort, and some
Olivia: Oh. Gorgonzola. Oh, and some string cheese.
Mariela: You have to have cheese and crackers at a party, Carlos: OK, Olivia. I’ll do it. Don’t worry.
and Todd loves cheese. People are going to Olivia: Thanks, Carlos. It’s so nice of you to help us.
arrive soon. I don’t have time to go out and * * *
get some. Mariela: Hi, Olivia!
Olivia: OK, OK. Calm down. Let’s see. I’m going to Mary’s Olivia: Hi! Happy birthday, Todd!
dance performance, but I’ll call Melanie. I’ll tell Todd: Hey! Thanks, Olivia! Nice.
her to get some cheese on her way to the party. Olivia: (to Mariela) Is Melanie, here?
OK? Mariela: Uh, no, she isn’t.
Mariela: Thank you so much! Olivia: [knocking] That might be her.
Olivia: What kind of cheese do you want? Mariela: No, Todd! It’s your birthday. Let me!
Mariela: Some Brie, some Gouda, some Cheddar. Oh, Todd: OK.
and some string cheese. Todd really likes Mariela: Hi, Carlos!
string cheese. Carlos: Hey, how are you? It’s good to see you.
Olivia: OK. I’ll tell her. See you later. Mariela: Great. Come on in.
Mariela: Thank you! Todd: Carlos!
Olivia: Bye, Mariela! Carlos: Happy birthday, Todd!
Mariela: Bye! Todd: Thank you so much.
* * * Mariela: Hi, Jessica.
Melanie: (voicemail message) Hi, this is Melanie. Please Jessica: Hi, hi! Happy birthday, Todd!
leave your name after the beep. Mariela: (to Jessica and Carlos) Thank you! Thank you!
Olivia: Hi, Melanie. It’s Olivia. Can you get some cheese Jessica: No problem! Olivia asked me to get Edam and
for Todd’s party? Buy a few different kinds of Cheddar and Brie.
cheese, you know, Brie, Gouda, Cheddar. Oh, and Carlos: And she told me to bring Roquefort, Camembert,
string. Mariela said Todd really loves string. OK? and Gorgonzola.
Call me back when you get this message. Mariela: Wow! That’s, great! Thank you. . . . Hi, Melanie!
Jessica: (voicemail message) Hi, . . . Melanie: Hey, Carlos. Hey, Mariela! Hi, Jessica. OK, so,
Olivia: Hi, Jessica? Olivia said we needed some cheese for this party.
Jessica: (voicemail message) . . . this is Jessica. I’m so sorry We have Brie. We have Gouda. We have Cheddar.
that I can’t talk to you, but please leave me a Oh, and this is for you, Todd.
message. Talk to you later. All: (mumbles of confusion, then realization and
Olivia: Hi, Jessica, it’s Olivia. May I ask you for a favor? laughter) What’s that? What? Oh! String!
Mariela needs some cheese for Todd’s party. String cheese!
She’s getting ready for the party, and I’m going
to Mary’s dance performance, so neither of us
can get it. Could you please pick some up on
your way to the party? Just a few kinds:
some Brie, Edam, Cheddar, whatever. Thanks.
See you later.
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Unit 16: Life changes After I finished my internship, my editor
offered me a position as a freelance reporter,
Three young people describe how their lives have changed and I immediately accepted the offer. I
since they finished school and started working. was really lucky to get the job. But I’m a
freelancer, so I’m responsible for discovering
Announcer: T he time just after leaving school is when my own news.
young people face a lot of change in their In the future, I hope to write for a larger
lives. We talked to three people about how publication that’s more widely read. I’d really
their lives have changed and their plans for love to interview someone famous, like the
the future. president of the United States.
* * * * * *
Reza: My name is Reza, and I’m a lawyer. I work in Robert: My name is Robert. I went to school at Tufts
Boston [Massachusetts] at a large law firm University in Boston, Massachusetts. I majored
downtown. in English and Philosophy because I’m a
In college, I was a political science major. student of how people think.
And after college, I went to Washington, I do improv comedy, and I make people
D.C., to work in politics. I worked on Capitol laugh three or four times a week. “Improv”
Hill for about two years, which is where the is short for “improvisation,” where people
government is, and it’s also the center of make up things without any preparation.
the city. When a show starts, we’ll ask an audience
Working in government, I learned more about member for a suggestion. Maybe we’ll ask,
the law. And I wanted to get more education “What’s your favorite food?” And they might
in the law. I decided I wanted to come back say, “Spaghetti.” And from there, we’ll think of
home and go to law school in Boston. something funny to do using the input
When I graduated, I had a job ready for me, of “spaghetti.”
and I started work right away at the firm. The I started taking classes in comedy after
stress level now is a lot different than when I graduating from Tufts, and now I know
was in law school. enough comedy that I teach people.
In law school, you’re stressing about your (class) Pass that focus and concentration all
academics, but when you’re practicing law, the way around the circle. Good. Make that
as a lawyer, you’re worried about doing the eye contact. Make it crisp!
best job you can on those projects that you’re (interview) I’m much happier now than when I
working on for your clients. was in college because I’ve found something
For the future, I hope to have a wife. I hope to that really makes me happy.
have a family, . . . kids. And I hope to love the (class) Good! All right! Good!
work that I’m doing and to be excited about it (interview) Five years from now, I would love
every day that I wake up. to be working on a TV show in Hollywood
* * * or performing on a major stage in New York
Kim: (on phone) Yes, it’s Kim Kalunian from the or Chicago.
Warwick Beacon. I’m just fine. How are you? * * *
(interview) I’m a freelance reporter for the Announcer: Reza, Kim, and Robert have all made plans
Warwick Beacon. The Warwick Beacon is a for their careers and future lives. Let’s hope
small newspaper, located in my hometown, that their plans, and your plans, are a
Warwick, Rhode Island. great success.
I actually got into this business by accident.
In high school, we had to do an internship. I
was interested in theater, so I approached the
editor of the Beacon and asked if I could do
some theater reviews. He accepted me
as an intern, but he wanted me to write
about everything.
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9781107643673_VRB_01_FM.

indd 1 09/09/11 7:01 PM

Cambridge University Press is part of the University of Cambridge.

9781107643673_VRB_01_FM.indd 2 09/09/11 7:01 PM

9781107643673_VRB_01_FM.indd 3 09/09/11 7:01 PM

9781107643673_VRB_01_FM.indd 4 15/06/2016 10:52

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9781107643673_VRB_01_FM.indd 6 09/09/11 7:01 PM

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9781107643673_VRB_01_FM.indd 8 09/09/11 7:01 PM

9781107643673_VRB_01_FM.indd 9 09/09/11 7:01 PM

Where do people wear name tags in your country?

clerk name tag introducing yourself ✓participant

3 GUESS THE STORY

2 Unit 1 Interchange VRB 1 © Cambridge University Press 2012 Photocopiable

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4 GET THE PICTURE

5 WATCH FOR DETAILS

Interchange VRB 1 © Cambridge University Press 2012 Photocopiable Unit 1 3

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angry confused embarrassed pleased

B class activity Now walk around the room

4 Unit 1 Interchange VRB 1 © Cambridge University Press 2012 Photocopiable

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8 WHAT DID THEY SAY?

10 WH-QUESTIONS Getting to know people

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How many hours a day do people work in your country?

Inside Outside Inside and Outside

dance instructor construction worker waiter mover

6 Unit 2 Interchange VRB 1 © Cambridge University Press 2012 Photocopiable

9781107643673_VRB_01_U02_WS.indd 6 10/13/11 4:49 PM

cab driver dance instructor

Watch the video

4 GET THE PICTURE

1. Sasha 2. Brian 3. Tim 4. Chris

waiter mover dance instructor cab driver

5 WATCH FOR DETAILS

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Reasons Sasha likes her work Reasons Brian’s job is important

7 ROLE PLAY Jobs

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8 WHAT DID THEY SAY?

9 QUESTIONS WITH DO; PRESENT TENSE VERBS

B pair work Now have similar conversations using your

10 ASKING ABOUT JOBS

1. How do you like your job? 3.

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Do people have garage sales or yard sales in your country?

2 VOCABULARY Yard sale items

Kitchen items Jewelry Other

a watch a necklace books dishes cups and saucers a camera

10 Unit 3 Interchange VRB 1 © Cambridge University Press 2012 Photocopiable

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Watch the video

4 WHAT’S YOUR OPINION?

1. Mariela thinks Todd 2. Todd thinks the

3. Todd thinks the necklace 4. Todd thinks the watch is

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1. Mariela thinks Todd 2. Todd thinks the

3. Todd thinks the necklace 4. Todd thinks the watch is